Chicago Public Schools: A Special Report of the Department of Child Study and Pedagogic Investigation of Children Attending the Public Day-Schools for the Deaf in Chicago (Classic Reprint)
It is doubtful if more than a very small minority of persons who have not had intimate dealings with deaf children are familiar with the characteristics which differentiate this special group from hearing children. One meets with all sorts of opin ions and notions concerning their capabilities or incapacities. It is held by some that the senses of deaf children, other than hearing, are exceptionally acute, and again the assertion is made that children who are defective in one sense are deficient in all the senses and for this reason they Speak of the mind of the deaf child as of a distinctly lower type.
This study is not, indeed, concerned with all the deaf child ren in Chicago, nor with all deaf children of school age. It deals with deaf children attending the public day schools whom this department considered of high enough grade of mentality to be educable by the special class methods of the public schools for the deaf. These deaf children have been admitted into these special rooms of instruction upon recommendation, after being subjected to a careful psycho-physical examination to determine their mental status and the degree of hearing power which they possessed. The feeble-minded and those of extreme sub-normal mentality are not incorporated in our results. It was, then, our object to carefully examine and estimate the comparative physi cal and mental status and to make an extended study of the progress and school conditions of the deaf children in the public day schools of Chicago.
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