When children are doing too little it may very well be that they disdain what they are given to do. Some children need to be asked to do what seems utterly impossible for them. This is particularly difficult for the teacher in this situation, as it has been for the parents, because the children themselves in some intangible way, create a feeling that they cannot be pushed. All the school environment, outdoors and indoors, is used. Children walk along the outside of buildings, climb fire-escapes, scuff through fallen leaves in the fall and smell freshly cut grass and hay in summer. They hear singing birds, striking clocks, passing cars, stop lights, church bells and airplanes overhead. They explore rooms and hallways of the school building-windows, open and closed doors, rough and smooth walls, cold and warm floors. Above all, both outdoor and indoor facilities of any program designed for these children should have ample, unobstructed space for free running. Many of the children will have to be taught to run. In learning this activity, freedom from fear encourages physical relaxation and enjoyment which are necessary if one is to move rapidly and with ease. The children are helped to use meaningful "cues"—the smell of food and the rattle of dishes tell them they are near a kitchen; a row of small trees indicates the edge of the yard; many children's voices may mean a playground is near; and the sound of power machines designates the shop. In the school they learn the location of all permanently fixed items; which serve as focal points in moving about without vision; the sand table against the long wall leads to the low bookcases; the ticking clock always tells how to get out of the room; the last window sill says the storeroom is two steps ahead. The drinking fountain in the hall warns of the stairs going down. The protruding bulletin board outside the principal's office says the auditorium is straight across. Games are played to help the children find materials in different locations in the room. Children are asked to find a particular thing for example, "What is in the middle of the sand table?" "Who is sitting in the rocking chair in the playhouse corner?" "What is in the closet by the bookcase?" Children are given an opportunity to hear many kinds of music. They learn songs with different patterns of rhythm. Variety is added to the music period when the children sing through combs, hum-a-tunes, and with the autoharp. Some songs are fun to dramatize. A feeling for pitch, tone and rhythm is developed by making and using simple musical instruments. There are high and low tones, crisp staccato and long tones, loud and soft ones, harsh and pleasant ones. Since listening is going to be so vital a part of a blind child's life, the teacher should be carefully alert to each child's individual reaction to auditory stimuli. Sounds which are pleasing and acceptable to one person may truly inhibit another from his maximum performance. One child may like to stand in the gym and call in a loud voice; another may be frightened by this kind of echoing sound. Parents and teachers should share with each other their observations relative to this sense modality. Puzzling action on the part of a child may have its base in the child's reaction to certain sounds and their association with specific places and things. If the wind howls around the corner of the house, or whistles through the crack under a door, a blind child may be immobilized until what he hears is explained in a way he can understand. The child's world is filled with things to experience, to enjoy and to learn about-rocks, leaves, a kitten, bark from trees, fruit piled high in markets, flowers, ice cubes. Children learn that things may be known by a shape, a size, a weight, a use, and a name. One thing can be distinguished from another by the way it looks and the way it is used. One child is distinguished from another by his shape, size, weight, voice, and what he does. Children handle materials. They mix clay and finger paint. They make jello, and frosting for crackers. They gather apples from the orchard. They cut a jack-olantern from a pumpkin. As the children and the teacher work, they talk about what they are doing, what they feel and what they smell. At the same time the teacher helps the child to organize his materials in ways that are convenient for him. A child feels more adequate when he is able to care for himself. Parents and teachers together help him to learn to wash and dry his face; to brush his teeth; to tie his shoes; to use a handkerchief to blow his nose. He learns the location of the bathroom with reference to the schoolroom and the reason for using the bathroom. He learns to take off a cap, sweater, and coat, and to hang them on hooks; he learns to put them on. He learns to place cups, napkins, and cookies around the lunch table. Much verbalizing is done, but it is not all aimless talk. It is a means for helping the child to develop concepts; it is also a means for helping the teacher learn how the child learns and what he may need. VII. Administration "that local boards of education accept full responsibility for planning and providing adequate educational programs and services, including special services, to meet the needs of children with physical and mental limitations and that state departments of education accept responsibility for leadership service in realizing this objective."" This charge requires careful and continuous planning to meet the possible changing needs of each blind child, including the children described in this publication. It can best be accomplished through cooperative planning of public and private health, education, and welfare agencies at all governmental levels-local, state and national. IDENTIFICATION THESE ARE THE CHILDREN: the children of this discussion are those who have functional and learning difficulties of such magnitude that they usually are not accepted in the on-going programs for blind children. These children may be located through: surveys, school censuses, state and local children's services and/or agencies. Once this child has been located and a program established to meet his unique and individual needs, it becomes a matter of primary concern not to disturb the program unless there is overwhelming evidence to do so. In any event, decisions made by administrators concerning these children should always involve consultation with the practitioners working directly with the child. FRAMEWORK OF SCHOOL PROGRAM A. Location 1. This program could be located in any of the following school settings: a. residential school b. public school c. private or parochial school 2. The public, private or parochial school housing this pro- B. Hours 1. Since some of these children will not be able to particiate in activities for an extended period of time, the program should have maximum flexibility. 2. Any child participating in this program should initially be able to attend group sessions for at least a minimum of one hour daily. Continual evaluation would determine how rapidly the school day for each child might be extended. 3. Additional obligations not usually experienced by classroom teachers mean that time should be provided within the framework of the local program, for frequent consultation with all persons involved with the child, e.g.: |