important" to recognize eye fatigue and other conditions among partially seeing pupils which suggest the need for referral to medical personnel. This emphasis may imply an understanding of deviation in the child's behavior as well as changes in the appearance of his eyes. Pupil adjustment. Both groups considered the ability to help the child with his total personal development one of the most important competencies for the teacher of partially seeing children. The participating teachers emphasized the ability to create a classroom atmosphere conducive to good mental health which, for example, would draw out the shy child. They also indicated the necessity for the teacher to have skill in counseling partially seeing children. They rated as "very important" their own ability in counseling the partially seeing child on his personal attitudes toward his physical handicap, his social problems, and his life goals. The committee, in other words but in a similar vein, pointed to the teacher's function in helping the child with his personal adjustment. For example, the committee indicated that the special teacher should be able to help the pupil gain insight into his assets and limitations. Such counseling skills were probably stressed because the teacher's daily association with the child places her in a strategic position to help him in this way. Evaluation of the child.—In general, both the committee and the teachers recognized the value of skill in using the various kinds of tests and records. Both groups considered it essential for the teacher of partially seeing children to be able to make educational interpretations from medical records and to have ability in developing and using cumulative records. The participating teachers considered the ability to make interpretations from psychological and social records as "very important.' A knowledge of standardized tests in large type and skill in giving and interpreting vision-screening tests were identified by the committee as competencies which the teacher should have. While the average evaluation of the 130 teachers does not indicate a high rating of these items, raw data show considerable variation in their opinions. In order to make the best use of the child's potentialities and to know the best techniques and materials for instructing him, teachers should know the results of group tests and tests of auditory and visual acuity. The question arises as to how much skill special teachers should have in these competencies. The need for these skills is generally determined by the resources of the school system and the community in which the special teacher is employed. Curriculum, teaching techniques, and materials.—Both the committee and the teachers emphasized the need for providing a curriculum for the partially seeing child which is an integral part of the regular school curriculum and activities, but which is sensitive to and provides for the varied needs of partially seeing children. The committee thought special teachers should have the ability to bring about a definite articulation between the ele Courtesy Special Education Department, Detroit Public Schools This child's teacher provides special materials. mentary and secondary school levels in organizing and administering programs for partially seeing children. Professional literature.-Both the committee and the teachers agreed that it was "important" for special teachers to have knowledge and understanding of the significant literature bearing on the education and psychology of partially seeing children. Interpersonal relationships. Both the committee and the responding teachers agreed that there should be a close working relationship between teachers of partially seeing children and other teachers in the school, with professional workers in the community and with parents. Both groups regarded it as essential for the special teacher to work with other teachers in planning schedules and activities for partially seeing children. By means of such cooperation these children become a part of the total school program while their special needs are being met. The committee mentioned further that teachers of partially seeing children should take the initiative in making the necessary adjustments. Both the committee and the teachers considered it necessary for the special teacher to work as a member of a team with such persons as ophthalmologists, social workers, and psychologists in order to best serve the needs of partially seeing children. They further agreed that the special teacher should be proficient in interpreting to the community the needs of partially seeing children. The committee put particular emphasis on the teacher's knowledge of community agencies and clinics which may serve the partially seeing child and his family. Both the committee and the teachers emphasized the special teacher's role in working with parents. The committee stressed the need for making interpretations to parents of such material as the results of screening tests and the recommendations of school principals, ophthalmologists, and psychologists. The participating teachers emphasized a direct parent-counseling relationship. For example, they considered it "very important" to have the ability to help parents understand the child's limitations and potentialities and to assist them in handling his social and emotional problems and his school placement. Overall supervisory responsibilities.—Both the committee and the 130 participating teachers showed concern for all children with eye defects. They agreed that the special teacher should be able to recognize symptoms which indicate visual impairment in the general school population. Again, they agreed that the special teacher should have a knowledge of the various types of programs for partially seeing children and how to evaluate them in terms of the individual needs of the children and the community resources. Both groups recognized skill in assisting with the organization and administration of various programs for partially seeing children as a valuable competency. Personal characteristics of the teacher.-Both the committee and the participating teachers thought teachers of partially seeing children and youth should have certain distinctive personal qualities. They stressed patience, understanding, cooperation, resourcefulness, and adaptability. Both recognized the necessity of good health, a wholesome well-adjusted personality, and a sense of humor. They considered normal vision and good speech very important. The committee pointed out that although these characteristics are needed by all teachers they are needed in greater measure by teachers of partially seeing children because of the social and emotional problems arising from a physical handicap. One is impressed with the emphasis given by both the committee and the teachers to personal characteristics necessary for "cooperation." The committee stated that teachers of partially seeing children should possess friendly, cooperative feelings toward others in order to participate in and appreciate the teamwork required for a flexible on-going program. There is no doubt that both the committee and the teachers believe that teachers of partially seeing children, in order to be effective, must have distinctive personal characteristics as well as specialized knowledge and skills. PROFICIENCY OF SOME TEACHERS IN IN AN EFFORT to obtain information on the effectiveness of some teachers of partially seeing children opinions were collected from two sources. One source was the superior teachers who evaluated their own proficiency on all the competencies which they evaluated for importance. The rank order 1 of their proficiency ratings follows each of the competencies in table I, on page 18. For example, the symbol (P, 5), occurring after the first competency item, indicates that this competency received the fifth highest average rating of proficiency. 1 The other source of information was the State and local supervisors of special education programs who have responsibility for partially seeing children. The directors and supervisors gave their opinions by answering a series of questions on the effectiveness of recently prepared teachers. This information provides clues to the way in which some teachers are meeting the needs of partially seeing children. AS APPRAISED BY TEACHERS Did the participating teachers tend automatically to rate themselves high in the same competencies as they evaluated as "very important"? To answer this question, a random sampling of 10 items was analyzed to find the relationship between each individual teacher's rating of importance of the competency and her self-rating of proficiency. A moderate but varying relation between ratings of importance and self-rating of proficiency was found. In other words, there was no marked tendency for a teacher to rate herself "good" in competencies which she had valued as "very important." The preceding discussion was concerned with the correspondence (covariation) between a teacher's rating of her proficiency on a competency and her evaluation of the importance of the competency. In addition the average of teachers' ratings of proficiency on each competency was compared See appendix C for a detailed description of how these rank orders were derived. 2 Covariation was measured by the coefficient of contingency. See appendix C for a description of the statistical procedure and a summary of the results. The median coefficient of contingency of these items was 0.39, with a range from 0.25-0.59. with the average rating of importance of each competency. On each of 20 competency items there was a statistically significant difference between the teachers' average rating of importance in the item and their self-rating of proficiency.3 These items can be identified in table I by the symbol sd. As will be seen these 20 competency items received various ratings of importance and therefore will have varying degrees of practical significance. Differences occurred in both directions. On some competencies teachers as a group rated the importance of the competency higher than their proficiency in it. In other instances the reverse was true. Discretion should be used in interpreting and applying these findings until more can be learned about the reasons for the differences. In the following 9 competency items the teachers' average ratings of importance were greater than their average ratings of self-proficiency: Rank order 1 4 29 34 35 41 13 53 64 82 86 Competency A knowledge or understanding of social and emotional problems arising from partial loss of vision. The ability to counsel partially seeing children on their vocational problems and life goals. The ability to develop interests of partially seeing pupils and guide them into hobbies, diversional interests, and clubs suited to their abilities. A knowledge or understanding of the methods or techniques of teaching the socially or emotionally disturbed child. A knowledge of vocational problems arising from partial loss of vision. The ability to help parents of partially seeing pupils with their child's occupational placement. The ability to work with architects and school administrators in planning and The ability to administer screening tests of auditory acuity to partially seeing pupils. 1 The numbers represent the rank order of importance as shown in table I. The competencies listed above are mainly concerned with the adjustment and growth of the partially seeing child, his vocation, and the special skills of the teacher. The fact that superior teachers have recognized some lack of proficiency in these competencies may indicate a corresponding lack in other special teachers. This information may be of value to teachers themselves as well as to directors, supervisors, and college personnel concerned with exceptional children. The individual teacher's goals for professional growth may be affected by the analysis she makes of her own proficiency in the nine competencies as well as in all the competencies in table I. Direc Differences were considered to be significant if the probability of occurrence was registered at the .01 Jevel or less. See appendix C for detailed description of the statistical procedure employed. |