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hearing children in September while another
pre school boy with almost no speech but some
understanding of language was in a day nursery
His six year old sister who also attended the
Summer Class had speech but a generally
rather retarded level of language development
and was in an infants school Yet another
little pre school girl had very immature speech
nearer to that of a 21/; to 3 year old than to her
real age of 4Vj This little girl s behaviour and
understanding were generally very immature for
her age
Altogether eleven children attended the
Summer School of whom six attended fa the
full five weeks the others for periods of two or
three weeks Although records were kept during
this time the heterogeneity of the group and
the frequently ad hoc nature of the techniques
devised as a result of what was observed of
the children s reactions made it almost
impossible to measure results except in highly
subjective terms Nevertheless it is possible
to state that the children with the severest
language retardation had developed certain
simple verbal concepts by the end of the five
weeks and that those who already had some
language were using speech more freely and
applying their newly acquired concepts correctly
in situations outside those in which they had
learned them (for example the six year old
boy from normal infants school having just
learned the concepts thin and fat while
being taken home by car leaned forward and
picked up two books of maps and said solemnly
and correctly a thin book - a fat book ) It is
impossible to say how much of this would have
been achieved spontaneously in the same period
if no specific teaching had been given,
In order to make the fullest use possible of
the limited time available two hours daily
(10 am to noon) for five weeks it was accepted
that the pattern of activities would have to be
rather different from that found usually in
nursery of infants classes Bearing in mind that
the children had the rest of the day in which to
initiate their own activities at their own pace
it was considered that if possible they should
be helped to participate intensively during the
two hours in a variety of activities which were
rather structured for example a period of
intensive work as a small seated group with
one teacher in verba I/visual perceptual
activities would be followed by moving-about
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activities as a more diffuse group but still fairly
closely directed Periods of waking as a group
were balanced against periods of working closely
with one adult In order to give the children as much
individual attention as possible an attempt was made
to provide as many adults as children The speech
therapists and myself provided the main continuity
with Mrs Novelli an adult student training to teach
at Maria Grey College (Mrs Novelli s two children
aged 4½ and 3 came to the class fairly frequently
also, and joined in all activities) Miss Large
teache,-in-charge of the nursery infants class for
partially hearing children at Nawood Green School
and Sister Williamson of the Medical Advisay Unit
at Martindale also gave much time to the group
Some students from the Chiswick Polytechnic course
for teachers of mentally handicapped children came
for periods of two weeks as part of regular work
with children and students from speech therapy
training schools also came to observe and help Mrs
Bone my secretary at the Hearing Clinic not only
kept records and made continuous notes but helped
with the chi Idren whenever possible All hearing
clinic staff were extremely helpful both in coping
with the extra work and helping with transpat
arrangements Thanks to Dr Lindon Medical Officer
of Health and Mr Lee Director of Education it
was possible to use the Medical Advisory Unit at
Martindale School the main physi otherapy room as
a classroom with the adjoining toilet and other
facilities Visitas included parents who could spend
as much time as they wished watching the children
(many older brothers and sisters also acted as
teacher s aides during the Summer School) observers
who were hoping to set up classes in compensatay
education elsewhere (including the Republic of
Ireland) and colleagues particularly teachers in
the borough Some parents who lived nearby or had
cars were able to bring their own children and
others as well but a good deal of the transpatation
of the children was carried out by Mrs Cox Sister
Williamson Miss Taber (Senior Audiometrician) Mr
Peter Conlin and myself
Working on the American concept of the masterteacher
with aides meant that it was not considered
necessary that all adults should have previous
specialised training in using the particular teaching
techniques employed The person directing the
overall activity of the group at any time had a clear
understanding of the aim of that particular activity
and the techniques to be employed other adults
would act initially both as observers and as aides
encouraging children to listen or look or join in