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An attempt " to bring together the different methods of teaching speech to the deaf, select the best in each and organize a method of approach which all our teachers shall follow."

Report of the director of special schools for the school year, 1922-23. Chicago, Ill., Board of education, 1923. 178 p.

Considers provisions made for exceptional children in special schools and classes in prevocational schools and for corrective speech an oral hygiene.

IOWA

Iowa. State department of public instruction. Census of handicapped children. Des Moines, Iowa, State department of public instruction, 1930. 15 p. (Research bulletin no. 4)

Outlines the method used in effecting a State enumeration of various types of exceptional children. Gives the results of the census, with an estimated number of each type in the State.

MARYLAND

Wallin, John E. W. A brief survey of special education in the public schools of Baltimore. Baltimore, Md., Department of education, 1929. 57 p.

Describes the procedure followed in the Baltimore school system for the education of exceptional children, the administrative and supervisory organization, training and experience of special class teachers, and character of pupil material. Gives major recommendations for the development and improvement of the program.

MASSACHUSETTS

Massachusetts, Commonwealth of, Department of education. Regulations for determining the number of children three years retarded in mental development. Boston, Mass., The Commonwealth of Massachusetts, Department of education and Department of mental diseases, 1926. 29 p.

A bulletin giving State regulations regarding selection of children for examination and type of examinations given. Lists available clinics providing examination facilities.

Worcester, Mass. School committee. Special classes. Worcester, Mass. School committee, 1930. 24 p.

Considers local organization of special classes for mentally handicapped, sight-saving classes, classes for the deaf, hospital class for convalescent children, classes for foreigners, and fresh-air classes.

MICHIGAN

Berry, Chas. S. The education of handicapped children in Michigan. Lansing, Mich., State board of education, 1926. 56 p.

Considers provisions made for the blind and partially-sighted, the deaf and hard-ofhearing, the crippled, the speech defective, and the mentally retarded. Includes also citations of the Michigan laws relative to the education of physically handicapped children.

Detroit, Mich. Board of education. Consonant exercises for speech improvement, Books one and two. Detroit, Mich., Board of education, 1929. 2 v.

Book one presents reading selections designed to develop correct position and emission of consonants, distinct articulation, pleasing voice, and other qualities of good reading. Limited primarily to single consonants and the simpler combinations of consonants. Book two, continues the subject giving combinations of a more difficult type.

Course of study in speech improvement. Detroit, Mich., Board of education, 1925. 90 p.

A course of study originated and revised by those working in the division of speech improvement. Is developed under eight main headings : Poise of body and mind; breatb control ; speech mechanism; the voice; position and emission of sounds; reading; activities for development of good speech ; and activities for the correction of lisping, nasality, cleft palate, foreign accent, and stammering.

Detroit, Mich. Board of education. Course of study for special classes. Detroit, Mich., Board of education, 1926. 95 p.

Course outlines in reading, arithmetic, geography, history, civics, spelling, and handwriting for the mentally retarded. Lists teachers' reference books and pupils' textbooks.

The department of special education. Detroit, Mich., Board of education, 1925. 39 p.

Describes the organization of the Department of special education in Detroit as it existed in 1925.

Pupils' guide to speech correction. Detroit, Mich., Board of education, 1929. 47 p.

A manual for pupils' use, containing exercises for speech improvement.

MINNESOTA

80 P.

Kuhlman, F. Outline of mental deficiency for social workers, teachers, and others in Minnesota. St. Paul, Minn., State board of control, Research bureau, 1925.

Defines mental deficiency and feeblemindedness, gives important psychological facts re garding the feebleminded, discusses the problems involved in their care and education, and suggests a State program for Minnesota. Lists selected reading references.

Minneapolis. Board of education. Visiting teacher number, Educational bulletin. Minneapolis, Minn., Minneapolis public schools, 1926. 70 p. (Educational bulletin, no. 9)

Considers the place and the work of the visiting teacher in relation to school and social agencies of the community, particularly as they affect the exceptional child.

MISSOURI

Kansas City, Mo. Department of education. Under-privileged childrenmentally, socially, and morally handicapped. Kansas City, Mo., Department of education, 1930. 29 p. (City school service bulletin, vol. 2, no. 4, March, 1930)

A description of the school opportunities offered in Kansas City public schools for children who are underprivileged on account of mental, social, or moral handicaps. It sets forth the organization and aims of the special schools.

Under-privileged children—physically handicapped. Kansas City, Mo., Department of education, 1930. 19 p. (City school service bulletin, vol. 2, no. 3, January, 1930)

A description of the school opportunities offered in Kansas City for the deaf, the crippled, the sight defective, and other physically handicapped children.

NEW JERSEY

New Jersey. State department of public instruction. [A report of the proceedings of the annual conference of the Commissioner of education and superintendents of schools] Education bulletin, vol. 17, no. 7, March, 1931.

168 p.

The topics discussed were concerned with the provision of maximum opportunity for pupils in terms of their mental ability and the provision of special educational opportuni. ties for children who are handicapped by mental or physical defects. The work done in various school systems of the State is reported in detail.

NEW YORK

Cornell, Ethel L. Mental hygiene, its place in the classroom. New York, University of the State of New York, 1927. 19 p. (Bulletin no. 875, May 1, 1927)

A bulletin designed to help the teacher in the understanding of mental hygiene principles as she meets the problems of childhood. Points out the factors that need to be considered in analyzing behavior difficulties.

Cowen, Philip A. and Matthews, Eleanore Ross. Special-class curriculum study. Albany, The University of the State of New York, 1930. 55 p. (Bulletin no. 944)

Part presents the "results of the analysis of current practices in regard to grouping pupils and in regard to the activities approximately used in each group." Part II lists desirable teaching units. Part III suggests material which may be used in the various teaching units and the source from which such material may be obtained.

Coxe, Warren W. and Cornell, Ethel L. A study of pupil achievement and special-class needs in Westbury, L. I. Albany, The University of the State of New York, 1926. 52 p. (Bulletin no. 839)

A survey conducted in order to investigate ability and achievement of pupils and to determine whether there was need for further provision for subnormal children in special classes. Findings indicated the need for organization of a third special class to be added to the two already existing.

Gray, Eleanor A. Manual of suggestions for the use of the phonograph in special classes. Albany, N. Y., University of the State of New York, 1926. 38 p. (Bulletin no. 843)

Suggests ways of using the phonograph records which the State Department of education lends to teachers of mentally defective children. It aims to encourage a wider appreciation of the adaptation of music to educative activities in special classes."

Martin, Frederick. The prevention and correction of speech defects. New York, University of the State of New York, 1921. 6 p. (Bulletin no. 747, 1921)

Considers the major types of speech defects and stresses the importance of prevention in their incipiency.

Morrison, J. Cayce; Cornell, W. B.; and Coxe, Warren W. Survey of the need for special schools and classes in Westchester County, N. Y. Albany, The University of the State of New York, 1924. 29 p. (Bulletin no. 806, 1924)

Describes the method used in the investigation of the needs of the county, the results of the study, and gives recommendations for action.

New York. Board of education. Mentally handicapped children, 1925–26. New York, Board of education, (1926) 120 p.

A report of the inspector of ungraded classes of the city of New York, dealing with the organization and development of the work carried on for retarded children.

Summary report on pupils of two special opportunity classes of very bright children. New York, Board of education, 1929. 16 p.

An account of the origin and organization of the classes, their outstanding features, and the follow-up work done with the pupils enrolled.

University of the State of New York. Jamestown eye survey. Albany, N. Y., University of the State of New York, 1926. 26 p. (Bulletin no. 847, 1926)

A study of 8,000 school children made with the purpose of determining the amount of defective vision that might be expected in a representative city of medium size. Of the total number examined, 18 per cent were found to have an eye defect of some kind, and 4 per cent showed marked defects needing urgent attention. Of these defects it was estimated that 30 per cent could readily be corrected in a few months' time through adequate facilities. Recommendations for a constructive program are included.

Organization of special classes for subnormal children. Albany, N. Y., The University of the State of New York, 1930. 9 p. (Bulletin no. 940)

Discusses briefly the purpose of special classes, legal provisions, regulations for their organization, and general methods of teaching.

State aid to counties for physically handicapped children. Albany, N. Y., The University of the State of New York, 1926. 15 p. (Bulletin no, 858)

Discusses the functions of the Crippled children's bureau of the State of New York, its organization, and the provisions under which State aid is given.

Orleans, Jacob S. Survey of educational facilities for crippled children in New York State. Albany, N. Y., The University of the State of New York, 1925. 26 p. (Bulletin no. 835)

A description of the work being done in nine cities of New York State to educate the crippled child according to his needs.

OHIO

Cleveland, Ohio. Board of education. Classes for subnormals. Cleveland, Ohio, Board of education, 1930. 28 p. Discusses organization, equipment, teacher standards, curriculum, etc.

Deaf, Braille, and sight-saving classes. Cleveland, Ohio, Board of education, 1930. 34 p. General report of type of work done in the classes listed in the title.

Institutional schools. Cleveland, Ohio, Board of education, 1930. 8 p.

A brief account of the organization of residential schools for delinquent boys, delinquent girls, and for tuberculous children ; also of the work being done in the detention home.

Special classes for subnormal children. Cleveland, Ohio, Board of education, 1929. 6 p.

A brief account of the organization, administration, and curriculum of special classes for mentally retarded children.

Sunbeam school and orthopedic department, Cleveland, Ohio, Board of education, 1930. 16 p. Description of the work being done for crippled children in the city.

Thomas A. Edison school. Cleveland, Ohio, Board of eilucation, 1930. 16 p.

Description of a school organized for the boy who has become a behavior problem. Its aim is to direct rather than to punish.

Hadley, Hazel C. Educating crippled children in Ohio. Columbus, Ohio, State department of education, 1927.

A general survey of the work being done under the State department of education in the interests of crippled children.

Ohio State board of education. Prescribed standards for classes for crippled children. Columbus, Ohio, State board of education, 1925. 4 p.

Prescribed standards for classes for deaf children. Columbus, Ohio, State board of education, 1925.

Prescribed standards for sight saving classes. Columbus, Ohio, State board of education, 1926. 4 p.

Considers eligibility of pupils, size and equipment of room, size of classes, and administration for this type of exceptional children, and the types in the two entries immediately preceding.

Wise, C. R. and Cox, Mary R. Educating the deaf. Cleveland, Ohio, Board of education, 1929. 20 p.

Gives something of the history of the Alexander Graham Bell school in Cleveland. the problem which it is meeting in the education of the deaf, and the organization and cur riculum of the school.

134 p.

4 p.

PENNSYLVANIA

Philadelphia, Pa. Board of public education, Division of special education. [Report] 1929. 170 p.

Describes the work accomplished during the year 1928–29 in special education, which is divided into three parts : The supervision of instruction in special classes, speech improve. ment, and the work of the psychological clinic.

[Report] Philadelphia, Pa., Board of public education, 1930. 23 p.

Deals with the plan of organization, types of special classes and special class centers, and service rendered during the year 1929–30.

WISCONSIN

Lison, Marguerite M. Care and education of crippled children and disabled adults. Madison, Wis., State association for the disabled, 1928. 53 p. (Bulletin no. 1)

A bulletin showing the needs of crippled children, and presenting the laws and facilities existing in Wisconsin related to the care and education of such children.

Race, Henrietta V.; Ward, Lavilla, and Lison, Marguerite M. Special education for handicapped children. Madison, Wis., State department of public instruction, 1928. 18 p.

A report of the division of special education of the State of Wisconsin for the biennium 1926–28.

Stillson, Stella V. A course of study for classes for mentally handicapped children. Madison, Wis., State department of education, n. d. 233 p.

A complete course of study, outlining vital subject matter, setting forth basic principles, and suggesting methods of modifying techniques for specific group needs. Is the result of the experience of special class teachers in Wisconsin. Appendix includes bibliography, list of equipment and supplies, and sources of special equipment.

WYOMING

McLeod, Beatrice. Special classes for handicapped children, Cheyenne, Wyo., State department of education, 1928. 28 p.

A report of the division of special education of the State of Wyoming, covering the biennium 1926–1928.

Newark, N. J. Board of education. Special schools. [B net schools and classes. Classes for the blind] Newark, N. J., Board of education, 1921. 56 p. (Monograph no. 8, Part I)

[School for the deaf] Newark, N. J., Board of education, 1921. 43 p. (Monograph no. 8, Part II)

[Speech improvement classes. Classes for crippled children. Ungraded schools] Newark, N, J., Board of education, 1921. 42 p. (Monograph no. 8, Part III)

These three monographs above describe the organization of special schools and classes of the various types in Newark. Selection of children, curriculum, activities, equipment, and instructional method, are considered.

Trenton, N. J. Board of education. A survey and program of special types of education. Trenton, N. J., Board of education, 1929. 96 p.

A survey of existing provisions for various types of exceptional children in the city of Trenton and recommendations for an administrative program designed to provide for their needs. Report was made by a committee of experts, of which Edgar A. Doll was chairman.

Course of study. Special classes. Trenton, N. J., Public schools, July 1924. 54 p.

Includes both academic and handwork, physical training and hygiene for mentally defective children. Discusses aims, method, and content material.

Watson, Elisabeth K. Outline for use in special classes. Paterson, N. J., Public schools, 1924. 79 p.

A book of suggestions prepared for teachers of mentally retarded children. It includes academic subjects, manual work, seat work for low grade children, and sense training.

Supplementary reader for use in special classes. Paterson, N. J., Board of education, 1927. 14 p.

Selections suited to the mental limitations of the pupils involved, but with an appeal of interest to their social and chronological maturity. They deal primarily with civic life.

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