An A~Notated Bibliography on the Education and Phychology of Exceptional Children
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AN A~NOTATED BIBLIOGRAPHY ON THE EDUCATION AND PHYCHOLOGY OF EXCEPTIONAL CHILDREN PHAMPHLET No . 23 ';t_phlet N.o. 23 july, 1931 N ANN~ATED BIBLIOGRAPHY ON THE EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN Prepared by ELISE H. MARTENS SENIOR SPECIALIST IN THE EDUCATION OP EXCEPTIONAL CHILDREN OPPICE OP EDUCATION ·uNITED. StATEs DEPARTMENT oP THE INTERIOR - , Ray Lyman WilbuT, &CTeta.ry 0PPICE OP .EDUCATION , - , - , - - • William John Cooper, Commissioner UNITED STATES· GOVERNMENT PRINTING OFFICE · WASHINGTON • • 1931 Por 10le by the Superintendent of Document&. W ..bin gton. D. C . Pria: 10 a:nto CONTENTS Page Int roduction ___ __ - -- -- ---- --- -- - - - - - - - - - ~--- - - -- - - -- -- ---- -- ---- - 1 I. General references_ --------- - - --- ---- - -------- ---- --- ----- --- 4 JJ. Behavior problems and juvenile delinquents: A. General principles------------- --- ---- - - - - - - ------ ---- 7 B. Clinical procedures ____ _------- - - - __ - - - _--- _---- - --_- - 11 C. Case studies---------- - --------- --------------------- 13 D. Surveys and research_ _______ ______ ___ _______ ____ ____ _ 15 Ill. Crippled ____ _- ---- ---------- ----- --------- - ------ - --- ------ 18 IV. Deaf and hard of hearing___ ____ ______ ___ ___ ____ _______ __ _____ 20 V. Gifted or m entally accelerated__ ___ ____ ____ __ __ ____ ____ _____ __ 23 VI. Malnutrites and organic defect ives __ ___ ____ .:- ___ --- ____ ______ _ 25 VII. Sight defectives: A. The blind- --- --- --------------------- -------- - - ----- 28 B. Sight-saving____ ---------------- --- - - - -------- ------- 31 VIII. Speech defect ives_ ___ _____ __ ____ _____ ______ _______ ___ ______ __ 32 IX. Subnormal and backward_________ ______ ____ __ ___ _____ ______ __ 35 X. State a nd city school bulletins- - ------- - - - - - - - ---------------- 39 XI. Associations a nd periodicals : A. Associations interested in exceptional children __________ _ 46 B. Periodicals devoted to except.ional children ____ ___ ____ _. 47 m AN· ANNOTATED BIBLIOGRAPHY ON THE EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN INTRODUCTION Meatnitng of "erncep'ticYrud children."-The term "exceptional chil- . dren " has been subject to a variety of interpretations. A popular conception has been inclined to limit it to those who show exception ally high ability in one or another field. On the other hand, som_e books have appeared on the education of "exceptional" children which deal primarily with those who are mentally retarded. In truth, however, the term may be considered much more comprehensive than either o:iie or both of these usages would imply. The physically handicapped, the deaf, the blind, the crippled, and those who are suf fering from organic weaknesses; the speech defective, the origin of whose difficulty may be either physical or mental; those exhibiting serious behavior problems or social maladjustments; the mentally superior; and the mentally retarded-all these are rightfully included under ·the caption " exceptional children," if we consider marked deviation from a general statistical average in either mental or phys ical traits the criterion of exceptional status. It is in this broadly defined sense that the term " exceptional chil-· dren "·is being useci' increasingly in educational thought. Such chil dren are all bound together by the tie of being different 1--So differ ent that they need special educational consideration, special faciiities, and special curricular provisions if their latent powers are to be de veloped to a maximum capacity for their own happiness and for the social welfare of the coiD.munity and of the nation of which they f~rm a part~ Moreover, the organi~ation of State and city school systems frequently places them all under the same general adminis. trative direction. The year 1920 was set rather arbitrarily as marking the begin· ning of the bibliographical material listed, since educational theory and practice have changed so rapidly during the past decades that we feel publications issued since 1920 will give a rather comprehen sive ll'pproach to our modern conception of the problem. The historian will of course need to go back into the preceding years to 1 We recognize, ot course, the principle of Individual differences among all ehUctren llDd the responsibility of the school to make provision for them. We are here limiting our consldt>rntlon, however, to those who present a marked deviation trom average. 1 2 BIBLIOGRAPHY OF EXCEPTIONAL CHILDREN trace the development of our present program. Many of the books listed in the following pages do in themselves include bibliographies which will be of suggestive value to the student who is interested in the history of the movement. Frequent difficulty was encountered in the selection of the mate rial to be listed, due to the overlapping of the fields of sociology and medicine with those of education and psychology, as well as to the wide application given to-day to the activities of health educa tion and physical training. Particularly ''as this true of the material included under the sections on " organic defects " and on "behavior problems and juvenile delinquency," which have become the subject of so much literature written from the standpoint of health, social welfare, and civic betterment. In each case of doubt, the attempt was made to evaluate the material on the basis of its educational or psychological significance with specific reference to exceptional children as defined above. Books relating primarily to the treatment of " problem " children in psychological or psychiatric clinics or to special provisions made by the school to combat malnu trition would thus be included, but those dealing with general health programs, with the medical problems involved, or with the proce dures of juvenile social or civic agencies would be omitted. The writer is personally responsible for all such decisions made. Material included in bibliogmphy.-For these reasons it has seemed fitting to publish in one volume a bibliography concerned with all these types of children. Our objective has been to make it a working bibliography of comparatively recent books, printed bulletins, and printed pamphlets, for those who are interested in the education and psychology of exceptional children. It is our hope that it will be of value both to the practical administrator and educator and to the research student working in this field. Because of the vast amount of literature which has appeared on various aspects of the subject, we have deemed it wise to limit the bibliography to those books and printed bulletins and pamphlets, published in the English language and issued since 1920, which deal exclusively or primarily with problems of exceptional children. We recognize that this basis of selection has eliminated much valu able material in periodicals, specific chapters or sections in books of more general character, and mimeographed bulletins issued by school systems or other organizations. Mimeographed material, however: is short-liYecl and soon becomes unavailable; periodical material can be located through the various indexes of educational and psychological journals, as well as through the Record of Cur rent Educational Publications issued by this office; and if we were to include all the books devoting one or more chapters to the prob· lems of exceptional children, we should need to list almost every BIBLIOGRAPHY OF EXCEPTIONAL CHILDREN 3 textbook that has ever been published on educational, clinical, and abnormal psychology, educational method, and school organization. Method of oonstruction.-In the fall of 1930 a letter was sent to every publishing company in the country, indicating the project which was under way, and requesting catalogues or announcements of books published which might be considered for inclusion in the bib liography. Likewise, a letter was sent to every State, county, and city superintendent of schools asking for bulletins or other material describing his program of work for exceptional children. Contacts wer·e similarly made with educational and psychological organiza tions interested in the various types of exceptional children. The accumulation of material by these means was supplemented by reference to the Cumulative Book Index, to bibliographies in books already known, and to library card catalogues. The library of the United Sta.tes Office of Education and the Library of Congress constituted the ground of search. No book has been included which has not been examined personally by the writer, who is also respon sible for all annotations made. Classification of publications.-The bibliography has been divided into 12 sections. The first of these comprises references of general nature, dealing with several or all types of exceptional children or with the administration of special education as a whole. Then follow eight sections, each of which is devoted to the consideration of one major group of exceptional children. Section X includes all available printed bulletins issued by State and city school systems, presenting local policies and programs, while Section XI lists the associations interested in the various types of exceptional children and the periodicals devoted exclusively to their interests. Ack1wwledgments.-The writer wishes to acknowledge the cour teous cooperation of publishers, organizations, school officials, and other individuals who have assisted in the compilation of this bibli ography. Especially are we grateful to those who have sent to us copies of printed material for inclusion.