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A sample of 107 subjects consisting of 29 blind and 78 sighted elementary and junior high school students in 2 local public schools and 2 residential schools for blind were tested for the effect of coarse and fine texture on their ability to judge the lengths of abrasive paper presented individually. It was predicted that the children would underestimate the coarse textures and overestimate the fine textures when stimuli were presented successively for tactual exploration. The results did not support the predicted bias in judgment of length; however, analysis of the errors to criterion in training supported the idea that texture consistently facilitated or interfered with making judgments of length. Implications for tactile displays in classrooms for blind are suggested. [ABSTRACT FROM AUTHOR]

The article provides information on the speech therapy programs in elementary schools in the U.S. Numerous children with speech problems have been forced to wait for assistance while others have been scheduled for some proper assistance. Studies in the schools of Rochester, New York indicated that there should be basis in the reorganization of educational program. In order to prevent speech defects, there should be a parent and a teacher conference to explain the progress a child is making in his speech development. Moreover, if the parents and teachers are not aware of the developmental process of the child, they may employ a technique in which they will treat the child who has a normal speech errors as a speech defective child. The parents and the teacher may also inflict the same damage to the child's personality as if he has a speech defect.

The article provides information on the major work classes of Winnipeg, Manitoba for mentally advance students. The school board approved three special classes for the exceptional students in 1954. During the same year these classes were organized in the elementary schools. Teachers are selected from those who have had several years of experience in this line of teaching. Furthermore, series of in-service training conferences has been held in order to help teachers in planning, and carrying on their work.

The article discusses the gifted children, which needs appropriate educational opportunities, in order to be a good leader. With the development of intelligence test, gifted children were defined and selected to have a high intelligence quotient. The curriculum for gifted children must be extended and enriched in full recognition of his mental development, interests, and emotional and social adjustment. According to the author, educators are now awakened to the fact that many gifted children in elementary and secondary schools are neglected. Recently there has been a renewed interest on the gifted children, and attempts are being made to offer greater stimulation, enriched experiences, and challenging opportunities, which is an important step in conservation of their ability.

The article provides information on a study which determined the efficacy of the resource room program as an alternative educational strategy to special self-contained classrooms for children diagnosed and labeled as educable mentally retarded. Through removing most of the factors that threaten internal validity, this study attempted to overcome most of the weaknesses of previous studies. The hypothesis for the study is that at the end of both 1 and 2 year periods, those elementary school educable children who are taught in regular classrooms with access to the resource rooms would be less self derogatory, be better socially adjusted and achieve more academically than similar children assigned to self contained classes.

The article focuses on the results of the Coopersmith Self-Esteem Inventory (SEI) test conducted on boys with severe behavior problems. The Coopersmith SEI is a self report measure that has been used frequently with early elementary school children and children with reading problems. It was concluded that the Coopersmith SEI scores for the given sample of boys showed satisfactory test-retest reliability but questionable validity. It was suggested that future users of Coopersmith SEI should plan for appropriate checks on its validity.

The article discusses the application of music on mentally retarded children. Music promotes socialization and helps in the motor coordination of the children. It stirs the senses and imparts aesthetic pleasure. Music responses also liberates emotions and tensions. The usual elementary music curriculum should not consist of good music education for special class children. The Keene State College conducts a music therapy workshop for the students and teachers in special education and music education.