I REPOR T RE SURESEll Atilt" Ainvi-t, VIO Vil EC 000 814

A PERCEPTUAL TRAINING PROGRAM FOR CHILDREN WITH LEARNING

DISORDERS.BY PERRY, HAROLD W.MEMPHIS CITY SCHOOL SYCiEM, TENN.EDRS PRICE MF$0.25 HC $1.96 W.

DESCRIPTORS *EXCEPTIONAL CHILD RESEARCH, *LEARNINGDISABILITIES, *TEACHING METHODS, PROGRAM EVALUATION, TESTS,SPECIAL CLASSES, PERCEPTION, PERCEPTUALLY HANDICAPPED,HINIMALLY BRAIN INSURED,

AN EXPERIMENTAL TRAINING PROGRAM STUDIED THEEFFECTIVENESS OF NEW METHODS OF IDENTIFYING AND TEACHINGPERCEPTUALLY HANDICAPPED CHILDREN WITH LEARNING DISORDERS.SUBJECTS WERE SELECTED BY THE FOLLOWING CRITERIASPECIFICLEARNING DEFICITS, PERCEPTUAL DEFICITS; GENER/L COORDINATIONDEFICITS, HYPERKINESIS, IMPULSIVITY, EMOTIONAL LIBILITY,SHORT ATTENTION SPAN AND/OR DISTUCTIBILITY, AND EQUIVOCALNEUROLOGICAL SIGNS. SUBJECTS SELECTED WERE PLACED EITHER INCLASS TYPE "T" (TRACTIBLE OR TRANQUIL) OR IN TYPE "H"(HYPERKINETIC). EXPERIMENTAL CONTROLS EXERCISED INCLUDEDEVALUATION OF ALL CHILDREN BEFORE ENROLLMENT IN SPECIALCLASSES, UNBIASED SELECTION, AND ASSIGNMENT OF SOME OF THESUITABLE CHILDREN TO.REGULAR CLASSES. A 3 YEAR EVALUATION WASMADE. CURRICULUM FOCUSED ON BASIC SCHOOL SKILLS, AND TEACHERS

TOOK ACCOUNT OF THE CHARACTERISTIC VARIABILITY OFPERCEPTUALLY HANDICAPPED CHILDREN. CLASSROOMS WERE ADAPTED TOELIMINATE DISTRACTION, AND CLASSES WERE KEPT SMALL. MOTORACTIVITY AND REPETITION WERE STRUCTURED INTO CLASSROOMACTIVITIES. SPECIAL TRAINING WAS REQUIRED OF THE TEACHERS.THE FIRST YEAR THE 14 ZXPERIMENTAL SUBJECTS IMPROVED OVER THE10 CONTROLS WITH AN AVERAGE GRADE LEVEL DIFFERENCE OF .13 INREADING, 1.01 IN SPELLING, AND .92 IN ARITHMETIC. THE SECONDYEAR THE 31 SUBJECTS /MPROVED AN AVERAGE OF 1.3 IN READING,.9 IN SPELLING, AND .9,IN ARITHMETIC. BEHAVIORAL CHANGES WEREALSO NOTED. THE BENDERGESTALT TESTS WERE ADMINISTERED TOMEASURE PERCEPTUAL GROWTH. DURING THE THIRD YEAR, WITH 94

SUBJECTS IN 11 CLASSES, AVERAGE IMPROVEMENT WAS .8 INREADING, .6 IN SPELLING, AND .6 INd ARITHMETIC. TABLES OFACHIEVEMENT SCORES ARE GIVEN. THE SOURCES OF THE TEACHINGMETHODS USED ARE IDENTIFIED AS ALFRED STRAUSS AND LAURALEHTINEN, AND THE FROSTIG FROGRAM FOR DEVELOPMENT OF VISUALPERCEPTION AND THE HAYWINGO METHOD OF TEACHING READING ANDLANGUAGE SKILL ARE RECOMMENDED. DRAWINGS EVIDENCING VISUALAND VISUAL MOTOR PERCEPTUAL GROWTH OF SEVERAL CHILDRENINVOLVED IN THE PROGRAM ARE INCLUDED AS EXHIBITS. ABIBLIOGRAPHY LISTS FOUR ITEMS. (JD)

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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING It POINTS OF VIEW OR OPINION:

STATED DO HOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION Oft POLICY.

A Perceptual Training Program

For Children

With Learning Disorders

by

Harold W. Perry

Director, Division of Special Education

Deo;.7.rtment of Instruction

Memphis City Schools

Foreword

The material contained in this booklet represents an overview of the scope of theperceptual training program for children with learning disorders in the Memphis CitySchool System.

It is designed to acquaint those interested in this type training with the work carriedout by this particular section of the Special Education Division of the Department of In-struction.

Many individuals could be cited for their help tin making this booklet possible, buta special word of appreciation is due the teachers in the perceptual training program fortheir invaluable assistance. The professional spirit in which this group of teachers oper-ates is highly commendable, and their dedication to their duties is reflected in the fol-lowing pages.

The success of this program is the story of their success.

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Perceptual training for children with learning disorders actually has its origin in theregulalr elementary classroom for it is from the classroom that these children areidentified and moved into special training facilities

-

A Perceptual Training ProgramFor Children

With Learning Disorders

For many decades classroom teachers,principals, school or clinical psychologists,parents, and physicians have been per-plexed and generally concerned aboutchildren who wore many varied but con-fused labels. Teachers many times diag-nosed the children as mentally retarded,especially in upper elementary grades, andunfortunately many of these youngstersdid find themselves placed in classes de-signed for the educable mentally retarded.Principals saw many of tnese children as"bad" boys or girls, hyperactive, mischiev-ous, constant visitors to his office for mis-conduct in the classroom, in the cafe-teria, or on the playground. The schoolor clinical psychologist saw these childrenwith "dirty" Benders, uneven performanceon the WISC with as much as thirty pointspreads between performance and verballanguage scores, "retarded" one or moreyears academically with perhaps somecharacteristics of a disturbed child; yet,many psychologists were unable to providea label that would appropriately describethese children. This matter of diagnosiswas particularly difficult to relate to par-ents and sometimes to teachers. Manyparents of these children found their wayto the physician who could find no appar-ent physical anomaly that could be re-stricting the child's learning. So went, orhas gone, the unending cycle that engulfedthe children with learning disabilities, per-ceptually handicapped, neurologically im-paired (take your pick).

The experimental program describedin this paper came after several years ofstudy and research on the part of theauthor, and most important as a result ofthe advice and counsel of the followingindividuals: DRS. NELMS BOONE, JERRYBOONE, ROBERT JORDON, RAYMACKEY.

The purpose of this specific experi-mental program, briefly defined, was tostudy the effectiveness of the new methodsof identifying and teaching this type ofexceptional child. More speciflically, in thearea of education, to attempt to furtherdetermine or establish functional methods

and/or procedures of classroom instructionthat will best provide and meet the educa-tional needs and abilities of these children.

DESCRIPTION OFHANDICAPPED CONDITION"Perceptually handicapped children"

are children with minimal brain dysfunc-tion who before, during, or after birthhave sustained some type and degree oforganic impairment resulting in a centralnervous system deviation from "normal".As a result of such organic impairment,the children may show defeats in percep-tion, motor activity, thinking, language,inhibition of impulses, and "emotional" be-havior, either separately or in combination.These disturbances can be demonstratedby means of special diagnostic proceduresutilizing specific tests and techniques.These disturbances prevent or impede thenormal learning processes in both aca-demic and social endeavors. Such childrenare frequently mis-diagnosed as being"emotionally disturbed", and/or mentallyretarded. Because of these specific intellec-tual deficits, special teaching methods arenecessary to cope with the children's par-ticular learning handicaps. The brain dys-function may arise from genetic or otherprenatal factors, perinatal brain insults, orillnesses and injuries sustained during theyears critical for normal development andmaturation of the central nervous system.

Neither regular classes nor any exist-ing special classes in the Memphis SchoolSystem, provided the school environmentand special teaching methods requiredfor the education of such a child. This pro-posal was to study the effectiveness of newmethods for identifying and teaching suchchildren.

INCIDENCE

According to one investigator (Ford,1944), the number of children having cen-tral nervous system impairment without

clinical symptoms may outnumber thosewho do have definite physical symptoms:Most studies reporting the number ofchildren with central nervous system im-pairment indicate approximately six orseven per thousand births (Fourscore,1958). A reasonable estimate of the num-ber of children having the characteristicsdescribed in this proposal would be twoto fenr per thousand hint hs

CRITERIA FOR SELECTIONOF PERCEPTUALLY

HANDICAPPED CHILDREN

The children involved in this studywould have at least average over -all in-tellectual ability with no defects of hearingor vision. and no asphasoid language prob-lem. Some, but not necessarily all, of thefollowing characteristics would be present.

1. Specific learning deficits: Childcannot read at zrade or age level;over stimulation, mild excitement,or tension may bring out typicaldyslexic errors; spelling poor; dif-ficulty with arithmetic; difficultywith abstractions and whole-partrelationships; difficulty in master-ing tasks which are dependent ongood visual motor coordination.

2. Perceptual deficits: Printing, writ-ing and drawing poor; poor anderratic performance when copyinggeometric figures; often the childattempts to compensate for thelatter by task perseverance and/or innumerable and meticuloustiny strokes of the pencil; usuallyhas difficulty in reproducing geo-metric designs with blocks, due todefect in figure-ground and/orwhole-part discrimination.

3. General coordination deficits:Child often described as awkward,ungainly, or clumsy ; this may ap-pear in either fine muscle perfor-mance or in over-all coordination,or both.

4. Hyperkinesis: Child appears to bein constant motion, flitting fromone object or activity to another,or may merely be restless and fidg-ety; the child's "driveness" may bemanifest also as voluble, uninhib-ited speech,- or as disorganizedthinking, even in the absence ofoutward hyperkinesis.

5. Impulsivity: The child cannot keep

2

from touching and handling ob-jects, particularly in a strange orover-stimulating environment; hemay speak without checking him-self and even say socially unaccept-able things and ')3T so doing appearbrash; his impulsivity easily leadshim into conflict with the demandsas established by family, schooland Society The child may commitstriking anti-social acts.

6. Emotional lability: The child maybe "highstrung", irritable, or ag-gressive; he may have quickchanges from high temper to easymanageability and remorse; hemay be panicked by what wouldappear to others as a minimallystressful situation; however, someof these children have good dis-positions and are even-temperedeven in the presence of a frustrat-ing inability to read.

7. Short attention span and/or dis-tractibility: Child unable to con-centrate on one thing for verylong; he especially loses interestwhen abstract material is beingconsidered; even with this sym-ptom, there are some children whoshow a tendency to become lockedin some simple repetitions motoractivity or preoccupation with oneverbal topic. Some children showgood attention span when their in-terest is aroused, but when notso engaged display marked dis-tractibility to irrelevant stimuli.

8. "Equivocal" neurological signs:Among the most frequently seen(of such) signs are: transientstrabismus; dysdiadokokinesis;poor coordination of fingers; mix-ed and confused laterality (theformer refers to the use of hand,foot, or eye, and the latter to abil-ity to distinguish right from left) ;speech defect (or history of slowspeech development or irregular-ity) ; general awkwardness. Childmay show definitely abnormal orborderline EFG patterns.

IDENTIFICATION OFCHILDREN FOR CLASSES

Separation of perceptually handi-capped children into two kinds of classeswas executed. Some of these children pre-sented more severe and more limiting be-

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havior (though not necessarily more se-e

lolls learning problems) than did others.To make the classes more homogeneous,and consequently easier to organize andto evaluate, the following groupings wereproposed.

Class type "T" (tractible or tranquil)This class would be for children pos-

sessing some or all of the criteria listedabove except the characteristics of hyper-kinesis, impulsivity and emotional lability.

Class type "H" (hyperkinetic)This class would be for children pos-

sessing some or all of the criteria listedabove including the characteristics of hy-perkinesis, impulsivity, and emotional la-bility.

Preliminary identification of theseperceptually handicapped children wouldbe made by teachers, by school administra-tors and by professional workers who haveseen the children clinically and are ac-quainted with their peculiar educationalproblems. Suitabilty for enrollment in theproposed experimental classes would bedetermined by (a) parent's approval ofthe child's participation, (b) history ofscholastic difficulty such as described in"criteria", (c) medical examination (in-cluding complete neurological examina-tion), and (d) extensive psychological ap-praisal.

EXPERIMENTAL CONTROLS

To determine whether proposed spe-cial education classes in the MemphisSchool System are effective, careful exper-imental procedures must be observed. Thiswould include evaluation of all childrenbefore enrollment in the special classes.Also it would include the unbiased selec-tion and unbiased assignment of some ofthe suitable children to regular classes.The progress of the children in this controlgroup would be compared with the pro-gress of the children's counterparts whowere assigned to the experimental specialeducation classes. Adequate comparison ofprogress would require a minimum ofthree years participation in the experi-mental classes.

CURRICULUMThe educational environment for the

perceptually handicapped child is plannedto counteract as much as possible the gen-

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eral organic disturbances of behavior andattention. The instruction plan should fo-cus on the basic school skills of reading,writing, and arithmetic, since failure inthese subjects will block further schoolprogress.

The teacher's attitude toward child-ren in general and to "difficult" childrenin particular, is the most important singlefactor in wiorking with these children. Ateacher who is patient, warm, imaginativeand understanding will achieve greatersuccess than the one who is "well-trained"but indifferent to the general needs andvascillating moods of the child with mini-mal brain- injury.

The teacher can expect greatvariability in the child's day to dayperformance. A bit of knowledge ora skill apparently mastered one daymay be completely foreign to thechild the following day. Some daysthe child will be alert, accessible, andable; the next day he may be inept,and *incompetent. A youngster who isusually good-natured will occasionallybe irritable, destructive, and unap-proachable. The reasons for thisvariability are found in two mainsources:

1. The perceptually handicappedchild's responsiveness to hisenvironment. Events at home(visitors, an argument, etc.),disagreements with peers,even changeable weather, arequickly reflected in the child'sschool work and behavior.

2. The frustration encounteredby the child in the learningsituation. The child's reactionto this own "forgetting" fromlesson to lesson can be verydisturbing and embarrassingunless handled well by histeacher (and parents). Thelack of retention is really thelack of understanding. Learn-ing accomplished with insightand comprehension is well re-tained; that which is repeatedautomatically is soon lost.

The teacher must be able to rec-ognize and handle the so- called` ca-tastrophic" or "cataclysmic" reaction,if and when it occurs. This reactionmay come about when a child is con-fronted with a situation which to himis overly difficult, hence threatening.To help counteract the perceptually

handicapped child's hyperactivity, shortattention span, and distractibility, the idealclassroom is designed for a small numberof students. The room is large enough topermit each child tc be seated at a con-siderable distance from any other. Thereshould be a minimum of pictures, murals,bulletin boards and other distracting vis-ual materials in the classroom. The mostsuitable classroom is isolated as much aspossible from the never absent sights andsounds from the outside. If the classroomis on the ground floor, the lower quarter ofthe windows can be covered with lightpaint or a light solid colored paper whichwill admit light but also screen the view.

A complete description of teachingmethods is found in Volume I of Psycho-pathology snd Education of the Brain-In-jured Child by Alfred A. Strauss andLaura. E. Lehtinen, published in 1947, byCrune and Stratton, New York.

Lessons should be planned to includemotor activity---sorting, cutting, printing,manipulating counters or a gadgetevenwithin the area of the child's desk.

Color cues will be utilized. For ex-ample, if contours of letters of the alpha-bet are clearly delineated with color cues,a child with a disturbance in the percep-tion of form can possibly learn to recog-nize and distinguish the letters. In count-ing, the use of beads or dots of variouscolors will enable him to koep his placeand proceed in an orderly fashion, com-bating the fluctuation of figure andground and the resulting erratic proce-dure. While certain materials will providemanipulative activity, they are not gamesto increase motivation or to teach throughplay, but should have the feature of beingpossibly self-tutoring. Habituation throughdrill should be the last step of the brain -injured child's learning of academic skills.Repetition in learning is necessary, but itmust come through frequent experienceson the child's part of insights and analysis.There are many other aspects of a curri-culum for the brain-injured child that willbe considered and possibly adapted to aprogram of instruction that will attempt toprovide for the children's academic needsand abilities.

TEACHER PREPARATION

A minimum of one quarter's study inan appropriate university combined withobservation of similar experimental classes

4

would be required. Prior to special train-ing the teachers must have elementarycertification and highly successful exper-ience. In selection of teachers considerableattention would be given to personal qual-ifications.

CRITERIA FOR EVALUATIONOF THE PROJECT

The plan was to identify a large num-ber of perceptually handicapped non-re-tarded children who would be suitable forthe special class. We hoped there wouldbe about one-hundred such children. Chil-dren for the first two classes were to berandomly selected. The other childrenformed a large control group and remain-ed in regular classes. All children, both inthe control group and the other class, haveextensive psychological testing before theclasses start. At one year intervals testingwas repeated. In this way we could learnwhether there were significant differencesbetween the educational advancement ofthe children in the experimental classesand those in the control group.

1962-63 SCHOOL YEAR

In September, 1962, sixteen of thetwenty-six children evaluated and deter-mined "eligible" for this specific experi-mental program were selected for enroll-ment within the two experimental classes.Before the conclusion of the first twentyday period, two children of the initialgroup were withdrawn by the parents,and this left a pupil enrollment of six andeight respectively within the two experi-mental groups. The control group for thisexperimental program then consisted ofthe ten remaining children mentionedabove, and each child in this latter groupwas enrolled in a regular class for the1962-63 school year.

The initial enrollment of each childin each of the experimental groupswas on a staggered basis with two chil-dren enrolled each week until the maxi-mum enrollment was leached for eachclass.

For the first six weeks, the length ofthe school day was from 9:00 a.m. und12:00 noon for each group. Following thisperiod, the school day was then lengthenedfor each class until 2:30 pm. daily. The

half-day schedule was selected for severalreasons: (i.e.) to give each teacher an op-portunity to evaluate and perhaps deter-mine the specific needs and abilitiee ofeach child; to attempt to plan learningexperiences and prepare teaching mate-rials accordingly; and it was felt that be-cause the daily schedule and routine weretoo highly and strictly structured, and be-cruse the teaching is so individualized andi-itense, the children could only toleratea half-day at the beginning of the schoolyear. Primarily with the development ofan 'instrument to measure and determinethe aforementioned specific needs andabilities of each individual child, perhapsthis time schedule can be greatly reducedfor future classes.

During the month of November, 1962,both teachers assigned t ) this programspent a week observing an established pro-gram of this typeone in Tulsa, Okla-homa, and the other in Pontiac, Michgan.The funds for these visitations were pro-vided by a local parent group. After arather long search, a teacher's aide wasassigned to each of the experimentalgroups during the month of February,1963. The services of a teacher's aide werefelt to be of vital importance in this prn-gram, capecially in relation to assisting theteacher in the preparation of teaching aidsand materials.

5

In addition to the measured academicgrowth of the children in the experimentalgroups, as the reader will note later in thispaper relating to an evaluation of academ-ic progress, there also weve obvious con-structive changes in behavior within manyof the children. The teachers, as well asseveral of the parents, related to behavior-al changes that resulted in the childrenbeing more socially and emotionally com-patible within their total environment.Prior to the close of the 1962-63 schoolyear, two children in the experimentalclasses had begun to successfully partici-pate in several non-academic activitieswithin regular classrooms.

The location of these two classes ina teacher training setting stimulated muchlay and professional curiosity and sincereinterest. Perhaps one of the best examplesresulted when a student teacher was as-signed to each experimental class. As wasstated in the Experimental Plan, an ade-quate evaluation of all facets of this pro-gram will require an estimated minimumof three years. A statistical report relatingto an evaluation of the academic progressof both the experimental and controlgroups is contained within this total paper.

EXPERIMENTAL GROUP SCORE CHANGES FROM 1962 TO 1963*

Age at ReadingChild 1962 Testing 1962-63

Reading SpellingImprovement '62-'63

Spelling Arithmetic ArithmeticImprovement '62-'63 Improvement

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0.31.52.71.61.93.72.83.13.52.11.92.02.92..6

2.62.73.03.23.15.45.24.64,03.32.43.05.24.4

2.31.2

.31.61.21.72.41.5.5

1.2.5

1.02.31.8

2.31_5 4,52.22.22.32.54.6

12.7. 4.2

2.52.03.53.13.3

4.5

4.54.54.54.15.34.5423.63.54.45.44.9

2.2RA)2.32.32.31.6.7

1.8.6

1.1L5

.92.31.6

Mean difference :.96

Sum of differences:13.5

Sum of differences:19.5

Mean difference :1.4

Sum of differences:24.1

Mean difference:1.7

*The scores are from the Wide Range Achievement Test and are reported in grade levels.

CONTROL GROUP SCORE CHANGES FROM 1962 TO 1963*

Age at Readiug ReadingChild 1962 Testing '62-'63 Improvement

Spelling'62-'63

Spelling Arithmetic ArithmeticImprovement '62'63 Improvement

1234

8-09-28-5

11-6

2.52.92.73.8

3.73.84.04.0

1.2.9

1.3.2

2.52.63.43.0

2.93.13.42.0

.4.5

0.0-1.0

2.32.92.34.2

4.5 ,

3.13.93.8

2.2.2

1.6-.4

5 6-10 2.0 3.6 1.6 1.5 3.0 1.5 1.8 2.5 .76 9-1 3.7 3.9 .2 2.6 3.1 .5 2.9 3.8 .97 9-5 3.7 4.1 .4 2.4 5.0 2.6 4.1 4.6 .58 9-6 2.9 3.3 .4 2.7 3.0 .3 3.3 3.3 0.09 9-4 4.5 5.8 1.3 3.8 2.5 -1.3 3.3 4.6 1.3

10** 9-10 2.8 ...._ 1.8 - -- 2.3 . 4...

Sum of differences:7.5

Mean difference :.83

Sum of differences :3.5

Mean difference:.39

Sum of differences:7.0

Mean difference:.78

* Scores are from the Wide Range Achievement Test and ere reported in grade levels.**Moved from city and was not available for follow-up testing in 1963. Her mother re-

ported by phone that she had failed this past year ir her regular class.

6

BRIEF SuMMARY

ReadingThe average grade level progress

in the experimental groupThe average grade level progress

in the control group

SpellingThe average grade level progress

in the experimental groupThe average grade level progress

in the control group

_Arithmetic.

The average grade level progressin the experimental group

The average grade level progressin the control group

7

.96

.83

1.4

.39

1.7

.78

Difference in improvemelatExperimental Group overControl Group

.13

1.01

.92

1963-64 SCHOOL YEAR

The apparent success of the abovementioned two classes and the growingneed for this specific instructional programprompted the decision to open four moreclasses in September, 1963. Thirty-onechildren who Were evaluated and deter-mined eligible for thiS specific experiment-al program, were enrolled in the new class-es.

The initial enrollment again was on astaggered basis with two child:-en beingadded each two days until the maximumenrollment was attained for each class,with the length of the schoo.i day also re-maining approximately the same.

The academic growth of the childrenthe second year was very good, and insome instances almost phenomenal. On theReading test, only one child showed noimprovement but the same child gainedfour months in Spelling and eight monthsin Arithmepd. All otheys gained from fourmonths to a remarkable 4.5 years. Strange-ly enough this child showed no gain inArithmetic and a four month's loss inSpelling. One child showed no improve-ment in Spelling, yet gained over two yearsin Reading and three months in Arith-metic. Other than these three instancesthe children improved from two monthsto 3.3 years in Spelling, and from onemonth to 1.9 years in Arithmetic. Theaverage improvement for the four classeswas 1.3 years in Reading, nine months inSpelling and nine months in Arithmetic asshown in Exhibit IB, groups 2A, 2B, 2Cand 2D.

In April, 1964, one child was placedin a regular fourth grade class on a trialbasis and successfully remained there, and

8

has continued to maintain grade level thefollowing two academic years.

In addition to the academic growthof the children (note EYbibit IA) thereagain were obvious c onstructive changesin behavior and attitudes. The growthmade in the areas? of recessive and express-; n rri rec. cm o -0 in a 4,- fn baffarAV t. 4.4. l.1 t14.41, %. al ca. ass,e, v 1 ---understand what was being required ofhim, and also enabling him to better ex-press himself verbally, added to theirself-confidence. As interpreted by clini-cians, the improvement in self-image con-cept was vividly portrayed in many of thedrawings produced by the ghildren. At thebeginning of the year when. ..)\ one child drewa picture of himself, he always drew otherpeople or another person with him for helpand each person always had a gun forprotection. When the teacher insisted thathe draw a picture of himself alonethishe reluctantly did, but he still kept hisgun for protection. Another picture, drawnthe latter part of March, 1964, drawnspontaneously, shows this same eight yearold boy going happily on his way to playball! Teachers and parents continued toreport behavioral changes as to the chil-dren being more socially and emotionallycompatible within their total environment.These are things the test reports cannotshow but are vital in the process of teach-ing these children so they may again entera regular classroom and be "a part of"their class instead of "apart from" theclass. Because of the improvement in theseareas, the teachers feel that their aca-demic growth will be greater next year.

To measure the perceptual growth thechildren were again given the Bender-Gestalt tests. Copies of the tests adminis-tered in 1963 and 1964 are included in thispaper.

---.."8"11111111111

4

'''.077

,11. V

'r....

,',,*:'' .,,,,4,-.", jr rr o':,

,!.

',` 41::-.''.

''

.

IA

Ar,a at1964 Reading Reading Spelling Spelling Arithmetic Arithmetic

Child Testing '63-'64 Improvement '63-'64 Improvement '63264 Improvement

1 12-0 6.1 7.9 1.8 5.1 5.3 .2 4.5 4.7 .22 11-7 4.2 5.1 .9 3.6 3.8 .2 4.2 4.6 .43 12.3 4.5 5.0 .5 3.4 3.8 .4 3.4 4.5 1.14 11-6 3.3 3.9 .6 3.0 3.2 .2 3.3 4.6 1.3g 124 2.7 4.0 1.3 2.1 2.8 .7 4.6 4.7 .16 11-9 5.9 10.4 4.5 6.0 5.6 -.4 4.6 4.6 07 10-9 3.6 2.8 3.68 9-10 3.0 3.8 .8 2.9 3.6 .7 2.9 4.4 1.59 10-8 3.4 5.2 1.8 3.3 4.7 1.4 4.1 4.4 .3

10 9-2 2.9 3.6 .7 1.9 4.0 2.1 3.0 4.2 1.211 7-9 2.0 3.2 L2 1.3 2.5 1.2 2.2 2.7 .512 5-6 2.5 3.5 1.0 2.5 3.7 1.2 2.5 4.1 1.613 8-9 3.9 4.6 .7 2.7 4.2 1.5 3.5 4.2 .714 9-5 4.0 4.4 .4 3.0 4.2 1.2 2.9 4.1 1.215 8-5 2.4 2.8 2.716 7-11 1.2 2.5 1.3 1.0 2.5 1.5 1.0 2.7 1.717 8-7 1.7 2.7 1.0 1.2 2.7 1.5 1.4 2.9 1.518 8-6 3.3 4.0 .7 2.8 3.0 .2 2.5 3.5 1.019 8-2 1.0 2,0 1.0 1.0 2.3 1.3 1.0 1.9 .920 8-9 1.4 1.4 0 1.3 1.7 .4 1.1 1.9 .821 8-8 1.0 2.9 1.9 1.0 2.0 1.0 1.0 2.9 1.922 7-4 1.0 3.1 2.1 1.0 3.1 2.1 1.0 2.7 1.723 7-10 2.4 3.2 .8 1.8 2.2 .4 2.3 2.7 .424 10-5 4.2 6.4 2.2 3.8 3.8 0 4.2 4.5 .325 11-0 7.0 9.0 2.0 5.6 5.9 .3 4.2 4.7 .526 10-6 2.4 3.8 1.4 2.3 2.5 .2 2.5 4.2 1.727 10-5 4.0 5.7 1.7 3.4 3.5 .1 3.9 4.1 .228 10-10 3.1 3.7 .6 2.1 2.9 .8 3.1 4.6 1.529 10-7 5.8 8.7 2.9 2.5 5.8 3.3 4.6 4.6 030 10-5 3.2 2.5 3.331 11-7 6.9 7.9 1.0 5.2 6.2 1.0 5.3 7.1 1.832 13-4 4.2 5.4 1.2 4.6 5.9 1.3 4.5 5.8 1.333 11-6 3.8 4.5 .7 3.3 4.2 .9 3.6 4.2 .634 12-6 4.0 6.4 2.4 2.0 5.3 3.3 3.8 6.2 2.435 11-10 3.8 4.9 1.1 3.0 5.6 2.6 4.4 5.2 .836 12-4 5.9 7.3 1.4 5.2 6.7 1.5 5.4 7.5 2.137 10-10 4.2 5.6 1.4 4.4 5.6 1.2 4.9 5.2 .338 9-11 4.4 8.3 3.9 3.7 6.6 2.9 2.5 4.1 1.639 10-0 1.5 3.6 2.1 2.7 2.9 .2 4.5 5.0 .540 10-8 3.0 3.9 .9 2.4 3.4 1.0 3.5 4.7 1.241 9-8 2.2 4.8 2.6 3.0 4.6 1.6 4.5 5.0 .542 10-4 1.4 3.5 2.1 2.6 2.8 .2 4.5 5.3 .843 10-0 3.0 4.7 1.7 3.2 3.8 .6 4.5 5.0 .544 10-10 3.1 4.4 1.3 2.3 3.3 1.0 4.1 5.0 .945 10-11 3.9 5.3 1.4 3.1 4.0 .9 3.8 5.0 1.246 10-11 2.4 4.5 2.1 3.1 3.7 .6 4.5 5.0 .547 10-7 4.6 4.6

Sum of differences 63.1 44.5 41:2Mean difference 1.5 1.0 .96

9

113

--e7, READING SPELLINO ARITHMETIC

GROUPSum of

Difference

MeanDifference

Sum ofDifference

MeanDifference

Sum ofDifference

WW1Difference

1-A 13.1 1.6 14.7 1.8 10.9 1.41-B 15.4 1.9 6.1 .8 6.1 .8

Totals 28.5 1.8 20.8 1.3 17.0 1.1

2-A 9.6 1.6 1.3 .2 3.1 .52-B 6.6 .9 9.3 1.3 7.0 1.02-C 8.8 1.1 8.4 1.1 9.9 1.22-1) 10.8 1.3 4.7 .8 4.2 .7

Totals 35.8 1.3._,......

23.7 .9 24.2 .9

10

Significant Developmentsand

Accomplishments During 1964-65

1. The apparent succesc of the origi-nal two classes in 1962 plus four additionalclasses in 1963 prompted the decision toopen four new classes in September, 1964,and another in January, 1965, thus bring-ing the total to eleven for the 1964-65school year. From the initial experimentalgroup of sixteen the enrollment inermsedmost sixfold to a staggering ninety-fourpupil total. Of these ninety-four, eighteenreturned to regular classrooms by the endof the 1964-65 school year (Three 3rd,five 4th, six 5th, four 6th) . Sixty-nine were

ssigred to classes for the perceptuallyhandicai.eed and six withdrew from theprogram entirely. One died.

2. The academic growth of the chil-dren was immediately evident in majoritycf cases, ranging from .3 year's improve-ment in Reading during 1964-65 to 5.0years as measured by the Wide RangeAchievement Test at the beginning andend of the school year (Exhibit IA). Spell-ing improvement ringed from .1 to 3.5years. The average improvement for alleleven classes was eight months in Read-ing, six months in Spelling and six monthsin Arithmetic as shown in Exhibit Ili. (Twoschools had achievement scores "not avail-able", thus a lowered mean improvement.)

3. As a measure of perceptual growthall of the ninety-four children were ad-ministered Bender-Gestalt tests.

In review, the Purpose of this applica-tion was:

1. To establish classes for perceptual-ly handicapped children in selected schoolswithin the Memphis City School System,Division of Special Education in coopera-tion with the University of TennesseeSchool of Medicine, Memphis State Uni-versity Campus School, Memphis Boardof Education and the Memphis State Uni-versity Department of Psychology.

Extensive psychological testing wouldbe administ'red to a large number of per-ceptually handicapped non-retarded chil-dren who would be identified as suitablefor special class placement. The childrenthen would be randomly divided into anexperimental and a control group (to re-

11

main in regular classes in schools) . Testingwould be repeated at one year intervalsto determine any significant differencesbetween educational advancement of theexperimental and control groups.

2. To develop curricula for percep-tually handicapped children which wouldbest provide and meet the educationalneeds and abilities of these children.

3. To determine the best methods ofidentifying this type of exceptional child.

4. To identify factors which indicatethat the individual child is capable of re-turning to the regular classroom.

5. Systematic follow-up of studentsreturned to regular classes to determinethe relative success of the program.

Regarding Methodology, the organi-zational structure and procedures havebeen:

No. of1. Year School(s) Classes

1962-63 Campus School 21963-64 White Station 41964-65 Grahamwood 2

Sherwood 2Leath 1

Total 11

Eleven experimental classes have beenestablished in five city schools in coopera-tion with the agencies in Purpose 1 above.

2. Selection of pupils for the classeshas been made from a large number ofchildren classified as perceptually handi-capped who were referred by both privateand public agencies. Records for each pu-pil have included extensive psychologicaltesting by a qualified psychologist, and ageneral evaluation as well as a compre,hensive cumulative account of scholasticachievement (and difficulties). prior toplacement. Those selected for admissionto the Experimental Classes have beenwithin the chronological range of 6-14,and have had at least average over-all in-tellectual ability (90-0Q) with no defectsof hearing and vision and no apparent ap-hasoid language problems.

3. Initial enrollment has continued tobe on a staggered basis with two childrenadded each twe days until the maximumenrollment (8) has been attained for eachclass. Pupil admission on this basis has al-lowed each teacher to assess the strengthsand weaknesses of each individual on anintensive basis from the beginning. For thefirst two months, the school day is from8:45-11 :45 A.M. Folk" wing this ueriod theday is extended until 2:30 P.M. The half-day schedule (1) has seemed to allowgood pupil adjustment and orientation tothe program in that the pupil tolerancelevel for a highly structured, intensely in-dividualized routine has been graduallyestablished and lengthened; and (2) theteachers have been given an opportunityto determine specific needs and Abilitiesof each child and to prepare suitablematerial to meet the needs.

4. Evaluation of teach pupil and hissubsequent retuln to the regular classroomhas been considered a major factor in theprogram.

(Committee)Special Teacher

Director of SpecialEducation

PsychologistSchool Principal

(Criteria)WRAT September

and April

Social behaviorEmotional BehaviorBende-perceptual

growth

5. The selection and use of attend-ants or teacher aides in each classroomhas seemed to add immeasurably to teach-er-pupil effectiveness. The prospective at-tendants were carefully screened and se-lected according to the following criteria:had to be high school grad dates ; were"sound" physically, mentally and emotion-ally; had sensitivity to th3 needs and abili-ties of perceptually handicapped children ;were able to work under the direction andthe supervision cf the teacher. The attend-ants have freed the teachers from the tedi-ous and monumental task of much of thepreparation of suitable perceptual 4rainingand instructional material for each indi-vidual child, thus allowing more effectiveand efficient teaching on the part of theteacher during class hours. In addition, therole of the attendant (teachers aide) as"teacher-helper" has allowed more indi-viireaal attention and instruction for each

te: in that the teacher-aide attendantworks with some on a flexible basis.

6. In the area of development of cur-ricula, the educational environment was

12

planned to counteract as much as possiblethe general organic disturbances of be-havior and attention. Special teaching me-thods were employed to remedy and, insome cases, to overcome particular learn-ing disabilities. The instructional plan fo-cused on basic skills of reading, writing,and arithmetic to implement future prog-ress in school. Some specific materialswhic,h have proved of great merit are :

1. The Frostig Program for Develop-ment a Visual Percept'...:n

The Frostig Program for the De-velopment of Visual Perception coversfife areasPerception of Position inSpace, Perception of Spatial Relation-ships, Perceptual Constancy, VisualMotor Coordination, Figure Back-ground Perception.

The program is presented witha minimum of technical terminology.It gives many exercises for the chil-dren to do before the worksheets aremade from preprinted master sheets.This program is especially designedfor young children but is also design-ed to be used in remedial programsfor children of any age whose visualperceptual development is impaired.

2. The Hay-Wingo method of teaching reading and language skiReading With Phonics uses three bae-ic methods of learningauditory,visual and kinestLetic.

First the child learns the shortsound of each vowelone vowel istaught at a timefollowed by tenconsonant sounds, learned one at atime. He combines the vowels andconsonants into blends, syllables andwords, i;hen into sentences. With thesefifteen sounds the child can independ-ently unlock more than one hundredfifty familiar words and in so doing,many new words, and in so doing,concentrate on meaning. These are allwords he can analyze ; he does notneed to depend solely upon memoryof word formation, on context, or pictures.

Since many of the perceptuallyhandicapped children see and hearonly a part of a word or a sentence,this method helps to correct this dif-ficulty--they learn to recognize oneletter at a time by sight and sound,then another is added and they learn

that, etc., until the whole word islearnedboth seeing it and hearing'it. From building words the childrenprogress step by- step to sentences andstories.

3. Continental Press duplicatingmaterials

Materials which have been usedsuccessfully :

1. Thinking SkillsNon ReadingLevels 1 and 2, Kindergarten or firstgrade

2. ReadingThinking Skills Pre-Primer LevelsThrough Grade 6,Level 2

3. Visual MotorLevels 1 and 24. Visual Discrimination-Levels

1 and 25. Language Development series6. Time7. Measurement8. Money

These are pre-printed mastersheets so that as many as necessarymay be made for each child and cuedto fit his needs.

The Thinking Skills and Readand Think skills are particularly good.The individual sheets are not marked

13

as to grade level, so each child can begiven material on his reading levelcued for his specific needs, thus de-creasing distractibility and increasingattention span. Through these exer-cises work meaning, paragraph mean-ing and reaso-4-g ability- have in-creased and reading levels have beenraised.

In addition to the usual training(visual, visual-moto and visual co-ordination), a great contribution wasmade to the overall development ofthe children in the form of a compre-hensive program of gross and linemotor coordination _training. This wasaccomplished largely through the ef-forts of Mrs. Betty Owens, instructorin the Department of Physical Educa-tion, Memphis State University, andformer co-worker with Dr. Newell C.Kephart of Purdue. In her role asConsultant, Mrs. Owen evaluated eachchild individually, organized a defi-nite curriculum of physical motortraining for each pupil, and workedwith the teachers fin carrying out theprogram successfully. Teacher moralewas given a boost as an interestingside effect in that many doubts ("AmI doing the right thing?") were dis-pelled by having correct expert phy-sical education 'instructions and guide-lines by Mrs. Owens.

IA

ON/JOM

Age at Total1965 Days Reading Reading pelling Spelling Arith. Arithmetic

Child Testing Peesent '94-'65 Improvemen . '64-'65 Improvement '64-'65 Improvement

1 9-1 82 2.0 2.9 .9 2.2 2.8 .6 3.0 2.9 ,-.1

2 8-1 77 1.6 1 A1.'1 ...2 i m....,, i Q...., .3 1.6 9.9 1 .11

3 10-6 80 4.2 4.5 .3 3.5 4.2 .7 3.6 4.9 1.34 7-8 72 1.7 2.5 .8 1.6 1.9 .3 1.6 2.9 1.35 10-9 82 2.5 5.0 2.5 5.0 4.6 -.4 3.9 5.0 1.16 7-7 80 1.7 2.5 .8 1.6 2.2 .6 1.5 2.9 1.47 9-11 77 2.8 3.3 .5 1.6 2.5 .9 2.3 3.9 1.68 9-7 78 2.0 3.3 1.3 2.0 2.5 .5 2.0 3.8 1.89 14-3 159 4.2 41 -.1 4.6 5.4 .8 4.5 5.0 .5

10 12-6 159 3.8 3.6 -.2 3.3 3.3 .0 3.6 3.6 .011 12-9 157 3.8 3.6 -.2 3.0 3.5 .5 4.4 4.8 .4

12 11-9 178 3.1 3.4 .3 2.3 3.3 1.0 4.1 4.8 .7

13 10-11 177 3.0 4.3 1.3 3.2 3.7 .5 4.3 L6 .3

14 11-11 176 3.9 4.5 .6 3.1 3.5 .4 3.8 4.7 .9

15 11-1016 11-11 180 2.4 3.3 .9 3.1 3.4 .3 4.5 3.8 .7

17 10-10 162 4.4 7.8 3.4 3.7 6.4 2.7 2.5 3.6 1.1

18 10-5 180 4.1 4.1 .0 NA 4.0 4.1 4.4 .3

19 10-11 171 1.5 3.1 1.6 2.7 3.0 .3 4.5 4.2 -.3

20 11-7 174 3.0 3.6 .5 2.4 3.3 .9 3.5 3.1 -.4

21 10-7 169 2.2 3.5 1.3 3.0 3.3 .3 4.5 4.4 -.1

22 11-4 177 1.4 2.7 1.3 2.6 2.2 -.4 4.5 3.9 -.6

23 8-8 165 2.0 3.7 1.7 1.3 2.9 1.6 2.2 2.7 .5

24 10-6 172 3.3 4.5 1.2 3.1 3.3 .2 3.1 4.5 1.4

25 8-5 14226 10-527 9-0 172 NA 2.2 NA 1.8 NA 2.728 9-6 177 NA 5.6 NA 4.4 NA 3.329 9-4 130 NA 5.1 NA 3.6 NA 4.130 7-4 NA NA NA31 7-9 180 NA 1.3 NA 1.3 NA 2.532 9-1 167 NA 5.6 NA 1.5 NA 2.333 8-5 165 NA 2.6 NA 4.4 NA 3.334 10-7 167 NA 3.1 NA 2.6 NA 2.735 10-5 176 2.4 2.4 .0 2.2 2.4 .2 3.1 2.7 -.4

36 11-9 174 3.4 3.8 .4 2.2 3.6 1.4 2.9 3.5 .6

37 11-9 180 NA 6.8 NA 7.1 NA 4.238 10-11 NA NA NA39 9-10 179 1.6 2.0 .4 1.7 1.8 .1 1.7 2.9 1.2

40 1-7 178 NA 7.4 NA 5.8 NA 3.541 11-1 176 5.4 6.1 ,7 4.7 5.0 .3 5.4 4.6 -.8

42 12-6 3.0 2.2 2.5

43 11-8 180 3.1 3.8 .7 3.4 3.0 -.4 3.4 3.5 .1

44 12-7 44 6.5 5.4 4.9

45 8-7 180 NA 3.4 NA 3.6 NA 3.946 8-9 171 1.2 1.1 .1 .7 0 -.7 1.0 .0 -1.0

47 9-3 166 1.5 2.2 .7 2.9 2.8 3.5 .70

14

IA (Continued)

Age at Total1965 Days Reading Reading Spelling Spelling Arith. Arith.

Child Testing Present '64-'6f; Improve:nen . '64-'65 Improvement '64-'65 Improvement

48 9-11 178 3.1 3.8 .7 2.5 3.0 .5 2.7 3.6 0.a49 7-4 1 '7n 9.9 9R 6 1 7 97 1 n A !1. 1750 8-5 144 1.8 3.1 1.3 Ls) 3.0 1.1 1.8 3.5 1.751 8-4 179 NA 3.9 NA 3.7 NA 4.252 10-0 171 2.0 4.8 2.8 2.0 4.6 2.6 2.0 4.7 2.753 11-9 175 NA E.5 NA 5.8 NA 5.254 9-6 1R0 NA 8.2 NA 4.6 NA 4.755 11-3 173 NA 4.0 NA 2.9 NA 5.056 9-0 159 NA 3.2 NA 2.5 NA 4.457 9-8 174 NA 4.5 NA 3.4 NA 4.658 9-6 156 NA 3.0 NA 2.3 NA 4.459 11-3 178 NA 4.5 NA 4.2 NA 5.060 10-6 156 NA 3.7 NA 2.6 NA 4.161 11-4 37 NA 3.1 NA 3.1 NA 4.862 9-4 174 1.9 3.5 1.6 1.8 3.5 1.7 2.5 4.1 1.663 10-9 172 3.0 4.1 1.1 2.9 4.0 1.1 2.9 4.7 1.864 10-11 166 2.8 3.3 .5 2.3 2.9 .6 3.565 10-1 163 3.8 4.4 4.766 11-7 176 3.4 4.8 1.4 3 ,3 4.6 1.3 4.1 4.9 .867 10-5 178 2.5 4.0 1.5 2.5 3.8 1.3 2.5 4.7 2.268 9-8 172 3.9 5.8 1.9 2.7 5.1 2.4 3.5 4.7 1.269 10-4 178 4.0 5.1 1.1 3.0 4.8 1.8 2.9 4.7 1.870 8-11 170 1.2 3.6 2.4 1.0 2.3 1.3 1.3 3.5 2.271 7-7 178 2.4 3.4 1.0 1.6 2.4 .8 2.3 3.3 1.072 9-6 175 1.7 3.7 2.0 1.2 2.7 1.5 1.4 3.6 2.273 9-6 178 3.3 4.8 1.5 2.8 3.2 .4 2.5 3.6 1.174 9-1 173 3.9 3.2 -.7 3.1 2.7 -.4 3.6 2.7 -.975 9-7 172 1.0 3.2 2.2 1.0 2.9 1.9 1.6 2.9 1.376 8-4 172% 2.7 4.2 1.5 3.1 3.3 .2 3.1 3.3 .277 8-9 178 3.4 3.8 .4 1.8 2.6 .8 2.3 3.3 1.078 12-6 177 4.2 6.2 2.0 3.6 4.4 .8 4.2 5.9 1.779 13-2 93 NA NA NA80 9-3 97 4.1 3.5 2.381 13-0 180 4.0 5.4 1.4 5.3 5.3 6.7 1.482 12-5 175 3.3 4.1 .8 3.0 4.2 1.2 3.3 5.5 2.283 12-4 179 4.4 6.1 1.7 5.2 5.8 .6 4.2 5.3 1.184 12-8 177 5.9 9.2 3.3 6.0 6.3 .3 4.6 6.5 1.985 10-7 123 4.3 8.0 3.7 4.0 5.5 1.5 2.9 4.7 1.886 11-5 176 4.2 7.1 2.9 3.8 5.4 1.6 4.2 4.6 .487 11-11 180 7.0 9.3 2.3 5.6 7.0 1.4 4.2 5.5 1.388 11-5 2.4 2.3 2.589 13-2 180 4.5 5.6 1.1 3.4 5.2 1.8 3.3 4.5 1.290 11-5 174 4.0 5.8 1.8 3.4 5.5 2.1 3.9 4.7 .891 12-2 881/2 5.8 8.8 3.0 2.5 7.3 4.8 4.6 5.8 1.292 11-4 178 4.0 2.7 4.293 13-3 175 2.7 4.7 2.0 2.1 3.7 1.6 4.6 5.0 .494 13-0 90 8.0 13.0 5.0 7.4 9.0 1.6 4.9 5.3 .4

Sum of Differences 79.3 54.7 57.6Mean Difference .8 .6 .6

15

IB

GroupReadin: SpellAgi.

I Mean Diff.Arithmetic

Sum of Diff. Mean Diff.Sum of Diff. Mean Diff. Sum of DAC

A 6.9 .9 3.5 .4 9.7 1.2B 6.0 .7 6.2 :7 4.6 .5

C 7.6 S 2.9 .3 .8 .1D NA NA NAE 2.2 f 1.6 .2 .7 .1

F 6.2 4 4.5 .6 8.5 1.1G NA NA NA 1.2H 9.1 1.0 10.2 1.3 9.4I 10.3 1.3 6.5 .8 8.1 1.0J 12.9 1.6 4.4 .6 10.1, 1.3K 18.1 2.0 14.9 1.7 5.7 .6

Mean .8 .6 .6

IC

School Retained

WithinProgram

Transferred

Returned toRegular

Class Withdrew Died...

Campus I 7 2-5th, 1-6thCampus II 5 2 1

Grahamwood 1 4 1 1-3rd, 1-4th 1Grahamwood II 6 2 2iherwood I

herwood II48

2 1-3rd,1-5th

1I

ath I 8" hite Sta. I 7 1-3rdWhite Sta. II 3 4-4th, 1-5th" hite Sta. III 5 1-6th 2" hite Sta. IV 5 2-6th, 2-5th

16

After three consecutive years, wehave gained much valuable informationand constructive insight relating to thevarious facets and phases of this experi-mental instructional program.

Perhaps the most 'immediately obviousfact concerns the pressing need to continueto plan for additional classes. Since thisprogram's inception increased awareness,interest and concern for the neurologicallyimpaired child has grown tremendously,all resulting in a long waiting list.

It is also obvious that there is a greatneed to establish an additional phase orplan of instructional approach, other thanthe self-contained classroom, if we aregoing to come anywhere near meeting thepresent needs and abilities of the childidentified as neurologically impaired. Anitinerant teacher program of instruction(perceptual training) will be attemptedin the near future based on the theory thatthe perceptual training needs and abilitiesof many minimally involved neurologicallyimpaired youngsters can be adequatelyprovided for th-ough a plan or programof this type. The children involved do thisphase of perceptual training programwould remain assigned to_and participatein most of the activities in a regular class-room, and would spend from one to threehours per week in small groups served bythe itinerant teacher.

Another point of concern and pressingneed is our present attempt to better deter-mine and define the criteria and mechanicsof returning these children to the regularclassroom. The when and how these chil-dren should be returned must be deter-mined on an 'individual case basis but wecan perhaps be more specific or exact asto what levels of specific attainment mustbe reached before such consideration isgiven.

A "Transition class will be at leasta partial answer to this concern. A class-

17

room environment and program of exper-iences that will assist the child concernedin making a smoother, more comfortable,reduced traumatic transition back to theregular classroom. A transition class en-rollment not to exceed fifteen to twentyYoungsters and manned by a teacher well-versed and skilled in the preparation andexecution 'of learning experiences that willmeet this specific child's present totalneeds and abilities.

The factor of vital concern and onein which we are constantly evaluatingrelates to the screening procedures ofneurologically impaired children. As hasbeen previously noted since the inceptionof this program we have utilized theWeschler Intelligence Scale, Bender Ges-talt, Wide Range Achievement Test (Gra-ham-Kendall is used in some cases) and aphysical examination. It is felt that per-haps the Wide Range Achievement Testalone does not give a true enough pictureof the child's academic growth for gradeplacement back into the regular classroom.Other tests, to be used wih the W.R.A.T.will be considered during the 1966-67school year.

Another obvious point is that thereis a constant need to further pursue thestudy and evaluation of curriculum con-tent, procedures, methods and materialsrelating to perceptual training.,

In the four years that the experiment-al program has existed, the importanceof parent understanding and cooperationin this program has over and over beendemonstrated. Plans and effort will beexpended to the fullest to provide eachof the special class teachers and principalsconcerned with knowledge, techniques andskills of parent counseling. This is not amatter that can be resolved over night orin a few training sessions. It will be a pro-gram of a continuing nature and one veryvaluable to any instructional attempt ofthis nature.

7,

74 EgetThe ultimate goal of the perceptual training for children with learning disorders

is to place these children back into the regular elementary classroom . . . and even forthose few who are unable to return, the future is much brighter and filled with hope.

Exhibits

As referred to in the body of this report, the following pages contain a very smallsampling of evidence relating to the visual and visual motor perceptual growth of severalyoungsters involved in this Special Education program.

18

Exhibit I-A "Bud"

41P

I

IP

1

4,

0

19

I

I

I.

Exhibit I-C "Bud"

0 0 : i 0 o t 0

0 C0 t 0 a

0 0 :V 0$ 6

c d el

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21

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.

4

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0

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Exhibit II-B "Pete"

0

os

fVI"

VI 0

a

$

0

0

I

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23

Exhibit 111-A "Susie" Sept. 1963

lis child had been in first grade two years, and was retained to repeat first grade

third time.

eading Grade 1.0

pelling Grade 1.0

rithmetic Grade 1.6

X lir \f\

P"4 R 1-1- 1-

41( LTIL.9 &-40.1i

C-Q0 20c l'UdL\

CAINd J0,&

24

C....*:. y

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Exhibit 111-B "Susie"

Arganirsii~MNIMMIMINIMOMMIONAMMIN~Wirawa....-.-.-..-

5-5-64

Age- --8-8Sex---- MReading Grade- - - -l.8

Spelling Grade----2.0Arithmetic Grade----2.9

i 1 ickr, 9 c\J--\-

I 1

E \AI 1 ( \ \\.._, (:1

25

, I agIIIFffliwww... iii

Exhibit IV-A "Woody"8-6 years old

......*:*lo.111,0111~41Sh00,11VAIM-41MarialiPabagawm.se....

a I

4

4

p.

Oct. 1963

a

a

I

0

26

4701110.111111111MMIIMMIWWKIMMAMOWIMM.110.1.00Wmpromownwevek --

i as i i a1 a IN I 416 Nial

Exhibit IV-B "Woody"9-2 years old

0

27

Exhibit IV-B (Cont.)

*

10

4

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0

i

0

t V C

0

28

0

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i

Exhibit V-A "Jay"8-3 years old

I

fwI

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0

57- AY- fl

1

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I

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29

Exhibit V-B "Jay"9-3 years old

e

0 oocea 0 6o 0 0Goodtb 000 0ovoce4bot

t i 06

0 6

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30

Exhibit V-B (Cont.).5.:-.0 7 (-4 #

18.4111116e."""N%

S ,.0.10......"1"..."41111111P04

31

Fxhibit V! -A\A4lotti..,\%.4x.x. \(ki:IS

Zirro,e/ .;e2y /1/1/0-Af

c1'nte...0-uty)

042\ze4/

This ten year old boy could only do very poor manuscript writing in September, 1963.

32

rIiT

Exhibit V1-B

Tnenodn itidy /c.o.-me

140., mum)11

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11 ) . 0 j",;

( "P

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33

//1),/,)/

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Exhibit VI-C"cf \0\ kcA

Exhibit Vli-A "Bub"7-9 year o;d

C 4 r

35

Exhibit MB "Bub"8-10 years old

410

gay

0

A

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7

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Sr

't,)(1

4

9 A 0 (t)0

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References

Clements, Samuel D., Director of the Child Guidance Center of the University of ArkansasMedical Center. (Personal Communication).

Ford, Frank R., Dineases of the Nervous System In Infancy, Childhood and Adolescence,second edition. Springfield, Illinois. Charles C. Thomas, 1944. pp. 877-886.

Fouracre, Maurice IC, Learning Characteristics of Brain-Injured Children, ExceptionalChildren, 1958, pp. 24, 210-212.

Strauss, Alfred A., and Lehtinen, Laura E., Psychopathology and Education of the Brain,-Injured Child New York, Crune and Stratton, 1948.

37