This includes a functional working knowledge of both the written and spoken forms of language.

We need to develop scales for measuring both the expressive and receptive levels of written, oral and manual communication. We need to study the effects of language deprivation on the emotional, social, and mental development of deaf persons; the effects of different methods of communication on language development, and the relationship between written language and the language of signs.

The deaf population of the United States is made up of a complex series of social organizations composed and operated by deaf persons. These organizations are formed at local, State, National and international levels, many with connecting group afiliations.

We need studies to investigate the extent of social interaction between deaf persons and hearing members of the community, studies in the area of developmental psyschology including some of the following considerations:

Levels of aspiration of deaf people in economic and social areas; the goals and attainments they set for their children; the causes and effects of the tendency of the deaf to gravitate to a subculture of the deaf; the deaf individual and his relationship to his school, home, and community situations; effects of the deaf community relative to the nature and range of social control the subgroup exercises on its members: needs of the individual which seem to be satisfied by subgroup affiliation; ways in which the cultural, social and recreational leve's of the deaf can be expanded through adult education; and studies in the emotional adjustment of the deaf individual at varying ages in comparison with normal hearing children of equivalent ages. There is also a need for leadership range in our profession to provide stimulus for graduate work which will qualify supervising teachers, administrative personnel, speech specialists, language specialists, curriculum specialists, psychologists, and social workers for the

In summary, Senator Hill, our profession has come a long way since the founding of the first permanent school for the deaf in the United States in 1817, but there are many unanswered questions and much to be learned. There retain three large areas of need:

Ar adequate supply of fully trained classroom teachers of the

Basha training to provide administrative, supervisory, ce personnel; and

pon and demonstration projects.

morts part B. title V of S. 550, since its provisions for us to more adequately meet the needs of the

read of George T. Pratt follows:)

PRATT, CHAIRMAN, COMMITTEE ON LEGISLATION,
KAY, AND PRESIDENT, THE ALEXANDER GRAHAM

o present the position of those of us who maintaining good educational programs

Since World War II, our profession has faced a persistent, nationwide shortage of qualified teachers of the deaf. By 1960 the situation had become acute. In our struggle to provide the special educational programs which deaf children desperately need, schools had been forced to (1) employ untrained teachers and try to provide them with in-service training, (2) enlarge classes, and (3) postpone enrollment of children. All of those steps were undesirable. To assist in meeting this national need, the Congress of the United States passed, and the President signed, Public Law 87-276 which provides scholarships and grants-in-aid for the training of teachers of the deaf. During this academic year 1962-1963, the first year Public Law 87-276 has been in effect, the number of students in our teacher training centers has more than doubled and the number of approved training centers has increased by onehalf. However, the law has a June 30, 1963, termination date and the teacher shortage is still with us. Our entire profession is grateful for the assistance which Public Law 87-276 has provided, and we urge a continuation of the program of scholarships and grants-in-aid for training teachers of the deaf.

In April 1963, the Council on Education of the Deaf conducted a survey to determine the need for qualified teachers of the deaf in schools, classes, and clinics in the United States for the school year beginning September 1963. There were 234 respondents out of a possible 427 schools, classes, and speech and hearing clinics with classes for the deaf. However, because of the nature and size of the schools responding, the figures furnished represent approximately 70 percent of the actual need.

Though the reported returns for 1963 are incomplete, the doubling of inquiries, applications, and acceptances for 1962 as compared to 1961 gives evidence of the stimulus provided the education of the deaf by Public Law 87-276.

Source: January 1963 issue of the American Annals of the Deaf Reports.

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SUMMARY

fession has come a long way since the founding of the first permanent the deaf in the United States in 1817. But there are many unanswered and much to be learned. There remain three large areas of need: dequate supply of fully trained classroom teachers of the deaf; (2) p training to provide administrative, supervisory, and special service 1a; and (3) research and demonstration projects.

Lofession supports part B, title V, of S. 580, since its provisions will make e for us to more adequately meet the needs of the deaf children of our

PRATT. We have; if you would, I would like to ask to have ment by Dr. William McClure, who is the president of the "ence of Executives of American Schools for the Deaf and ntendent of the Indiana School for the Deaf at Indianapolis, ed in the record.

CHAIRMAN. We will be happy to have that inserted. e statement referred to follows:)

RED

STATEMENT OF WILLIAM J. MCCLURE, PRESIDENT, CONFERENCE OF CUTIVES OF AMERICAN SCHOOLS FOR THE DEAF; SUPERINTENDENT, INDIANA HOOL FOR THE DEAF; AND MEMBER, COUNCIL ON EDUCATION OF THE DEAF ucators of the Deaf are most encouraged and well pleased with the operaof Public Law 87-276. The law is designed to recruit and train teachers his highly specialized area of education. For the first time in many years, ppears possible that sufficient numbers of young people will be encouraged ter this field, and thus alleviate the shortage of teachers of the deaf which hampered the educational progress of deaf children throughout our country many decades.

nder the provisions of Public Law 87-276, approximately 450 young people e received training during the 1962-63 school year. While this number i not, in any one year, alleviate the shortage to a great extent, the effects already noticeable to those educators of the deaf whose fingers are on the ise of the profession. Other young people are becoming aware of the field, d it is extremely likely that in the near future an even greater number will -ek training. Because the shortage of teachers in this area has prevailed or many years, there is a tremendous backlog of need. Untrained or only artially trained teachers of the deaf have been accepted into the profession ecause no others were available. It will take many years for this caliber of eacher to secure training or to be replaced throughout the schools over our ountry.

One of the new teacher training programs established under Public Law 57-276 is a cooperative one between Ball State Teachers College in Indiana and the Indiana School for the Deaf. All 15 of the scholarships allocated to this newly established program were used, and as the graduates of this program are now accepting positions, it is evident that they will help reduce the shortage of teachers of the deaf in Indiana, Ohio, Michigan, and California. Other members of the class plan to go further into graduate work and to prepare themselves for positions for leadership and administration in the area of the deaf. As an educator of the deaf, and as president of the Conference of Executives of American Schools for the Deaf, I most sincerely urge passage of title V of Senate bill 580.

The CHAIRMAN. Mr. Greenberg?

STATEMENT OF BERNARD L. GREENBERG, ASSOCIATE PROFESSOR OF ENGLISH, GALLAUDET COLLEGE

Mr. GREENBERG. It is a privilege to be here, Mr. Hill.

My name is Bernard L. Greenberg and I am associate professor of English at Gallaudet College.

I would like to submit first a statement by Dr. Leonard Elstad, President of the college, for the record, in support of Public Law 87-276. (The statement of Dr. Elstad follows:)

PREPARED STATEMENT OF DR. LEONARD M. ELSTAD, PRESIDENT, GALLAUDET COLLEGE

Gallaudet College, for nearly a hundred years, has been the only institution in this country, and in the world, offering higher education specifically to the deaf. Our students are drawn from the graduates of schools for the deaf and of special public school programs for the deaf throughout the Nation. Conse quently we are in a favorable position to speak about the preparation for college that these students have received before we admit them.

As President of the college, I would like to indicate our strong support of Public Law 87-276, and any extensions of this law in any form that would continue to provide inducements to well-qualified persons to choose the education of the deaf as a career. That there is a serious shortage of trained teachers of the deaf has been well documented. It is apparent that Public Law 87-276 has begun to alleviate this shortage, and that if the law is extended, the education of deaf children will improve in quality through the addition of large numbers of better qualified teachers. With an improvement in lower levels of education, the college would find a firmer foundation for its own curriculums and would be able to extend the benefits of a higher education to a larger proportion of deaf students than can now qualify for admission.

Approximately 10 percent of the deaf students who graduate from secondary systems are now accepted by Gallaudet as qualified to pursue a liberal higher education. There is considerable evidence to suggest that they stand in the top 10 percent of their age group among all American youth in native intelligence and intellectual potential. But there is no question but that the great majority of them must be considered culturally deprived and educationally underprivileged to the point where 85 percent of our new students must spend a year in the college preparatory class before qualifying for admission as undergraduates. In this situation we mean no criticism of the schools: for they are laboring with an admittedly inadequate supply of trained teachers, especially at the secondary levels that are absolutely essential for continuing education. Furthermore, the schools generally do not have a large enough number of advanced students to Justify a full senior high school education. Dr. James B. Conant points out in "The American High School Today" that a meaningful senior high school program is not financially possible for a graduating class of fewer than 100 students. The schools for the deaf today do not have graduating classes of anything approaching this number. Although we warmly commend them for the results they have achieved with inadequate resources, in a field not widely understood by the public, we believe that new means must be found to provide the same comprehensive senior high school education for all deaf students that is generally available to students with normal hearing. If deaf students are to surmount Their handicap, they need more education, not less, than is provided the general population,

Further, the college hopes to see other kinds of higher education made available to the deaf. Gallaudet offers a liberal education in the arts and sciences. As 4 means of developing the full intellectual potential of its students, and as an avenue to the graduate schools for professional training in which a deaf person may make his full contribution to American society, the college will always-we hctieve occupy a central place in the higher education of the deaf. But technical higher education should also be provided if our society is to be adequately served gud if deaf people are to be employed at their full potential.

All these developments wait upon a strengthening of the present programs in The paisting schools for the deaf. Public Law 87-276 has begun this strengthen. and we hope to see it continued and expanded if the deaf people in our metely are to enjoy the privileges and accept the responsibilities of other Auscican citizens.

Ale GREENBERG. I would like also to submit a statement I have pretoured for myself in support of the law and would like to comment tally on our feelings, particularly my own, as a professor of English