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supervision, and ensures integration of the class with
the remainder of the school. At times a normal class
may join the speech class for stories, since it is
found that listening is facilitated when the class is
part of a large listening group.
Whilst continuing experience of teaching a class
of this kind has resulted in some small alterations of
a practical nature it has not been found necessary to
make wide changes in the way that teaching is carried
out and there is little difference in method since
the inception of the class.
There is no loss of continuity on entering normal
classes as supervision by the medical officer continues
and speech therapy is given by the same speech therapist
where necessary.
It is not possible to compare the progress of these
children in precise terms during their time in the
class with probable progress in a normal class, nor is
there available a closely similar control group. Nevertheless
the impression is that their time in the class
enabled these children to make very much more satisfactory
progress than would have been possible had
they been in a normal class and attended clinics for
speech therapy. Doubtless this is partly explained by
the small size of the class in itself but it seems
likely that the tuition planned to their needs plays
the major part.
One possible pitfall in a class of this nature is
that it could become used for children with other
handicaps, speech not being the primary handicap.
Particular care must therefore be taken that it does
not become a class for educationally sub normal or
maladjusted children. A maladjusted child in the class
is especially harmful, as children with defective
speech are very sensitive to such a disruptive influ
ence. The wide age range at first presented problems
but now with early ascertainment it varies only between
4!4 and 5% years.
The statutory limit for such a class is 10 and it
has been found that a school child population of 24;000
furnishes this number. Even within the boundary of one
authority a wide area is covered and transport has to
be provided in some instances.
The provision of a teacher presents one of the
greatest problems and a suitable candidate is unlikely
to be readily available. We feel that this class has
been particularly fortunate in having a teacher who
has been able to adapt herself readily to the new
circumstances presented by it. The essential qualifications
of a speech class teacher would seem to be a
natural kindliness and regard for children and the
ability to gain their confidence easily. Any suggestion
of a formal approach to her subject would be a disadvantage.
The teacher of this class feels that a study
of the development of speech which formed part of her
university course in English and a course of speech
training for public speaking have been of great help
to her. Whilst this is so. we feel that such experience
is a helpful, additional qualification rather than an
essential one and that the basic attributes already
mentioned are the more important.
Summary
The formation of a Speech Class in a normal infant
school is described. It is considered that it fulfils