View report page

38
Lip-reading was obviously the main means of communicating
with the child. Interesting methods were used for teaching and
encouraging speech in children at every opportunity.
It was revealing how lip-reading could be successfully taught
to toddlers of two and upwards. The Headmaster stressed the
importance of schooling at this early age.
Watching these children in the classroom, at games and at
play, it was difficult to realise they were severely or totally deaf,
and it showed clearly the excellent results that can be attained by
modern methods of teaching of the deaf child.
A very instructive demonstration was given by Prof. and
Dr. Ewing on the ascertainment and assessment of defective hearing
in children of all ages. It was clear that this is a highly specialised
technique that needs much experience. As many as six or more
interviews or examinations are needed in some cases for accurate
assessment.
A point of great practical importance was brought out in the
course of this demonstration, and that was how a baby of even
twelve months could be assessed with a fair degree of accuracy,
after several interviews. The methods and apparatus used could
reveal loss of hearing both in intensity and pitch.
The extreme importance of ascertainment of deafness at the
earliest age possible was emphasised, so that lip-reading could be
started early. The parents have an extremely important part to
play, and special clinics are held to instruct parents in the art of
teaching the child in lip-reading. It was felt that this instruction
was of paramount importance.
A lecture was delivered by Professor Lambert on the causes
of deafness and modern methods of treatment. There appears to
be less incrimination of the much maligned tonsil in the causation
of deafness these days, although tonsillectomy has occasionally a
rightful place in treatment. Much was said about the allergic
states of the nasopharynx in repeated upper respiratory infections
leading to deafness ; Antihistamine drugs find a place in modern
treatment in such cases.
Two very instructive lectures were given on the assessment
of mental abilities, achievement, and special educational treatment
of the deaf child. Although novel test material was demonstrated
in the assessment of intelligence, it was clear that this is very skilled
work and even in skilled hands, observation over a period is necessary
to achieve any degree of accuracy.
Conclusion.
This was a very useful and instructive course. The main
points of note were the following:— (1) Very early assessment of
deafness is possible and should be sought. (2) Early training in