View report page

33.
he made eighteen months' progress in reading. He also developed
a keen interest in figures and used to make up model
radio and T.V. programmes, correctly timed and titled, and
could talk with interest about them. After a year it was
possible to return Richard to normal school ('C' stream). He
was,and always will be dull, but he is now well stabilized and
working to capacity.
2. Alan was the 'odd man out' at his infants' school; he
appeared afraid of everything, including the sound of his own
voice, speaking, when he had to, in reluctant whispers. He
would not join the other children in work or play. At seven
when he was transferred to the Special Class he was an unhappylooking
child, speaking to no-one, and had to be given a nonverbal
test, in which he scored only 70. After two terms he
would speak a little to his teacher, trusting her enough to
begin to join in P.E. It was a major triumph to see him
gingerly walking along a form, tightly holding the teacher's
hand, instead of remaining pressed against a wall terrified
while the other children ran about. Rapid progress was not
expected but in two years he had managed to make one and a
half years' advance in reading, and his I.Q. rose to 83. His
parents, opposed at first to special placement, are now
delighted, but Alan still needs to remain in the Special Class
for at least another year.
3. At the age of 9 Catherine was still having great difficulty
in reading at a 6 year-old level. She was a tense child, thin
and over-anxious,who would not stay for school dinners.
Considerable persuasion was needed before mother (who in some
ways resembled her daughter) would consent to Catherine's
transfer to a special class, where almost immediately she
began to blossom. So keen did she become that she refused to
stay away when unwell and she cheerfully stayed to dinner.
She threw herself into the work with enthusiasm and in a
single year advanced nearly three years (to 8. 10) in reading
age and was returned to her normal school with an entirely
different attitude.
We should like to acknowledge the co -operation and
encouragement we have received from the Walthamstow Committee
for Education, from the Borough Education Officer and his
staff and from the head teachers of the schools concerned.
The Special Class teachers, all of whom volunteered for the
work, have shown endless patience and sympathy in dealing with
these handicapped children, and to their skill and devotion is
due the success of this experiment.
E. M. SMITH
GEOFFREY POOLE