Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 18
IS Problems of tbre Deaf and Hard of Hearing
III. EDUCATIONAL PROBLEMS
The educational problems pertaining to auditory deficiency in its
various degrees form a large and complicated network. The organization
of these problems into a coherent system presents in itself a vast problem,
soluble only after much work shall have been accomplished on many
specific problems. The Conference, therefore, has been obliged to limit
itself to the enumeration of those questions to which answers are most
urgently needed, and which offer, although in some cases vaguely, hope
ful possibilities of scientific attack.
B.
C.
D.
A. A COMPARATIVE STUDY OF THE SEVERAL METHODS
The Conference recommends a comparative study of the several
methods currently used in the instruction of the deaf. This study
might well start from the results of the surveys recommended on
Curriculum, on Teacher Training, and on the Results of School
Training, but should extend further into experimental investiga-
tio~n. The methods should be investigated in regard to their results
as evidenced in, (~) the pupils' mental development; (2) his
general educational attainments; and (3) the adaptability of the
methods to the environmental and social conditions of the pupils.
Due consideration should be given to the different conditions of
day and boarding schools, and to the intelligence of the pupils, in
respect to the effects of these in conjunction with the methods of
instruction.
THE INDUS-TRIAL TRAINING OF THE D!EAF
It is recommended that, based on the data obtained from the
surveys already recommended, there be a further investigation into
the methods of training the deaf for trades and commercial occupa-
tions. This study should have regard to the differential possibilities
of training for the various occupations, and to the possible need of
greater flexibility, if it should be found that there is a considerable
tendency for the deaf to adopt trades and occupations other than
those for which they have received specific school training.
OBJECTIVES OF INSTRUCTION
As a general problem, involved at many points with the specific
recommendations listed, there should be a persistent attempt to
analyze and list the objectives of instruction of the deaf in each
of the three divisions: primary, intermediate and advanced. The
Conf erence so recodes.
EXTENSION OF THE SCHOOLS UPWARDS
It is recommended that there be a study of the advisability of
extending the courses of study to include the equivalent of the
Junior High School or full High School.
OCR for page 19
Problems of the Deaf and Hard of Hearing ~9
E. COLLEGIATE PROVISION FOR THE DEAF
The Conference recommends that there be a study of the higher
education of the deaf. This involves a study of Gallaudet College
to determine its place in the educational scheme of the deaf. The
study should seer; to determine the best ways in which this college
can cooperate with state institutions and other schools for the deaf,
and with various educational institutions in the training of teachers
of the deaf. There should also be a study of the adjustments neces-
sary to meet the requirements of deaf students in regular colleges
and universities, and of how well those adjustments are made.
F. THE RELATION OF THE TRAINING COURSE FOR TEACHERS OF THE
DEAF AND THE HARD OF HEARING TO THAT FOR TEACHERS OF
NORMAL CHILDREN
The Conference recommends an investigation of the question as
to whether there is enough difference between the way subjects
should be presented to auditorily deficient children, and the way
in which they are presented to hearing children, so that the entire
normal course of the teacher should be different; or whether the
specialized training should be added to the regular normal training.
This study might involve:
l. AIn activity a;nc~lysis of the duties performed by teachers of the
deaf and hard of hearing, who are rated as the " best " teachers
by a composite of evidence from the achievement tests of pupils
and the ratings by officials. The activities observed can be com-
pared with those required of teachers of normally hearing chil-
dren, and a list prepared of the special functions of the teachers
of the auditorily deficient.
comparative study of teachers similar in age, intelligence,
schooling and experience, some of whom have been trained in a
course designed especially to train teachers for the deaf; the
others to have taken normal training first and to have received
in approximately a semester the additional material designed to
adapt their teaching to the deaf.
2.
G. THE TEACHER S CONTRIBUTION TOWARD SOCIAL AND EMOTIONAL
ADJUSTMENTS OF PUPILS
The Conference recommends an investigation of the technique of
selecting and training teachers with a view to the discovery of ade-
quate means of obtaining and fostering the best adjustments be-
tween teacher and child. This investigation would depend upon the
results and analyses of the emotional difficulties of auditorily de-
ficient children, elsewhere recommended.
OCR for page 20
no Problems of the Deaf and Hard of Hearing
H. THE TYPE AND BALANCE OF TRAINING OF TEACHERS OF THE DEAF
The Co'nferer~ce recommends investigation into various aspects
of this problem, including:
i. The need for training the teacher from the beginning as a
specialist in speech reading, speech development processes,
primary and grammar grade subjects, arts and crafts, or other
departments of instruction.
The relative importance of training in extra-class activities
and the methods of teaching them.
The relative stress to be laid upon training and practical ex-
perience in teaching; and the conditions under which practice
and observational work should be conducted, especially as
regards time-distribution and number of pupils.
4. The advantages or disadvantages of previous: experience with
normally hearing children before beginning work with the audi-
torily deficient.
5. The length of time of training needed, both in total and in
specific departments of work.
6. The practical balance between training in the materials to be
taught, and the art and science of instruction.
The extent to which training in the anatomy and physiology
of hearing, in the general psychology of the child and the psy-
chology of special conditions peculiar to! the auditorily deficient
child; and in the knowledge of symptoms indicating need of
medical and psychological treatment, should be required of the
teacher.
I. PROBLEMS OF THE HARD OF HEARING CHILD
The educational problems so far presented concern largely, al
though not exclusively, the so-called " deaf " child and adult, for
whom special educational institutions and courses of study dis-
tinctly different from those of the common schools are required.
\Ve need, therefore, to have special concern for the hypacousic, or
" hard of hearing " child, who is largely amenable to the conditions
of the public schools, but who requires certain special provisions
in order to profit by school attendance.
The Conference urges that systematic studies be made looking
toward improved methods of handling hypacousic children in the
common schools. Such studies should envisage:
I. The provision of instruction in lip reading and articulation for
affected children.
2. The provision, where necessary, of special classes in the regular
curriculum subjects for hypacousic children.
Representative terms from entire chapter:
conference recommends
