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Techniques Used at the Oregon State School for the Blind in the Adjustment of Visually Handicapped Children

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Techniques Used at the Oregon State School for the Blind in the Adjustment of Visually Handicapped Children TECHNIQUES USED AT THE OREGON STATE SCHOOL FOR THE BLIND IN THE ADJUSTMENT OF VISUALLY HANDICAPPED CHILDREN by IDA SWIFT THOMAS A THESIS submitted to the OREGON STATE COLLEGE in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE June 1942 APPROVED: Redacted for Privacy Professor of Education In Charge of Major Redacted for Privacy Head of Department of Eduoation Chairman of School Graduate Committee Redacted for Privacy 6/ Chairman of State College Graduate Council ACKNOWLEDGMENTS The writer wishes to express special appreciation to Assistant Dean Carl W. Salser for his counsel and guidance. Appreciation is also offered superintendent Walter R. Dry of the Oregon State School for the Blind, the supervisor, Mrs. E. N. Fortner and the faculty for the cooperation which has made this study possible. Mrs. Jeanne Chapman of the Washington State School for the Blind made valuable suggestions. The American Foundation for the Blind and the Society for the Prevention of Blindness, both of New York City, were most generous in their assistance. Dr. Eugene H. Kelley, M. D. and Dr. A. W. Marker, Optometrist, both of Corvallis, also gave assistance. I. S. T. TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION Purpose of Thesis 1 Value of this Study 1 Method of the Study 2 Limitations of Study 2 Historical Background of the Education of the Visually Handicapped 3 The School for the Blind at Salem 4 Cost of Educating Pupils at Oregon State School for the Blind 8 CHAPTER II. BASIC DIFFERENCES BETWEEN THE VISUALLY HANDICAPPED AND THE SIGHTED 13 Definition of Blindness 13 Types of Blindness among the Visually Handi- capped 18 Health Problems 17 Mental Attitudes 19 Mental Measurements for the Blind 23 CHAPTER III. ADJUSTMENTS IN COURSES AND METHODS . 27 Difficulty of Finding Available Text Books 27 The Talking Book 29 Curricula as Planned for Primary Grades . 50 Techniques Used in Teaching the Blind to Read 34 Attitude 58 Age at Time of Learning to Read 58 Posture 38 Position of Book 38 Contractions in Braille 41 Nervous Tension 42 Teaching Reading and Writing in Sight Saving Classes 42 Techniques used in Teaching the Blind to Write OOOOOOOOOO 43 Techniques used for Arithmetic 48 The Taylor Slate 48 Geography 49 Nature Study 60 iv TABLE OF CONTENTS, Continued Page Woodwork 61 Piano Tuning 51 Home Economics 62 Sewing 52 Cooking 53 Gymnasium 64 Objectives and Program for Pupils at the Oregon State School for the Blind Curriculum 55 CHAPTER IV. DEVELOPMENT OF AESTHETIC VALUES . 58 Music 58 Literary Clubs and Dramatics 60 Handwork 80 Modeling 61 CHAPTER V. RECENT TRENDS 63 Institutional Changes 83 Development of the Individual Child 85 Courses at the High School Level 67 School MUseums 68 Practice Cottage 89 Vocational Guidance and Occupational Infor- mation 69 Guidance Director 72 CHAPTER VI. INDIVIDUAL CASE STUDIES 73 CHAPTER VII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 88 BIBLIOGRAPHY 1 92 Books and Articles 92 Surveys and Reports 94 LIST OF TABLPS vi LIST OF ILLUSTRATIONS vi V LIST OF TABLES Table Page Enrolment at the Oregon State School for the Blind 8 II Causes of Defective Vision of Those Re. (solved at the Oregon State School for the Blind During the Biennial Period 'nay 1, 1938 to June 30, 1940 . 11 IIISnellentz Visual Acuity Rating 14 IVExtent of Vision of Students Attending the Oregon State School for the Blind 1940 . 17 VAge of Pupils Received during the Biennial Period July 1, 1938 to June 30, 1940 37 LIST OF ILLUSTRATIONS Sample Sheet Showing Various Sizes of Type 16 Braille Alphabet and Contractions 39 Braille Slate with Stylus for Writing 44 Taylor Slate Used for Computations 47 vi TECHNIQUES USED AT THE OREGON STATE SCHOOL FOR THE BLIND IN THE ADJUSTMENT OF VISUALLY HANDICAPPED CHILDREN CHAPTER I INTRODUCTION Purpose of Thesis. In many references concerning education of blind children, there is an implication that the school work is conducted in the same way as in ordinary public schools with the exception that Braille is taught. It is true that Braille reading and writing is taught in schools for the blind, but there are a number of differences in conducting the curriculum. It is the purpose of this thesis to point out first, the basic differences between the presentation of the school curriculum to the blind child and presentation of the school curriculum to the normal child. Second, to point out the techniques used in adapting the visually handicapped child to the school curriculum. Value of Study. Nearly all the literature avail- able to the general public dealing with the blind, concerns the visually handicapped adult.Very little is written in regard to the blind child and his problems of adjust- ment. While most people know that the visually handi- capped child, living in the state of Oregon, is educated in a residential school, few realise the nature or extent 2 of his education. It is hoped that this study will be valuable as a source of information and enlightenment on the many problems involved in the education of visually handicapped children and the various techniques required to make an adjustment to a seeing world. It is also hoped that this thesis will help to bring about a greater under- standing of the blind obild and his problems. Method of the Study.A study of the actual work as conducted at the Oregon State School for the Blind at Salem, Oregon is the basis for this study.Many trips to the school were made to observe the actual work. The school at Vancouver, Washington was also visited several times. The writer is familiar with the better known eastern schools for blind children, such as Overbrook in Pennsylvania* Perkins Institution and Massachusetts School for the Blind at Watertown* Massachusetts. For three years she was an the teaching staff of the Connecticut State School for the Blind. It was felt that with this background she was qualified to note and understand the important differences in conducting the education of blind children. Furthermore* the writer* even as a child has been accustomed to both blind children and adults* and has always been interested in the visually handicapped. Limitations g Study. Most of the important 3 research problems connected with blind children have been undertaken in the larger eastern residential schools for the blind. These schools admit children of both low and normal mentality. Statistics which include the blind feeble- minded cannot be applied to the Oregon State School for the Blind as it does not admit children who are mentally inferior. The education of the blind at the Oregon State School for the Blind is based upon individual needs. As it is impossible to know each pupil without daily contact over a period of time, the individual treatment of cases has not been given in detail except insofar as a particu- lar case is cited to illustrate a situation. This thesis makes no attempt to describe in detail all the new ideas and applications of psychology used in individual cases. It only attempts to point out the techniques used in the general adaptation of the school curriculum to the visual- ly handicapped. Historical Background of the Education of the Visually, Handicapped. The very first school for the blind was founded in Paris in 1784 by Valentin Hauy. It was this Frenchman, in an attempt to educate his pupils, who originated the use of print in raised letters. This first school was for adults, but out of kindness, Valentin Hauy took young Louis Braille, the son of a friend. It was 4 Louis Braille who later perfected the six point system of embossing which still bears his name. The point system made it possible for the blind to write as well as read. Various other methods and systems have been tried but in 1924 the Braille system became standard, both in this country and abroad. Schools for the blind were established at Liverpool in England in 1791 and in the United States at Boston and also in New York in the early 1840Is. All of these early so-called schools were for adults,They were taught to read and to do simple handicraft work. The School for the Blind at Salem. There seems to be no record showing the exact nature of early proposals for the education of the blind in Oregon. Governor A. O. Gibbs, in 1862, in his message to the Legislature, recom- mended that provision be made for the education of the deaf and blind as soon as the state was in a position to do so. In 1892 the first year for which any definite in- formation is available, the Legislature passed a law pro- viding for the appropriation of $4,000 to be expended for the education of blind persons of this state. Full dis- cretion was given the State Board of Education to rent 11:1°' buildings, employ teachers, purchase books and provide for boarding the scholars.This Board of Education was the same as the Board of School Land Commissioners which 5 was composed of the Governors the Secretary of State and the State Treasurer. The school opened in February 1873, fourteen years after Oregon became a State.This early school, like other schools for the education of the blind, was not primarily for young children, though the ages of the first five pupils ranged from twelve to thirty-two years. Although provision had been made for the use of funds derived from payments by the students, parents or guardians gave no money. The school was from the very be. ginning a free school, and still is free to all visually handicapped children of the state of Oregon.
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