DOCUMENT RESUME

ED 041 428 EC 006 107

TITLE Exceptional Children Media Reviews Reprint. INSTITUTION Council for Exceptional Children, Arlington, Va. PUB DATE 68 NOTE 59p. JOURNAL CIT Reprinted from Exceptional Children, September 1968 - April 1970

EDRS PRICE EDRS Price MF-$0.50 HC Not Available from EDRS. DESCRIPTORS Annotated Bibliographies, Audiovisual Aids, Bibliographies, Educational Methods, *Exceptional Child Education, Films, *Handicapped Children, Instructional Materials, *Instructional Media, *Literature Reviews

ABSTRACT Forty-nine books, films, and tapes are reviewed in various areas of special education. Authors' comments on the reviews are frequently included. (JD) .-es. Exceptional Children 2Media Reviews Reprint September 1968-Apri11970 Reprinted from EXCEPTIONAL CHILDREN

September 1968- April 1970 Media Reviews

VOLUME 35 September 1968

The Modification of Stuttering. Eugene J. Brut- to the two process theory. Chapter IV, "A ten and Donald J. Shoemaker. Englewood Cliffs, Theory for the Modification of Stuttering," New Jersey: Prentice-Hall, 1967. 148 pp. $5.50. deals with extinction of classically conditioned responses and of instrumental responses. Chap- This book is intended to acquaint both the ter V, "Clinical Procedures for the Modifica- college student and the professional speech pathologist with the learning theories around tion of Stuttering," is 49 pages long or about which current thinking about stuttering has one-third of the book. One of the first pro- been structured, with the data important to cedures described is the obtaining of critical the fundamental predictions of these the- factors; which evoke negative emotion in the ories, and with a two-process theory of learn- patient. The techniques of therapy are in terms ing that seems promising for both the the- oretical integration of the data on stuttering of inhibition of negative emotional responses, and the therapeutic modification of it. This determination of instrumental responses, and book is designed, then, for the student of the ordering of instrumental responses for stuttering who wants a data-bound approach extinction. to learning theory and therapy [Preface]. It is the belief of these authors that The first three chapters of the book are the most efficient program for reducing stut- concerned with a survey of current learning tering and associated instrumental behaviors theory which serves as a basis for the discus- is the sequential use of reciprocal and reactive sion of the two process theory and therapy. inhibition. In this treatment program, the at- Chapter I, "Behavioristic Approaches to Stut- tack is directed first toward the conditioned negative emotional responses that tend to dis- tering," includes the concepts underlying both rupt fluent speech and that serve as instigators the traditional theories of stuttering and learn- and source of reinforcement for instrumental ing theory approaches to stuttering. Wisch- avoidance and escape behaviors. ner, Sheehan, and Shames and Sherrick re- One of the authors, Dr. Brutten, is a speech ceive special consideration. The second chap- pathologist; the other author, Dr. Shoemaker, ter, entitled "Stuttering: Conditioned Disinte- is a clinical psychologist. They should make gration of Speech Behavior," discusses emo- an excellent team for the study of the learn- tional learning; the development of stuttering; ing approach to the understanding and treat- instrumental learning; and fluency, fluency fail- ment of stuttering. These authors have ac- ure, and stuttering. The definition of stuttering knowledged their indebtedness to preceding be- is limited to that class of fluency failure that havior theorists and therapists, and particular- results from conditioned negative emotion. ly acknowledge the influence of 0. Hobart The third chapter is devoted to "Predisposing Mowrer and Joseph Wolpe. Learning theories Factors," in which the authors statethat as proposed by Hull, Skinner, and Dollard and "Although learning is involved in the devel- Miller would serve the reader in his under- opment of stuttering, unlearned predisposing standing of this book. factors may also be important in determining it." The second part of the book is concerned Ruth B. Irwin, Department of Speech, Ohio with the modification of stuttering according State University, Columbus.

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POSITION OR POLICY. Deaf Children at Home and at School. D. M. C. Dale. Springfield, Illinois: Charles C Thomas, 1967. 272 pp. $7.50. ing losses of 90 percent dB or greater. While the author reviews programs and procedures Dr. Darcy Dale, author of Deaf Children at as practiced in many countries including the Home and at School, states in his introduction United States, he also describes special features that the book was written for two major pur- specific to the program in New Zealand which poses: to serve as an introductory text for should be of interest to all readers. persons concerned with hearing impairment and In these schools, the school health officer to insure that the closest possible relationship plays an important role in the hearing testing exist between parents and teachers. program and followup. Considerable emphasis Based on his experiences as principal of the is given to the medical followup and also to Kelston School for the Deaf and Partially the fitting of hearing aids supplied by the gov- Hearing in Auckland, New Zealand, and en- ernment. While the book does not describe the riched with wide experiences in other countries, program of early identification, it is apparent the author presents a comprehensive yet simpli- that in New Zealand emphasis is given to the fied overview of the problem of hearing im- preschool child, both through a program of pairment in children. References are made to education for the parents and through nursery significant research, and the book abounds in training for the child. Ideally, the plan is to examples of practical approaches to all aspects enroll the hearing impaired child in the nur- of dealing with the problems of hearing im- sery program for hearing children and add a pairment, including identification; diagnostic teacher of the deaf to the staff. services and home training of young children; Unique to New Zealand is the Unit pro- child behavior; home school relationships; ed- gram begun in 1960 in the public schools. ucational methods and techniques in teaching This program provides that a class of deaf language, speech, auditory education, and reg- children and a special teacher become part ular school subjects; and the evaluation of of a class for normally hearing children. In progress. Numerous diagrams and charts ef- this team teaching program, both teachers fectively illustrate the written expository de- share in the educational program and special scriptions, and the major research references instruction of each student. Physical facili- are listed in the bibliography. ties require a two room setup with special Permeating the book are the author's strong auditory and visual equipment installedin convictions that hearing impaired children, both rooms. Programs are coordinated on a both partially hearing and deaf, can be much regionalbasis,includingspecialdiagnostic more successfully educated than they are pres- clinics, visiting teachers, unit programs in or- ently through full utilization of present day dinary schools, and the services of schools knowledge in the areas of early identification, for the deaf. Because of the close proximity proper medical and audiological management, of the school to the home, the family unit interdisciplinary evaluations, auditory and vis- becomes an extension of the school program. ual aids, and well planned educational pro- According to the author, only about 20 For- grams. Such programs should include associa- cent of all deaf children (including those tion with hearing children, combined home with multiple handicaps) would not be likely school training, and a strong auditory and mul- to profit from these unit programs. tisensory approach to the entire habilitation Deaf Children at Home and at School is a process. Dr. Dale statesin his preface that the survey of the various aspects of a present book does not give consideration to fingerspell- day habilitation of the deaf primarily from ing and conventional sign language because of an auditory oral point of view. It seems to the author's limited knowledge of them at the convey an attitude of considerable optimism present time. According to the author, high expectations about the education of the deafmore so can apply to the great majority of deaf than is the case across our country at the children, including those with profound hear- present time. However, this reviewer would have to agree that we have not yet found ways as a nation to utilize existing knowl-

2 edge, resources, or professional skill in con- with brief and somewhat selected chapters on structive home school programs from the a review of the literature on child autism point of early identification to adulthood. and schizophrenia and the function of group therapy with disturbed children. Hazel Bothwell, Consultant, Deaf and Hard The authors state that the central theme of Hearing, Department of Special Educa- of this book revolves around the utilization tion, Office of the Superintendent of Public of a group therapy approach which combines Instruction, Springfield, Illinois. what they consider to be two rather differ- ent types of childrenthose labeled autistic Author's Comment and those placed into the group who served Perhaps the last paragraph which includes ascatalysts by presenting more adequate the sentence "It seems to convey an atti- ego structures with which the more severely tude...." might be discussed. I did not in- disturbed children can identify. Several chap- tend to suggest that by setting up services ters focus 'n the development of this par- verycarefully,theproblemofdeafness ticular program, the conception ofchild could be minimized to the extent that it was no longer a serious handicap. At the present group therapy, critical dimensions represent- state of our knowledge, however, I consider ing many of the dynamic activities taking that although there is usually still a very real place within the sessions, and brief vignettes difficultyin communication, deaf children ofthebehaviorofthechildrenwhile should be able to look forward to living happy involved in the group activity. The authors and worthwhile lives. carry their descriptions several steps further D. M. C. Dale. by including chapters on group work with October 1968 parents (although itis not clear whether Group Treatment of Autistic Children. Hubert S. these were parents of children who were di- Coffey and Louise L. Wiener. Englewood Cliffs, rectly involved in the group therapy pro- New Jersey: Prentice-Hall, 1967. 132 pp. $4.95. gram); a discussion of the methods and re- This isa brave book in the sense thatthe au- sults of the observational study they conducted; thors have been willing to describe many of and a brief description of children who had the activities surrounding their conducting of left the Center, focusing on these children's a project focusing on group treatmentof current adjustment as contrasted with their behavior while at the Center. autisticchildren. There isa rather wide ranging selection of topics all of which bear Whatever the ultimate solution may be for in one way or another on the group project. the proper treatment of seriously disturbed Not only are the topics of a diverse nature children, it now seems clear that the tradi- but they are written by a number of differ- tional, highly stylized individual approach of ent observers, most of whom wereinvolved one therapist for one child has not yielded at one time or another with the programof very promising results, nor has it helped us the East Bay Activities Center, a day treat- developfruitfulkindsof vestions. The movement toward working with groups of ment centerforseverelydisturbedchil- dren. It is refreshing, as a reader, to be given children both in child therapy and in pro- the opportunity to trace with the authors the grams for the education of emotionallydis- development of a particular therapy project turbed children has been developing ata and to be exposed to the program con- rather rapid pace, at least in terms of ex- cepts utilized in the designing of aninstitu- pressed interest. But, as of yet, there has been tional pattern such as a day center. With a little published in the way of experimental careful reading, one can tease out the phil- studies or descriptive statements analyzing the osophical shifts in professional thinking which group process on any sort of depth level. went into the development of desirable pro- This book is a beginning attempt to describe cedures and the utilization of staff for such a a group treatment approach for children difficult child population. termed autistic and the setting in which such Along with chapters on the history and a treatment plan was developed. development of the Center and the develop- As stated above, it appears impossible to ment of the program, the authors present us

3 separate the procedures used from the en- sample used. Many readers would be greatly vironment in which they are employed. This interested in a more fully detailed descrip- seems true, even though the authors state tion of what actually transpired in the group thattheyincludedsuchinformationso therapysessions. At atime when many thatothers couldlearn more about day workers are grappling with the question of treatment programs.It would appear that not only whether to form groups but also the greater benefit would come from en- what should be done within those group abling the reader to better understand which sessions, such information would be of great environmental forces impinge upon such a value. The authors do state a number of im- treatment process, either in positive or nega- portant dimensions which were manifested tive directions. The authors state that one of in the group, such as the difficulties such their major goals is to focus on the context youngsters have in shifting from one activity of the relationship, thus allowing us to look to another, their inability to express and rec- at the broader environmental setting. They in- ognize feelings, their inability to relate to clude looking at ways in which to modify spe- other children, and the absence of language cific behaviors within the broader context of patternsthatareeasily communicable to both therapist child relationship and the setting other children and observers, to cite just a in which they occur. The authors state that they few of the 12 dimensions cited. reached a type of compromise in their plan- The authors do indicate that while the ning of this particular therapy program in project was in process their thinking changed that they believed on one hand that autistic on a number of points; two stages of the youngsters who are predominantly nonverbal study were conducted, with several corrections are not really in a position to interact effec- being built into the second phase of the proj- tively with others in a group situation, and ect based on their awareness of- certain pit- on the other hand they recognized how de- falls which were built into the initial design. sirable such a group process orientation might This is to their credit but, nevertheless, the be for these children. As a result of their reader is struck with how imprecise the ob- strong belief in the ultimate value of group servations of the children's behavior are. One process, they grouped with the autistic chil- is left with many questions as to just how dren a number of youngsters they described different the group sessions were from the rest of the environment which also focused as catalysts, youngsters who were less severe- on the youngsters in group activities. One ly emotionally involved. There is some pre- other question would revolve around the de- cedence for this type of grouping, mainly in signing of hypotheses after the data have been some of the work done by Lippitt at the collected; in some ways, relying on a purely University of Michigan in terms of cross age descriptive orientation would have been just relationships, and in some of the projects be- as satisfactory. ing developed in inner city schools, particu- There is much of relevance in this book larlytheutilization of multigradedclass- for educators of children with learning and rooms. The authors' first assumption that se- adjustmentproblems,providedtheyare verely autistic youngsters cannot respond to willing to make some of the translations from one another in a group process situation has therapy to education. There are clues em- never really been seriously tested. bedded in this book as to grouping tactics, In many ways, the reader is still left with the impact of the total milieu on the prog- a number of questions which are not re- ress of the child, and the flexibility needed on sponded to on a depth basis. The description the part of the adults working in such a set- of the kinds of youngsters, forming both the ting to roll with the experimental and thera- autistic group and the catalyst group, is quite peutic punches. general, and the heavy reliance on psychiatric and clinical labels presents again the difficul- Peter Knoblock, Associate Professor of Spe- ties in communicating in either treatment or cial Education, Syracuse University, Syracuse, educationallyrelevantterms thetypeof New York.

4 November 1968 January 1969 Clinical Teaching: Methods of Instruction for the Steps to Achievement for the Slow Learner. Retarded. Robert M.Smith. New York: McGraw- Marylou Ebersole, Newell C. Kephart, and James Hill, 1968. 292 pp. $7.95. B. Ebersole. Columbus,Ohio: CharlesE. Merrill, 1968. 196 pp. $4.95. Hardcover. In 12 interesting and well written chapters, the author considers topics suchas the nature of The term slow learner as used in the title of cognitive development; assessing individual dif- this volume is well known to Kephart's read- ferences, methodologicalconcerns, perceptual ers. In the preface the authors state that most motor development, assessing and developing of the book applies to children with learning language and speech, instruction in reading and disabilities regardless of etiology or age of arithmetic, gainful employment, adult educa- the child. The first three chapter titles de- tion, parents, and classroom organization and scribe the child under consideration as brain administration. The book's focus isupon the damaged. The opening paragraph of the book assessment and instruction of retarded children seems to say that handicapped children are all as individuals in view of the wide intra- and brain damaged: interpersonal variations existing inspecial Who is a handicapped child? He is a human classes. Particular stress is given to theuse of being who deviates from capabilities we ex- diagnostic tools and appropriately sequenced pect from any normal child. He may deviate learning activities by the teacher. Clearly, the a little, or a lot; he may have only a single book aspires to develop learning specialists, not learning disability, or combinations of learn- ing disabilities. Many handicapped children teachers for "homogeneous classes." are similar, but no two are exactly alike. The Considerable attention has been directed to children will vary in their needs for three def- the identification of relevant research studies inite reasons:1. All children are born with and the skillful translation of the same into innate, inherited characteristics; 2. Each child classroom practice. Hebb's theory of neural or- responds to his particular environment; 3. The ganization is used to explain retardation and is number of areas, the place, and the degree of brain damage will never be the same in any related to research findings and instructional two cases [p. 11. approaches. Though Smith does not talk down to the On page 2 the point is further urged that reader, he manages to guide him lucidly through some children who lack demonstrable neuro- theory and research to "clinical" education. The logic abnormalities are diagnosed as behavioral mechanics of incidental learning, retroactive or emotional problems and "until their prob- and proactive inhibitions, distributed practice, lems are recognized as those of true brain and overlearning are neatly explained and their damage" we teachers and parents only aggra- substance utilized. For all of this, no reasonably vate their difficulties. Throughout the remain- endowed undergraduateshouldexperience der of the book, the term brain damaged is difficulty in understanding any part of the used almost exclusively. The authors' philoso- book. phy and assumptions are further revealed in a Extensive experience in preparing teachers brief discussion of failure to color within the has been combined with a familiarity with the lines. "The remedy is not 'more practice in coloring,' but rather a carefully planned cur- research literature and learningtheory in riculum to correct the underlying inabilities Smith's new book. It isa carefully prepared [p. 3]" and thoughtful work that should finda place in every program that prepares teachers of the The first four chapters deal with special mentally retarded. It is, in my view, quite pro- needs of the brain damaged child, characteris- bably the best book of its kind since the classic tics and discipline of the brain damaged child, Kirk and Johnson text published in 1951. brain damaage and central nervous system function, and learning theory related to teach- ing techniques. The next two chapters present James J. McCarthy, Professor, Departmentof Kephart's position on the need for a stable Studies in Behavioral Disabilities, Universityof point of reference (body image, laterality, Wisconsin, Madison. etc.) and the developmental stages of learn- ing (gross motor, motor perceptual, percep-

5 tual motor, perceptual, perceptual conceptual, strengths, weaknesses, abilities, and disabilities and conceptual). The remaining six chapters and the accompanying unlabeled 9 point pro- present ctvriculum and are not sequentially file of the "inconsistencies typical ofmany related to the stages of learning presented brain-damaged children" is one such place. earlier. These curriculum chapters are titled The figures (more than 65) and photo- conceptualization, arm and hand coordination, graphs (more than 40) lend eye appeal, but cutting with scissors, prereading, prewriting, greatly decrease the amount of spacer ,:;l- and prearithmetic. Each one of these curricu- able for text, as the book contains fewer to lum chapters is divided into steps for teaching. 200 pages. Not all of the illustrations are es- Each step is further subdivided into specific sential or helpful. For example, the concept activities. For example, Step II in the arm that the site and nature of brain damage varies hand coordination chapter consists of 36 num- from one case to the next is illustrated by bered activities described in three or four three human outlines (1/3 page) with differ- lines each; e.g., finger painting, make mud ent sizes and number of dots in the head area. pies, provide a bolt board, clap in time to The curriculum chapters provide hundreds music, practice a twisting wrist movement, of activity ideas. A teacher who is looking for squeeze newspapers, outline a Christmas tree, such specific activities would find this a rich etc. (sic) source. But the question of just exactly what This book is intended for a wide audience is being learned by the child while he is mak- of teachers, therapists, physicians, students, ing papier 'niche Easter eggs continues to and parents. It is obviously a difficult task to quietly nag. write simultaneously for such diverse reader- For some time now it has been patently ship. The apparent choice of the authors was clear that there is a substantial market avidly to simplify when in doubt. The preface re- interested in materials which purport to aid veals an intention: "The learning theory pre- parents and teachers in working with children sented in the first half demonstrates the im- who have difficulty in learning. Anyone who portance of careful medical, eeucational, and chooses to write in this field and shows even a psychological studies of the child ...." But modicum of persistence in dealing with pub- in the text, diagnostic testing is dealt with in lishers will be able to see his efforts in print. 31 lines. Educational evaluation is not men- Such a situation in educational publishing is tioned and "psychometric and projective test- comparatively unique and poses unusual ad- ing" receive only one sentence. The chapter vantages and disadvantages. It seems to this on learning theory related toteaching tech- reviewer that the extent of this demand for niques refers only to Hebb and Fernald and commercially available materials in learning contains fewer than 200 lines of text (the pre- disabilities places a heavy responsibility on ceding chapter ends on page 39 and succeed- those persons already well known and re- ing chapter begins on page 51, illustrating the spected in the field. use of space and filler in thisbook). The four chapters on brain damage and the theory of Barbara D. Bateman, Associate Professor, Col- teaching are frequently oversimplified. For lege of Education, University of Oregon, Eu- example, Hebb's cell assembly theory is pre- gene. sented in 19 lines and then the reader is ad- monished that Authors' Comment Teaching the brain-damaged child is a con- The authors fully realize the responsibility of trolled, systematic procedure, guided by a publishing a curriculum guide for the teaching knowledge of the stimulus-response process as well as by a knowledgeof how the child of children with learning disabilities. Sucha neurologically interrelates his learning, as pre- guide is long overdue and urgently needed for sented in the Cell Assembly Theory [p. 43]. the many new classrooms and trainingcenters There are fewer than 20 references in the en- opening across the United States and through- tire volume, which is not necessarily a fault. out the world. It is necessary to supply a cur- There are times, however, when the readeris riculum based on sound theory. At thesame tempted to supply his own credit lines. The time, the curriculum must be easily inter- discussion on page 25 of plotting the child's preted by the many types of persons who

6 today are confronted with a child in need Instructional Approaches to Slow Looming. of educational help. William J. Younie. New York: Teachers College It was tempting for us to use only the "rich" Press, Teachers College, Columbia University, material of chapters seven through twelve for 1967. 179 pp. $1.95. Paperback. Steps to Achievement for the Slow Learner. Then there would have beenroom for more This is a considered and moderate approach methods and more detailed reasons for such tothe problems of providing an adequateand methods as making a papier 'niche Easteregg, suitable education forthat large minority in for example. Admittedly, a whole book could the schools identified as "slow learners"the be written, instead of onlya chapter, on each group which finds it difficult or impossible to of the subjects. But, aswe expressed, we feel keep pace with the average students, yet very strongly that a curriculum guide should possesses greater capabilities than the lightly not be a cookbook, for it is a fallacy to think mentally retarded. Younie has chosen to de- that a curriculum does not need adjustment fine the group of which he is writing, a par- and often radical adjustmentfor individual ticularly necessary step since the label is a gen- needs. Therefore, we included the first six eral one which has been used rather loosely chapters as background information for great- to describe various groups of children with er understanding of the use of the methods to problems, and has been used even (as in Ohio) follow. as the official designation of the group more We worked hard to make the theory chap- commonly known as the educable mentally ters reliable, readable, and cohesive. Our goai retarded. His definition is not a simple one never was a lengthy, detailed treatise. These indeed, the first three chapters are really de- chapters are not intended for the theorists and voted to definition, in that he is trying to in- research personnel in the special education dicate both what he feels are characteristics of field. Instead, these chapters should be easily slow learners and what he feels should not be understood by physicians who have never had considered an integral part of the condition. a specific course on brain injured children, by Expectations are listed in the areas of intelli- students who need an introduction to the gence (scores on such tests as the Stanford physiology and anatomy of brain injury, by Binet will range roughly from 75 to 90), therapists and teachers who need to relate achievement (1;x to 2 years behind expecta- their techniques to the child's total educa- tion), behavior (within the normal range), tional goals, and by parents who must begin and permanence (the problems will be long to realize why their brain injured child is standing and relatively resistent to change). different. This is not a book of easy answers, nor a We regret that the review draws assump- how-to-do-it for the teacher who finds him- tions from the preface that were not intended. self assigned to work with a slow learning We would like to emphasize that we believe group. It is not a cookbook, nor an attempt the strength of this curriculum guide is the to present a neat or new solution to an old organization of the curriculum methods to and often untidily served educational prob- show a systematic approach to teaching as lem. It strikes the reviewer rather as an at- well as a well founded relationship between tempt to present research and educational motor, perceptual, and conceptual learning. viewpoints,withbriefdiscussion on the We purposely did not arrange the last six strengths and weaknesses of each, in order to chapters so that some would pertain to motor, enlist the reader's own thinking on the iden- some to perceptual, and some to conceptual tity and problems of the particular group of methods. In the past, that is what has hap- slow learning children with which he may be pened to curriculums for brain injured chil- dealing, and the choice of proper education dren and we feel this is unnatural and mis- provision for them. The danger of attaching leading. Rather, we submit a new organization labels and then mistaking the label for a solu- and within the subject chapters themselves tion is pointed out as particularly real in the we make the transition from motor to per- presents when in so many areas the sophistica- ceptual to conceptual, recognizing overlapping. tion of diagnostic procedures has so far out- This is particularly obvious in the chapters stripped the refinement of provision to deliver regarding cutting with scissors, prewriting, the services prescribed. prereading, and prearithmetic. After discussion of what constitutes the problem of the slow learner, its numerous pos- sible causes, and the even more numerous ways Marylou Ebersole, Newell C. Kephart, and in which it may show itself, the areas of ad- James B. Ebersole. ministration, curriculum, subject matter adap-

7 tations, and educational innovationsare taken February 1969 up. The chapter on administrative considera- Curriculum Enrichment for the Gifted in the tions is particularly strong,a welcome change Primary Grades. Ruth A. Martinson. Englewood 1 from all too many publications in special edu- Cliffs, N.J.: Prentice-Hall, 1968. 115 pp. $2.25. 1 cation. The advantages and disadvantages of Paperback. 1 various patterns of grouping are pointedout, Correctly pointing out that most of the litera- along with a similar treatment of alternative ture on "practices for the gifted deals with decisions on selection, class size, integration, that subject matter which is appropriate for communication, remedial services, guidance, the upper elementary grade child or for the record keeping, marking and reporting, teach- secondary school," this 115 page booklet is er competencies, and the like. The point is directed toward practices specifically designed particularly made that all of these must form for the primary grades. It only partly achieves a harmonious whole, that what is right for one this goalcontaining an unfortunate combina- community and one group of slow learning tion of very useful suggestions for classroom children is not necessarily right for another, practices, i.e., "Early Writing," pp. 81-90, and and eta administrative decisions must take all educational philosophy stated in textbook lan- factors into consideration, rather than asking guage, i.e.: that this program adapt itself to relatively This means that, in view of the predictable rigid administrative patterns that may already complex difference in knowledge, talents, and exist abilities among the gifted within a given 1 Two useful appendices are included. The school system, groupings for the gifted will first is a list of suggested teaching materials be exceedingly diverse, and the administrative for slow learners, the second a basic profes- plan will be tailored to the educational needs sional library on the topic. The 17 page bibli- of the pupils [p. 54]. ography can serve as an additional source Outstanding in the book is Chapter Three, guide. "The Classroom Climate." Subtitles such as This is not a book which will obligingly "The Use of Interests," "Strategy for Teach- confirm the reader in the policies and proce- ings" and "The Art of Questioning" head the dures that he has already decided constitute most important sections. Chapter Five, "Meet- the proper approach to the education of the ing Special Interests and Needs of Individual slow learner. It can be a most valuable aid, Children," contains a case study of two chil- however, to the administrators and school dren, including lesson plans and book lists. board of any district considering their respon- This chapter is informative and a fine com- sibility to the particular group which will panion to Chapter Three. The "Research constitute "slow learners" in their own dis- Unit" in Chapter Six is interesting and gives trict. It would be a good introduction to the valuable suggestions for a unit suitable to all master teacher asked to consider teaching such children. Chapter Seven, "Special Considera- children, and it might well be used as the basis tions in Curriculum Planning," suggests the for educational study groups and curriculum use of materials of a higher grade level. No committees in that itis well calculated to doubt the materials are good, but using fifth encourage, rather than shut off, discussion and sixth grade reading level materials, how- A and debate. Little really new material is pre- ever good they may be, of itself hardly makes sented, but the book is an exceptionally clear for a good primary grade program for the and open ended guide to the numerous de- cisions which must be made locally by each gifted. Outstanding in this chapter is the valu- school district in order to provide for these able list of books in the areas of art and music children who are estimated to comprise 20 for primary grade children. Chapter Eight percent of our school population. contains a useful "Needs Survey." The convenient size and reasonable price add to the desirability of this book.

Laura J. Jordan, Associate Professor of Special Walter B. Barbe, Editor, Highlights for Chil- Education, University of Illinois, Urbana. dren, Honesdale, Pennsylvania.

8 Author's Comment I have three reactions to Dr. Barbe'scom- levels. These are group means,and do notre- ments, two explanatory and one of surprise flect range. Many gifted children, especially at his reaction to the reading range of the as second and third grade pupils, independent- materials we suggest. ly select upper elementary level books which The "textbook language" to which he refers they read with ease, and some enjoy "adult" is in the context ofa discussion of different materials. The materials assume pupil self se- ways to provide for the gifted at the elemen- lection within a wide range, and if anything, tary school level. I believe very strongly that are conservative at the upper levels of difficul- we must deal realistically with the vast range ty. In the majority of cases, they are pre- of capacities within the gifted population, and sented as resources within topical context. If that the typical order of grouping first and Dr. Barbe came out with the notion that books studying pupils second must be reversed. Ire- per se of any level make a good program, all gret that he disliked the statement, but is it a I can suggest is that he read the 115 pages fundamental problem, for which solutions more thoroughly. must be thoughtfully planned. The statement that the goal of the book is Ruth A. Martinson only partly achieved is correct, if one looks for the ultimate and complete curriculum. If one does, however, I suspect that he whistles The Cloak of Competence. Robert B. Edgerton. in a hurricane. Anyone who has workedsuc- Berkeley, California: University of California cessfully with the gifted and isaware of the Press, 1967. 233 pp. $5.75. Hardcover. wide, unpredictable, and intense nature of their interests, has employed a set of teaching The characteristics and problems of the men- principles which are consonant with their in- tally retarded have become the foci ofin- terests and needs. The brevity of the book is terestof an increasing variety of professionals due to my belief that teachers are intelligent and scientists. What was, for a long time, the and my knowledge that they are also busy. concern primarily of those in education and What I tried to do was to present in succinct psychology, plus a few in medicine and biolo- form the basic principles for teaching gifted gy, has come to attract, particularly in the children, as I understand them, and thento use last 10 to 15 years, the attention of and study materials which have produced excellentre- by others in sociology and anthropology. So- sults with the gifted to illustrate those princi- cial attitudes toward and concern for the men- ples. My assumption is that teachers will em- tally retarded have so changed, physiological ploy the suggestions and go on with added and genetic information regarding them has innovative plans of their own. Perhaps Iover- so increased, and research funding and method- reacted to the frequent (and justified)com- ologies have so grown and so improved that plaints of teachers about excess verbiage in one is warranted in at least hoping for more their education books. Time will tell. effectiveandrealisticperceptionof and My third reaction is that of amazementat planning for the retarded. This book is a con- Dr. Barbe's reactions to the reading level of tribution to that end. the materials suggested. The materialswere Seen through anthropological glasses are the all developed or chosen foruse by individual "life circumstances of mentally retarded per- groups in units of proved interest; all units sons living in a large city." Briefly, the char- were designed with major key themes and acteristics of the subjects and methodology questions. To repeat, the materials have been are these: A population of48: 20 males(me- usLi successfully by gifted primary children. dian age 33, range20-45;median IQundif- The book is for teachers of the gifted in the ferentiated-64; 4 Mexican-American; 9 sin- primary grades, which include the kindergar- gle) and28females (median age 32, range ten, first, second, and third grades in most 25-56;medianIQundifferentiated-65; 3 schools. In the California state study, Educa- Mexican American, 2 Negro; 5 single). All tional Programs for Gifted Pupils, Iwrote in had been discharged, between 1949 and 1958, somedetailonthemeasuredacademic from Pacific State Hospital, and lived within achievement of more than 200 first grade a 50 mile radius of the hospital at the time o' pupils, a few of whom reached eighth grade the study. Forty-four had been sterilized. level on standardized reading tests. Nearly Four male and three female workers collected half of them attained third and fourth grade the information, with a mean number of hours

9 of contact per respondent of 17 (range 5to group mentioned attitudinal problems (punc- 90). tuality, regularity, industriousness, and sober Detailed portraits of four representative responsibility) as being the most difficult to subjects are given. Descriptions of the leisure deal with. Interpersonal incompetence (talk- time activities and of the nature of relation- ing, reading, writing, telling time, purchasing) ships with benefactors, in tens of dependen- is recognized as a problem area, though not cy, are provided for all 48 subjects. Liberal shored up with firm psychological orientation use of direct quotations of the subjects and of in terms of the subject's limitations in con- those in their environments is madeto illus- ceptualization ability. The author reports a trate and support the author's observations, rank order correlation of minus .21 between the general tenor of which is reflected in the the Undifferentiated IQ's and rankings on an book's subtitle, "Stigma in the Lives of the independence dependence continuum. (A re- Mentally Retarded." computation of this, using the author's data, Only six subjects were unemployed, not in- revealed this to be plus .22, not differing sig- cluding 15 who had married men of at least nificantly between males and females. The size low average intelligence, but job changeswere of this correlation is interesting, particularly typical of those who were regarded as em- in view of the complex nature of the situations ployed. Most were highly marginal unskilled involving criterion behavior.) economic performers, largely in debt. Gener- Gross suggestions are made regarding pos- ally, they expressed concern regarding their sible improvement in the training of retar- being sterilized, particularly the females. dates before their discharge, but how the pub- The sexual and marital lives of these lauded lic could or should be helped better to work persons are more 'normal' and better regulated with the retarded is little considered, other than we could possibly have predicted from a knowledge of their prehospital experiences than emphasizing that the retardates have "an and their manifest intellectual deficits. exaggerated need for affection and for con- firmation of their own self-worth." The author regards the subjects' pursuit of The author concludes: "recreation," or just plain "fun," as having "a singlemindedness that is impressive"-14 being So the desperate search for self-esteem con- regarded as preferring conversation, 15 pre- tinues. The a-patients strive to cover them- ferring television, and 7 preferring "carous- selves with a protective cloak of competence. To their own satisfaction they manage to lo- ing." Their use of leisure time is observed cate such coverings, but the cloaks that they "not to differ greatly from that of the 'normal' think protect them are in reality such tattered persons who live near them in lower socio- and transparent garments that they reveal economic status neighborhoods." While these their wearers in all their naked incompetence. subjects had not become pillars of society, So the retardates have to face a reality in- they had not "been conspicuous in their oppo- volving both stigma and incompetence. sition to social norms or to law," although 32 It is well that this study was made. It is sug- percent had received social welfare aid. gestive of the kind of light which the anthro- The role of some extra hospital benefactor pologist can throw both on the problems of was great not only in terms of job finding and society in planning for the retarded and on holding and of finding living facilities but par- personal problems of the retardate. (It sug- ticularly in terms of helping the subjects to gests, also, how the psychologist could help pass as nonretarded and in contributing to the anthropologist.) The author repeatedly each subject's efforts to deny his basic re- manifests his awareness that generalizations tarded condition. Concerned as he was with from his study must not be made regarding all the self perceptions of his subjects, the author retardateshis subjects were "upper crust," explored the fact that each had been "accused they had been institutionalized, and most had and found guilty of being stupid" and the pos- been sterilized; thus a geographic, and there- sibility that this must have had a "shattering fore a cultural, bias existed. It is a careful, de- impact" which "serves to lower one's self es- scriptive study, not a comparative one. It teem to such a nadir of worthlessness that the should suggest other, perhaps somewhat com- life of a person so labeled is scarcely worth parable, studies: What would be found in a living." The contributions of prehospital ex- study of this kind if it were made of those re- periences, those in the institution, as well as tardates who had had varying amounts and many frustrating experiences after discharge kinds of special education? Of those who had are considered, as are the sometimes valid per- been neither institutionalized nor "educated"? ceptions by the subjects of the events during Of a comparable nonsterilized population? Of these periods. All but two members of the

10 retardates going out into differing milieus? nual reports and other widely scattered docu- Groundbreakers in intensive research on social ments and publications. The scholarly value reality deserve very real credit. It behooves of the book is somewhat limited by the ex- others, now, to extend our knowledge in like treme variation in documentation, with some manner. chapters lacking a single reference while one The lay reader will find this book both in- contains a 102 item bibliography plus an ap- pendix. teresting and informative. The educator of the retardedinstitutional or noninstitutionalwill There are about 15 pages of photographs find in it much that is particularly relevant to grouped 5 pages each at the beginning of each curriculum, to the area of self perceptions of the retarded, and to at least certain social of the three major parts of the book, thus serving as a pictorial introduction. A few realities for which education is presumed to charts and graphs are also provided within prepare. The psychologist, sociologist, and an- some of the chapters, ranging from hand let- thropologist can have their curiosities broad- tered charts to architectural drawings. ened by challenges implicit in it. The editor's admission in the preface that the book reflects his geographical bias is borne T. Ernest Newland, Professor of Educational out by an analysis of the 22 chapters: 14 from Psychology, University of Illinois, Urbana. the West, four from the East, three from the Midwest, and one from the South. Each read- er will probably feel that the book could have been improved by replacing one or more Special Education Programs Within the United chapters by descriptions of similar programs States. Morris Val Jones (Editor). Springfield, in different parts of the country. Illinois: Charles C Thomas, 1968. 427 pp. $14.00. Hardcover. The lack of any introductory, connective, This book is a collection of 22 chapters, two or summary statements by theeditor makes forewords, a preface, and a postscript, each this a collection of 22 reports, or in the edi- by a different author. Divided into three sec- tor's words, "This book presents selected suc- tions, the book reflects the editor's back- cess stories...." Thus, itsvalue to the field is ground (speech and hearing) in that two- seen as a reference book ratherthan a basic or thirds of the chapters are concerned with supplemental text, for use primarily with un- diagnostic centers, special schools, and pro- sophisticated readers. grams for communication disorders. Even one of the six chapters included in "Part III: City, Robert A. Henderson, Chairman, Department County, and State Programs in Special Edu- of Special Education, University of Illinois, cation" seems to be misplaced in that it re- Urbana. ports on the program at the Perkins School for the Blind which is as much a special school as the Devereux and Cove Schools re- ported in Part L Thus, the reader should be aware that neith- er a comprehensive nor a representative sam- ple of special education programs is provided. The Teaching-Learning Process in Educating On the other hand, many specialized facilities Emotionally Disturbed Children. Peter Knoblock of national reputation are included: the Insti- and John L. Johnson (Editors). Syracuse, New tute for Childhood Aphasia, the Frostig Cen- York: Division of Special Education and Reha- bilitation, Syracuse University, 1967. 141pp. ter of Educational Therapy, the John Tracy $3.00. Paperback. Clinic, Gallaudet College, and the Institute of Logopedics, in addition to the three named Knoblock and Johnson as editors of thepro- above. ceedings of the Third Annual Conference in Also impressive are the authorsusually the theEducationofEmotionallyDisturbed heads of the units being described. The con- Children open with a cogent report on the tent they provide varies considerably in scope status of programs for the disturbed child. and depth, but does contain some valuable The next logical step is an examination of the historical data which could be obtained pre- "transaction called the teaching-learning pro- viously only by tedious research through an- cess." As they admit, such an examination may

11 raise more problems than it answers. But the for seasoned educational researchers, andso- nine papers are far from open ended. Eacfi bering for graduate students who assumeeasy makes a serious contribution though the rid- practical returns from research. In a contrast- dle of the transaction is still much with us. ing paper describing a specific public school One way to codify the classroom transac- research, Fisher demonstrates how difficult tion is through the application of Flanders' concepts such as body image, social closeness, Interaction Analysis: the coding consists of a and cognitive styles can be assessed. Theau- ten category system where "teacher talk" is thor goes beyond the typical researcher short- divided into seven categories; four are indirect hand to describe the measurement techniques teacher influence (accepting, praising, use of in a way that teachers will appreciate. Appli- student ideas, asking questions), and three are cations to selection of children for classrooms direct influence (lecturing, direction giving, for disturbed children are indicated but with criticizing). There are two "student talk" less detail. If indeed cutting points in body categories (student response and student ini- image boundary can be replicated to predict tiation). The tenth category is for recording those who will be able to utilize special classes, silence or confusion. Amidon gives a lucid this is a breakthrough. presentation of the method with special at- Cruickshank's chapter is a compact discus- tention to the unique problems when it is ap- sion of the nature and educational needs of plied to the study of classes for the emo- brain injured children. Relationships to cul- tionally disturbed. His discussion stops short turally deprived and emotionally disturbed of an actual adaptation for these classes how- are discussed. The problems of sensory and ever. Hunt, in commenting on Amidon's pa- motor hyperactivity are dealt with in detail, per, points out that the system has the ad- especially as these conditions bring conflict vantages of objectification, that the analysis with traditional educational situations. The is limited relative to pupil behavior, that it educational provisions are presented with a apparently has potentials for use in modifying sensitivity to the inner life of these children, teacher behavior, and finally that there is a especially the impact of failure on the self need for more categories when used in emo- development. This is the most concise state- tionally disturbed classrooms. The suggestions ment of the author's point of view one is like- for adal..ation parallel our own experience ly to find in the literature, combining as it in applying Flanders' procedures for coding does concrete specificity with a comprehen- special education classroom behaviors. There sive average. Beck, in her commentary, ex- is more subtle "behavior" than the present pands the theme somewhat with educational system can digest. But at any rate the teach- applications found useful in the Lafayette ing-learning process itself is the focus of at- Center and emphasizes that the central treat- tention. Teachers have an opportunity to have ment is to get the educational program down their behavior recorded in an objective man- to a level suitable to the child rather than in ner for the first time. It is inevitable that this manipulation of externals. Cohen's commen- method will be compared with direct video- tary takes some issue with the implied rela- tape playback in the near future for potential tionship between hyperactivity and emotional in teacher training programs. disturbance, elaborating on the point that hy- In the second major presentation, "Ap- peractivity can be a result of anxiety as well proaches to Evaluation," Reynolds presents a as organicity. thoughtful, fresh, and down to earth look at Rabinovitch, in "Functional Diagnostic Di- problems of research inspecial education. mensions," presents the argument for the criti- Certain of his remarks are directed to avoid cal role in planning programs for disturbed the fatal trap of evaluation at the service of children which is played by an adequate diag- political purposes. Reynolds' concern about nostic schema. He describes proper use and such issues as global evaluation, counting, time misuse of the traditional bases for diagnosis: span needed for studies, and the role of the etiology, symptoms, and how the child re- teacher in research make this section pertinent sponds to treatment. To replace the nonspe-

12 cific, vague rubrics, he thenpresents a func- series and should enjoy thesame attention as tional diagnosis with an assessment gridcom- the others. prised of several dimensions: clarity of ego Somehow one hopes that if there isto be a boundaries, neurological integration, capacity fourth, the core will be what is happening for depth relationships, motivation, accultura- and what is needed in the schoolsto meet the tion, intelligence, and specific factors applica- crises they face today. Before special educa- ble to educational tasks such as symbolization tion is a lost cause of specialists talking in skill. These are applied to diagnosing reading their private ingroups,can we start with an problems with detailed examples. For those analysis of the systemto ascertain the needs of still making acareer of refuting medical the new special education? This book shows models long discarded, this offers a challenge. the breakdown of rigid parameters ofemo- It is a far cry from the old nomenclature ap- tional disturbance merging with learning proach and offers An antidote to the super- dis- abilities, the newpanacea. Can we go the next ficial "behavior sans person" popular today. step and look at the emerging problems of The final paper is concerned with an oft the schools and see what special education has omitted areamathematics in the education of to offer? What of alienation, minority strug- emotionally disturbed. Wilson gives a full ac- gles, confrontation as mode, social pathology, count of the work of the Syracuse University and the ethical revolution? Arewe to spend Arithmetic. Clinic and their hierarchical con- all of our energy on after the fact clientele? tent taxonomy. The taxonomy is then applied to a specific arithmetic learning problem il- lustrating the diagnostic-teaching-review for- William C. Morse, Professor of Education and mat. Wilson further relates the mathematics Psychology, School of Education, University content to Gagne's types of learning and be- of Michigan, Ann Arbor. havioral indicators from Bloom's taxonomy in his three dimensional model. There is a dis- March 1969 play of the specific instruments used in the The Emotionally Disturbed Child in the Class- assessment of certain cells in the model. While room. Frank M. Hewett. Boston: Allyn and one article on the problems of teaching mathe- Bacon, 1968. 373 pp. Hardcover. matics cannot balance the attention to read- Asindicated by Hewett, the subtitle of the ing, the author suggests that the day will come book, A Developmental Strategy for Educat- when the particular aspects of this skill will ing Children with Maladaptive Behavior, de- be as familiar to the special teacher as are scribesthecontent of the volume more techniques in reading. This is a chapter which precisely than the main title. Information pre- will have to be read and reread for complete sented in the book has relevance for class- understanding since it weaves back and forth room teachers, teacher preparation personnel, from the highly theoretical to the most prac- and researchers who are concerned with pro- tical applications. viding effective educational procedures for The writing of the chapters is uniformly of emotionally disturbed children. a high order with no deadwood. Each stands Emotionally disturbed children are viewed as an independent contribution to the pro- as exhibiting maladaptive behavior. Conse- fessional concerned with the education of quently, the terms "emotional disturbance" the emotionally disturbed. The book will be and "maladaptive behavior" are used synony- useful to teachers, graduate students, and col- mously throughout the volume. Hewett be- lege teachers. While the goal of the book is to lieves that "maladaptive behavior" can be ac- focus on the "teaching-learning process," some curately described and quantified, whereas sections offer immediate classroom applica- "emotional disturbance" is too vague or can tion, others deal with the surround of the elicit images of children's behavior which are process, and still others are suggestive with thought to be beyond the competencies of the actual application still unfinished business. educators to comprehend or change. Teachers This is the third in the Syracuse conference are viewed by Hewett as managers and direc-

13 tors of theinteraction between the children cept and this format provides a more appro- and the environment, and arethe logical per- priate perspective. Therefore, the engineered sonnel to intervene in themaladaptive behav- classroom recommends procedures which will ior patterns of emotionallydisturbed children. assist children in developing from somewhat This approach is based partially onthe as- primitive to more socialized and successful sumption that since teachers canbe effective functioning levels of behavior. It presents a behavior change agents,then it is necessary continuum of goals, methodology, and evalua- for them to examine closelythe goals, meth- tion procedures which other intervention ap- odology, and evaluationprocedures used to proaches lack. Hewett does not view this change children's behavior.For example, if a book as a terminal point in that it offers the child fails to progress the teacherimmediately final program for teachers of emotionally dis- assesses the programplanned for that child, turbed children. Rather, he regards the vol- and does not rely upon arationale which ume as a preliminary statement which needs longitudinal elaboration and development. places the cause for failure upon variables Classroom teachers will find many practical which are thought to function totally within suggestions and guidelines for daily planning. the child. The book lists concrete examples pertaining The author's educational intervention pro- to the implementation of goals and methods. gram follows closely a general list of behav- Hewett has described a clear, connected, con- ior principles which is cast under the label of sistenteducationalinterventionprogram "behavior modification procedures." In pre- which will provide benefits to children and senting specific educational strategies, Hewett teachers. However, those expecting to secure does notcastigateotherinterventionap- a rigid formula from the book will be disap- proaches as being inappropriate or ineffective. pointed.Specificprocedures are suggested For example, the psychodynamic approach and described, but flexibility in deviating from concentrates on defining goals, but is vague in the total program design based on child be- specifying instructional techniques. An ap- havior and needs is emphasized. Systematic proach that is functional in listing goals and application of the procedures advocated by prescribing methodology is the sensory-neu- Hewett should function to change children's rological, but it may not be comprehensive behavior. Haphazardapplication,however, enough to promote the acquisition of impor- will probably not be effective, and may be tant social behaviors. Behavior modification potentially destructive to children needing as- procedures developed in laboratory and spe- sistance. cific clinical situations must be modified by A major portion of the book is devoted to educators if they are to prove useful in class- a description of other educational interven- rooms for emotionally disturbedchildren. tion approaches, the development of the en- Hewett views behavior modification strategy gineered classroom educational strategies, and as contributing effective methodologicaltools specific description of classroom procedures. to educators, but does not provide guidelines Hewett also describes the historical develop- for defining priority educational goals. In es- ment of the engineered classroom and its sub- sence, Hewett believes that these three basic sequent implementation in an experimental intervention strategies have been beneficial to project. children and teachers. However, allhave The experimental project was planned to lackedcohesivenessinthat only circum- evaluate the effectiveness of the engineered scribed aspects of behavior are emphasized. classroom approach. Six classes were orga- The central theme of the book focuses nized in the Santa Monica, California, Unified upon establishing a "developmental sequence School District. Fifty-four children partici- of educationalgoals"(e.g.,attention,re- pated in the project; only 45 were used in the sponse, order, exploratory,social,mastery, statistical analysis because data were not avail- achievement), methodology (e.g., task, struc- able for nine of the subjects. The mean CA ture, reward), initial behavior assessment pro- was 10-3 (range 8.0 to 11.11) and the mean cedures, and techniques for evaluating the ef- IQ was 94 (range 85 to 113). Children were fectiveness of the total educational program assigned to the six classes on the basis of IQ, to promote adaptive behavior in emotionally CA, and academic skills (reading and arith- disturbed children. Hewett refers to this pro- metic). The project was in effect for a 9 gram as the "engineered classroom" concept. month academic year. He believes that correct application of the The total program of the engineered class- concept can foster positive behavior changes. room represented the experimentalconditi-.1n. Hewett agrees that many aspects of the con- Control classrooms could use any procedures, cept are not new, but emphasis is placed upon including those of the engineered classroom systematic and precise application of the con- with the exception of a token and tangible reward system. All six teachers, and teacher 14 aides for each classroom, received the same port the engineered classroom as being more prior preparation. All were introduced to the effective than other intervention approaches. engineered classroom procedures. Class one However, this dues not seriously detract from vas designated as experimental (E) and re- the impact or the importance of the book for mained so for the school year. Another class educators of emotionally disturbed children. was a control (C) for the school year. Two Hewett has contributed_ a much needed di- classes were designated as control-experimen- mension to planning educational intervention tal (CE). For half of the year C conditions programs. He has reduced some of the seman- were in effect; at midyear E conditions were tic confusion which tends to function among initiated. The remaining two classes served adherentsofdifferentinterventionap- as experimental-control (EC) conditions. At proaches. This is not a simple task, as indi- midyear these classes changed from E to C. cated by the inappropriate use of the terms The dependent variables were task attention "negative reinforcement [p. 30]." However, (e.g., eye contact with the task, etc.) and semanticinterpretationswillalways bea achievement test data. The questions pertain- problem of concern, and any reduction of ing to the project were focused upon assess- their frequency is a major contribution. Hew- ing the differences between E and C condi- ett describes in a brief fashion the contribu- tions, the effects of adding E conditions to tions and the deficiencies, as he views them, prior C status, and the subsequent removal of of the various approaches. More importantly, E conditions with implementation of the C the book provides a consistent framework of program. practical procedures which teachers can use In brief, the experimental design provided for comparison the engineered classroom con- in classrooms for emotionally disturbed chil- cept with and without the application of to- dren. kens and tangible rewards. The presence or absence of this type of consequence system Richard J. Whelan, Associate Professor of Ed- was the major independent variable. Analysis ucation and Pediatrics, University of Kansas of the data was complete and comprehensive. and University of Kansas Medical Center, Significant differences in favor of the E con- Kansas City, Kansas. ditions were found in arithmetic fundamentals only when achievement scores were analyzed.

Similar results were obtained in favor of the E conditions when task attention (observable behavior) was analyzed. Mental Retardation:Its Social Context and Of interest is the analysis of the EC classes. Social Consequences. Bernard Farber. Boston: When the procedures were changed at mid- Houghton Mifflin, 1968. 287 pp. $5.50. Hardcover. year, the children continued to function ade- What the author has attempted in this book quately in achievement areas, and improved is a very broad and impressive taskto place in task attention time with C conditions. mental retardation in a sociological frame- Hewett comments on this: work and to examine, within this framework, The engineered classroom design appears ba- historical developments and their influence, sicallya launching technique for initiating cultural and economic factors, and thecurrent learning with children who often fail to "get societal situation of retardation. With sucha off the ground" in school. It does not appear monumental task, it is not surprising that he to be essential in its present form for more does not succeed completely. than one semester with many children ... His first assumption is that [p. 333]. the mentally retarded comprise a surplus pop- The emphasis at this juncture is upon evaluat- ulation whose societal position varies with ing when it is necessary to change from be- major value systems [pp. 8-9]. havior acquisition to behavior maintenance A surplus population... isthat segment of the procedures. The timing involved in gradually total population exceeding the number of in- removing tangible consequences and increased dividuals needed to fill the slots in a social or- reliance upon social types of consequences is ganization.... The surplus population consists also involved in acquisition versus mainte- of various segments that lack certain social nance considerations. Even more crucial is the and technical characteristics considered desir- necessity of relying upon children's perfor- able in these institutions [p. 191. mance as the criterion for suchdecision With this definition, Dr. Farber hasexam- making. ined the past and present situation of themen- Tim experimental project phase of the book tally retarded, relating current proceduresto reports data to support the initial use of tan- sociologically derived attitudes and thestruc- gible and token consequences. It does not sup- ture of society. There is considerable em-

15 phasis on role definition, family backgrounds, forcing the data to fit his theory, and that his labeling and its consequences, and the effects book, although carefully documented and cer- of the retarded child on family structure and tainly thought provoking, falls short of suc- functioning. He gives separate consideration cessfully convincing the reader that the view to the differing family situations of the se- of the mentally retarded as surplus popula- verely retarded and the educable retarded. tion is the most constructive framework in The book provides extensive lists of refer- which to study the multiple problems and ences, many of which are annotated, and in- ramifications of mental retardation. corporates research findings from a very wide The reader may find himself irritated some- r2-Age of disciplines and differing theoretical times by the format in which the author first formulations. introduces what he is going to say, then says it, and then summarizes what he has said. He In some ways, however, despite the wealth will almost certainly appreciate the breadth of information and interpretation it contains, of knowledge and information which the I would not want this book to be the first or author brings to his work, and he will surely only one placed in the hands of someone be grateful for the voluminous references and eager to learn about mental retardation, part- research summaries. He may feel, as I did, ly because it seems to me that, having adopted that the book is uneven in quality and, in the a framework, it is a temptation to the author end, falls short of offering real solutions. Even to bend interpretations to fit that framework so, if the reader works in the field of mental and, in the process, some important meanings retardation, this book should be in his library. may be lost or short circuited. While his ap- proach serves to highlight one way of looking at and interpreting information about mental Harriet E. Blodgett, Program Director, The retardation, it is not the only way, and his Sheltering Arms, Minneapolis, Minnesota. conclusions with regard to future courses of action seem to me not unique to his adopted framework. For example, Dr. Farber says of the dilemma of modern society with regard April 1969 to the mentally retarded: Motoric Aids to Perceptual Training. Clara M. Many social conditions and genetic factors Chaney and Newell C. Kephart.Columbus, Ohio: prevent the development of adequate intellec- Charles E. Merrill. 1968.138 pp. $3.95. Cloth- tual functioning. Yet, to maximize efficiency, bound. the organization of modern society demands a surplus population in order that its selection The content of this book was originally pre- procedures may work. The techniques that modern society has developed for dealing sented at a workshop sponsored by the Di- with the mentally retarded have been insuffi- vision of Special Education of the Wisconsin cientpossibly because society is motivated to State Department of Public Instruction. The maintaining them as a surplus population [p. material has been revised and augmented in the 263). present publication. The book is directed to An equally possible reason is that some in- initial sequential development of basic gener- herent limitations cannot be removed by any alized motor responses which contribute to techniques that society has as yet developed skills in the perceptual and conceptual areas or knows how to develop. for training children who display learning dis- His four step discussion of programing has abilities. The writers indicate that emphasis is as its goal that "surpluspopulations should be given upon early stages of development. The integrated into the major institutions of so- cover of the text states that the book is intended ciety through amelioration, which would re- for use by parents and teachers. move the diverse limitations onlife chances Clara M. Chaney is Supervisor of Parent simultaneously [p. 263]" and involves: effec- Training and Newell C. Kephart is Director tive use of resources, especially educational of Glen Haven Achievement Center, Fort resources; restructuring of thefamily milieu Collins, Colorado. The authors have organized (through adult education, counseling, etc.); the book in three sections. The first section revision of institutional arrangements (in the presents the theoretical basis for motor devel- direction of community based centers); and opment and perceptual training as well as be- change in the value system of the society to havior control. The second section deals with stress personal growth rather thaninstitution- methods of observation of children and eval- al efficiency. My own feeling is that he is uative procedures. The third section offers

16 detailed descriptions of actual training activi- activities are quite difficultto describe and ties and programs in such areas as (a) listening, observe, and inaccuraciesare possible. The (b) balance and posture, (c) body image, (d) "guidelines for self-help andmotor develop- differentiation and locomotion,(e)ocular ment" were adopted by the authorsfrom Ar- motor coordination, and (f) speech readiness. nold Gesell, et al., The First FiveYears of Life The initial section of the book reminds read- (New York: Harper and Row,1940, pp. 65- ers that motor learnings are the first learnings '107). bothembryologicallyandpsychologically Section three is devotedto many activities and that they become functional before theper- recommended to develop essentialskills for ceptual system is ready. Motor learnings play children with learning disabilities.Some of a major role in intellectual development, ac- the sequences are inmore detail than others. cording to the authors. Areas discussed with The listening skills activitiesare well devel- regard to the motor system include: (a) de- oped. However, the reviewer believessections

velopment of "splinter skills, (b) motor gen- of the chapters on "Basic Adjustments" and eralization, (c) balance and posture, (d) loco- "Differentiation and Locomotion" could be motion, (e) contact, (f) "remit" and propul- improved by inclusion of certain safety pre- sion, (g) exploration, (h) body image, (i) cautions as well as by a reevaluation of some laterality,(j) perceptual motor match, (k) sequences. Also, it would be helpful if more cognition, and (1) developmental sequences. complete activity instructions were provided, Consistency and continuity of presentation of including both the frequency and duration information to the child is stressed in each of that the activity is to be performed. For ex- the above mentioned areas. As the sequences ample, are situps to be done with bent or of development evolve for the child to move straight knees? When children are told to walk from systematic motor exploration through on their knees, what surface is recommended perceptual manipulation to cognitive opera- and for what distance? Sequences in the bal- tions, the reviewer noted frequent repetition ance beam activities may need to be reviewed: in some areas. This may have been for em- Is it easier to walk backwards over a wand phasis. The authors stated that the chapter on 12 inches high (Sequence #18) than walking behavior control in the first section of the book sidewards on a beam (Sequence #26) or walk- is intended as an introduction to needs and pos- ing forward on a beam with arms clasped about sibilities. The reviewer missed seeing in the body in rear (Sequence #38). Safety cautions bibliography the names of other specialists who would be helpful for children who are told also are nationally recognized for recent work to walk the beam stepping over a 15 inch high in behavior control and motor development. wand while walking backward and balanc- This section contains helpful suggestions for ing an eraser on the head (Sequence #48) and all parents and teachers. also when walking with eyes closed forward, Section two includes examples of forms that sideward, and backward (Sequences #58, 59, can be used for observation of basic motor and 60). In the ankle and foot movement movements and visual motor movements. It section, specialists agree that the two exercises is the reviewer's opinion that additional guide- considered "most helpful for the child whose lines would be helpful for a parent or a teach- feet turn in" and "ideal for feet that turn out" er who plans to use these forms. Some of the should be reversed.

17 In "Differentiation and Locomotion" a point tion. The book meets a need in most training is made to "organize a patterned approach in programs for children .-ith learning disabilities daily lesson plans in basic movements perti- for perceptual motor learning activities. It is nent to his (the child's) problems, then intro- helpful to hear from specialists who have had duce variations and encourage a greal deal of success with techniques recommended. Begin- experimentation to elaborate these." These rec- ning teachers also will find many chapters of ommendations could serve as guidelines for the book helpful. Parents especially will appreci- establishing a program of activities in all areas ate the practical suggestions and insights for of education. helpingtheirchildren withlearningdis- Values of swimming pool activities are well abilities. stated in such remarks as "reduces the force of gravity, prevents child from injuring himself, and water offers resistance to movement." In- Dorothy B. Carr, Assistant Director, Special clusion of trampoline activities with necessary Education Branch, Los Angeles City Schools, safety precautions also is a noteworthy addi- California.

tion to the book. Chapters on ocular motor co- ordination and speech readiness complete sec- May 1969 tion three. An excellent glossary is included Progreso in Learning Disabilities, VolumeI. in this publication. Helmer R. Myklebust (Editor). New York: Grune The reviewer believes the book will have and Stratton, 1968. 273 pp. $12.50. Hardcover. somewhat limited use for classroom teachers be- cause activities primarily are geared for a one to The specialized area of learning disabilities one relationship of teacher and child, which is has recently emerged within a number of difficult to implement with the responsibility broader disciplines. The literature, too, is re- for a whole classroom of pupils. Techniques cent and often controversial. Scholars eagerly for individualizing pupil or group activities look to each new book, journal, and occasional within the class is a task yet to be accom- article, only to be impressed with the multi- plished. tude of hypotheses which have yet to be Another need is to validate, by using a con- substantiated. trol group, statements made concerning the While the volume Progress in Learning Dis- expressed benefits of specific motor and per- abilities is a compilation of different authors, ceptual activities for children with learning it does not leave the reader with quite the disabilities. Also, there is need to actually field same feeling of confusion about points of test recommended sequences of physical activ- view. Myklebust prepared the volume with ities, etc. Many specialists in physical education one concept of learning disabilities and most have been guilty for some time of making rec- (though not all)of the authors faithfully ommendations without sufficient research. wrote from this concept. The concept places Clara M. Chaney and Newell C. Kephart learning disabilities in a psychoneurological have made a valuable contribution to the pro- framework and the reported research (pri- fessional literature with their well explained marily doneatNorthwestern University) theories of motor and perceptual development asks and answers questions regarding relation- and behavior control, as well as suggested ships between neurological and psychological activities. There are many new ideas in the functions in learning. book, and many suggestions worthy of repeti- The first chapter on definition and over- view of learning disabilities by Myklebust warrants careful reading and rereading before delving into the other chapters. In fact, each

18 concept presented by Myklebust could have deficits. The chapter is technical,but the value been expanded into a separate chapter for bet- is summarized by Hughes inhis final para- ter understanding. Two conceptsparticularly graph: intriguedthisreviewer:(a)the Learning Quotient (the ratio between achievement and Perhaps the major value of this review will expectancy ages)and (b)the consequent be to show that a relatively large number of identificationofchildren with neurogenic correlations have been found between the re- sults of electroencephalography and various learning disorders. With the current contro- psychological tests; encouragement, therefore, versy over prevalence, datafrom a large iden- can be given investigators interested in pur- tification study mean a great deal to those suing studies in this general area. In the opin- who must justify the need for services for ion of this writer, one of the main frontiers children with learning disabilities. On pages of EEG that warrants further, intensive in- vestigation is the relationship between EEG 8 and 9, these data indicate that 14.5 percent and deficiencies in learning [p. 144]. of their sample population (N = 932) had a "OphthalmologicalFactorsinLearning Learning Quotient below 89, and 25 percent Disabilities" by Lawson is an excellently or- of these underachieverswereclassifiedas ganized review of research findings regarding having a neurogenic type of learning disabil- the role of ocular factors in reading retarda- ity. A minimum estimate of 4 percent, then, tion. This reviewer particularly enjoyed read- of third and fourth graders, appears to bea ing the section on the physiology of reading. reasonable prevalence figure foruse in plan- The reader will be impressed with the com- ning services for children with 'mining dis- plexity of the reading process and will un- abilities of the neurogenic type. doubtedly have more appreciation for the Other contributors to the volume, in order teacher who must deal with children who do ofchapters,areD.MichaelVuckovich, not develop the skill of reading normally. Louise Bates Ames, Mary Griffin, Beale H. Geschwind (Chapter VIII) and Mc Grady Ong, John R. Hughes, Laurence J. Lawson, (Chapter IX) give historical sketches of lan- Norman Geschwind, Harold J. Mc Grady, guage pathology. The complexity of language and Marianne Frostig. is evident through Mc Grady's writing, while The approach of the authors is admittedly Geschwind states the main neurological fac- multidisciplinary with much overlapamong tor-separating man from the nonhuman pri- authors, demonstrating the convergence of mates, namely, "the ability to form non-limbic several disciplines on the analysis of learning intermodal associations." disabilities. Most of the overlapamong au- Remediation, even in this book, as usual re- thors is noted in describing procedures for mains mainly the role of the educator (Fros- the observation of deviations in normal de- tig, Chapter X), except for some discussion velopment. The Gesell point of view and the in the chapters on "Developmental Point of McCarthy standards for language develop- View" (Ames) and "Opthalmological Fac- ment appear in several chapters. Appraisal of tors" (Lawson). Medication is discussed by central nervous system dysfunction based on Ong (Chapter V) and briefly mentioned developmental scales does not seem tofit in the section on child psychiatry (Griffin, comfortably into Myklebust's psychoneuro- Chapter IV). Frostig's approaches to the ed- logical framework for the assessment of brain ucation of children with learning disabilities functioning.Thedevelopmentalapproach arealways worthy ofnoteandhighly seems crude next to the more sophisticated readable. techniquesdescribedinthechapters by Myklebust callsthis volume "acurrent Myklebust, Hughes (Chapter VI), and Law- compilation of points of view and research son (Chapter VII). These were the chapters findings especially as they relate to psycho- neurological studies in childhood." As such, which were most interesting and enlightening it is highly recommended by this reviewer. It to this reviewer and are most directly related is most useful for the advanced scholar, one to the thesis of the volumethe description who is already familiar with the large number of a new perspective in viewing aberrations of sources which are liberally used. Mere ref- in learning. erence to a large number of sources without Hughes reviews the published reports of adequate expansion of the ideas tends to dis- electroencephalography in various types of courage scholarship on the part of the novice.

19 On the other hand, the authors do make an educational reason for grouping them for in- effort to include elementary material. The struction, any rationale for the preparation of problem this engenders is that a review of re- teachers or the development of a special cur- search may lose readability when embedded riculum, there must be certain psychoeduca- in much pedantic material. tional characteristics found among them with The reviewer cannot resist responding to at least greater frequency than would be ex- two statements on the pediatrician. One con- pected among the intellectually average. Such cerns the assertation that the pediatrician is characz,Tistics, be they concomitants or con- the one who should have primary responsi- sequences of retardation, are not discussed bility for counseling the parents because he is directly in this book on teaching the retarded; the member of the team who is most familiar there is no clear description of the special with the child and his family (p. 107). This characteristics of the children for whom spe- is a statement which can be challenged by any cial educational treatment is being prescribed. other member of the team, who may be just Since the unarguable statement is made that as familiar with the family if not more so. No there is no one right teaching method for one professional today has the premium on them, the authors would seem obligated to information and its interpretation. discuss the bases on which decisions may be Second, whereissubstantiationforthe made for the individual child. The absence statement that optimism should be offered of discussion of characteristics pertinent to the parents because "most of these children learning carries over into the chapter on psy- `disappear' into society[p.109]"?Isn'tit chological evaluation, which offers very brief rather the special attention, tutoring, medica- descriptions of many tests but little informa- tion, etc., which aid these children in what- tion on the interpretation of test results as ever achievement they do acquire? applied to the retarded or on the translation of test results into educational planning. Corrine E. Kass, Associate Professor of Spe- The book suffers, for the reviewer, from a cial Education, College of Education, Univer- lack of organization. The same information is sity of Arizona, Tucson. encountered at least twice on a number of topics: a description of the work of Itard, Seguin, and Montessori follows a historical Teaching theEducable MentallyRetarded. survey which has already noted their contri- Harold D. Love (Editor). Berkeley, Calif. Mc- butions; two successive chapters on curricu- Cutchan, 1968. 314 pp. Hardcover. lum fail to build on each other, but appear to The bookis made up of an overview of men- be two completely separate treatments of one tal retardation followed by chapters on psy- topic, although the second does enter into chological evaluation, a historical survey, the methodology in addition to curriculum. work of early leaders, curriculum and meth- Chanter VI on curriculum and methodol- odology,parentalattitudes,and thehigh ogy contains some of the most useful mate- school work study program. Five chapters rial for teachers. Some sound observations on were written by the editor, three by other curriculum are followed by a checklist of authors. All of the contributors are described skills in seven life areas. The checklist will as having taught handicapped children and at suggest activities which can be used both to times this comes through in practical sugges- develop the skills and to encourage their trans- tions, but much of the content is general, fer to life situations. The sections devoted to emphasizing the goals the teacher should help methodology in the academic areas are very her pupils achieve, rather than the teacher be- brief, with the exception of that on writing, haviors that may help to assure these desirable which has more information than is usually ends. found in that neglected area and suggests a No one would argue that the children plan for the sequential development of be- called educable mentally retarded are educa- ginning writing skills. The educational objec- tionally homogeneous. Still,if there is any tives listed as "Outcomes Charts" in Chapter

20 V, also devoted to curriculum, can be equally In summary, it is good to see practical class- useful to the teacher, but she will have to room experience recognized as a plus factor make her own integration of these, which are in the writing of a book on teaching, but there divided by academic area and age level, with is wide variation in the degree to which the the life areas checklist, which is organized ac- several contributors have presented practical cording to skills. help for teachers. The chapter on pai..atal attitudes surveys the expressions of a large number of writers Laura Jordan, Associate Professor, Depart- on this topic and on the attitudes of teachers ment of Special Education, University of 11- and of the public in general toward handi- linois,Urbana. capped individuals. Not surprisingly, a high degree of rejection has been found in all sec- tors. The addition of material concerning guidance on the use of this information in Summer 1969 dealing with parents or attempting to shape public opinion would have made this review Diagnostic Teaching. Marshall B. Rosenberg. of the literature more immediately applicable, Seattle, Washington: Special Child Publications, but it still points up the distance yet to be 1968. 125 pp. Paperback. traveled in the attempt to ease the problems of parents and win greater acceptance for the Within the 125 pages of this paperback book, Rosenberg has retarded individual. addressedhimselfto"the The final chapter on the high school work greatest need that teachers have, namely the study program focuses on the work aspect. ability to assess the child's 'powers at 1 mo- Various problems are discussed that must be ment' and the ability to adjust the curriculum met by the personnel responsible for the pro- to 'harmonize' with these 'powers at the mo- gram, and some helpful suggestions are of- ment ." fered for attacking them through school or He has approached his topic from three community action. The Texas program of points of view, addressing himself first to in- cooperation between the schools and the Di- dividual differences in learningstyles and vision of Vocational Rehabilitationisde- skills in children, then to teacher involvement scribed, although the reader should be alerted in the assessment of these differences, and, fi- to the fact that such cooperative programs nally, to ways in which the curriculum can be are no longer confined to Texas. Relatively matched to the learning style of the child. little direction is given for the integration of In selecting the specific learning skills to the "study" with the "work" aspect of the be covered, the author has selected those skills program. Emphasis of one aspect to the de- which he feels are most important in predict- valuation of the other, or the gradual develop- ing academic achievement: ment of two separate, competing programs 1. Attention skills has been a continuing problem in many dis- 2. Motor skills tricts. 3.Visual receptive skills The preface states that one intended use of 4. Auditory receptive skills this book is as a source book, but the marked 5. Conceptual skills lack of editing with frequent errors iri the ci- 6. Automatic skills tation of references limits its usefulness in this respect. As a further complication, all too The obvious omission of the important area many references are to secondary sources of encoding or expressive language is tem- which may allude to the study or opinion in pered somewhat by the inclusion of some as- only a sentence or two, making no in-context pects of verbal language in the area of auto- evaluation possible. Certain reprints lack any matic skills. However, the emerging focus on reference indicating where they were original- encoding deficitsin children with specific ly published. learning disabilities would argue for more em- phasis than has been given by the author.

21 To these areas of learning skillsthe author regular classroom teachers, for teachers of has added the concept of learningstyles, a di- children with learning disabilities, for learning mension of the teaching-learningprocess too centers, and for consultants who are primarily often disregarded. Chapters havebeen devot- ed to four learning styles: concerned with individualized instruction. It is a practical, theoretically sound, easy to read handbook for teachers.

1. The rigid-inhibited style 2. The undisciplined style Jeanne McRae McCarthy, Director of Special 3. The acceptance-anxious style Services, Schaumburg Community Consoli- 4. The creative style dated School District Number 54, Hoffmann Estates, Illinois. In building a theoretical frameworkfor as- sessing a child's approachto learning, the au- thor has made a needed contributionto obser- vation and diagnosis. His emphasison the role of the teacher in the diagnosticprocess is one which is enthusiastically sharedby the re- The Blind Child with Concomitant Disabilities. Research Series Number 16. James M. Wolf. viewer. The classrff observations charac- New York: American Foundation for the Blind, teristic of deficitsi.each of the skillareas 1967. 112 pp. $1.00. Paperback. will undoubtedly help teacherstoward a con- structive approach to diagnostic teaching. The Blind Child with Concomitant Disa- It has become evident that theessence of bilities, originally a electoral dissertation, was clinical or diagnostic teachinginvolves a pre- published in 1967 as Monograph Number 16 cise match between the specificpsychological in the ResearchSeriesof the American deficits in the learningprocesses of the child FoundationfortheBlind(AFB).The and the educational task selectedto remediate Found^ion has sought to publicize the prob- the deficit. This type of matchingrequires a lems el:tailed by ever increasing numbers of teacher who is sensitiveto the learning pat- children who are blind and have additional terns of children, as well as knowledgeable handicaps and to encourage efforts to find so- about the tasks which are being presented.In lutions for those problems. The present mono- Diagnostic Teaching the authorhas empha- graph joins "No Place to Go," "No Time to sized the learner ina meaningful way, but has Lose," and other AFB publications in calling assumed adequate training and knowledgein attention to the serious problem posed by chil- task analysis on the part of the teacher. This dren with multiple handicaps. would seem to bea faulty assumption, since The purposes of the study The Blind Child too many teachers do noL have adequateprep- with Concomitant Disabilities were to de- aration in the area of curriculum development termine, by questionnaire survey, (a) the num- to enable them to "develop instructional goals ber of children in residential schools for the or ... to break the subject matter down into visually handicapped who were also mentally its component parts." Too fewteachers are retarded, and(b) the extent and nature of ed- able to analyze the content of the curriculum ucationalservicesprovided.Questionnaires and present it in a step bystep manner. As were sent to the heads of48 residential schools important as the diagnosis of the child'sspe- forthe blind and also to teachers in those cific skills and learning stylesmay be, the ul- schools who taught special classes for children timate in the individrsaation of instruction who were visually handicapped and mentally demands that the teacher be ableto structure retarded. All the school heads (48) and 5; :,.... and restructure the materialto be learned. 56 percent of the 94 teachers polled in the Diagnostic Teaching is recommendedfor same residertial schools responded. In terms of the purposes of the study, the investigator found:

22 1. According to IQ scores, 25 percent of 4711 the progress being made in residential provi- visually impaired children were mentally sions and the complementary interpretations retarded (varying definitions were used). and presentation of the data. However, the 2. Forty-one or 85 percent of the schools study is not free of the kind of flaws that polled accepted mentally retarded chil- plague questionnaire studies, and the findings dren; 7 schools did not accept these chil- must be interpreted with this caveat in mind. dren. Following are some examples that give cause for some concern. Although the study is a Among the other principal results of the survey of 48 of the approximately 60 residen- study were the following: tial facilities for children with visual handi- There were increases over the previous 5 caps, the average number of respondents rep- years in the number of residential schools resented in 15 tables of data was 37.3. For accepting mentally retarded blind children example, N is 32 in the table concerned with and in the incidence of such children in Definitior of Mental Retardation Used in Residential Schools; N is 37 in the table con- those schools. cerning Reasons for Not Admitting Blind More than two-thirds of the schools report- ChildrentoResidentialSchoolPrograms; ing conducted special classes, and mental re- and N is 35 in the table on Prevalence of tardation rather than blindness was consid- MentalRetardation Among Childrenin ered the primary disability. However, the Residential Schools. classes were in reality classes for the multi- Without information about the representa- ply disabled since the children enrolled had tiveness of the respondents, it is difficult to an average of 3.2 disabilities (presumptive assess the confidence that can be placed in diagnoses). the data. Perhaps of greater concern are state- An average of 35.2 percent of the children ments like these: in special classes had two disabilities, 31.6 The data related to the number of additional percent had three disabilities, 20.4 percent disabilities among mentally retardedblind had four disabilities, and 6.8 percent had children were obtained from presumptive di- five disabilities. Personality and speech de- agnoses made by specialclass teachers. In some cases the reports were actually based fects were the most frequently occurring upon confirmed diagnoses found in school, concomitant disabilities. medical and psychological records. In other Partially seeing children, more frequently cases, the presumptive diagnoses were deter- mined by teacher observation and judgment. than blind children, were found to nave con- Special class teachers can be expected to dem- comitant disabilities, and the children had onstrate competencies in recognizing disabili- been diagnosed as retarded in a variety of ties. The average special class teacher was a ways, although educators reported reserva- college graduate with certification in elemen- tions about classifying children as mentally tary education; approximately two-thirds of these had had course work in special educa- retarded. don and practical experience in teaching men- tally retarded blind children. Because of this Curriculums for mentally retarded blind training and experience they are a source of children were drawn from content in men- valuableinformationconcerning children's tal retardation and blindness but education- morbidity. Research is needed to test the va- al objectives for the programs were not lidity of presumptive diagnoses made by spe- clearly defined. cial class teachers [p. 55]. The study. also provided information on The problem suggested here may be exacer- teacher experience and qualifications, use of bated by these additional facts: teacher aides, evaluation procedures, organi- Personality defects and speech defects were zation for instruction and a number of other the most frequently occurring concomitant matters. conditions. Special class teachers reported that The reader will find cause for satisfaction in 30 percent of the children showed gross devi-

23 ation in behavior and/or social relationships Language and Learning Disorders of the Pre- [pp. 54-55]. Academic Child, with Curriculum Guide. Tina E. A high tolerance for limited educational prog- Bangs. New York:Appelton-Ceptury-Crofts, ress was the reason checked by administrators 1968. 408 pp. $6.50. Hardcover. most often for assigning teachers to special classes for mentally retarded blind children Many children with unrecognized or untreat- [p.49]. ed language deficiencies are destined to join the ranks of school failures or academic un- For this reviewer, among the most optimis- derachievers. In this book Dr. Bangs success- tic notes in the study are statements on the fully approaches this problem diagnostically future role of residential schools. Three such and educationally at the level which has been statements seem worth quoting in full. unfortunately most slighted in the pastthe Fifty-eight percent of the residential schools preschool years from birth to age 6. Presented reported that they planned to modify their are specific and practical ideas, methodologies, program in the foreseeable future to provide and techniques which can be used by the in- services for mentally retarded blind children. creasing numbers of educators and clinicians Eighty percent of the chief administrators being called upon to help in the identifica- agreed with authorities who recommend that tion, assessment, and training of preschool residential schools should alter their programs and provide more specialized services for mul- children with language and/or learning defi- tiply disabled children. cits. Teaching principles and techniques are or- Forty-six percent of the administrators re- ported that providing services for the multi- ganized into levels of development within a ply disabled blind child will become the major comprehensive Curriculum Guide. Beginning role of the residential school [p. 52]. with suggestions applicable for classroom ac- tivities,appropriatevocabulary and home If the study does no more than contribut- training hints with children who are under 3 ing to making these three statements become years of age, subsequent sections in this book self fulfilling prophecies, it will have been em- outline teaching units for children up to the inently worthwhile. level of beginning academic work (presum- Another value of the monograph lies in the ably first grade). It would be erroneous to summary and discussion which pertain less describe the carefully outlined suggestions as directly than tangentially to the data of the having been organized according to chrono- study. The following quotation is illustrative. logical age. The intent is clearly to develop Little purpose is served by attempting to de- suggestions which become increasingly more termine which is the major, or primary, dis- complex progressing through successive nor- ability. The concern might better be directed mal developmental levels; the chronological to determining which conditions are revers- age of the child is not critical. ible and which are irreversible (36, 37, 38). With certain disabilities this is a medical de- Each level is prefaced by child growth and cision. Once the issue of reversibility and ir- developmentaldatawhichprovideback- reversibility is resolved, it is possible to for- ground information regarding performance mulate an educational prescription for each expectations according to norms compiled child. from various diverse sources. Subsequent sec- Unfortunately, the study data provide little tions organize techniques for teaching into the assistance in taking the indicated direction. following categories: That must be done through a quite different Comprehension of Oral Language type of research. Recognition of Objects Recognition of Pictures Categorizing Spatial Orientation Samuel Ashcroft, Chairman, Department of Expression of Oral Language SpecialEducation,George PeabodyCol- Naming and Defining lege for Teachers, Nashville, Tennessee. Categorizing

24 Number Concepts scores, once put on paper, often seem to gain Spatial and Temporal Relationships a degree of authority out of proportion to Sentence Building their actual statistical or theoretical value. A Avenues of Learning reminder to the reader (especially the inex- Memory (Short Term) perienced one) to treat test scores and norms Visual-Perceptual Motor as no more than useful intangibles is appro- Social Maturity priate. Pre-Academic Subjects Many techniques are available to the clini- Likenesses and Differences cian for testing, assessing, and even profiling Phonics Traioing individual children. However, as pointed out Writing by White and Charry (School Disorder, intel- Numbers ligence and Social Class; New York: Teachers College Press,1966), few, if any, recom- Suggestions are made for outlining an entire mendations follow which incorporate ideas to year long program. Specific techniques for aid the teacher in handling the pupil in the developing language skills at holiday seasons, classroom. In Language and Learning Disor- for birthday occasions, and for each month ders of the Pre-Academic Child Dr. Bangs has of the academic year are proposed. Sample bridged the gap by clearly outlining ideas for lesson plans are included which organize ac- the teacher so she will know how to help the tivities around units for learning, for example, child with a specific disability which has been clothing, the home, pets, the playground, etc. Possibly the most helpful are the sections reflected by a diagnostic analysis. Further, the description of test items allows the person in- which list home training hints for parents cor- volved with the child to test and then teach, related with suggestions for classroom activi- ties. The curriculum was developed and tested not in order to help the child pass the test items but so that help can be provided to im- by trial at the Houston Speech and Hearing Center. Its ideas are applicable to children prove the child's performance in the area of with various types of disorders of communi- disability. catit,ii and will be useful to speech patholo- Sections of the book which describe the gists, speech clinicians, and teachers of the need and methods for communication with deaf and hard of hearing. However, it should parents so they will better understand the spe- be stressed that the entire Curriculum Guide cific differences of their child are excellent. section of this book will prove useful for Included is a form whick presents a language teachers/therapists representing many disci- and learning profile which can be used to plines. Head Start and day care center person- help explain assessment results 2nd patterns of nel will find these suggestions invaluable as growth through training. will nursery:hool teachers and child devel- The Appendix contains many forms and opment specialists. The guide is multidimen- examples of reports which could prove useful sional and is designed in such a manner as to in establishing or improving programs of ser- provide assistance to the teacher in her efforts vice for young children in clinical or educa- to develop preacademic skills in any group of tional systems. Suggestions are given relative children. to parent teacher conferences and to pro- Psychologicalexaminersanddiagnostic grams for hearing impaired children. teachers (which hopefully includes all teach- Perhaps because the area covered in this ers of all children) will be particularly inter- book is so extensive there is a tendency at ested in the techniques of assessment and re- times for the reader to wish that more time porting which have been developed by Dr. could have been spent in a smoother and more Bangs. Certain cautions apply whenever nor- comprehensive exposition in the initial chap- mative data are employed in developing a pro- ters. However, the accomplishment and value file of an individual child and these apply to of having all these very practical suggestions the section of this book as they do to all such and guidelines assembled under one cover are attempts. Particular scores and patterns of of paramount importance and make this a

25 book that should be owned and used by any- and "Teaching to Foster Creativity." Unlike most Appendixes, the two in this book are one interested in preacademicchild develop- valuable additions. Appendix B, which deals ment. with creativity tests, is especially valuable. The reviewer highly recommends this book to teachers and administrators, as well as to Vilma T. Falck, Associate Professor, Center parents. It is a highly readable, nontechnical for Diso-2-rs of Communication, University presentation of the field of creativity by an of Vermont, Burlington. author who is obviously sensitive to the needs of children.

Creativity. A. J. Crop ley. New York: Humanities Walter B. Barbe, Editor, Highlights for Chil- Press, 1968. 121 pp. $2.25. Paperback. dren, Honesdale, Pennsylvania. At a time when so much is being written on the subject of creativity, the reader is justifi- ably perplexed at knowing how to select from the literature available that which will provide VOLUME 36September 1979 him with information which will be helpful. Proper selection is necessary if for no other reason than time limitations whichwould pre- clude one's reading everything being written Films today, even if he had the persistence and the A Foreword from the Reviewer background to do so. Last spring the CEC publications committee Fortunately, however, there are a few sources asked me to help initiate an audiovisual review to which the teacher and schooladministrator section for Exceptional Children. I was happy may turn to obtain a betterunderstanding and to lend my assistance because I believe films appreciation of the subject, without having to have firmly established themselves as a unique become a specialist in the field. The book, medium of communication, and audiotapes Creativity, by A. J. Cropley is one such source. will soon do likewise. The mechanical require- 'Written in a highly readable style, Cropley's ments for including reviews in the cup rent is- new book is that unusualcombination of re- sue dictated that copy be submitted ire June. search supported statements and a projection Requests were sent toseveral prospective of the pe:sonality of the author into what is sources, but simple logistics, prior demands, being said. This is a successful book in the and the usual end of year rush precluded a sense that it succeeds admirablyin the task it broad response. The consequence was the se- sets out to perform. The reviewerhas no in- lection of items readily available to the re- tention of being negative toward a book such viewers, and this led to a concentration of as this one, but if he were tosearch out some West Coast material. point for criticism it would be that them is a Readers who have prepared material they tendency to read the book too lightly, to en- believe suitable for review are encouraged to joy rather than to learn. Perhaps the only send it directly to the reviewer. If an item is sensible procedure would be to plan from the being recommended from another source, the outset to reread the book. letter should include the name of the current Cropley's paperback book is very brief, con- distributor and his complete address as well as taining only a little over 100 pages. But the the title. At the present time our working briefness should not be interpreted to imply guidelines are very brief: material should be that the subject is treated too lightly, for this (a) 8mm, super 8, or 16mm film or 1/4 inch is not the case. The six chapters contain titles magnetic tape, designed for the training of such as "What Kind of People Are Creative professional educators; (b) have some relevan- Thinkers," "Parental Training and Creativity,"

26 ilar techniques employed by cy to special education;and (c) have been re- two teachers in very different manners can establish favorable leased since June 1968. learning climates from the beginning. of Education A second aspect of the film which is likely Don Mahler, Chairman, Division to generate questions is the physical aspect of and Psychology, HumboldtState College, Ar- have been cata, California 95221. the rooms. To those viewers who taught the need for reduced visualdistractions, both rooms will appearexcessively stimulat- CanI Come Back Tomorrow?16mm, color, ing. No real attempt is made toexplain the approximately35 minutes. Presented bythe "fiction" except by inference. The reviewer as- Learning and Behavior ProblemsProject, Cali- sunies that the producerdirector did not feel fornia State College at Los Angeles.1968. this was a significant variable inseeking the The narrator of this film statesthat it is de- desired objective. In some ways the techniqueslook easy, and sign' d to illustrate a belief that groupsof even one may be tempted toobserve that this is 10 to 12 very active youngchildren with learn- because the teachers are skilledand because ing and behavior problems can be successfully pupils are on their best behavior the firstday. taught and controlled from the first day of Undoubtedly both of these are true, but an- a new school experience. This objective is other factor also contributed tothe success sought through two segments, almost films storyone which wasstated but perhaps not within a film, showing how two teachers han- emphasized enough. This is thesubstantial dle opening days. amount of preplanningthat went into ensur- In the first class, the viewer sees pupils en- ing that the first day would be a success,in- tering the room, taking their places, and at- cluding individualized work foldersfrom the tempting to follow directions, and the teacher Start. explaining that those who follow directions Can I Come Back Tomorrow? cannotbe will receive checkmarks which can be traded absorbed in one sitting; it deserves atleast two in daily. Two children highlight examples 'f or three viewings.One of the reasonsis typical learning and behavior problems and that the narration must belistened to very strategies employed for control. The second carefully to understand the author'spoint class, in Escalon School, follows much the same of view and tends to be lost in thevisual sequence as the first segment in terms of greet- activityuponinitialviewing. A second ing the class, taking seats, examples of teacher- reason is that the filmis capable of rais- pupil behavior, and the like. Both groups also ing many questionsabout techniques, about include brief examples of physical activities organization, and about basicassumptions. outside of the actual classrooms. And perhaps this is where the filmoffers its At first glance, this film might be inter- greatest potential, a catalytic agentfor stim- preted to "sell" the message of behavioral ulating small group discussions. modification since one teacher seems to rely The technical quality of the photography heavily on checkmarks and the other on chips is variable but in only one instance does itdis- as a method of reward and a medium of ex- tract the viewer. In general,both sound and change. That this is not the case is stated at sight combine to generate the "feel" of live the very beginning but may easily be over- classrooms. looked or forgotten as the "action" begins. While these techniques are certainly used, they Pero! Pop! Sprinkle! 16 mm, color, approxi- appear to be meant as tools rather than as ends mately 12 minutes. Martin Moyer Productions, in themselves and this point is specifically em- 900 Federal Avenue East, Seattle, Washington phasized in the first segment when the nar- 98102. 1969. rator comments that "the association of satis- faction with school programs will reduce the The subtitle of this filmis Interpreting Per- need for immediate rewards." The question of ceptual Movements and it attempts to accom- the use of candy likewise is dealt with very plish this task in a very clever way, in the effectively in the statement "... in the begin- positive sense of the word. A series of mechan- ning, there is no joy in academic effort for ical devices commonly found in the home, failing children." In short, the film has a point such as a pop up toaster, a sprinkler, and a of view and proceeds to demonstrate how sim- clothes washer, are used to illustrate different

27 kinds of movements. Middle grade elementary crete to formal operation are demonstrated in school age pupils, then demonstrate interpreta- tasks concerned with problems of length, tions of the various movements using whole- quantity, area, and volume. body activities. Jean Piaget's work has experienced a great The film is designed for viewing by pupils growth in interest during the last few years themselves and the illustrations, pacing, and and his name is certain to arise in any current narration are wel! matched to the intended discussion of learning and teaching, particu- audience. While the reviewer did not show it larly for young children (and increasingly so to pupils, it was shown to teachers with very as a basis for planning instruction for the favorable comments. As may be gathered, this handicapped). Yet despite the frequency with is not a teacher education film or evena spe- which his name is invoked to defend a posi- cial education film so would not ordinarily be tion, surprisingly little agreement is found in reviewed here, but it is included for three response to the question "can you explain what reasons: (a) the concepts and illustrations are Piaget means?" Given the assumption that the applicable to certain areas of special education capacity to explain is based upon a modicum such as the educable mentally retarded and of understanding, it would appear that Piaget the neurologically handicapped, (b) it serves could benefit from additional attempts at ex- as a reminder that the term "perceptual" is planation. Some excellent drawings have been not the exclusive property of special educa- produced in the past to help illustrate some of tion, and (c) it demonstrates how effective the concepts, and the preparation of films is a teaching may be accomplished without sophis- logical next step. ticated materials. The narrator states that the How well these two films succeed in meet- film is designed to increase "perception of ing their self selected objectives is not easily things around you" and the many ways the answered because they contain elements of body is capable of moving. With a little imag- both success and failure. As demonstrations ination by teachers and pupils, it should serve of test interviews, the material is excellent and as a springboard for just that. readily helps to clarify some difficult con- Technical quality is excellent, both visual cepts. And the statement regarding justifica- and audio. The picture carries the message tionthe explanation to a child for the reason with a minimum of props while the narration for his actionis one which all of us need to and music are effective in their support. remember should be a part of any careful evaluation. It is in the areas of preamble and ClassificationandConservation. 16mm, color, exposition that the films are somewhat weak. 17 and28min.respectively. Davidson Films, 1757 This, of course, is a dilemma with all films Union Street, San Francisco, California 94123. how much to include and how much to cut 1968. and still meet the objectiveand it is especially These two films havebeen developed to illus- difficult with a topic of this sort. trate major aspects of the developmental the- For psychologists, child development spe- ories of the Swiss psychologist, Jean Piaget. cialists, and curriculum specialists who already The method used is a series of scenes of in- have a basic working knowledge of Piaget, the dividual children responding to specialized two films probably will prove useful and in- tasks as developed by Piaget and Inhelder. formative. For those less well informed, an Sequences include children of the agesnor- additional 2 or 3 minutes of preparatory ma- mally found in kindergarten thru grade six terial on the films would be very valuable and (thefilms were takeninan elementary prior study and/or discussion would seem es- school). sential. One obvious question the films raise for The Classification film depicts children re- special education is, How can the develop- sponding to tasks requiring different mental mental level tests contribute to a better iden- operations such as multiple classification and tification of pupils with special needs and con- class inclusion. In Conservation the character.. comitant educational programs? istics of thought from preoperational to con- The overall technical quality of the films is

28 i

In today's fast moving world, changes in more than acceptabk.. The Lwocoauthors, Dr. the science curriculum will continue to reflect Karplus and Dr. Stendler, take turns working man's increased knowledge of himself and his with the pupils and providing the narration; environment. Any number of developing cur- the reviewer feels the narration would have ricula are presently available to the inquiring been improved if a third voice had been used. teacher. The bibliography included in the book The sound track also contains obvious sounds should serve as a guide to a search for new from the playground in a few instances but ideas in teaching science to deaf children. this does not detract seriously from the major In the five appendices following the text, focus of attention. two contain directions for constructing science equipment. and three are actual pupil reports of science units completed under the author's Books direction. Teachers will find these reports of Science for Deaf Children. AllanLeitman. great interest for they exemplify and objectify Washington, D. C.: Alexander Graham Bell As- the philosophy stated in the text. sociation for the Deaf, 1968. 89 pp. (Appendices) Teachers of the deaf and especially those $3.50. Paperback. without a strong science background, should find this book very helpful. It is concise and The author's close association with the Ele- clearly written, and should serve as a stimulat- mentary Science Study (ESS) project atthe ing introduction to further study in the teach- Educational Development Center in Newton, ing of science to deaf children. The book does Massackisetts, and his classroom experiences not contain an index but its table of contents with deaf children place him in a unique posi- helps the reader to relocate rather easily any tion to make a significant contribution to the information he wishes to retrieve. Lexington School Education Series. Dr. Leit- man outlines his philosophy andmakes sugges- tions for its implementation in this short but cogent treatise on the teaching ofscience to Alice Streng, Professor, Education of the Deaf, School of Education, University of Wis- deaf children. Current thought in science teaching places consinMilwaukee. heavy emphasis on learning through direct sense experience and in problemsolving. The setting in which deaf children, or any other Your Non learning Child: His World of Upside- children for that matter, may best become ac- Down. Bert Kruger Smith.Boston: Beacon tive learners is one where there is an abun- Press, 1968. 175 pp. $4.95. Hardcover. dance of meaningful "raw material" for obser- The nonlearning child is discussed by the au- vation, discovery, and experimentation, where thor in terms of the child's view of himself, the atmosphere is relaxed and flexible, and the parent's and teacher's view of him, the where curiosity is nurtured and thinking is en- types of assistance which can be provided couraged. Dr. Leitman describes a "workshop him, and the extent of community responsi- classroom" which is conducive to keeping chil- bility for his growth. A disability in learning dren involved in their own education. is acknowledged as frustrating to the child, The author recommends that individualized language study be made an integral part of all aggravating to the teacher, and guilt produc- science teaching. He suggests that deaf chil- ing to the parent. Most unfortunately, a learn- dren be exposed first to experiences and then ing disability prevents the child from develop- to the vocabulary and languageappropriate to ing facility in the many forms of communica- the unit of study as well as to the level of each tion necessary with parents, with the verbal child's capacity. Science offers extensive op- oriented tasks at school, and with peers in so- portunities to help children develop ability to cial interaction. deal verbally with the abstract as well as the The author views the child with learning concrete. disability as lacking skills in perception and language due to one or a combination of causes The science program is described in four based on physical or environmental etiology. chapters each devoted to a specific age level: Regardless of etiology, however, this child is Preschool (ages 3-6), Primary (ages 6-9), In- experiencing failure too frequently for any termediate (ages 9-12), and Advanced (ages kind of effective growth. Through continual 12-16 or 17). The units of study are selected emphasis and many examples, the author leads largely from those developed in the ESS pro- the reader away from the "label" of the dis- gram though the author makes it clear that ability to the types of problems the child is he does not consider them definitive but showing. rather suggestive.

29 Parents are advised to view the child first as This tape is just what it claims to be: history, a child with human needs and then as achild diagnosis, and treatment, presented in that with a disability which often acts to obscure order. the human needs. Teachers are urged to build The historical portion explains how physi- on the child's strengths while atthe same time cians have come to be interested in the prob- strengthening his weak areas. Drawing from lem of dyslexia and discusses the development Strother's description, the author directs the of the interest in four areas: optometry, neu- teacher to establish a systematic environment, rology, psychiatry, and pediatrics. The his- which includes systematic expectations for the torical treatment is rapid but very compre- child with learning disabilities. hensive, going back to Hinselwood and Samuel When the disability of the child or the con- T. Orton. The narrator comments that in cur- cern of the parent becomes too greatfor the rent use the term has lost much of its specific- school to manage, the author recommends that ity and offers the classification of three types the family be directed to outside help. As ex- of reading retardation as established by Rab- amples, a description is provided of four treat- inouitch:(a) secondary reading retardation, ment centers, two nonresidential and twototal due to external causes, (b) reading retardation carecenters, whichfocus onfacilitating with brain injury, and (c) primary reading growth in learning and language. The large re- retardation due to a disturbed pattern of neu- sponsibility for the management, amelioration, rologicalorganization withoutclearbrain and prevention of specific learning disabilities damage. The latter two, of course, fall into the is directed toward community action through more narrow definition of dyslexia which are legislation, research, information, and activi- further defined as being primarily auditory or ties. visual dyslexia. Although the book is brief and may provide In the section on diagnosis, Dr. Kline warns examples too numerous without a hard driven of the dangers of "buck passing" and the "de- point, it is another book which provides solace molition squad" approach to evaluation. He to parents and possibly toteachers, not be- also recounts the usual examples of misdiag- cause it provides definitive answers totheir nosis and treatmentasmentallyretarded, problems but because the book speaks to them autistic, and schizophrenic. Considerable atten- in the language of the problems they facea tion is given to specific tests and evaluation technique which may facilitate a realistic eval- devices, with the added emphasis that a com- uation of their plight. Unfortunately, how- plete evaluation includes telling the pupil the ever, the author adds to themillions of words findings and discussing their implications. on exceptional children without adding any The treatment section is an endorsement of new information. the Gillingham method and is presented by both the primary narrator and a teacher spe- cialist. By reference, behavior modification Norris G. Haring, Director, Experimental techniques are given a negative evaluation Education Unit, University of Washington, while the practice of severely redwing visual Seattle. stimulation is recommended. The coverage of the typical Gillingham approach is very thor- ough, yet the revieM er felt thiswas the weak- est part of the tape because the presentation did not seem to acknowledge the existence of October 1969 otherapproaches and room environments which also may be effective. Accompanying the Films tape is a very fine, detailed guide for teacher use, emphasizing the Gillingham phonic ap- Reading Disabilities:HistoricalPerspectives, proach to remediation. Diagnosis, and Treatment. Magnetic tape, ap- This is a well done "basic" tape on dyslexia proximately90minutes. Carl L. Kline, Clinical and should be of continuing value to preser- Assistant Professor of Psychiatry, University of vice.and inservice programs forteachers, British Columbia, P.O. Box 6385, Postal Sta- school psychologists, and other school person- tion G, Vancouver 8, British Columbia, Canada. el, including teacher trainers. 1969 ($10.00)

30 Painting Is Loving. 16mm, color, 21 minutes. in large cities, should result from reading a number of these chapters. Selected interven- Heritage Films, 6331 Weidlake Drive, Hollywood, tion programs that have been successful point California. up the fact that some Head Start like programs Painting Is Loving is visually and aurallya have achieved realisticgoals for disadvan- very attractive film, with beautiful colors and taged children and their families. excellentnarration and music. Technically The importance of training personnel to itdisplays professionalism of a high order work with young disadvantaged children, the cognizance that activities in preschool pro- from start to finish. grams for the disadvantaged require a more It is in the areas of content and impact that logical structure than that characteristic of an evaluation becomes more difficult. The film many Head Start classes, the greater emphasis depicts trainable mentally retarded children on fostering the development of cognition in the process of art production in a special skills, and the importance of language devel- class in Los Angeles and to a certain extent opment are some of the critical aspects of ed- much of it is illustrated narration. Yet the il- ucating the disadvantaged child emphasized in lustrations shown and the sometimes lingering this volume. views of the pupils carry a message of their The introduction to the volume written by own. The major emphasis is upon the utiliza- Edmund W. Gordon is particularly notewor- tion of art as a valuable method of improving thy. In only 7 pages Dr. Gordon gives an ex- the self images of participants (and consequent cellent overview of the state of affairs relative behavior and happiness). Reportedly, the film to early education of the disadvantaged. It was stimulated by a public exhibit of children's will likely come as a shock to some that Dr. art and appears to reflect the considerable feel- Gordon feels that Head Start may have a great- ing generated among those responsible for its er impact on educators and policy makers production. than on culturally disadvantaged children and For those special educators accustomed to a their families. In his discussion of the contents "how to do it" presentation of techniques, of this book, Dr. Gordon organizes his com- this film may be less than expected. However, ments under what he considers the five key it does serve to remind the viewer that handi- issues in this volume:(a) the relevance of capped pupils have the same needs as every- genetic and environmental theories for educa- one else and that art is an effective tool for tional practice, (b) the function of assess- meeting these needs. ment in education, (c) the relation of health and nutritionalstatusto development and Films reviewed by Don Mahler, chairman, Di- learning, (d) the ecology of language develop- vision of Education and Psychology, Humboldt ment and reading proficiency, and (e) the State College, Arcata, California 95221 problems of evaluating massive innovations in education. In the opinion of the reviewer, the Books volume itself was not well organized and or- ganizing the chapters under the issues delin- Disadvantaged Child Head Start and Early Inter- eated by Dr. Gordon or by some other logical vention, Volume II. Jerome Hellmuth (Editor). system would have greatly improved the vol- New York: Brunner/Mazel, 1968. 621 pp. $11.50. ume. Hardcover. Although the editor is generally to be com- This publication is especially valuable in view mended for the compilation of material writ- of the findings of the recent Westinghouse ten by some of the most outstanding experts study which convey the idea that Head Start in the field, the quality varies considerably. programs have generally been failures. The Among the 20 chapters the following six are contents of this second volume of theDis- judged by the reviewer to be exceptionally advantaged Child should help the reader gain worth reading:Arthur R. Jensen'sarticle, more insight into the problems involvedin "TheCulturallyDisadvantagedandthe evaluating educational programs of the magni- Heredity-Environment Uncertainty," appears tude and diversity of Head Start. A greater un- first in the volume. He makes many of the derstanding of and appreciation for the con- same points in this article as he did in his re- certed efforts necessary to launch Head Start cent publication in the Harvard Review which mitigating programs as well as the problems evoked so much discussion. A most interesting against the success of such programs, especially

31 account of an interventionis that written by John H. Meier, Glen Blind Children Learn to Read. Bethold Owen- Nemnicht, and Ora lie fold, Georgie Lee Abel, and Philip H. Nation. McAfee, "An Autotelic Responsive Environ- Springfield, 111: Charles C Thomas, 1989. 185 pp. ment Nursery School for Deprived Children." $8.50. Hardcover. Another interesting innovativeprogram, "Pre- school InterventionThrough a Home Teach- Development of public school programs for ing Program," is discussedby David P. Wei- blind children in recent years has generated interest and concern on the part of special kart and Dolores Z.Lambie. One of thevery educators and of many general educators for best contributions is thatof Courtney B. Caz- additional knowledge in regard to reading by den, "SubculturalDifferences in Child Lan- touch. Although scientific studies of touch guage: An Inter-Disciplinary Review."In this perception and legibility of braille characters paper she attempts toanswer the question, "In what way is the has been reported in the literature, there has language used by children been no comprehensive publication in forty in various subculturalgroups simply different and to what extentcan the language of any years which has dealt with methods and prac- group be considered deficient bysome crite- tices in teaching readingto those who use ria?" She ably reviewsa large body of litera- braille. This book was designedto provide ture bearing on this particular question. Still all educators with "as complete information two other chapters which merit mentioning as possible on the total challenge of teaching are those by Eve line Omwake who discusses touch reading." the measurable and immeasurableaspects of Following a brief first chapter presenting Head Start and by Herbert Zimiles who dis- some historical introduction, the second chap- cusses analysis of current issues in the evalua- ter covers a limited but valuable review of tion of educational programs. many of the more pertinent findings from In the appendix thereare three bibliogra- specific studies related to reading for blind phies. One isa complete bibliography from children. No attempt was madeto review the ERIC Information RetrievalCenter on the literature on visual reading or the perceptual factors related to the total Disadvantaged, Yeshiva University,and the sec- process of reading so as to establish the comparability and/or dis- ond is a selected bibliographyon preschool education from FerkaufGraduate School, tinction between visual reading and touch readingan Yeshiva University. The third isa bibliography understandingwhichisnot on preschool and early childhood education achieved easily. from the National Laboratoryon Early Child- The third chapter, which comprises about half the book, is a report of hood Education, ERIC Clearinghouse,Univer- a research study done under a contract with US Office of Ed- sity of Illinois, Urbana. Thesebibliographies should prove usefulto graduate students or ucation under provisions of the Cooperative professional persons seeking relativelyup to Research Program in 1965. Through theuse of date informationon early education of pre- questionnaires sent to "all known local school school children. programs and residential schools for blind While this book ismore costly than some children," information relativeto the present and while all articles donot make an equal status of braille reading instruction and per- sonal characteristics of braille readers contribution, the information providedand was requested. the issues raised in the variouschapters should The majority of teachers reported that provoke thinking and discussion andencourage those committed to the educationof the dis- reading instruction began with whole word advantaged to designmore appropriate and and/or meaningful sentences rather than the effective programs as wellas to develop the teaching of alphabet characters in Grade 2 braille. Although children needed instruments and proceduresfor evalu- were encouraged ating theseprograms. to use both hands in reading, many teachers emphasized the fact that individual reading patterns emerged as children matured in read- Merle B. Karnes, Professor of SpecialEduca- ing ability. No important differenceswere tion, institute for Researchon Exceptional noted between practices in residential schools Children, University of Illinois, Champaign. and in local schools.

32 A second portion of the study was devoted Mental RetardationA Basic Guide. Harold D. to actual testing of 200 braille readers on Love (Editor). Berkeley, Calif.: McCutrhan, 1968. STEP Reading Tests and SAT Paragraph 282 pp. Hardcover. Meaning on the fourth and eighth grade level, The book is addressed to parents and teachers, to secure information regarding reeding rate a major undertaking to accomplish in one and comprehension of braille readers, and to book. The vocabulary and concepts presented identify certain personal charietaistics of the readers. These findings were compared with must be sufficiently universal to meet the read- data available for visual readers and equated ability,interest,andinformativequalities between groups of blind children attending needed. local schools and residential schools. The book, subtitled a basic guide, has In- cluded in the table of contents: Parental Ad- As to personal characteristics, more stu- vice; Reactions of Parents; History of Mental dents, especially at the eighth grade level, Retardation;Causes; Research; Community were found to be in the higher IQ ranges; and State Responsibilities; Education; Recrea- most students had been blind (no measurable tion; Physical Education; and Prevention and visual acuity) since birth. Although fourth Treatment. grade children attending local and residential The interspersing of research validated in- schools were approximately one year older formation should be of interest to teachers than their seeing peers, there were very small and some parents. Some research studies re- differences in ages at the eighth grade level. ported are too complex and abstract for the Reading rates of blind students showed a average layman (and perhaps many teachers) noticeable increase over those reported in pre- to profitably read. vious studies. Variances in rate ranged from 72 The bibliography references for the articles to 80 words per minute at fourth grade and include quite recent publications as well as a from 116 to 149 words per minute at eighth sprinkling of the older classics. grade with local school students showing the The section on Parental Attitudes should be faster rate in each instance. Students who very helpful to both parents and teachers to were faster readers tended to be in the group better understand the behavior and attitudes with high reading comprehension. Reading they display regarding their child. comprehension of blind childro% in this study The book is a compilation of chapters by was at least eonal to that of seeing children at the author and collected articles by other spe- the fourth grade level, and superior to seeing cial education personnel. peers on the eighth grade level. The c:iapter on the Historical Survey of The intercorrelations between reading rate, Mental Retardation is a good, significant look reading comprehension, and chronological age at the ways society has dealt with the prob- were very similar to those found in studies of lems of mental retardation from Biblical times the reading of seeing children. Only minimal to the contributions of the J. F. Kennedy differences were found between children in administration. This chapter should be of in- local and residential schools; however, chil- terest and benefit to both parents and teachers dren with problems in addition to blindness of mentally retarded children. were excluded. Because this field is so dynamically chang- The remaining chapters discuss very gener- ing, any book is guilty of being not up to date ally readiness factors particularly critical for the minute it comes out, but this book is a blind children, the teacher's role in the read- refreshing change from the usual limitation in ing process, and special problems unique to terms of the currentness of this information. braille reading. For all teachers working with There are a number of typographical and children who read in the braille medium and subtitling errors, but in general the format and for all special education teachers, this book accuracy are good. should be a valuable guide for a broader un- The author has collected considerable cur- derstanding of the reading process through the rent data on the functions of snit and na- sense of touch. tionallevel organizations dealing with the mentally retarded, suchas thePresident's Natalie C. Barraga, Associate Professor of Committee on Mental Retardation. Special Education, The University of Texas. The author presents many positive and pro- gressive suggestions for local and state level

33 implementation on behalf of the mentally re- cally portray the inner turmoil caused by cer- tarded. These suggested activities are, in the tain phrases ("raise your hand"; "raise yourleft foot") and the intense efforts to make an ap- mdn, excellent motivations for parental and teacher involvement. propriate response. After the speech lesson, a male outpatientis Suggested criteria for adequacy and excel- introduced and the emphasis is on the great ten- lence of special education programs and ser- sions generated among family members.Not vices are presented in sufficient detail to per- bar- mit local utilization by parent groups as well only do we see the almost insurmountable riers to communication, but also theabhorrence as educational personnel. handi- To summarize, this book has much to offer often displayed toward those with gross illustrate the resolution to the parent and the special education teacher caps. Subsequent scenes if they read selectively to satisfy their needs of some of the attitudinal barriers. for specific information and to develop posi- The Inner World of Aphasia presents the tive attitudes and perspectives toward the re- major problems of severe adult aphasia graphi- tarded child. The scope and freshness of the cally, even dramatically. Yet the intense emo- data contained in this book are commendable. tions revealed do not detract from the film, but rather serve to emphasize the depth of the con- Jack C. Dinger, Professor and Chairman, De- sequences for those afflicted. The film is de- partment of Special Education, Slippery Rock signed for speech and hearing specialists and State College, Slippery Rock, Pennsylvania. others who provide services to the aphasic. Other special education personnel, however, are likely to find it valuable in broadening their November 1969 understanding of an often puzzling subject. The film utilizes virtually the entire range of technicaldevices without becoming "gim- Films micky." Overall technical quality is superior. The Inner World of Aphasia. 16 mm, color, ap- proximately 23 minutes. Prepared by Dr. Leonard Janet Is a Little Girl.16 mm, black andwhite, Pearson, Case=Western Reserve University. An approximately 26 minutes. Allen Burks, Sonoma Edward Fill Production. Circulation copy avail- State Hospital, Eldridge, California, 1968. able from Social and Rehabilitation Serv;-e, De- partment of Health,Education, & Welfare, Janet Is a Little Girl is a report of the special Washington, D.C.20201. study of the growth and development of 12 mongoloid childrenrecently conductedat There are several ways to approach film topics Sonoma State Hospital, an institution operated and in the past the majority of special education by the California Department of Mental Hy- films have used the reporting method. The giene. It provides background information on Inner World of Aphasia, while not a special ed- the usual overcrowding, insufficient staff, and ucation film in the strict sense of the phrase, general inadequacies of ward type facilities, employs the plot approach and tells its message particularly for young patients. through selected characters. However, the value of this film lies not in The story takes place in a hospital and begins how these deficiencies inhibit patient develop- with the main character, Miss Nelson, as a nurse ment, nor in how they can be overcome, but taking care of an elderly aphasia victim. She is in the objectives and accomplishments of the fatigued from overwork and discouraged from project itself. The viewer is told rltat one of the trying to communicate with her aphasic patient premises was that a lack of adequate speaking and in her impatience to leave the building capacity severely inhibits effective communi- she falls down the stairs and finds herself an cation and sets in motion a cycle of the environ- aphasic patient in the same hospital. ment reinforcing the retardation. Environment, From this point the film introduces numer- in turn then, can significantly enhance or de- ous factors related to global aphasia.We see press individual abilitiesnot just as a limited partial vision, medical discussions, but primar- phenomenon but as a basic characteristic. ily the difficulties of speech. In a speech lesson, The project consequently focused on Ian- for example, flashbacks to childhood graphi-

34 i

gests that this is a book written by a practi- guage development as the key toindividual tioner, and the content bears this out. growth. Pupils are shown engaging in intensive One of the major assets of the book is the speech lessons, in field trips, in social activities, inclusion in nearly every chapter of lists of in general language development, and in reading teaching aids, materials, records, songs, games, programs. The total program can mostsimply activities, and sources of theiravailability. be described as rich in opportunities and very These would be especially helpful to the teacher skillfully organized. And while some may raise new to work with trainable children who has eyebrows over the scene of the children using not yet had time or experience to develop his sharp knives in the kitchen utensil training ses- own library of materials and lists of resources. sion, all can rejoice when a child says: "Come Not only are there lists of activities and ma- here cow!" at the farm, and when Janet dem- terials, but in each section the author describes onstrates her ability to read. how they can best be used and she seems always The film admirably illustrates the accom- to have in mind the primary goal of increasing plishments that are possible for even the severely the child's competence. The book also has value retarded and conveys the implication that limi- for parents of trainable children in helping zations for all the handicapped are often more conceptual than inherent in the condition. them understand the differences between what education is for their normal children and what Viewers from all areas of special education should find Janet Is a Little Girl a rewarding it must be for their trainable child. To more experienced teachers of trainable children, there and stimulating experience. is little in the book which will be new, although the author's hope that teachers will find in her book a good springboard for developing their Films reviewed by Don Mahler, Chairman, own ideas probably has some truth in it. There Division of Education and Psychology, Hum- is evidence throughqut that Mrs. Roberts knows boldt State College, Arcata, California 95221. a lot, about trainable children, has observed th.m with thoughtfulness and insight, and is clear and realistic in her thinking about what she is trying to do in her classroom. There are, however, some shortcomings. One is the style of writing. Sentences are short for the most part and the overall style seems somehow oversimplified. One member of our Books review team described the style of writing as Their Beginning Years: For Parents and Teach- "sterile and flat" and commented that she ers of Our Young Retarded Children.Esther H. waited in vain for the author's personality Roberts. New York: Vantage Press, 1969. 147 pp. somewhere to shine through. Another lack, to $4.50. Hardcover. some of us an important one, is the absence of any real attention to problems of behavior man- Mrs.Roberts, in her introduction, outlines agement. Although some anecdotes about chil- briefly the educational situation of children dren are included, it is hard to find any im- considered "trainable," the development of pression of a real, live child. As a whole, the school provisions for them, the problems cre- book is more activity and program oriented ated by the wide age range of the group when than it is child oriented. The title also seems there is only one class for trainables, and de- somewhat misleading; The Beginning Years fines the major goal as providing activities "de- suggests that it is going to be concerned with voted specifically to increasing the children's the preschool period rather than covering the self-sufficiency and social responsibility[p. span from school entrance age to adolescence. 15]." The book is divided into twelve chapters: the school day, language and language activi- Harriet E. Blodgett, Program Director, and ties, numbers and mathematical concepts, col- Cleon Anderson, Mary Brink, and Winifred physical activity ors, handwork, socialization, The Sheltering Arms including games, table games and other quiet Johnson,Teachers, activities, self help, music, speech, and parents School, Minneapolis, Minnesota. and teachers. The chapter outline in itself sug-

35 December 1969

films how inadequate in potential from conception, We Hold These Truths 16mrn, color, approxi- and (b) the psychotic childa "well" brain mately 28 minutes. Prepared at the Institute for in terms of apparent potential but involved in the Achievement of Human Potential. Distribut- behavior which "...is wildly different." In ed by Philadelphia Film Corp., 885 Lancaster general, the position is taken that with few Ave., Berwyn, Penn. 19312. 1969. exceptions the human brain has a tremendous potential, regardless of the dysfunction. During the past several years the typical spe- Another position reported is that the brain cial educator has doubtlessly heard and read much about "that crawling method from Phil- is similar to a computor; inputs must be ade- adelphia" and it is a rare instructor or state quate for the tasks and the circuits must be department consultant who has not been operating properly if the output is to be ac- asked some very pointed questions by teachers curate. And in both the brain and the com- in the field. Often the answers have been am- putor, a symptom is not to be confused with biguous or guarded, for despite all that has a cause. Just as a blueprint for a computor is been written (and the polarization that has essential to trace the location of the cause, a occurred in some instances), much of thein- blueprint for the brain would be useful in formationnecessary for a reasonable under- learning the causes of abnormal human be- standing of "the method" has been absent. havior. The search for such a blueprint has We Hold These Truths should be an oppor- been conducted by the institute and has led to tunity for the field to obtain background in- the development of a neurological age pro- formation on many aspects of the work of the file. Institute for the Achievement of Human Po- The presentation of the brain computor tential from the source itself. analogy is done very effectively, with scenes By way of introduction, the iihn raises of computers and accompanying narration, some questions: What holds minds back? How but the reviewer would like to observe that can they be released? How can the potential this may be an oversimplification of an ex- for development be achieved? tremely complex operation. Certainly the an- The film then reports that experience in alogy was popular a few years ago and has evaluation includes more than 3,000 families, been useful in trying to establish some order going back 25 years. Currently about 15 fam- in our understanding of the brain's function- ilies are being received every 2 weeks for 5 ing, but it has shown limitations in accom- days of evaluation. Cases include children of- modating more recent discoveriesor even in ten diagnosed as mentally retarded, emotion- housing many older ones. In short, as a con- ally disturbed, autistic, cerebral palsied, etc. ceptual construct device, it is useful, but it is No labels, however, are used at the institute; inadequate as a model with which to explain the evaluation looks at children with "well" all aspects of cerebral oerformance. brains but somehow suffering an injury. The Along with the presentation of the brain point is made that years of experience have computer analogy, Dr. Dolman lectures to a indicated that two types of problems cannot class and talks about learning and behavioral be helped by the available methods: (a) the disabilities in relationship to the phylogenetic child with a deficient braina brain some- scale. He states that all organisms have such disabilities in terms of the next higher order

36 of animals, but all contain an adequate sys- has been found to effect change and logically tem for satisfactory behavior within their should be useful to man. The institute be- phyla. This is an interesting way of put- lieves this to be true and bases its approach ting across the concept of relativism and ap- on such activitiesvisually, auditorially, and pears to be an integral part of the entire ap- motorically. Patterning is shown and because proach to malfunctioning as offered by the of the length of time it is on the screen the film. The reviewer, however, feels thatit initial reaction (by the viewer) may be that again tends to oversimplify a problemthe it is being emphasized, but the film producers rapid changes in man's environmental struc- should be allowed their beliefs to be honestly ture which may be reaching the limits of the presented and the whole context of the last human organism's adaptability. Put another scenes should be kept in mind. way, the brain has a wonderful capacity to The reviewer was impressed with this film adapt itself to changing requirements and a for several reasons, but mainly for the scope marvelous potential, but there are limits, and of the concepts it presents and its ability to by constantly increasing the proficiency norms provoke discussion. It deserves to be viewed we may be, in effect, establishing a new top by anyone who wants more information on level on the phylogenetic scale. The implica- the Institute for the Achievement of Human tion is that the environment should be exam- Potential as well as anyone who wants to re- ined to determine its responsibility for hu- view approaches to learning. man malfunctioning. The developmental profile mentioned ear- A Dream to Grow On 16mm, color, approximate- lier (used to obtain a neurological age)exam- ly 28 minutes. Bono Film Service, 3132 M Street ines competencies in 6 areas and identifies N.W., Washington, D.C. 20007.1969. 7 levels of each from birth to age eight. The areas include: mobility, language, manual, vis- This film isfirst the story of the Special ual, auditory, and tactual. It is in the disci., Olympics conducted for the mentally retard- sion of the elements of the profile that the ed in Chicago during the summer of 1968. film touches on a topic responsible for much As such,it provides an excellent pictorial discussion in the field. This occurs when a record of the preparations and the activities. statement is made to the effect that experience Included are scenes of the youths' arrival from indicates that a child who skips a develop- Canada and the United States, the preevents re- mental stage or does not achieve a necessary ception, and the training table breakfast. Once level of competency before going on to the inside Soldiers' Field, the viewer sees the open- next level will develop difficulty in perfor- ing festivities, and many of the 200 activities in mance later on. Educators often equate crawl- which 1,000 children competed for medals in ing with the "missed" level, but the film does such areas as track and field, swimming, and not select one area to the exclusion of all hockey. others, or even emphasize one above the others The Special Olympics, however, was more at this point. than a one day affair in July 1968: it was a The next portion of the film illustrates test- demonstration of what can be done with ing and evaluation facilities, including the mentally retarded children and youth. This gathering of family histories, vision and hear- message was conveyed very effectively with ing testing, neurological examination, and the the aid of the excellent narration rendered like.In general the approach and the re- by Rafer Johnson and by the content itself. sources are what one would expect to find in One of the first events was a 300 yard run, any comprehensive evaluation center. and while we can see some of the typically Finally, the film moves from the staffcase awkward movements of the mentally retarded, conference to the translation of the recom- we find that the seven basic events are scaled mendations into an action program. Thenar- for ability and age, and everyone has a chance rator informs the viewer that the stimulation to win. As the participants finish the events, of the input channels of lower order animals we can see the normal feelings of anticipa-

37 Lion, satisfaction, and anxiety. And the award and that activities are more effective if done ceremonies show the usual mixture of exhil- as responses to problems rather than to simple eration, embarassment, and pride. One boy is directions. The film makes no claims that the singled out with the aid of flashbacks to em- approaches shown are cure-alls for learning phasize the intense effort that went into prep- problems nor does it take a partisan approach aration for the activitiesand also to help car- to various techniques. It does demonstrate a ry the theme that a well developed body few of the things which can be done with an builds a well developed mind. individualizedphysicaleducationprogram While A Dream to Grow On is undoubtedly and arelatively low student-teacher ratio. a dramatic film and might border on a public And the narrator does comment on how im- relations film in some aspects, it does make proved self confidence and performance in the point that the mentally retarded have the motor activities seems to have been reflected same needs and feelings as everyone else and in classroom behavior. an adequate physical education program can One might have wished the term "educa- generate that "seed of success" which will bet- tionally handicapped" had been given a word ter prepare the youth for a satisfactory adult- of explanation for nonCalifornia viewers (it hood. And for special educators it should is sometimes confused with "culturally dif- serve as a model of what can be done and as a ferent" and similar terms) and perhaps some stimulus to review some of the things being information given on the frequency of the done now with the best of intentions, but per- activities; in other respects the comments and haps none too wisely. content are adequate for its apparent objec- tives. The film should be of primary interest to physical education specialists and program Anyone Can 16mm, color, approximately 27 min- directors but will also be useful to regular utes. Produced by Bradley Wright Films. Dis- and special program elementary grade teach- tributed by Bradley Wright Films, 309 N. Duane ers. Technical quality is above average and Avenue, San Gabriel, California 91775 and by some of the settings are visually very attrac- California Association for Neurologically Handi- tive. capped Children, 6472 Will Rogers Street, Los Angeles, California90045. Films reviewed by Don Mahler, Chairman, This film is composed of four short elements, Division of Education and Psychology, Hum- almost self contained subfilms:ropeskills, boldt State College, Arcata, California 95221. ball handling, the Stegel, and the trampoline. The first two elements show the Director of Physical Education for the Orinda Union Books School District working with a group of ed- Stuttering: Learned and Unlearned. Frank J. ucationally handicapped pupils, while the last Falck, Springfield, Ill.: Charles C Thomas, 1969. two elements illustrate a special class teacher 160 pp. $7.75. working with his cicss. Anyone Can is essentially a straight for- Fortunately, the Thomas published text by ward demonstration film showing how rel- Falck entitled Stuttering: Learned and Un- atively simple equipment (ropes, balls, the learned is short (160 pages). Unfortunately, Stegel, and the trampoline) can be used to the above sentence exhausts this reviewer's provide an enriched program of motor ac- positive comments about the book. The book tivities. While the children employed are in a can be criticized for everything from poor specialeducationprogram,theapproach grammar to the lack of any significant con- would seem equally applicable toallele- tribution. Because of space limitations, this mentary grade pupils. One of thepoints review will focus only on the following con- made during the first scenes is that students siderations. should have their own equipment, be directed In his preface, Falck states that "No at- toward the development of specificskills, tempt has been made to review other theories

38 review, "No attempt has been made to review or any of the countless research findings that other theories or any of the countless research have been reported over the years." Not only do these "research findings" go unreviewed, findings that have been reported over the they go entirely unmentioned. At no point in years" was put in the preface very deliberate- the body of the text does Falck cite the source ly in order that a potential reader would not of his information. However, it is quite ap- be misled. parent to anyone who has completed even an Also included in the preface, but not quoted introductory course instuttering thatthis in the review, is the statement, "The material book constitutes little more than a compen- presented is based on many years of direct dium of statements paraphrased from pre- therapy contact with stutterers and their fam- viously published textbooks and journal ar- ilies." No attempt was made toindicate ticles. The problem created by the writing that all the ideas presented are original. After strategy of not citing sources is that the client experience with several hundred stutterers, or the beginning student has no way to judge many students in training, and beginning clin- whether a statmcat has its genesis in con- icians over a period of approximately 15 years, trolledlaboratoryexperimentation,clinical this basic approach has evolved and been observation, or armchair speculation. On page found to be useful. The book was written 30, for example, Falck states, "It is entirely with the purpose of sharing this approach in wrong to equate stuttering and neuroticism." the hope that it might help guide the stut- Is "Falck, alone, responsible for this bold asser- terer, or the person working with him, in the tion? Do other "sophisticated" speech clin- quest for more normal speech. icians agree with the assertion? Are there lab- It is also difficult to respond to a nonspe- oratory derived data that support the asser- cific charge of poor grammar. Perhaps in the tion? The careful reader inevitably is con- reviewer's scrutiny of the leaves and branches fused by the source and validity of this and with the resultant loss of sight of both trees hundreds of similar assertions. Ironically, the and forest he encountered and was shaken by stated purpose of the book "is to try to clear the infinitives which were quite intentionally away some of the mysticism that has sur- split for sake of emphasis. Perhaps the state- rounded this (stuttering) problem (p. vii)." ment contained in the preface, "The language Perhaps the most disappointing aspect of the approaches as closely as possible that which book is its failure to add anything of sub- actually has been used and found to be ef- stance to what currently is available in the fective in direct contacts with stutterers, fam- literature relative to stuttering. The author of- ilies of stutterers, students and professionals fers no new data; he offers no new inter- representing speech pathology, education, psy- pretations of extant data; he offers no creative chology, and medicine" was missed. As stated insights which might generate exciting new by Dr. Jane Beasley Raph in her foreword to data. In fact, the vast majority of the ideas the book, "The approaches utilized are useful, and information which Falck presents can down-to-earth, and free of the jargon and be found in the earlier works of Johnson mystery which have tended to surround this (Speech Handicapped School Children) and disturbing communication disorder." Van Riper (Speech Correction: Principles and If the potential reader is looking for a com- Methods). prehensive, well documented review of stut- If the reader is at all cramped for book- shelf space, the reviewer suggests that such tering, it is suggested that the reviewer's ad- space as is available be reserved for a more vice concerning limited bookshelf space be fol- substantial treatise on the problem of stut- lowed and one of the many excellent recent tering. works designed for this purpose be purchased. If this is not the potential reader's goal, per- haps a further quote from Dr. Raph can help Richard Martin, Professor, University of Min- guide the selection process: nesota, Minneapolis.

Author's Comment It is difficult to respond objectively to a re- The methods outlined should be of special benefit to the clinical or public school speech view such as the one written by Dr. Martin. therapist whose training has all too often been Fortunately, other appraisals have evaluated more theoretical than practical with regard to the book more appropriately on the basis of stuttering treatment. what was attempted. The book was not in- tended to be a scholarly review of theories or Frank I. Falck research findings. The quoted statement in the

39 January 1970 Books

Learning Disabilities: Introduction to Educa- learning disabilities. The negative vote is cast tional and Medical Management. Lester because of some rather farfetched jumps from Tarnapol (Editor). Springfield, Illinois: Charles datatoconclusionthatareoffered.For C Thomas, 1969, 389 pp. $16.75. Hardcover. example, it is unlikely that most readers will This is a book about "these children" by 16 accept the almost stated conclusion, drawn authors who wrote a total of 18 chapters. The from a series of rather strained assumptions, that juvenile delinquency is caused by "mini- four major sectionsare:Background; Physi- cians' Roles; Diagnostic Testing, Remediation mal brain dysfunction." and Research; and Program Administration and As might be expected, there is a great deal Teacher Roles. There is a listing of parent or- of print devoted to definition and classifica- ganizations and there are both author and sub- tion. And as also might be expected, even in a ject indexes. book with a common theme edited by one Well known authors such as Barbara Bate- person, there is no agreement on definition/ man, Marianne Frostig, and Richard Masland classification. Richard Masland makes the point are included, as well as authors whose names that "In the first place, it (minimal brain dys- are 'not as familiar to the special education function) is not intended to be a diagnosis. scene. Five of the authors hold MD degrees, There is not a disease, 'minimal brain dysfunc- which seems an appropriate representation for tion.' It is a condition or a symptom (p. 67)." a book claiming to discuss medical manage- But Masland's point is generally lost on the ment. other authors.Itallgetsquite confusing. The bookdeveloped fromconferences Tarnopol says "A certain fraction of the chil- sponsored by the California Association for dren with minimal brain dysfunction will un- Neurologically HandicappedChildren. To doubtedly have suffered brain damage (p. balance the presentation, manuscripts were 308)." Violet Spraings discusses "the dyslex- solicited from additional authors. ics" at times as if this is a condition and at It always is difficult to categorize a multiply other times as if itis "a cause for children authored book along the good-bad continuum failing to read (p. 240)." And it still seems because within the book itself there will be a quitemysterious thatamentally retarded range of quality and relevance. child is not "eligible" to be called a "brain in- On the whole, this is a good book, with jured child" or a child with "minimal brain more strengths than weaknesses. In fact, if it dysfunction." (Try to explain that one to the weren't for the slightly outrageous price of parents of a retarded, brain injured child: $16.75, the book would make a good text for "Yes, your child has an injury to the brain, but introductory graduate courses. It should at he isn't brain injured...") least be available to graduate students as a ref- The issue over definition and classification erence. will necessarily continue for some time, and Interestingly enough, one of the best chap- this book contributes both to the recognition ters is the introduction by Tarnopoland one that the issue is not yet resolved as well as to of the worst is his chapter on delinquency and the continuing discussion that is required be- fore some clarity will begin to surface. Some of the authors seem to feel that the whole mat- ter was settled several years ago when a gov- ernment sponsored task force came up with

40 some recommendations; it is time to recognize mentally retarded children. The point is that that the matter was not settled. this book is specifically about the nonmentally There is some repetition from chapter to retarded children and in no way denies the chapter but perhaps that is inevitable in such fact that many mentally retarded children are a book. Admonitions to recognize individual brain injured. differences become less challenging after a few Finally, I have reread the chapter on delin- times, and the same list of diagnostic tests does quency very carefully and can find no way in get a bit familiar after awhile. Naomi Zigmond's which itis possible to draw the conclusion chapter on auditory processes is good and that "juvenile delinquency is caused by mini- Barbara Bateman's chapter on reading is prob- mal brain dysfunction." Perhaps this assump- ably the best in the book. Sam Clements' two tion could result from a hurried reading of the chapters have a quality of whining about chapter. There are two specific statements in them; hischaracteristicblastsat unnamed the chapter on delinquency which characterize foes who disagree with him can get annoying its essence. The first is the hypothesis which (He callsit"recounting 'war' experiences was tested and is stated on page 306: (p. 34).") There is an interesting swing of the It is hypothesized that the delinquent school pendulum by the psychiatrists (actually, psy- dropout population from minority ghettos choanalysts) L. F. Kurlander and Dorothy should contain a greater percentage than the Colodny where "psychodynamics" have given total population, of children with minimal way to "organic factors" in problem etiology. brain dysfunction in the presence of an ade- Tarnopol did a good job in compiling and quate IQ, i.e., above the retarded range. editing this book. It does not contain every- On page 330, the summary states: thinganother editor would have included This cumulativeevidence,therefore,all this and excluded thatbut it belongs on the tends to confirm the hypothesis that a signifi- professional bookshelf and in the university cant degree of minimal brain dysfunction ex- library. ists in the minority, delinquent, school drop- out population. Roger Reger, Director, Special Educational In order to conclude that "delinquency is Services, Board of Cooperative Educational caused by minimalbraindysfunction"it Services, 99 Aero Drive, Buffalo, New York would be necessary to confuse correlation with causation. This conclusion is neither war- ranted, implied, nor intended. Finally, please Author's Comment note that other recently published research I thank Dr. Reger for suggesting this book tends to confirm the hypothesis stated above. "would make a good text for introductory graduate courses." Several professors are al- Lester Tarnopol ready using the book as a text. I concur with Reger's statement concerning, "theslightly outrageous price of $16.75." The Principal Works with the Visually Impaired. It seems to me that the term "whining" used Geraldine T.Scholl. Washington, D.C.: The to characterize Sam Clements' two chapters is Council for Exceptional Children, 1968. 67 pp. both subjective and personal and is hardly $2.00. Paperback. called for in a book review. I cannot find anything in Learning Disabili- Basically, this is a fine birds eye view of the ties which could be construed to imply that complexities of teaching children who have "a mentally retarded child is not eligible to be vision problems and should be of great help called a brain injured child." Obviously, a to a principal or anyone in a public school set- great many retarded children are brain injured. ting attempting to help such children. There However, some people wish to reserve the term is no doubt that the sympathy of the writer is "minimal brain dysfunction" (which of course on the side of the day school program, al- includes some brain injured children) for non- though she does contradict herself by extol-

41 vide information and referral to all service ling the virtues ofthis type ofa setting, and agencies, (b) a trained social worker is the ap- on the other hand, painstakinglydescribes all propriate person to provide the matching func- the extra help childrenmust receive in order to achieve in this setting. tion, and (c) a center can act as a clearinghouse for the use of existing services, identify gaps in There is a discrepancyin parallelconstruc- a community's current programs, and suggest tion on pages 9, 40, and41 when eye condi- tions are describedsomemore fully than ways to fill in the gaps. The Public Affairs Committee, a nonprofit others. Boarding homesare omitted in the organization established in 1935, not only has total program for dayschools and thetop il- lustration onpage 43 is not a good advertise- produced a truly superior film but in addition ment for the particular aid used. makes available to users three complementary printed items:(a) a very helpful discussion Nonetheless, thisbook attemptstofilla need in explaininga good program and strikes guide, (b) a pamphlet which provides com- prehensive background information including at the mob of day schoolswhere principals can make or break sucha program. It's a job the establishment of similar services in Great well done. Britain, and (c) ar. announcement and order blank for the film, guide, and pamphlet. Alto- Samuel Milesky, SpecialEducation Supervisor gether &I.; is a very complete package which for the Deaf and VisuallyHandicapped, Bu- well worth being seen and used by special edu- reau for Handicapped Children,Department cators, school psychologists, school nurses, and of Public Instruction,State ofWisconsin, school welfare workers. Admittedly a somewhat Madison. emotional film (and appropriately so), itis hoped some of the above viewers will be stimu- lated to make certain information on the handi- capped is included in their local information and referral service or to help establish such a February 1970 service where none exists. Films Films reviewed by Don Mahler, Chairman, Div- ision of Education and Psychology, Humboldt Tell Me Where to Turn,16 mm, color, approxi- State College, Arcata, California 95221. mately 26minutes. Prepared and distributed by PublicAffairs Committee, 381Park Avenue South, New York, N.Y. 10016, 1968. Books Early Identification of Emotionally Handicapped Tell Me Where to Turn is a colorful documen- Children in School (2nd ed.). Monograph in tary designed to show how a local information American Lectures in Psychology series. Eli M. and referral service can help match people with Bower. Springfield, Ill.: Charles C Thomas, 1969. special needs to appropriate community services 261 pp. $9.75. Hardcover. and cut through the often bewildering red tape and confusion confronting a prospective client. Publication of the second edition of this book The film is built around the operation of a comes about in response to concern and inter- typical information and referral service, staffed est that have been developing in the field of by an experienced social worker andan assist- prevention in the menul health area since the ant, and brief capsule stories of seven adults and publication of the first edition some ten years a child with broad varieties of problems. In tell- ago. The author states in the preface to the ing their stories and illustrating how the "ser- second edition that, "There have also been sig- vice is able to bridge the gap between thesepeo- nificant new contributions to the research, to ple- iiho do not know where to turn for help the conceptual approaches, and in the screen- and local health and social welfare agencies ing materials ..." that were first presented in which do exist and are able and willingto pro- the first edition. The second edition presents vide the help" three points are emphasized. The the most up to date revisions of the screening points are (a) an information and referralser- materials in the revised appendix. The stated vice can provide a central clearinghouse and aim of the book is to present a research study, one readily disseminated phone number to pro- the aim of which is to answer questions relat-

42 ing to the validity and efficiency of early other mental health specialistswho would identificationofemotionallyhandicapped make diagnostic findings for himon the basis children in school. of the results of screening. In the early chapters Bower presents an ex- With the author's purpose in mindthere is cellent analysis of the role prevention should no doubt that this book is a very valuable ad- play in the total educative process. He spends dition to the literatureon the education of a fair amount of time drawing distinctions be- emotionally handicapped children inschool. tween commonly used terms such as "emo- Roughly one-half of the book is givento tionally handicapped," "educationally handi- the appendix which includes sampleletters to capped," and "emotionally disturbed." He is parents concerning the screening procedure, very straight forward in dealing with issues notes and suggestions to teacherson use of the which he feels have blocked the preventative materials, examples of their administration, efforts of interested individuals in the mental scoring at each of the three grade levels,and health and ed Jcation fields. He discusses top- some comments on interpreting the results of ics such as the priority given to individual the screening procedure. Boweremphasizes therapy over the priority of prevention in our throughout the book and the appendix thatthe society as, in part, a problem of conflicts of screening process is intendedto be viewed as values in the school and in the professional a clinical thermometer. That is, the process of training of mental health workers. He feels screening collects for further individual diag- that present efforts favor the curative rather nostic study those children whoseem out of than the preventive motif. step with their peers on indices shownto have The latter chapters deal with the theoretical some power in making such determinations. and empirical substantiation for his notion that The section on interpretation is byno means certain indices of adjustment are likely to be intended to help make the teachera diagnosti- productive in the identification of pupils who, cian or clinician. Instead, it is designedto help if not cared for early, will be likely to show him better understand theprocess of screen- serious emotional maladjustment. Bower pre- ing and its importance in theprocess of early sents the major findings of studies supporting prevention. Though Bower'sown research the multiple indices rationale or supporting seems to indicate that the teacher ratingac- the notion that several indices of behavior counts for most of the efficiency in thescreen- would likely be more efficient and reliable in ing battery, he neverthelesssuggests that the selecting such children than would single in- peer rating and self rating be administered. dices used separately. He presents the major The latter ratings are themost time consum- findings of studies which indicate that teacher, ing from the standpoint of teacher time,par- peer, and self ratings would appear to be the ticularly at the first level where theseinstru- most useful areas in which to develop screen- ments have to be given individually to pupils. ing devices. Bower dismisses the findings of Chapter 8, entitled "Reactionsto the Study Maes (1966) which suggested that one of the by the Investigator," and Chapter10, "Some instruments, the teacher rating along with IQ Positive and Preventive Outcomes,"seems to scores, was considered as effective as the use be essentially related. It is difficultto under- of the several variables he finallyderives. stand why the very short Chapter9 on how Bower feels that such predictions as Maes is teachers can use the results in screening is in- able to make using an abbreviated set of in- serted between them. Notwithstandingthat struments may be efficient but provide sparse minor logistical problem, the book is readable data to the teacher for planning educational throughout, even in themore technical dis- interventions on behalf of the child. Planning cussions. In some of the chapterswe are again interventions on that basis seems to be incon- reminded that there is really "nothin'new un- sistent with Bowers' caution to the teacher der the sun," i.e., relationshipto personality that his fundamental role in using the instru- theory in Chapter 2, the culturally deprived in ments is to use them precisely as they are in- Chapter 4, the nonmagic of teacher referrals tended (for screening) and to pass them on to in Chapter 8. Although therestatement of the

43 1

familiar may not always be done with as much quiteaccurate. His next sentenceexplains freshness and vigor as we would like, there is why Idisagreed with Maes' proposal. Dis- no doubt that some of the impactof these dis- agreement is not dismissal. The basic aim of cussions might get through teachers' precep- the process of early identification as outlined tual defenseness brought on by many years of in the book is to help the key person in the overexposure to this type of attitude in educa- system, in this case the teacher, to act on be- tional professional writings. half of children prior to the time that the Despite the utility of Bower's approach to teacher's nervous system and blood pressure prevention and the experimental status of the make such action mandatory and ineffective. instruments used, there is likely to be a great The process is not aimed at identifying cases deal of overselection of children from minor- or separating clearly and neatly suspect prob- ity group backgrounds in need of a closer diag- lem students from nonproblem students.I nostic look because of suspicion of education- have voiced the same objection to the Glueck alhandicapping conditions. Any screening Social Prediction Scale which may be as accu- procedure which omits a significant variable rate as all get out in separating prospective de- ofclassroominteraction,theinstructional linquents from nondelinquents, but has little processes, is likely to overselectthose children action or curriculum value to the school or who are reacting in a noxious way as a precise the teacher. Screening in my conceptual frame- function of the inappropriate ministrations of work is not a predictive scientific undertaking their teachers. Since with the present instru- independent of and unrelated to the key profes- ments there is no way to correctthe percep- sionals who utilize and analyze data on behalf tions of teacher, peers, or the child's concern- of children's growth. ing himself on the basis of the appropriateness The reviewer also suggests that there is like- of the learning environment, there wouldlike- ly to be a great deal of overselection, especial- ly be an overrepresentation of minority group ly of minority group children. This is so if the children in the negative selection; made to- minority group children are not making it in ward them by their teachers and peers. Many school. This is like accusing the weatherman signs of classroom disruptiveness byminority of causing bad weather because he predicted group individuals can verywell be considered it. This process of earlyidentification will signs of mental health rather than signsof point up children who are becoming learning mental ill health. It would be a sign of emo- and behavior problems in school. Using it tional weakness for a youngster in an inappro- does not automatically deprive a teacher of priate learning environment to be contented his professional know-how or common sense. in such an environment. All the measures employed are relative to the group and teacher. If more minority group Frank B. Wilderson Jr., Assistant Dean, Col- children are screened out, then I would guess lege of Education, and Associate Professor, that the school is doing little for them educa- Educational Psychology and Special Educa- tionally. No labels are pinned on anyone by cation, University of Minnesota, Minneapolis. this process; the idea is to alert and to act. What might appear to be overselection, might well turn out to be undereducation. Author's Comment Ihave no major quarrel with Wilderson's re- Eli M. Bower view of my book. There are, however, afew fumbles and loose verbiage which I would like A Handbook on Stuttering. Oliver Bloodstein, to cover. At onepoint Wilderson suggests I Chicago: National Easter Seal Society for Crip- dismissed the research of Maes on the use of pled Children and Adults, 1969. 300 pp. $2.00. teacher ratings and IQ scores as being as effec- Paperback. tive as our several variables. The use of the verb "dismiss" by Wilderson to indicate my Professor Bloodstein's A Handbook on Stutter- disagreement with Maes' conclusions is not ing is by all odds the most significant work to

44 date in the area of stuttering In fact, it prob- ment of stuttering," and the myriad of variables ably constitutes the most signu. 'ant single pub- related thereto, is the focus of the fifth chapter. lication in the entire fiek af speech pathology. Chapter six, "Inferences and Conclusions," is This, coupled with the ridiculously low price of the meat of the Handbook. It is in this chapter $2.00, makes one hope that the National Easter where the reader really gets the advantages of Seal Society's presses are in good working ord- Bloodstein's 20 plus years of rigorous observa- er. tion of and scholarly dedication to the problem The Handbook is much more than a revision of stuttering. The final chapter contains a very or an expansion of Bloodstein's pamphlet A brief summary of the vast literature relative to Handbook on Stuttering for Professional Work- the treatment of stuttering. The chapter offers ers (1959). The Handbook organizes a vast no new therapeutic techniques. On the other (over 650 references) and pragmatic literature hand, the chapter organizes the history of stut- into a coherent and usable body of knowledge. tering therapeutics into a perspectivethe clar- This is not to imply that the Handbook is sim- ity of which is unique among currently avail- ply a catalog or a compendium of data organ- able treatises in the area. ized into some arbitrary schema. The real The fascinating thing about this innocent ap- strength of the book is that the organization is pearing little Handbook is the vastness of the both creative and rational. An excellent exam- audience to which it is pertinent. Bloodstein's ple of the amalgamation of recency and organ- ability with the language is so keen that most izational creativity is the section on "Contribu- laymen could read and understand the book tions from the Field of Linguistics (pp. 190- with little difficulty. On the other nand, the lev- 193)." Bloodstein reviews a dozen or more el of cerebration reflected in the book is epito- studies published between 1958 and 1968 and mized in the final paragraph which is a sober, In concludes that the most salient feature of this provocative, commentary not only on the state research is the "discovery that the predictability of the art, but also on the sme of the union: of words, which is related to hesitation pauses It is possible to summarize these inferences in normal speech, is also a factor in stuttering." adequately by saying that the basic therapeu- The first chapter of the book is an excellent tic problem posed by stuttering may represent treatment of the problems of definition and about the same kind and degree of difficulty measurement. The second chapter deals with as is involved in the problem of rooting out a the various theories of stuttering and is the superstition, dogma, or prejudice. We may be weakest chapter in the book. The organization fairly confident that essentially any normal adult member of the most inaccessible New is sometimes difficult to follow. Also, Bloodstein Guinea mountain tribe, no matter how iso- finds it necessary to yield to tradition and de- lated from our culture, could wit'-out excessive votes some of his all too precious space to a list- difficulty be taught to drive an automobile or ing of several arii:chair hunches which somehow operate an electronic computer. To liberate have crept into the literature under the shabby him from some of his superstitions in exchange for a few basely-- beliefs of our own, however, guise of theory. Such speculations as West's would in all pro ...ability be a far more trouble- dysphemia and Eisenson's perseveration simply some matter. Perhaps the ultimate advances in don't represent sufficienr inductive observation our ability to cope with stuttering must await or deductive rigor to be considered seriously as some more adequate scientific theory of hu- man cognition that will enable us to deal bet- theories. Obviously, Bloodstein has heart as well ter with the commonplace irrationalities of as scientific rigor. everyday living. Chapter three is titled "Incidence" and deals with such things as age of onset, sex ratio, and heredity as they relate to stuttering. Chapter four, "The Person Who Stutters," contains an Richard Martin, Professor, University of Min- excellent organization of a staggering amount nesota, Minneapolis. of data concerning such characteristics of the stutterer as physical constitution, cerebral dom- inance, sensation, perception, etc. The "mo-

45 1

Author's Comment I thank the reviewer for bringing organized, ra- tional, and coherent perceptions to the reading Coletta's School in Jefferson, Wisconsin, gives of my book. to the book a solidness which is a blend of in- formation, knowledge, realism, and understand- Oliver Bloodstein ing not only of retarded children, but also of their parents. In format and in production style, I found the book somewhat disappointing. A paperback publication is fine, but it should permit more The Challenge of the Retarded Child (rev. ed.). careful attention to quality of paper, type- Sister Mary Theodore Hegeman, O.S.F. St. Mein- setting, and typographical accuracy. While these rad,Ind.: Abbey Press, 1969. 192 pp. $1.50. factors do not detract from the quality of the Paperback. content, they do distract from it. SisterTheodore says in :ler introductory note The reliance upon religious faith to bridge that "This book is...presented from the view- the conflicts in the emotions of those who face point of a ph' i,sophy steeped in faith, based on problems of mental retardation in their own hope, and motivated by love." The reader will families is, without question, one way which, to suiTly agree. Intended first of all to be of help ..zany people, can be satisfying and comforting. to parents, it will also meet some of the needs Other readers may still find their questions un- of professional workers who want to be helpful answered, their conflicts unresolved. Even par- to parents, especially those who are still short ents who cannot accept the philosophy pre- on experience in the field. The book is written sented by Sister Mary Theodor however, will in a very readable, almost conversational style; surely respect ant; admire the confidence and technical terms have been kept to a minimum, certainty with which she presents it. and where used are defined and explainer The t:.:-,ok discusses the meaning of mental re- Harriet E. Blodgett, Program Director, The tardation, explores some of the causes, and de- Sheltering Arms, Minneapolis, Minnesota. votes separate chapters to the child with Dow.-'s syndrome and the child with brain injury. It considers emotional and social aspects of the child's development, as well as outlining edu- cational aspects and describing the different levels of achievement which children of differ- ing degrees of retardation can be expected to .ea,111. It presents the. role of the residential Author's Comment school realistically, as one of the alternatives for To help provide for the unanswered questions, action which may be considered, but not as a The Challenge of the Retarded Child includes cure-all or the best solution for all children. The an extensive, annotated bibliography of receir emphasis on religious training and religious at- books and current periodicals. This appendix mosphere, while it may not meet the needs of all is intended to be particularly helpful to students readers, is so basic to the viewpoint r4 the au- whom I hope to reach through the paperback thor that it is also basic to the personality of the edition, with due regret for printing errors but book. confident of content value. Thank you! What gives the book special charm is the real- ness of the author's experience. The children Sister Mary Theodore, O.S.F. who provide the anecdotes and examples are real children; they come from real farni!Ics; the conflicting emotions of their parents are de- scribed with honesty but also with compassion. The continuity of the author's experience at St. March 1970 Films in classrooms or with groups of inservice I'm Ready Mom: Are You? Color, 8 minutes. Pro- teachers. It begins with a brief introduction duced by Communications Group West and to Califc nia programs for the educationally distributed by the Exceptional Children's Foun- handicapped and defines some of the termi- dation, 2225 West Adams Blvd., Los Angeles, nology used in the film, some of which is California 90018. peculiar to California legislation. The film is One of the first major socializing tasks facing divided into segments, each of which is a re- parents in raising their children is toilet train- lated but somewhat independent instruction- ing, and this can be especially trying with al unit. Ideally these segments should be used handicapped children. The film offers helpful in sequence. A study guide which carefully suggestions, with emphasis on the role of the suggests procedures to be followed for use of parentsincluding severalgraphic examples the film indicates that about three to four of nonready mothers. Once the "no-no's" are hours should be allocated for the use of the discussed, the basic principles of training are entire film. This time is required to raise ques- presented including the use of positive oper- tions regarding the techniques being demon- ant conditioning with simple concrete re- strated on the film as well as possibly to wards. Practical, but often overlooked, advice question the merit of that being presented. is also given on things such as proper training The first segment illustrates a team ap- clothes and regular feeding schedules. proach in teaching remedial reading to chil- The film is delightfully done, including the dren in a small group setting playing "read- use of a penguin which has been taught to ing type games" and in a large group setting roller skate by operant conditioning. Despite of 12 to 15 children. The film does not point its short length, it packs a great deal of mes- out the percentage of the total educationally sage regarding the value of patience, repeti- handicapped group being served in the school tion, and rewardsand it stresses the belief who are in -this group instructional setting. that even :he severely handicapped can learn. The group is highly responsive to instruction under competitiveandhighlys 'mulating DON MAHLER, Chairman, Division of Educa- conditions, responds with a high level of ac- tion and Psychology, Humboldt 'fate Col- tivity, and appears to be at a high level of lege, Arcata, California. attention. Th. second segment claims to show small Partners in Leurning. 16mm, color,approximately group instruction and demonstrates mostly 47 minutes. Developed with assistance of a one to one teacher-pupil relationship. One USOE grant under PL 89-164, Title III, Section wonders whether any of the children receiv- 302, as amended by PL 89-105 as amended. ing one to one instruction, or small group in- Grant awarded to California State Departm.'t. struction, were also included in the large of Special Ethemtion. Consultants included Alan group instruction illustrated in the prior seg- Simmons, Donald Mahler, and Robert Elliot. m - it. The primary purpose of the film (as in- A highly commendable approach to organiza- dicat.0 by the narrator in the film as well as tion used in this film adds to it utility for use in the study guide) is to raise questions, sharp- en the inquiry of the viewer, ana assist him in

47 preservice instructional use, either in a setting becoming more analytical and more question- where it may be used for four modules of one ing of operational procedures ',. working with the educationally handicapped as well as with hour each or for an extended period of time his own attitudes. The film appears to be covering three to four hours. highly effective as a provocative device in The film (if used according to the guide) generating questions. The professional may should be a valuable tool to help teachers analyze problems and develop their own ap- feel a greater need to challenge what is being proaches toward instruction. It can make a seen, while env student may question his own positive contribution to training at either a background and ideas against what he may preservice or inservice level. see as a mode; of program cperation.While some of the techniques and methodsbeing demonstrated may be debatable or even ques- HARRY V. WALL, Chairman, Department of tionable, no claim is made to th:.1 contrary; Special Education, California State College in fact, it is stated and restated by the nar- at Los Angeles. rator that the film presents a realistic picture of the operation of programs and is intended to elicit from the viewer many types of ques- Tapes tions. This reviewer had some negative reactions Individualized Reading.Jeannette Veatch.Mag- while viewing the film. For example, the nar- netic audiotape, approximately 5 hours. Listener rator restates questions raised by a teacher in Corporation, 6777 Hollywood Blvd., Hollywood, scenes in which a child paints a self portrait California 90028. on the fi..-,r. These questions wereall phrased from an activity point of view and the teach- If one judges by the advertisements in the news media and the number of recorders dis- er'sself criticism seems to be toward the played in stores, cassette tapes are the "wave structuring of the activity rather than toward of the future" (to quote from a popular mag- the child and his performance. This reviewer personally reacted negatively to an incident azine). While this reviewer has heard cassette involving the discussion of the mentally re- material prepared for other professions, this tarded by the educationally handicapped and is the first time he had an opportunity to their teacher. Children in the class expressed hear tapes commercially prepared for use by displeasure at being called mentally retarded educators and his reactions were mixed. by other children on the school campus. The Perhaps a word about the medium is in order isundoubtedly teacher led part of the discussion but made no first. The cassetteformat attempt to build any respect or support for convenient, requiring only minimal mechani- the mentally retarded as a fellow human be- cal know-how. Indeed several teachers vol- ing. Negative reaction to this part of the film unteered to provide independent reviews and was probably triggered by the voiceintona- all reported the cassettes very easy to use tions used by the n/rrator when he intro- anywhere. The tone produced by the typical duced the film ar:A', said that these children portable recorder, however, is at best only are not n. ow -ally retarded, but of normalin- acceptable and for extended listening the re- viewer found a separate (and larger) speaker telligenci. more pleasant and less fatiguing. This rc viewer was impressed with positive The material for this review consisted of aspects of the film. It does elicit a greatdeal of response from the viewer. It was viewed in five cassettes of about one hour each (one- half hour per side)containing the spoken a setting with professional individuals and also tested in a setting with students. Both groups voice of Dr. Jeannette Veatch of Arizona State University as she discusses individual- gave a high level of response to thefilm. The film is of good quality in terms of pro- ized reading programs. Dr. Veatch's style is duction standards. The organization of the very informal and she presents a wealth of film lends itself well to inservice training or ideas and observations of major interest to

48 the teacher of the lower elementary grades; Itisthusapparent thatmodificationsin however, many of her suggestions might well teaching methods, as well as adjustments in be heeded by reading teachers through sec- task demands be incorporated into lessons in ondary schools. The five cassettes each carry which itis hoped to teach retardates motor skills. When teaching skills to retardates, spec- a separate subheading (such as Individualized ial attention should be given: to teaching for Conference and Grouping) but it would be transfer; to conditions which will produce superfluous to list them; each tape contains a the best retention; to the type of teaching mine of topics. Yet the very scope of the cues employed; and to the nature of the material generates a word of caution. Even learning environment provided. one complete cassette is apt to be too "rich" Clearly Professor Cratty has asked for pre- for one uninterrupted listening; Dr. Veatch cise definitions of stimuli environments, teach- is best tasted in small portions with some ing cues, response requirements, and programs digestion allowed to take place before the of skill sequencing, all on the basis of empir- next serving. ical as well as theoretical justifications. It is with a certain amount of professional DON MAHLER, Chairman, Division of Educa- reservation that one reads in an author's pref- tion and Psychology, Humboldt State Col- ace that he hopes to reach the wider audience lege, Arcata, California. composed of parents, teachers, school cur- ricula and physical education supervisors, psy- chologists, and research scholars. In Professor Cratty's case, no such reservations need to be Books held. His work, while not as extensive as one could wish in certain areas (The patterning of Motor Activiiy and the Education of Retardates. the precise movement of handwriting, for ex- Bryant J. Crafty. Philadelphia: Lea & Febiger, ample, has not been looked at much beyond 1969. 233 pp. $8.75. Hardcover. the grosser visual motor control states.), is Itis rare in these days of the educational nevertheless broad enough in scope and com- oversell for an advocate of a particular point prehensive enough in coverage to be included of view to refrain from making broad gen- in a number of professional libraries. One eralizations or to approach his topic with hopes this attention to individual skill spe- carefulconsiderations formultidisciplinary cifics in training and transfer is a sign of interests. The author of Motor Activity and things to come. the Education of Retardates has done this, however. And he has done more. In his s,tut- NORRIS G. HARING, Director, Experimental iny of the research on the possible contribu- Education Unit, Child Development and Men- tions of motor activity to the total develop- tal Retardation Center, University of Wash- ment of the retarded child, Professor Cratty ington, Seattle. has avoided the trap to which an attempt at being all things to all people can lead. His hook brings together in one small volume a Creative Person and Creative Process. Frank well balanced assessment of what motor skills Barron. New Yor".: Holt, Rinehart, & Winston, are educationally relevant, how these motor 1969. 212 pp. $6.50 Hardcover. $3.95 Paperback. skills may be evaluated, trained, and integrat- Creative Person and Creative Process does not ed in transfer tasks, and why such training fulfillpreconceived notions about what a appears useful at this time. With a critical book should be, and yet nevertheless it is as consideration of the research literature, not- satisfying as many books. The reader becomes ing well established and promising findings as acquainted with Dr. Barron and his works, well as those which may be overly optimistic and the acquaintanceship quickly becomes a in their interpretations, the author's emphasis friendshipone which has a tendency to lull is on individual programing. He has written, the reader into a nodding type of acceptance for example: of ever,t4"- Barron says. The viewpoints

49 ...... - 1 ..,... ,,76-.. t, . i...o.,.....

are sensible, the language clear and direct, and For the most part, the chapter headings are the definitions of creativity (of which there too strongly worded for their contents: the are several) most acceptable and compatible. addition of words such as "some," "a view- A word of admonition to the reader, be cer- point on," and "reflections about" would have tain not to skip the preface and introduction, been more nearly correct and more in keep- which could easily happen since the first two ing with Dr. Barron's warm, personal style of chapter headings are so compelling. writing. (For example, the chapter entitled This is no tome on creativity, definitive "Foundation in Childhood of Creative Expe- either in scope or depth. In a short (195 riences," which could be a book title, is pre- pages) volume, Barron touches lightly on a sented in less than ten pages in an interestirg great many topics, giving an almost casual but cursory manner.) examination and personal reaction to some is- This book is not suitable as a text, but is sues and problems in the field of creativity. indeed valuable as a supplementary source of The hodgepodge character of the book is ideas on creativity. Barron frequently makes somewhat di- Curbing. The uneven length of a statement of fact crisply, and then follows the chapters, although at first delightfully re- it with an example which serves sometimes freshing, gives the impression that Barron to clarify and always to reinforce, a tech- merely stopped writing when he had no more nique many writers of professional literature to say. This 1; bothersome only on rereading would do well to copy. when it becomes apparent that a chapter en- In summary this is a highly interesting dis- titled "A Method for the Intensive Study of cussion of some aspects of creativity, intro- Creative Persons" (chapter five) is only four ducing the reader to Dr. Barron and his work. brief pages and has really failed to convey The study of creativity is reviewed historical- many things the reader would like and is en- ly, and the promise of more to come is held titled to know about this particular method. before the reader. At the other extreme, a chapter entitled "In- novators in Business Management in Ireland" WALTER B. BARBE, Editor, Highlights for Chil- (chapter eight), rates 14 pages which this re- dren, Honesdale, Pennsylvania. viewer found ctremely uninteresting. Especially interesting is chapter four "Crea- tivity and Ihtelligence" which contains a care- ful and clear discussion of the Getzels and Jackson study. Chapters six and seven are the core of the book. The preface has prepared the reader for the fact that Truman Capote, Norman Mailer, MacKinley Kantor, and others April 1970 are a part of the study, but unfortunately only a couple of pages tell about writers and Films creativity. This reviewer, at least, was left with the feeling that the author was holding Revised Illinois Test of Psycho linguistic Abilities. back, perhaps saving something for another 16 mm, black and white, approximately 43 min- book. Chapter ten "Creative Women" is very utes. The University of Illinois Press, Urbana, interesting, for it deals with a greatly ne- Illinois 61801. 1969. glected area in the study of creativity. This Of all the new tests introduced during the chapter is certain to enhance Barron's pop- Decade of the 60's(to borrow a current ularity with the distaff group. Chapter twelve popular phrase) and used by special edu- on "Nuturing and Encouraging Creativity" cators, the Illinois Test of Psycho linguistic depends heavily upon Torrance, but in a little Abilities certainly must beone of the most better than five pages there is not much the popular. Experienced administrators of in- author could do other than refer the reader dividual tests probablycan teach themselves elsewhere. the ITPA in a reasonably short time without

50 thisfilm,butits useshouldshortenthe procedures shown in the filmare performance learning period as well as result in a more tasks consistent with this rationale andcover standardizedadministration.Fortheneo- the areas of eyedness, handedness, and footed- phyte, the film should provide an invaluable ness. introduction and supplement to the manual. While the title mentions speech problems, The film itself is simple in format. Mrs. the only reference to such problems is made Kirk administers the test to a young boy near the end of thefilm during abrief while Dr. Samuel Kirk provides occasional evaluative scene of a young boy. And again, narration. Some items of the ITPA have been as in reading problems, the implication is that eliminatedin order to reduce theoverall such malperformance is a symptom of inade- length, but all of the subtests are included. quate neurological organization. This reviewer is mindful of the problems Undoubtedly the basic premise to theun- inherent in making a testing film but would derlying speech and reading problems (pre- like to offer a few comments. Using other sented in this film) is subject to much debate. camera angles -- perhaps one from the right to The reviewer would only like to remark at show more of John's expressions and another this point that he looked at the film four to illustrate the actual scoring more clearly times (twice with experienced school person- would provide more visual interest as well nel) and each time was struck with the in- as more information to the student examiner. ternal consistency of the material and its abil- A brief guide addressed specifically to some ity to stimulate discussion. of the questions apt to be generated by the The second film conveyed its message to contents would be helpful. This latter com- the reviewer with much less clarity than the ment arises because about half way through first film, despite several viewings. While sev- the film the examinee shows signs of tired- eral possible reasons may exist, the most like- ness/anxiety and near the end he appears to ly one is that too much material was con- be saying, "Let's stop. I've had enough." Sev- densed and consequently a sense of unity is eral natural questions arise. For example, Do somewhat lacking. Cross patterning exercises the authors of the ITPA feel this is signifi- of various types are demonstrated, along with cant in this instance? how might the exam- visualtrainingactivities and a few others iner deal with it? Was the filming session a (suchaspropereye-paperarrangement). major contributing factor? The basic point seemed to be that the evalua- In the reviewer's opinion, the film should tion of speech and hearing problems should be shown only after the viewer has read the be directed at the level of failure when a lack manual and has developed some familiarity of neurological organization was apparent. with the test materials. Maximum benefits will The technical quality of both films is ex- be obtained from two viewings, with the sec- cellentcolor, sound, motion, etc. Both films ond broken into segments for discussion pur- appear to have been photographed inside a poses if used in a training class. rather large room with a softly bottom-il- luminated floor, an arrangement which gives precise control. However this setup may have Diagnosis of Speech and Reading Problems,and been partly responsible for the rather cold, Treatment of Speech and Reading Problems. almost mechanical, impression the reviewer Color,each less than 20 minutes. Doman-Del- received, particularly from the second film. acato Teaching Films. Prepared and distributed by Cavalcade Productions, St. Charles Road West, Wheaton, Ilinois. Films reviewed by Don Mahler, Chairman, Division of Education and Psychology, Hum- The first film begins with a scene of Dr. boldt State College, Arcata, California 95221. Delacato reporting that he believes the evi- dence indicating that reading is basically a perceptualrather than a conceptual act thus setting the framework for the film. The next presentation is a brief explanation and Books illustration of five levels of brain develop- ment and neurological development, with the High School Work Study Program for the Re- final level being that of consistent cortical tarded. Kenneth H. Freeland. Springfield,Ill.: hemispheric dominance. Testing has as the Charles C Thomas, 1969. 107 pp. $6.00. major goal the determination of whether and This book was written for secondary teachers at what level there is a lack of neurological and/or teacher-coordinators of the retarded to organization; tests chosen must provide for fill a void in the literature for this field. Its evaluation of all levels. The actual evaluation

51 etrr .....'Vt.,' ',.,, - .-,-r- t ,

size and scope admittedly limit its effective- for any new or prospective teacherof the re- ness in dealing with all aspects of problem tarded at the high school leveluntil a more areas in secondary work study training, but it comprehensive book is available. does serve as a minimal foundation for the Gary M. Clark, Assistant Professorof Spe- teacher in preparation or the new secondary Illinois at Ur- teacher. cial Education, University of The author shares his experience by sum- bana-Champaign. marizing some basic principles and offering many specific suggestions for the planning Author's Comments and implementation of a high school work Iappreciate Dr. Gary Clark'sconcluding study program. General objectives, the values statement that thiswriter met his primary of this type of program, organizational hints, objective in this work. Feedbackreceived to and procedural guidelines are the areas cov- date from teachers in thefield is in agree- ered. ment with him. Some very detailed ideas are offered on I am sorry to have shaken thereviewer classroomdesignandarrangements,class with details and specifics inthis presentation. schedule, school-public information planning, It is very possible theseingredients could be systematic interviewing of prospective em- disturbing in an atmosphere ofphilosophy ployers, state and federal legislation related and ambiguity. However,experience in work- to work training, budgeting of time for teach- ing with teachers has taught methey want er-coordinators, and systematic record keep- answers, nottheoryespecially the teachers ing. The teacher in preparation or the novice on the move foreffective work study pro- secondary teacher would be able to feel some grams. security in the specific "nuts and bolts" ap- proach taken by the author. Admittedly, some of the overlooked prob- Although the detailed suggestions and spe- lems listed by Dr. Clark (transportation, grad- cific hints provided added strength to this ing, integration, etc.)are important issues. little book, there is the disturbing thought Priority ranking them or even inclusion of that if a teacher needs this much detail in them with areas chosen by this writer will providing help, why should he not get more. not be argued here. Hopefully, this point Problem areas such as transportation, grad- was made clear in the preface remarks(and ing, graduation policies, extra curricular par- acknowledged by the reviewer in his intro- ticipation, integration in regular classes, rel- ductory statement)that notallquestions evant courses of study, cooperative working could be answered due to the size and scope relationships with state divisions of vocation- of this "little" book. al rehabilitation, and prevocational evaluation I am pleased that Dr. Clark has recom- are only alluded to briefly,ifatall. The mended this book for the new or prospective author made some selective decisions about teacher of the retarded at the high school level, what would be covered, and this was within but, in all fairness to this writer, I am not his prerogative, but this reader feels that an gratified that the reviewer had to reach out- unsophisticated reader in this area deserves a side the contents of this work to find nega- more careful explanation or rationale for the tive criticism for commentary. Then again, specific choices made and for what other this approach is not a new one when a critic areas need to be covered in order to present fails to find major weaknesses within the pages a more complete picture of the field. It seems at hand. highly possible that one could read the book with its near compulsive attention to detail Kenneth H. Freeland in some areas and casual mention of other areas and finish it with the distinct impres- sion that only the important areas were cov- ered. Despite this general weakness and some or- ganizational and editing problems, the book does "head the reader in the right direction" as intended by its author and is recommended

52 TITLE INDEX

Title and Author Pages

Anyone Can. (Film). Bradley Wright Films 38

Blind Children Learn to Read. Berthold Lowenfeld 32-33

The Blind Child with Concomitant Disabilities. James M. Wolf 22-24

Can I Come Back Tomorrow? (Film). Learning and Behavior Problems Project, California State College at Los Angeles 27

The Challenge of the Retarded Child (rev. ed.).Sister Mary Theodore Hegeman 46

Classification and Conservation.(Film). Davidson Films 28-29

Clinical Teaching: Methods of Instruction for the Retarded. Robert M. Smith 5

The Cloak of Competence. Robert B. Edgerton 9-11

Creative Person and Creative Process. Frank Barron 49-50

Creativity. A A.J. Crop ley 26

Curriculum Enrichment for the Gifted in the Primary Grades. Ruth A. Martinson 8-9

Deaf Children at Home and at School. D.M. C. Dale 2-3

Diagnosis of Speech and Reading Problems. (Film). Cavalcade Productions 51

Diagnostic Teaching. Marshall B. Rosenberg 21-22

Disadvantaged Child Head Start and Early Intervention. Vol. II. Jerome Hellmuth (Ed ) 31-32

A Dream to Grow On. (Film). Bono Film Service 37-38 Earl Identification of Emotionally Handicapped Children in School (2nd ed.).Eli M. Bower 42-44

The Emotionally Disturbed Child in the Classroom. Frank M. Hewett 13-15

Group Treatment of Autistic Children. Hubert S. Coffey & Louise L. Weiner 3-4

A Handbook on Stuttering. Oliver Bloodstein 44-46

High School Work Study Program for the Retarded. Kenneth H. Freeland 51-52

I'm Readx.Mom: Are You? (Film).Communications Group West 47

Individualized Reading. (Tape). Jeannette Veatch 48-49

The Inner World of Aphasia. (Film). Leonard Pearson 34

Instructional Approaches to Slow Learning. William J. Younie 7-8

Janet is a Little Girl. (Film). Allen Burks 34-35

Language and Learning Disorders of the Pre-Academic Child, with Curriculum Guide. Tina E. Bangs 24-26

Learnin: Disabilities: Introduction to Educational and Medical Management. Lester Tarnapol (Ed ) 40-41

Mental Retardation --- A Basic Guide. Harold D. Love (Ed ) 33-34

Mental Retardation: Its Social Context and Social Consequences. Bernard Farber 15-16

The Modification of Stuttering. Eugene J. Brutten & Donald J. Shoemaker 1

Motor Activity and the Education of Retardates. Bryant J. Cratty 49

Motoric Aids to Perceptual Training. Clara M. Chaney & Newell C. Kephart 16-18 Partners in Learning.(Film).California State Department of Special Education 47-48

Perc! Pop! Sprinkle! (Film). Martin Moyer Productions 27-28

The Principal Works with the Visually Impaired. Geraldine T. Scholl 41-42

Progress in Learning Disabilites.Vol. I. Helmer R. Myklebust (Ed ) 18-20

Reading Disabilities: Historical Perspectives, Diagnosis, and Treatment. (Film).Carl L. Kline 30-31

Revised Illinois Test of Psycholinguistic Abilities. (Film). The University of Illinois Press 50-51

Science for Deaf Children. Allan Leitman 29

Special Education Program Within the United States. Morris Val Jones (Ed ) 11

Steps to Achievement for the Slow Learner. Marylou Ebersole, Newell C. Kephart, & James B. Ebersole 5-7

Stuttering: Learned and Unlearned. Frank J. Falck 38-39

The Teaching-Learning Process in Educating Emotionally Disturbed Children. Peter Knoblock & John L. Johnson (Eds ) 11-13

Teaching the Educable Mentally Retarded. Harold D. Love (Ed ) 20-21

Tell Me Where to Turn. (Film). Public Affairs Committee 42

Their BeinninYears: For Parents and Teachers of Our Young Retarded Children. Esther H. Roberts 35

Treatment of Speech and Reading Problems. (Film). Cavalcade Productions 51

We Hold These Truths.(Film).Institute for the Achievement of Human Potential 36-37

Your Nonlearning Child: His World of Upside-Down. Bert Kruger Smith 29-30 AUTHOR INDEX

Author and Title Pages

Bangs, T. E. Language and Learning Disorders of the PreAcademic Child, with Curriculum Guide 24-26

Barron, F.Creative Person and Creative Process. 49-50

Bloodstein, 0. A Handbook on Stuttering. With "Comment" 44-46

Bono Film Service. A Dream to Grow On. (Film) 37-38

Bower, E.M. Early Identification of Emotionally Handicapped Children in School (2nd ed.). With "Comment" 42-44

Bradley Wright Films. Anyone Can. (Film) 38

Brutten, E.J.,& Shoemaker, D.J. The Modification of Stuttering 1

Burks, A. Janet is a Little Girl.(Film) 34-35

California State Department of Special Education. Partners in Learning. (Film) 47-48

Cavalcade Productions. Diagnosis of Speech and Reading Problems. (Film) 51

Cavalcade Productions. Treatment of Speech an Problems 51

Chaney, C. M.,& Kephart, N. C. Motoric Aids to Perceptual Training 16-18

Coffey, H.S.,& Weiner, L.L. Group Treatment of Autistic Children 3-4

Communications Group West. Pm Ready Mom: Are You? (Film).... 47

Crafty, B.J. Motor Activity and the Education of Retardates 49

Cropley, A.J.Creativity 26

Dale, D.M. C. Deaf Children at Home and at School. With "Comment" 2-3 HegA.iian, M. T.,(Sister). The Challenge of the Retarded Child (rev. ed.). With "Comment" 46

Hellmuth, J.(Ed.).Disadvantaged Child Head Start and Early Intervention.Vol.It 31-32

Hewett, F.M. The Emotionally Dist .::: i_lhild in the Classroom 13-15

Institute for the Achievement of Human Potential. We Hold These Truths.(Film) 36-37

Jones, M. V. (Ed.).Special Education Programs Within the United States 11

Kline, C. L. Reading Disabilities: Historical Perspectives, Diagnosis, and Treatment. (Film) 30-31

Knoblock, P.,& Johnson, J. L. (Eds.) The Teaching - LearningProcess in Educating Emotionally Disturbed Children 11-13

Learning and Behavior Problems Project, California State College at Los Angeles. Can I Come Back Tomorrow? (Film) 27

Leaman, A. Science for Deaf Children 29

Love, H. D. (Ed.). Mental Retardation --- A Basic Guide 33-34

Love, Ii. D.(Ed.). Teaching the Educable Mentally Retarded 20-21

Lowenfeld, B. Blind Children Learn to Read 32-33

Martin Moyer Productions. Pere! Pop! Sprinkle! (Film) 27-28

Martinson, R.A. Curriculum Enrichment for the Gifted in the Primary Grades. With "Comment" 8-9

Myklebust, H.R. (Ed.). Progress in Learning Disabilities.Vol. I....18-20

Pearson, L. The Inner World of Aphasia. (Film) 34

Public Affairs Committee. Tell Me Where to Turn. (Film) 42

Roberts, E. H. Their Beginning Years: For Parents and Teachers of Our Young Retarded Children 35 Rosenberg, M. B. Diagnostic Teaching 21-22

Scholl, G. T. The Principal Works with the Visually Impaired 41-42

Smith, B. K. Your Non learning Child: His World of Upside-Down 29-30

Smith, R. M. Clinical Teaching: Methods of Instruction for the Retarded 5

Tarnapol, L. (Ed.).Learning Disabilities: Introduction to Educational and Medical Management. With "Comment" 40-41

The University of Illinois Press. Revised Illinois Test of Psycho linguistic Abilities.(Film).. 50-51

Veatch, J.Individualized Reading. (Tape) 48-49

Wolf, J. M. The Blind Child with Concomitant Disabilities 22-24

Younie, W. J.Instructional Approaches to Slow Learning 7-8

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