A study of special education programs in midwestern cities of 100,000 population and over

302 Pages·012.079 MB·English

by  Selznick, Harrie Maurice

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NORTHWESTERN UNIVERSITY
A STUDY OF SPECIAL EDUCATION PROGRAMS IN MIDWESTERN
CITIES OF 100,000 POPULATION AND OVER
A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
for the degree
DOCTOR OF PHILOSOPHY
Field of Education
By
Harrie Maurice Selznick
Evanston, Illinois
August, 1951
ProQuest Number: 10101946
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i
TABLE OF CONTENTS
Chapter Page
I STATEMENT OF THE PROBLEM....................... 1
II VISUALLY HANDICAPPED........................... 13
Administration...................... •••••»... 13
Eligibility and Admission *••♦*. 19
Class Size.***................................... 21
Supervision ......... 22
Curricula and Vocational Planning.•••••••••••• 25
Transportation. .......•*.«••.....* *... 29
Equipment and Supplies......••••••.......... 30
Housing the Special Program.*..*•*•*••....... 31
The Teacher For the Visually Defective Child.. ^1
Summary....* ••••••.«•..••••••••••••*.... 51
III SPEECH............ 55
Administration. ..*•»..• 59
Eligibility and Admission 62
Supervision.. *.... 67
Case Studies. ...... ••••*...... 68
Instructional Supplies and Equipment....... 69
Building and Room. .............. 72
Conferences............. 73
In-Service Program.,.....*...... ............ 73
Home and School Cooperation.**.*......•••••... 76
Financial Considerations..... .... 77
Vocational P l a n n i n g 79
Teachers for Speech Defectives....... 82
Problems •••*•........••••• ••••• 88
IV IMPAIRED HEARING............................... 92
Administration.......*................. 92
Eligibility and Admission,.... ..... 97
Class Size •••• 103
Supervision. .......... 10^
Curriculum....*..... 106
Equimnert and Supplies........... 108
Housing the Special Program................. 109
The Teacher for Those with Impaired Hearing... Ill
Vocational Planning ............... 116
Summary •••••..........•••.••••« • •. •.. •••••••. 121
ii
V PHYSICALLY HANDICAPPED.......................... 125
Introduction to Problem...................... 125
Chicago Program.............................. 132
Gary Program................................. 137
Indianapolis Program......................... 139
Fort Wayne Program........................... lb2
South Bend Program........................... lW-
Des Moines Program........................... 1^6
Milwaukee Program ...................... 1^9
St. Louis and Kansas City, Missouri, Programs.. 153
Minneapolis Program.......................... 155
Louisville Program........................... 157
Detroit Program.............................. 15®
Cincinnati Program........................... 159
Toledo Program............................... l6l
Youngstown Program........................... 163
Akron Program........... 165
Dayton Program............................... l66
Columbus Program............................. 167
Cleveland Program............................ 168
Summation.................................... 172
VI THE EDUCABLE MENTALLY HANDICAPPED............... 175
Administration............................... 175
Transportation and Tuition................... 182
Eligibility and Admission.................... 184
Supervision.................................. 190
Building and Room............................ 192
Curriculum..................... 19^
The Teacher.................................. 196
Case Studies................................. 201
Vocational Planning.......................... 203
Home and School Cooperation.................. 209
VII THE GIFTED...................................... 211
Statement of Problem......................... 211
Identification............................... 213
Treatment.................................... 216
Programs in Large Cities of the Midwest....... 219
The Teacher for the Gifted................... 225
The School's Responsibility.................. 226
VIII PROBLEMS, ATTITUDES, AND OUTLOOK OF SPECIAL
EDUCATION.................................... 2^
Problems............................... 24-5
Attitudes............................... 2^6
The Future.................. 251
iii
SELECTED BIBLIOGRAPHY..................................... 2^k
APPENDIX A............................................... 260
APPENDIX B............................................... 263
TABLES
I TABLE 1
Legal Provisions for State-Aided Programs
of Special Education........................ 10
II TABLE 1
Legal Provisions for Establishing and
Financing Classes For the Visually
Defectives.................................. 16
TABLE 2
Number of Pupils Enrolled in Public Schools
Per Class For Visually Handicapped.......... 18
TABLE 3
Per Cent of Children With Visual Defects 18
TABLE 14-
Course Work Requirements For Teachers of
Visually Handicapped........................ k-2
III TABLE 1
Speech Correction Service................... 60
TABLE 2
Course Work Requirements For Speech Therapists 86
MAP
I Midwest Cities of 100,000 Population and Over...... 7
PICTURES
I PICTURE 1
Visually Handicapped Children Learn to Typewrite
in Des Moines ••••••••••.... •••••••«.•••«..• 13
II PICTURE 2
Group Therapy With Speech Defectives in
Detroit... ............. ••••••••••»»•••• • 55
V PICTURE 3
A Library Activity for Physically Handicapped
in South B e n d . 125
VI PICTURE k
Table Games in a Special Class in Fort 'Jayne 175
VII PICTURE 5
Group Discussion of Gifted Children in Mil­
waukee. • ...... 211
VII PICTURE 6
Creative Expression with an Accelerated
Group in Fort Wayne................ •••*••••••••• 230
ACKNOWLEDGMENT
The writer expresses his appreciation to Dr. Paul A. Witty
(chairman) and to other members of his committee for their help and
encouragement during the preparation and writing of this dissertation.
The writer also acknowledges his gratitude to the state
directors of special education and the superintendents of schools
who participated In this study, and their faculty members who co­
operated by completing the questionnaires.
A deep obligation is acknowledged to Miss Elsie Hunt and
Mrs. Esther Kemp for their valuable assistance in editing this study.
Chapter I
A Study of Special Education Programs In Midwestern
Cities of 100,000 Population and Over
One can find In every school system same pupils who deviate
so markedly from the so-called "normal child" that they require spe­
cial skills and services on the peart of teachers and other school
personnel in order to achieve the maximum benefits from the educa­
tional process. Same of these children are physically handicapped;
some are mentally different to a marked degree, either seriously re­
tarded in Intellectual development or exceptionally gifted. Some
children are so emotionally disturbed that it Is difficult for them
to make an adequate social adjustment In the school or the community.
Both the community and the individual have much to gain if a program
can be placed In effect as a means of assisting or guiding the dis­
turbed personality. This remedial program may include a radical mod­
ification of the curriculum, special methods of instruction, special
equipment, specially trained teachers, or an adjusted school schedule.
In sane school organizations, It appears advisable that this program
be offered through special classes or special schools, while in
others provisions may be made for helping the exceptional child in
a regular classroom. Whatever the type of deviation, the important
consideration Is that provision be made for identification and meet­
ing the needs of the individual children*
America Is dedicated to the improvement of the individual.
In fulfillment of this objective, we have undertaken many services
directed toward establishing equal opportunity for each child to