functions while in other communities tests are administered by special personnel.

The participants recognized the teacher's need to understand the child's handicap in order to provide an adequate curriculum. They considered it "very important" to know how to plan a child's program so that fatigue and eyestrain might be minimized (5), and to create and to encourage others to create situations in which the partially seeing associated naturally with children of normal vision (6), to adapt the educational materials and methods used with normal children (13), and to counsel partially seeing children on their educational problems (15).

The teachers recognized the importance of a knowledge of methods used in teaching the normal children (25), the ability to teach health education to the partially seeing (28), and the ability to teach a multigrade class of partially seeing children (32). They also considered it "very important" to develop the interests of the partially seeing child and guide him into hobbies and clubs (34). They thought it "important" to be familiar with the different methods of organizing educational programs for partially seeing children (54).

Teaching techniques and materials which make it easier for the partially seeing child to see and mechanical aids which develop listening skills were highly valued by the teachers. They considered it "very important" to have skill in teaching eye hygiene (9), to be able to arrange a classroom for good visual working conditions (10), to have a knowledge of the special supplies and equipment needed (14), and to have the ability to prepare teaching material in large type (23). They thought it "important" to be able to teach touch typing (39), to write manuscript clearly (43), to operate audiovisual aids for lessening the amount of close eye work (48), and to have a knowledge of type faces and sizes of print (50).

The successful teachers considered a knowledge of the methods of teaching the socially and emotionally disturbed child (35) "very important." They placed a knowledge of the methods of teaching the mentally retarded (73) and the gifted (74) rather low on the "important" list. In the “less important" classification they placed a knowledge of the methods of teaching the blind (84) and the cerebral palsied (85). Raw data show considerable difference of opinion on competencies in teaching other exceptional children. Since this difference may result from the varying school situations of the participating teachers, we should not conclude that the teachers minimized the importance of meeting the educational needs of other exceptional children.

Knowledge of professional literature on the education and psychology of the partially seeing (38) was "important" to the respondents. Understanding the findings of research studies bearing on the education, psychology, and social status of the blind (81) was placed much farther down on the “important" list. This perhaps implies that the participating teachers were

more concerned with the partially seeing and thought that the problems of the blind were less pertinent to their immediate responsibilities.

Competencies in interpersonal relationships with other teachers in the school and adults in the community were rated high. The participating teachers placed near the top of the "very important" competencies the ability to cooperate with regular teachers in planning schedules so that the partially seeing pupils might participate in the total activities of the school (3). They considered it "very important" for the teacher to cooperate with other special teachers in adopting and developing an integrated program for each partially seeing child (11) and to work as a member of a team with other professional personnel, such as medical and psychological, in planning a program suited to the needs and abilities of the partially seeing (36).

The teachers thought it "very important" to help the parents of partially seeing pupils understand and deal with their child's limitations and potentialities (19), with social and emotional problems which may arise from having a partially seeing child in the family (27), and to help them with the child's school placement (30). They considered it "important" to help parents get information from clinics and agencies serving the partially

seeing (52), to assist parents with their child's occupational placement (53), and to participate in parent-school activities (60).

The teachers also thought it "very important" to be able to interpret the special needs of partially seeing children to administrators, supervisors, and other school personnel and also to the general public (17). They considered it "important" to have knowledge of organizations concerned with partially seeing children such as the National Society for the Prevention of Blindness and the International Council for Exceptional Children (62). The evaluations imply that responsibilities of teachers of the partially seeing extend beyond the classroom into the community.

Competencies concerned with overall supervisory responsibilities were considered valuable. The teachers thought it "important" to be able to recognize signs and symptoms of vision impairment in the general school population (42); to contribute to community leadership in justifying, establishing, and developing an educational program for partially seeing pupils (55); to work with architects and school administrators in planning and securing special

school building features benefiting partially seeing pupils (64); and to know State and local laws pertaining to the education of the partially seeing (65). The successful teachers apparently think that they, as well as the supervisors, should share the leadership role. The group concerned with teachers of partially seeing children at the final Work Conference suggested that such a leadership role would necessitate familiarity with State and local laws and the ability to assist in setting standards for an adequate visual environment for all children as well as for the partially seeing.

Distinctive personal characteristics as well as specialized knowledge and skills were highlighted by the successful teachers. Only 2 of the 87 competencies listed in the inquiry form referred to personal competencies. These were the ability to enunciate clearly and pronounce correctly (18) and the ability to see normally (37). These competencies were considered "very important."

There were two other opportunities in the inquiry form for the participating teachers to express opinions on personal characteristics. First, they were asked whether teachers of partially seeing children needed personal characteristics different in degree or kind from those required of teachers of normal children. Of those who reported experience with both normal and partially seeing children 10 and who therefore had some perspective in the matter, 100 teachers answered "yes," 16 answered "no," and 7 made no reply.

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Second, the participating teachers were asked to list and comment on personal characteristics. In an effort to identify these qualities, the teachers used certain words repeatedly; for example, 31 teachers mentioned "patience," 27"understanding," 17 "cooperation," and 12 "sympathy.'' From 4 to 10 teachers used the words "imagination and initiative, emotional stability,' tact," "kindness, adaptability," "love of children,' "enthusiasm,' physical fitness,' sense of humor." In addition, comments of many other teachers implied that these qualities were important. To merely list these characteristics would not reflect the full meaning of the teachers' comments. Patience, for example, seemed to mean

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keeping the objective in mind with firmness to accomplish necessary tasks

the ability to inspire each individual child to make a personal success of his life

the ability to encourage the children to surmount obstacles which they thought were insurmountable.

The words "understanding" and "sympathy" were generally used in relation to problems created by the handicap, as indicated by the following: sympathy, understanding, and appreciation of handicapped persons

understanding of individual problems arising from physical, emotional, or social problems. The teachers have a broad concept of the meaning of "cooperation."

* Called by the Commissioner of Education to review the findings from the study (October 1954). See appendix D, inquiry form EXC-4G, question 6.

10 Of the 130 participating teachers, 123 reported teaching experience with both normal and partially seeing children.

They think it should extend to all school staff members and to parents and professional people in the community. To quote the teachers:

ability to establish high professional relations within the school

be cooperative and have the ability to work well with all school personnel ability to gain full cooperation and to give cooperation herself

willingness to give much time to talk with parents and others who are also working with the student.

The characteristics "resourcefulness" and "adaptability" were considered essential, as shown by the following free responses:

Teachers of partially seeing children should be resourceful, flexible, and able to make changes readily and comfortably.

Resourcefulness and versatility in planning and providing materials. Flexibility in (1) changing methods and techniques to suit the needs of the pupils; (2) changing plans at short notice when necessary.

Ability to teach a variety of grades and subject matter.

One teacher has summed up several important competencies in the following words:

Treat the handicap matter-of-factly. Help the child to understand it. Teach the importance of good general health and encourage him to function to the height of his abilities. Train the ear, the heart, and the spirit so that even the impaired eye will have a "twinkle."

COMPARISON OF COMMITTEE AND TEACHER

OPINION

The opinions of the committee and the 130 superior teachers on competencies for the most part tend to reinforce each other, although they were secured through different techniques. Both the committee and the teachers thought the scope of the work of the special teacher required not only certain personal characteristics and specialized teaching competencies, but also a working knowledge of closely related fields. This includes knowledge of medical conditions; ability to help the child with his personal adjustment; tests and methods used in evaluating the child; providing an adequate curriculum, teaching techniques, and materials (including other areas of exceptionality); knowledge of professional literature; interpersonal relationships; overall supervisory responsibilities; and personal characteristics of the teachers. In all of these fields some competencies were emphasized by both groups, while other competencies were clearly emphasized by only one group, either the committee or the teachers.

Knowledge of medical conditions.-Both the committee and the teachers indicated that teachers of partially seeing children should know about anatomy, physiology, pathology, and hygiene of the eye in relation to the adjustment of the child and his educational program. Both groups thought teachers should understand the functions of such specialists as ophthalmologists and optometrists. The participating teachers considered it "very