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37
In one room as already mentioned, there is the induction loop system.
There are two individual speech trainers and both can be adapted by the
use of a "wired* mat for use in a similar way to the induction loop system.
They are portable and can be used anywhere in or out of school. All children
have individual aids.
An audiometer, tape recorder and gramophone are also available for
use in the unit. The tape recorder has been used to record children's speech
and sounds, and the gramophone has been used in the programme of auditory
training. It is apparent even at this early stage that provision must be made
for "group" teaching and that four group aids should be installed.
There are ten children aged between 3½ and 5 years in the nursery unit,
and for nine of them this is their first experience of school. Without exception
they settled quickly and happily to school routine. Their hearing losses,
which at this age are difficult to assess with true accuracy, cover a wide
range, but the majority have some "useful" hearing.
The children are being given language by the "natural" method in which
language provides meaningful situations for them. Already three children have
used speech spontaneously. All are now aware that language and speech is
the means of communication and all try to return phrases and words, although
at this stage it is pure repetition and"mimicry. All children have auditory
training and already this has proved invaluable as a guide to what they can
hear.
These children integrate 3 or 4 times a week with the normally hearing
nursery children. Integration has been very successful in a social and educational
sense for all concerned.
The rest of the children's education is continued on the same programme
as for normally hearing children of this age.
The attitude and progress of the majority of these children shows clearly
that parents are very co-operative and this is most encouraging.
PARTIALLY HEARING UNIT, KINGSLEY INFANTS' SCHOOL
Since the last report no major changes have taken place in the unit. The
rate of progress has depended on a number of factors; the extent of the hearing
loss is one of these but irregularity of attendance and inadequate parental cooperation
have been serious obstacles in the paths of a few children.
All the children integrate with the hearing children at playtimes and din
ner time. Five children integrate each day for one to one and a half hours, in
hearing classes according to their development. This is proving very worthwhile
and happy relationships are being made to the mutual benefit of the
hearing and the handicapped. The opening of the partially hearing nursery
class has given the infants another opportunity for happy social contact,
curiosity and concern.