'Based on the enrollment on September, 13th, 1920. "More properly, the number of 13-H's submitted, as some of the children reported during the first quarter were also reported during the third quarter. Forms 13-A and 13-B sent in by principal. One selected last year from Form 13-H. "Forms 13-A and 13-B were received for one case last year. Selected by assistant superintendent. Duplicate 13-H received for one child from the Blair School. The initiative for the examination of the case was taken by the principal of the Blair School. Referred by mother. "Examination at the Superintendent's request. "Examination from Columbia School, Although Forms 13-H, 13-A and 13-B were sent in by the Wyman School. "Examination requested by mother and attendance officer. Referred by Hygiene Department. "One examined from Field School after 13-A and 13-B were sent in by the Divoll. One examined at request of principal; one at the request of the Children's Aid Society. "Thirteen of these were reported during the fourth quarter because of the low score made in a group test of intelligence. "Two were selected because of the low score made in the group intelligence test. "Selected by clinic from 13-H last year. One examined after complete data had been sent in from Divoll School. One child transferred to Franklin School after 13-H was sent in from Carr School. "One was examined from O'Fallon after 13-H had been sent in from Jackson. "One child was transferred to Jackson after being selected from the O'Fallon School from 13-H. Examination was requested last year by school. "One was a demonstration case, and the other was examined at the principal's request. 13-H and 13-B received for two cases last year.

State Department Regulations Governing Special Schools and Classes. The regulations issued by the State Superintendent of Education governing the organization of all types of special schools and classes for which State aid is granted are appended herewith as a matter of record and for ready reference.

STATE DEPARTMENT OF EDUCATION. GENERAL RULES AND REGULATIONS APPLYING TO SPECIAL PUBLIC SCHOOL CLASSES FOR FEEBLE-MINDED, DEAF, BLIND, BACKWARD, CRIPPLED AND SPEECH DEFECTIVE

CHILDREN.

(1921)

Superseding the Rules and Regulations issued May 10, 1920.

Under the laws enacted by the legislature in 1919 and 1921 school districts are required to establish special classes for blind, deaf, feeble-minded and crippled children when there are ten or more of each type in a given school district; and to provide speech corrective training, but not necessarily in special classes, for speech defectives when there are 50 or more in any school district. When the number is less than as above indicated two or more adjoining school districts may contract with each other for the joint maintenance of a class, provided the pupils cannot be accommodated in the appropriate state institution. Boards of education are required

to "Ascertain annually the number of children in a district who belong to any of the above types;" to furnish transportation to and from school for such of these children “as could not otherwise," attend and to provide instruction adapted to the "varying physical and mental capacities and handicaps of the children" "Under the regulations of the state department of education." Each school district shall "Receive state aid to the amount of $750.00 per annum for each teacher employed wholly in the instruction of the pupils of the aforesaid classes," provided this amount does not exceed two-thirds of the salary paid by the local board, provided the teacher has been especially trained for the particular type of child she has been employed to teach, and provided the classes have been approved by the state superintendent of schools.

The above provisions apply to classes which school boards may establish for twenty or more children who are very backward in intelligence but not feeble-minded, except that the boards are not required to furnish free transportation for such pupils, while the amount of state aid is only $300 per annum for each teacher.

Conditions for Receiving State Aid. In order to receive state aid, the special classes for defectives must be so conducted as to comply with the regulation here established with regard to the admission and discharge of pupils, the qualifications of the teachers, the methods of instruction and the supplies and equipment needed to make it possible to effectively offer the recommended types of training. State aid is restricted to instruction below the high school level.

Notice concerning the number of teachers for which state aid will be requested should be sent to the state superintendent of schools before August first of each year.

Qualifications, in General, of Teachers in all Kinds of Special Classes. The required preliminary training for certified teachers in all of the types of special classes is at least a two years' course in a standard normal school or college, and, in addition, not less than eight semester hours' credit in courses especially designed to prepare them for the particular type of work which they would do. They should be vitally interested in the particular class of defectives they are teaching, be resourceful, adaptable, and able to get away from the routine methods of mass instruction.

Admission of Pupils. No pupils should be admitted to these classes who have not been certified by the local superintendent or by the official in charge of the examination and placement of pupils in special classes as the result of a proper physical or psychoeducational examination, or both. Effort should always be made to secure appropriate remedial treatment for children suffering from defects, disorders or diseases. Records should be kept in the proper department of all examinations, findings, assignments and

treatments.

Discharge of Pupils. No pupils should be discharged from a special class except upon the action of the local superintendent, or an official designated by him. No pupil should be retained in a special class whose condition has been remedied or has been so improved that he can successfully cope with the work in the regular grades.

Methods of Instruction. The general character of the instruction, training and care should be largely individual, based upon the

peculiar interest, habits previous history, and especially the mental and physical handicaps of each pupil. The methods and contents of the instruction should be so altered and adapted from time to time as to meet the developing needs of the child.

Organization of Class. It is desirable whenever possible to establish two or more classes in a center, in order to permit of better grading or the departmentalization of the instruction, and in order to secure more ample supplies and equipment. The schools should be located in bright, cheery quarters, with ample playground space and pleasant surroundings, should have adequate appointments, and provide the best conditions for the education of children who are seriously handicapped in the race of life.

Local Administrative Direction of Special Classes. It is suggested that all classes in the large cities be placed under the supervision of one official who is an expert in the field of special education.

RULES AND REGULATIONS APPLYING TO DIFFERENT TYPES OF SPECIAL CLASSES.

Special Schools for Individual Instruction (or Opportunity Classes). For Feeble-Minded Children.

It is better to refer to these classes by some such designation as the above instead of "classes for the feeble-minded", which would prove offensive to many parents.

Admission of Pupils. Only children who have been properly individually examined by means of standardized tests of intelligence may be admitted. Children with less than a three-year mentality or less than an intelligence quotient of 30%, and with more than a nine-year mentality or over 70% of intelligence, and children who have the capacity to do satisfactory all-round third grade work, should not be admitted to these classes, which are intended for feeble-minded children.

It is also important that an investigation be made before admission of the child's physical condition, his personal, family and school history and the influence in his physical and social environ

ment.

Discharge of Pupils. Through errors of diagnosis it may happen that children may be assigned to these classes who are not feeble-minded. An effort should be made to discover such pupils as soon as possible, and to transfer them to other types of classes.

Organization of Classes. It is recommended that centers be established apart from the elementary school in cottages or homelike buildings, affording adequate opportunities for practical household training and for gardening.

Size of Classes. The minimum enrollment per teacher required by law is 10. But it is suggested that each teacher can successfully handle from 15 to 18 pupils.

Curriculum. These classes are not intended to be restoration or coaching classes. The dominant aim should be to supply a type of training which will render the defective child as happy, contented and useful as possible in the restricted world of opportunity in which he must live after leaving school.

The program should include appropriate opening exercises, literary, manumental and vocational work, sensori-motor training, physical training, including corrective gymnastics, plays and games, and the development of habits of industry and appropriate social responses.

About 35% of the pupil's time may be devoted to literary work, 35% to manual work, and the remaining time to physical training, sensori-motor training, etc. This represents merely a general guide. Some pupils should be given more literary instruction, others less. It is essential that the program be flexible so that the work will be adjusted to meet the needs of each pupil. Devote more time, as a rule to developing a child's talents than to overcome his greatest defects. The literary instruction should be elementary, concrete and practical, and, so far as possible, should be presented in correlation with the manual activities, utilizing dynamic, meaningful projects from the child's environment.

The sensori-motor and manual training should include: Kindergarten gifts and occupations, formal sensori-motor exercise, paper (cutting, pasting, construction, poster work), clay, raffia, reed, basketry, woodwork, toy making, carpentry, furniture making and repairing, loom work (with foot and hand looms, spool knitting rake knitting and cardboard loom weaving), rug making (braided and crocheted), weaving, braiding, sewing (hand and machine) hammock making, knitting, crocheting, embroidery, garment making (making simple outfits and mending), lace making, millinery, leather work, cobbling, (shoe mending), chair caning, brush making, pottery and concrete work, tin can constructions, free hand drawing and sketching, stencil design work, practical work in domestic training, including the care of the house and furniture, the preparation and serving of meals and lunches, laundering, outfitting a large doll (to teach care of baby), and gardening.

The equipment should include the necessary tools, supplies and materials for carrying on the above types of manumental work, and the physical training, and a piano or victrola.

Qualifications of Teachers. The special preparation required should include such courses as: The psychological, sociological and pedagogical aspects of feeble-minded and subnormal children; the practical examination of subnormals by means of tests of intelligence; the detailed pedagogy of the feeble-minded; observation ef, and practice teaching in, classes for the mentally defective, manumental and industrial training for subnormals.

Young teachers who are nervously stable, patient, interested in the welfare of these handicapped children, and who have done a strong grade of primary work, usually make the best teachers for this type of work.

Ungraded Classes.

For Children on the Borderline of Mental Deficiency or Who Are Intellectually Backward.

Under the provisions of the law effective in June 1921, school districts may establish classes for "twenty or more children, who, while not feeble-minded, are on the borderline of mental deficiency, or are so backward in intelligence as to be incapable of receiving

proper benefit from the instruction in the regular grades."

Admission of Pupils. Children to be admitted to these classes must first be properly examined by means of standardized tests of intelligence, and may range in capacity from 65% to 90% of normal intelligence. Some children with 65% of intelligence or more may prove clearly to be feeble-minded, and therefore should not be assigned to the ungraded classes, but to the special classes for the feeble-minded. But children of doubtful mental status, who occupy a “Borderline zone" ranging from an intelligence quotient of from 65% to 90%, should be assigned to ungraded classes for special aid and careful observation. For this type the classes will serve the function of "observation classes" or "observation wards".

It may occasionally be advisable when the proper classes are not available to assign pupils of higher mentality to these classes who have serious specific pedagogical handicaps or who are much retarded in their school work. Such assignments should be made on a temporary or part-time basis.

Discharge of Pupils. Borderline pupils and pupils of doubtful mentality when eventually prove to be mentally defective should be transferred to the classes for the latter type as soon as this fact becomes apparent. On the other hand, pupils who have been sufficiently improved to do successful work in the grades should be returned to the regular school.

Organization of Classes. It is advisable to establish these classes in the regular grade schools, perferably with two or more classes to a center.

Curriculum. The instruction should in all cases be adapted to the varying needs of the pupils. But more emphasis should be placed on the literary work in these classes than in the classes for the mentally defective. The literary instruction should be presented concretely, and much use made of the oral method of presentation, It is well to give young children a considerable amount of literary work, until their limitations in the literary branches become obvious. The non-restorable types should be given an increasing amount of manumental work as they grow older, properly correlated, preferably by means of dynamic projects, with the literary studies.

The manumental and prevocational activities should be selected according to the requirements of the pupils, from most of those recommended above for feeble-minded pupils. Proper equipment must be provided for the manual work. Many of these pupils should be transferred to an elementary industrial or prevocational school when such school is available, at the age of 13 or 14. Considerable emphasis should be placed on proper physical training.

Qualifications of Teachers. Teachers should have much the same training and qualifications required by teachers of the mentally defective.

Classes for Deaf Children.

Admission of Pupils. Only pupils who are entirely deaf or almost deaf should be admitted to these classes, after a proper examination of the condition of the child's ears and his auditory acuity. Deaf children suspected of being feeble-minded should be