WEBVTT 0:00:03.225 --> 0:00:04.949 This is an egg. 0:00:10.525 --> 0:00:11.824 Crack it now. 0:00:11.825 --> 0:00:13.324 This is an egg. 0:00:13.325 --> 0:00:14.224 Ah! 0:00:16.675 --> 0:00:18.599 And this is an egg. 0:00:18.600 --> 0:00:22.499 Hey, I got it all over. 0:00:22.500 --> 0:00:25.924 And this is a child who is blind. 0:00:25.925 --> 0:00:35.324 [ Music ] 0:00:35.325 --> 0:00:37.749 The Exceptional Child, 0:00:37.750 --> 0:00:40.324 a child with differences. 0:00:40.325 --> 0:00:42.399 It is our hope that through these programs, 0:00:42.400 --> 0:00:45.349 we might better understand this child 0:00:45.350 --> 0:00:47.721 and help him. 0:00:47.722 --> 0:01:02.599 [ Music ] 0:01:02.600 --> 0:01:04.399 This is Eva. 0:01:04.400 --> 0:01:07.849 She is six years old and she's blind. 0:01:07.850 --> 0:01:09.624 And this is Mrs. Fern Root, 0:01:09.625 --> 0:01:12.474 Coordinator of Services for Blind Children, 0:01:12.475 --> 0:01:15.249 Division of Education for Exceptional Children 0:01:15.250 --> 0:01:18.599 at Syracuse University, and the mother of three children. 0:01:18.600 --> 0:01:21.899 And I am Ed Jones, a member of the television industry 0:01:21.900 --> 0:01:25.074 and father who's come to realize that the exceptional child 0:01:25.075 --> 0:01:28.249 is of most concern to all of us. 0:01:28.250 --> 0:01:29.449 Later in the program, 0:01:29.450 --> 0:01:33.049 Mrs. Root will show us some of the very real problems 0:01:33.050 --> 0:01:36.699 that confront the child who is blind in his quest for a happy 0:01:36.700 --> 0:01:39.024 and constructive development. 0:01:39.025 --> 0:01:41.474 It is my pleasure to be your host on these programs 0:01:41.475 --> 0:01:43.949 and today to help Mrs. Root as much as I can 0:01:43.950 --> 0:01:46.599 to bring into clearer and sharper focus 0:01:46.600 --> 0:01:50.999 the very special problems that confront the child who is blind. 0:01:51.000 --> 0:01:54.099 The child who is blind lives in a world where 0:01:54.100 --> 0:01:55.774 color and lights, 0:01:55.775 --> 0:01:57.449 friendly faces, 0:01:57.450 --> 0:02:01.974 are often just descriptive phrases, mere words. 0:02:01.975 --> 0:02:04.599 So obvious to others, even taken for granted, 0:02:04.600 --> 0:02:08.899 but which to him may never be completely real. 0:02:08.900 --> 0:02:12.674 He lives in a world where touch and sound, 0:02:12.675 --> 0:02:17.099 his own mind and personality are his chief resources. 0:02:17.100 --> 0:02:20.449 He must reach out to feel the shape of things, 0:02:20.450 --> 0:02:23.774 and understand their relationships. 0:02:23.775 --> 0:02:25.724 If he is to know beauty, 0:02:25.725 --> 0:02:27.799 it will be through touch 0:02:27.800 --> 0:02:29.124 and through smell 0:02:29.125 --> 0:02:32.367 and through the descriptions of others. 0:02:32.368 --> 0:02:34.249 He must listen 0:02:34.250 --> 0:02:38.124 and grow through the careful assistance of those around him. 0:02:38.125 --> 0:02:39.724 He is blind 0:02:39.725 --> 0:02:43.049 and the world and his relationship to it are not discovered 0:02:43.050 --> 0:02:44.574 through moving objects, 0:02:44.575 --> 0:02:48.499 bright colors and the visual expressions of those who love him. 0:02:48.500 --> 0:02:50.399 He's a child of differences 0:02:50.400 --> 0:02:52.849 who must understand the world and his place in it 0:02:52.850 --> 0:02:56.699 through resources that are his. 0:02:56.700 --> 0:02:59.374 Not everything to the child who is blind 0:02:59.375 --> 0:03:02.474 is unusual, unique or sensational. 0:03:02.475 --> 0:03:04.074 But it is different. 0:03:04.075 --> 0:03:06.824 Different from what it appears to be to us. 0:03:06.825 --> 0:03:09.749 Those of us who can see are sometimes limited 0:03:09.750 --> 0:03:13.049 in our understanding of blindness by our own vision. 0:03:13.050 --> 0:03:15.149 Our feelings and considerations 0:03:15.150 --> 0:03:18.099 are distorted by beautiful sunsets, 0:03:18.100 --> 0:03:21.599 colorful fabrics, trees and flowers. 0:03:23.100 --> 0:03:25.199 This picture, for example. 0:03:25.200 --> 0:03:28.124 Here, even in shades of black and white, 0:03:28.125 --> 0:03:30.774 we can see that here's a beautiful scene. 0:03:30.775 --> 0:03:33.524 A mountaintop against a sky. 0:03:33.525 --> 0:03:35.424 To the child who is blind, 0:03:35.425 --> 0:03:39.849 this is mountain, mountain, mountain. 0:03:39.850 --> 0:03:46.049 That is, until we translate it for him in terms that he understands. 0:03:46.050 --> 0:03:49.899 Many children who are classified as legally blind 0:03:49.900 --> 0:03:52.274 actually do see something, however, 0:03:52.275 --> 0:03:54.724 bright light in some cases. 0:03:55.700 --> 0:03:58.499 Others may see as much as this, 0:03:58.500 --> 0:04:01.149 or what we see at 200 feet, 0:04:01.150 --> 0:04:05.124 the legally blind child can see it best at 20 feet. 0:04:05.125 --> 0:04:09.574 The partially seeing, who we met last week, see still more. 0:04:12.450 --> 0:04:16.399 But today we hope to discover some of the problems that face the child 0:04:16.400 --> 0:04:18.399 who is legally blind, 0:04:18.400 --> 0:04:21.549 the child who perhaps sees nothing at all 0:04:21.550 --> 0:04:24.299 or perhaps some vague particles of light, 0:04:24.300 --> 0:04:29.749 or maybe even to read the headlines of a daily newspaper. 0:04:29.750 --> 0:04:31.049 Long before 0:04:31.050 --> 0:04:34.449 blindness becomes a noticeable handicap to the blind child himself, however, 0:04:34.450 --> 0:04:37.674 it may become a very real problem to the parents. 0:04:37.675 --> 0:04:41.074 Some parents may feel guilt, rejection, 0:04:41.075 --> 0:04:43.599 or hopelessness, as seen in this attitude. 0:04:43.600 --> 0:04:46.674 But Mary, he's blind, he'll never be able to do anything. 0:04:46.675 --> 0:04:49.199 We'll have to send him away. 0:04:49.200 --> 0:04:51.399 Fortunately, this is not the general rule 0:04:51.400 --> 0:04:55.399 and other parents show much greater understanding. 0:04:55.400 --> 0:04:57.749 Johnny is blind, Dear, 0:04:57.750 --> 0:04:59.774 but even if he can't see, 0:04:59.775 --> 0:05:02.474 he still needs us and our home 0:05:02.475 --> 0:05:05.174 to grow like other children do. 0:05:05.175 --> 0:05:09.674 Friends and neighbors may add to the problem or may be of great assistance. 0:05:09.675 --> 0:05:14.299 Those who fail to understand may reject the parent and the child, 0:05:14.300 --> 0:05:17.299 or may smother them with pity, as in this example. 0:05:17.300 --> 0:05:20.174 Oh, Mary, you poor thing, 0:05:20.175 --> 0:05:22.524 and your poor child. 0:05:22.525 --> 0:05:25.549 I think it's just terrible. 0:05:25.550 --> 0:05:30.424 Others can and do help, not through pity but through understanding. 0:05:30.425 --> 0:05:32.299 Why not bring Johnny over here to play with 0:05:32.300 --> 0:05:34.799 Karen this afternoon while you do your shopping? 0:05:34.800 --> 0:05:37.349 And then perhaps next week you'll take Karen for me 0:05:37.350 --> 0:05:40.274 while I go to the civilian defense meeting. 0:05:40.275 --> 0:05:43.274 When it comes time for the sightless child to enter school 0:05:43.275 --> 0:05:45.049 with children who can see, 0:05:45.050 --> 0:05:47.099 the other children may fail to understand 0:05:47.100 --> 0:05:49.424 and show resentment as in this case. 0:05:49.425 --> 0:05:52.324 Well, gee, Mother, we've got a blind kid in school 0:05:52.325 --> 0:05:54.399 and he spilt the milk on my dress. 0:05:54.400 --> 0:05:56.324 It was all his fault. 0:05:56.325 --> 0:05:58.474 This, too, is not the general rule 0:05:58.475 --> 0:06:03.224 and other children do show great understanding. 0:06:03.225 --> 0:06:06.474 Mother, you know we have a blind kid in school. 0:06:06.475 --> 0:06:10.274 Sometimes he bumps into things but he tries not to. 0:06:10.275 --> 0:06:15.499 Today he helped me find a marble I dropped during recess. 0:06:15.500 --> 0:06:17.199 Those who do understand 0:06:17.200 --> 0:06:19.774 realize the child who is blind, 0:06:19.775 --> 0:06:21.749 is after all, a child, 0:06:21.750 --> 0:06:23.524 a little unsure, 0:06:23.525 --> 0:06:25.274 but a wonderful, 0:06:25.275 --> 0:06:26.449 inquisitive, 0:06:26.450 --> 0:06:28.324 even mischievous child 0:06:28.325 --> 0:06:32.524 with a need and an appetite for the same things that all children need. 0:06:32.525 --> 0:06:33.524 Love, 0:06:33.525 --> 0:06:34.774 security, 0:06:34.775 --> 0:06:37.049 recognition and confidence. 0:06:37.050 --> 0:06:38.924 And then they know, too, 0:06:38.925 --> 0:06:42.074 that he can learn to feed and dress himself, 0:06:42.075 --> 0:06:43.849 to do household tasks, 0:06:43.850 --> 0:06:44.849 to play, 0:06:44.850 --> 0:06:48.449 to grow and live happily and constructively. 0:06:48.450 --> 0:06:50.824 Mrs. Root, whom you met earlier in the program, 0:06:50.825 --> 0:06:54.124 has had several years experience working with blind children 0:06:54.125 --> 0:06:55.674 and she has come to know 0:06:55.675 --> 0:06:57.549 and understand the many special problems 0:06:57.550 --> 0:07:01.369 that confront the child who is blind. 0:07:01.370 --> 0:07:04.274 Eva is a pretty secure six-year-old now. 0:07:04.275 --> 0:07:06.924 She dresses herself, she can make her own sandwiches, 0:07:06.925 --> 0:07:08.999 she makes friends easily, 0:07:09.000 --> 0:07:10.749 and she's mischievous. 0:07:10.750 --> 0:07:13.924 But before she was like this, she was a baby whose parents 0:07:13.925 --> 0:07:18.274 were bewildered with questions about what a blind child could learn to do. 0:07:18.275 --> 0:07:20.999 First they asked for help from a home counselor 0:07:21.000 --> 0:07:22.699 and then, most important of all, 0:07:22.700 --> 0:07:26.024 they began treating her like a normal member of the family. 0:07:26.025 --> 0:07:28.674 She went with them on shopping expeditions. 0:07:28.675 --> 0:07:31.824 She had to obey the same rules that the rest of the children did. 0:07:31.825 --> 0:07:34.724 She was treated as a member of the family. 0:07:34.725 --> 0:07:38.224 The only difference was that her mother found it took a little more time 0:07:38.225 --> 0:07:42.324 to explain things to Eva because she had to have them at firsthand. 0:07:42.325 --> 0:07:46.899 The only way she knows what an egg is is to feel it and smell it. 0:07:46.900 --> 0:07:50.999 Many families find that they must plan special activities carefully 0:07:51.000 --> 0:07:53.849 to include all members of the family equally. 0:07:53.850 --> 0:07:57.649 Here is a family having a free-for-all play time. 0:07:57.650 --> 0:08:00.724 This is Bruce and his family in their own home, 0:08:00.725 --> 0:08:02.949 the most important place to Bruce. 0:08:02.950 --> 0:08:04.199 He's just learning to walk 0:08:04.200 --> 0:08:08.006 and can see bright lights and some moving objects. 0:08:10.825 --> 0:08:14.149 Because of illness and eye surgery when he was very young, 0:08:14.150 --> 0:08:17.024 Bruce really likes to be left alone most of the time. 0:08:17.025 --> 0:08:21.049 But his parents know that he must be urged into more activity. 0:08:21.050 --> 0:08:25.174 He must learn to play with the family and he must learn to obey some of the rules. 0:08:25.175 --> 0:08:26.949 He doesn't like to wear glasses 0:08:26.950 --> 0:08:28.624 but because he must learn to wear them, 0:08:28.625 --> 0:08:32.874 his family insists that he do it between supper and bedtime every day. 0:08:32.875 --> 0:08:36.999 Later, he'll learn to wear them more of the day. 0:08:55.375 --> 0:08:57.949 At first, his own little world and his parents 0:08:57.950 --> 0:08:59.974 were the only things that mattered to Bruce. 0:08:59.975 --> 0:09:02.999 He wasn't much interested in his little sister. 0:09:03.000 --> 0:09:06.474 Now he's beginning to like her, and they play together sometimes. 0:09:06.475 --> 0:09:09.624 They pile pillows on each other, and she can pull him on the rocking horse, 0:09:09.625 --> 0:09:12.999 and they yell at each other. 0:09:17.825 --> 0:09:22.499 Bruce likes the silver dish because when he moves it, he can see the light. 0:09:22.500 --> 0:09:25.499 But his parents realize that this isn't a very creative activity 0:09:25.500 --> 0:09:29.574 and he must learn to like other things that are more active. 0:09:29.575 --> 0:09:33.574 Every night after supper, his family has play time at this house. 0:09:33.575 --> 0:09:36.374 It usually ends in singing and a bath for the children 0:09:36.375 --> 0:09:38.285 before they're tucked in. 0:09:57.675 --> 0:10:01.999 It's hard to catch daddy when he keeps moving. 0:10:16.075 --> 0:10:19.299 This is something Bruce doesn't like to do. 0:10:19.300 --> 0:10:21.774 But his parents have learned that he must be pushed a little, 0:10:21.775 --> 0:10:24.499 urged a little to do things. 0:10:46.875 --> 0:10:49.449 He knows that even though he doesn't always enjoy the things 0:10:49.450 --> 0:10:50.924 they want him to do, 0:10:50.925 --> 0:10:54.924 still, his parents want him and love him. 0:10:54.925 --> 0:10:58.699 They accept him, even when he doesn't feel pleasant sometimes. 0:10:58.700 --> 0:11:01.974 This family relationship is most important to Bruce now 0:11:01.975 --> 0:11:06.149 and will be for a long while. 0:11:06.150 --> 0:11:08.999 When a child knows for sure what his home is like 0:11:09.000 --> 0:11:11.099 and what he can do with his family, 0:11:11.100 --> 0:11:12.849 then he's ready for new adventures. 0:11:12.850 --> 0:11:14.999 He wants to get acquainted with people in the neighborhood 0:11:15.000 --> 0:11:16.874 and to play with other children, 0:11:16.875 --> 0:11:18.699 to talk to the milkman, 0:11:18.700 --> 0:11:20.074 to go to the store with his mother 0:11:20.075 --> 0:11:22.774 and to go to the gas station with his father, 0:11:22.775 --> 0:11:26.924 and he may even be ready to go to a nursery school. 0:11:26.925 --> 0:11:28.274 This is Kathy, 0:11:28.275 --> 0:11:30.449 playing in a nursery school room. 0:11:30.450 --> 0:11:36.499 She's a year older than Bruce and has no vision at all. 0:11:36.500 --> 0:11:39.024 She's learned that this is a big world 0:11:39.025 --> 0:11:40.949 but that most of the time, it's fun 0:11:40.950 --> 0:11:43.299 and she can be comfortable in it. 0:11:43.300 --> 0:11:46.474 She can be away from home for a few hours at a time. 0:11:46.475 --> 0:11:49.449 She can be happy with a teacher or a counselor. 0:11:49.450 --> 0:11:54.999 She can be part of a give-and-take play with a group of children. 0:12:11.600 --> 0:12:13.949 Many blind children rub their eyes. 0:12:13.950 --> 0:12:15.849 As they become more active and interested, 0:12:15.850 --> 0:12:17.745 they outgrow this. 0:12:24.200 --> 0:12:25.321 Whoops! 0:12:26.550 --> 0:12:30.524 Kathy knows there can be unexpected things in the way but she also knows 0:12:30.525 --> 0:12:34.999 that she can get over them safely to catch the teacher. 0:12:40.375 --> 0:12:43.524 Kathy's learning how to use her hands in this game, 0:12:43.525 --> 0:12:45.224 but the most important part of it 0:12:45.225 --> 0:12:47.674 is the race to see who can say "bang" 0:12:47.675 --> 0:12:50.499 when the ring goes on the stick. 0:13:08.175 --> 0:13:09.415 Bang! 0:13:25.125 --> 0:13:28.324 Kathy's learned to move about quite freely by herself, 0:13:28.325 --> 0:13:32.424 but there are some things she just can't do fast enough alone. 0:13:32.425 --> 0:13:35.149 She loves to hold someone's hand so she can run. 0:13:35.150 --> 0:13:38.049 She likes to swing and slide and ride a tricycle, 0:13:38.050 --> 0:13:41.076 and she likes to jump. 0:13:52.825 --> 0:13:55.874 Kathy still needs home and Mother most of the time 0:13:55.875 --> 0:13:58.074 but she's a pretty secure little person 0:13:58.075 --> 0:13:59.824 who's ready to visit relatives, 0:13:59.825 --> 0:14:01.224 go to Sunday school, 0:14:01.225 --> 0:14:03.224 take trips with the teacher, 0:14:03.225 --> 0:14:05.370 or go to nursery school. 0:14:11.825 --> 0:14:15.149 Many blind children go to nursery schools in their own communities 0:14:15.150 --> 0:14:17.399 along with the children in their neighborhood. 0:14:17.400 --> 0:14:19.074 This has many advantages 0:14:19.075 --> 0:14:22.699 to the blind child and to the children in the nursery school. 0:14:22.700 --> 0:14:26.024 The blind child learns a lot of things that he wouldn't learn 0:14:26.025 --> 0:14:30.499 if he had to depend on hearing and sound and smell. 0:14:30.500 --> 0:14:33.424 The other children in the group see things which they talk about 0:14:33.425 --> 0:14:35.724 and he learns about them, too. 0:14:35.725 --> 0:14:38.174 On the other hand, the other children are interested in the 0:14:38.175 --> 0:14:41.524 things that he does because he has to listen more carefully 0:14:41.525 --> 0:14:44.849 and to smell and touch things, and they like to do this too, 0:14:44.850 --> 0:14:47.099 so that often nursery school teachers say 0:14:47.100 --> 0:14:50.549 that their groups have more fun because a blind child is in the group 0:14:50.550 --> 0:14:55.124 and they must all listen and smell and touch things more. 0:14:55.125 --> 0:14:56.874 When the child begins to be school age, 0:14:56.875 --> 0:14:58.899 the parents often ask questions 0:14:58.900 --> 0:15:02.899 about what kind of education is best for a blind child. 0:15:02.900 --> 0:15:05.774 This is a thing which is not easy to settle. 0:15:05.775 --> 0:15:09.249 Many children go to state or private residential schools 0:15:09.250 --> 0:15:11.374 where they live for the academic year, 0:15:11.375 --> 0:15:14.524 and they're all blind children who attend this school. 0:15:14.525 --> 0:15:20.024 Other children may live in their own communities and go to public schools. 0:15:20.025 --> 0:15:22.299 Yvonne is six years old. 0:15:22.300 --> 0:15:24.799 She can see very bright lights only. 0:15:24.800 --> 0:15:27.049 She attends public school, first grade, 0:15:27.050 --> 0:15:29.099 in her own neighborhood school. 0:15:36.350 --> 0:15:39.179 Simon says jump up! 0:15:47.250 --> 0:15:49.349 This is Yvette, Yvonne's twin. 0:15:49.350 --> 0:15:51.174 She too is legally blind 0:15:51.175 --> 0:15:54.599 but has enough vision to read a book with large letters. 0:15:54.600 --> 0:15:57.624 This is a classroom in which the desks are fastened to the floor 0:15:57.625 --> 0:16:01.374 so that informal activity has to be somewhat restricted. 0:16:01.375 --> 0:16:04.949 If this were a classroom in which there were a great deal of activity, 0:16:04.950 --> 0:16:08.349 circle games, dog and the bone, ball games, 0:16:08.350 --> 0:16:11.097 these two children could still join in them. 0:16:27.150 --> 0:16:29.024 At telling time, 0:16:29.025 --> 0:16:32.649 Yvonne can take her turn at the front of the class. 0:16:32.650 --> 0:16:36.999 Here, she told the class about a visit to her uncle's house. 0:16:51.725 --> 0:16:55.024 She's a very secure first-grader who loves her teacher, 0:16:55.025 --> 0:16:58.224 and, during informal periods, laughs and talks with the children 0:16:58.225 --> 0:17:00.049 about the things they play at, 0:17:00.050 --> 0:17:02.323 in their own neighborhood. 0:17:11.000 --> 0:17:12.432 Excuse me. 0:17:22.150 --> 0:17:25.549 While the other children sit at their desks working independently, 0:17:25.550 --> 0:17:28.674 Yvonne has her own work to do, too. 0:17:28.675 --> 0:17:31.224 This is a sheet with Braille words on it. 0:17:31.225 --> 0:17:32.924 She reads across the line 0:17:32.925 --> 0:17:37.199 and when she finds a word that's different, she puts a thumbtack on it. 0:17:37.200 --> 0:17:40.599 One of the rows said "cat, cat, cat," 0:17:40.600 --> 0:17:43.387 and the wrong word said "dog." 0:17:45.650 --> 0:17:46.810 There. 0:17:53.800 --> 0:17:58.999 Later on, we'll see a lesson in which Yvonne learns to write Braille. 0:18:22.525 --> 0:18:25.249 Yvonne and Yvette join the reading group. 0:18:25.250 --> 0:18:32.774 Yvette joins the group in her own chair with the large book. 0:18:32.775 --> 0:18:38.899 Yvonne sits by the teacher with her own Braille book on the table. 0:18:38.900 --> 0:18:40.999 She sits by the teacher not because she's blind 0:18:41.000 --> 0:18:43.049 or because she needs any special help 0:18:43.050 --> 0:18:45.924 but because her book is so heavy. 0:18:45.925 --> 0:18:47.324 Later, when she's bigger, 0:18:47.325 --> 0:18:48.874 she can sit in the circle, too, 0:18:48.875 --> 0:18:51.049 and hold her own book. 0:19:08.500 --> 0:19:12.974 Yvonne and Yvette can be pretty independent members of this classroom. 0:19:12.975 --> 0:19:15.599 They never could have done this without special help, however, 0:19:15.600 --> 0:19:18.549 because the regular classroom teacher wouldn't have enough time 0:19:18.550 --> 0:19:21.524 to teach them the special skills that they need. 0:19:21.525 --> 0:19:24.874 They've had the help of a Braille teacher who has come to their school 0:19:24.875 --> 0:19:28.349 for an hour or two hours a day as they needed it. 0:19:28.350 --> 0:19:30.899 She has taught them how to learn Braille 0:19:30.900 --> 0:19:34.524 and Yvette how to read out of a large-type book. 0:19:34.525 --> 0:19:37.649 She's also helped the teacher with any special materials she needed 0:19:37.650 --> 0:19:39.874 for independent seat work. 0:19:39.875 --> 0:19:43.474 This is one kind of plan that has worked out in city school systems 0:19:43.475 --> 0:19:46.999 to help blind children who want to live at home and go to school. 0:19:47.000 --> 0:19:49.649 Another plan is that of having a resource room 0:19:49.650 --> 0:19:52.399 in which a Braille teacher has all of the blind children 0:19:52.400 --> 0:19:56.499 in that particular school come to her room as a homeroom, 0:19:56.500 --> 0:19:58.299 and they come to her whenever they need 0:19:58.300 --> 0:20:03.449 special help with learning skills and to get equipment and tools. 0:20:03.450 --> 0:20:05.849 This is a very good system for children 0:20:05.850 --> 0:20:09.249 who are capable of competing with children who see, 0:20:09.250 --> 0:20:12.849 and whose parents would like them to live at home with them. 0:20:12.850 --> 0:20:14.974 I would like you to see a Braille lesson 0:20:14.975 --> 0:20:17.674 in which Yvonne and Yvette are learning to read. 0:20:17.675 --> 0:20:19.199 They're so intent on what they're doing 0:20:19.200 --> 0:20:23.999 that they don't even hear the noise of the other children in the room. 0:20:28.100 --> 0:20:31.899 It is important that these children are able to function alone 0:20:31.900 --> 0:20:34.805 in the classroom so that they need no extra help 0:20:34.806 --> 0:20:39.649 and do not interfere with the other children. 0:20:39.650 --> 0:20:42.174 You're doing it so fast. 0:20:42.175 --> 0:20:43.849 Go ahead. 0:20:43.850 --> 0:20:45.124 Alright. 0:20:45.125 --> 0:20:49.224 That's fine. Now do you want to go down and make one - 0:20:49.225 --> 0:20:52.799 Move your carriage back. 0:20:52.800 --> 0:20:54.774 Down two lines. 0:20:54.775 --> 0:20:58.699 There we are. Now let's make number one all the way across. 0:20:58.700 --> 0:21:04.349 Yvonne is using a Braille writer which she calls "her Brailler." 0:21:11.150 --> 0:21:13.069 Now you do that until the bell rings. 0:21:13.070 --> 0:21:18.199 Now let's make nice big ones, Yvette. 0:21:18.200 --> 0:21:21.099 Round and round. 0:21:21.100 --> 0:21:23.600 Fill the whole slate with that. 0:21:25.700 --> 0:21:27.048 Good. 0:21:31.000 --> 0:21:35.199 Would you like to finish with twos now? 0:21:35.200 --> 0:21:37.349 What is it that -- 0:21:37.350 --> 0:21:40.949 With this Brailler, Yvonne can write words 0:21:40.950 --> 0:21:44.474 and then read them immediately. 0:21:44.475 --> 0:21:46.674 Until the bell rings, Yvonne. 0:21:46.675 --> 0:21:47.574 Shall we? 0:21:47.575 --> 0:21:48.474 What number? 0:21:48.475 --> 0:21:50.181 Number sign 2. 0:21:53.000 --> 0:21:55.704 Good, that's exactly right. 0:21:56.900 --> 0:22:01.074 Now do that to the end of the line. 0:22:01.075 --> 0:22:05.224 Good. 0:22:05.225 --> 0:22:06.124 [ Ding ] 0:22:06.125 --> 0:22:08.474 There's the bell. 0:22:08.475 --> 0:22:13.079 Now let's go down and make a line of threes. 0:22:14.000 --> 0:22:17.824 Good, that's it. 0:22:17.825 --> 0:22:21.499 Well, you're finished. Let me look at those. 0:22:21.500 --> 0:22:26.199 This illustrates that it's quicker to write with a pencil than with a Brailler. 0:22:26.200 --> 0:22:27.999 Yvette finished first. 0:22:34.925 --> 0:22:37.274 Blind children need some special help 0:22:37.275 --> 0:22:40.074 and some special equipment in their education 0:22:40.075 --> 0:22:44.549 but their basic needs as children are the same as for all children. 0:22:44.550 --> 0:22:46.149 And what are these needs? 0:22:46.150 --> 0:22:48.224 Well, some of them are, 0:22:48.225 --> 0:22:51.299 first of all, a good close family relationship, 0:22:51.300 --> 0:22:55.574 a happy, normal one in which there's some fun and some sadness. 0:22:55.575 --> 0:22:57.249 One of the first things a child 0:22:57.250 --> 0:23:00.049 needs to know is what are the rules in this family, 0:23:00.050 --> 0:23:01.524 what are the limits. 0:23:01.525 --> 0:23:05.449 And then he needs to have freedom to explore and 0:23:05.450 --> 0:23:09.924 try things, and experiment within those limits. 0:23:09.925 --> 0:23:13.124 He needs to be able to try things over and over 0:23:13.125 --> 0:23:15.349 until the family's probably bored with it. 0:23:15.350 --> 0:23:17.024 Opening and shutting doors and 0:23:17.025 --> 0:23:19.524 perhaps even pinching his fingers occasionally. 0:23:19.525 --> 0:23:22.699 But this is the only way he knows that he will pinch his fingers. 0:23:22.700 --> 0:23:26.774 He goes up and downstairs, and up and down and up and down, 0:23:26.775 --> 0:23:29.799 until he knows exactly how the edge of the step feels 0:23:29.800 --> 0:23:31.374 and where the last step is, 0:23:31.375 --> 0:23:36.399 and how he can start and stop at the bottom without falling off. 0:23:36.400 --> 0:23:39.399 He needs, too, to have some consistency. 0:23:39.400 --> 0:23:42.099 He needs to know that he is free to play in the water, 0:23:42.100 --> 0:23:45.149 if this is one of the rules his mother has set, 0:23:45.150 --> 0:23:47.074 but that when he spills it on the floor, 0:23:47.075 --> 0:23:48.774 either she's going to scold him a little bit 0:23:48.775 --> 0:23:52.274 or she'll hand him a cloth and ask him to wipe it off. 0:23:52.275 --> 0:23:56.074 He needs to be taken with the family wherever they go. 0:23:56.075 --> 0:23:59.624 Often, it seems that a child will not learn anything from a trip, 0:23:59.625 --> 0:24:01.624 well, for instance to the zoo. 0:24:01.625 --> 0:24:04.424 But from hearing other people talk about the animals, 0:24:04.425 --> 0:24:06.324 a blind child learns to know what 0:24:06.325 --> 0:24:08.624 other people think the animals are like. 0:24:08.625 --> 0:24:10.999 This helps him form a concept. 0:24:11.000 --> 0:24:13.434 He can then talk about these animals 0:24:13.435 --> 0:24:16.449 to his brothers and sisters, and to his playmates. 0:24:16.450 --> 0:24:20.449 This kind of exploring and practicing must go on over and over 0:24:20.450 --> 0:24:23.449 to make up for the lack of vision. 0:24:23.450 --> 0:24:25.699 What a blind child grows into, 0:24:25.700 --> 0:24:27.499 depends on how he begins 0:24:27.500 --> 0:24:30.624 learning about people and thing when he's a baby. 0:24:30.625 --> 0:24:33.824 He accepts himself and his lack of vision 0:24:33.825 --> 0:24:40.599 if we accept him and the limitations of lack of vision. 0:24:40.600 --> 0:24:48.549 To Bruce, his family is the most important thing. 0:24:48.550 --> 0:24:51.199 Kathy can now spend some time away from home 0:24:51.200 --> 0:24:53.499 and have fun with other people. 0:24:58.825 --> 0:25:01.749 Yvonne and Yvette know that the world is big 0:25:01.750 --> 0:25:04.999 and that most of the time, it's fun. 0:25:09.525 --> 0:25:12.849 Every child has his own pattern of growth. 0:25:12.850 --> 0:25:16.274 When that child has a specific handicap, such as blindness, 0:25:16.275 --> 0:25:20.149 this pattern is somewhat slower and more complicated. 0:25:20.150 --> 0:25:24.774 His lack of sight disturbs and diminishes his testing of reality. 0:25:24.775 --> 0:25:28.607 There are obstacles in his way, obstacles which it cannot see 0:25:28.608 --> 0:25:31.099 but which must be related to him in terms 0:25:31.100 --> 0:25:33.524 that he understands. 0:25:33.525 --> 0:25:36.099 Now, the primary responsibility for the growth and development 0:25:36.100 --> 0:25:39.349 of any child rests with the parents. 0:25:39.350 --> 0:25:41.124 But, soon after birth, 0:25:41.125 --> 0:25:44.774 that responsibility is shared more and more by all of us, 0:25:44.775 --> 0:25:47.124 friends, neighbors, community. 0:25:47.125 --> 0:25:50.399 Eventually the entire nation and the world. 0:25:50.400 --> 0:25:54.024 It is up to us to try to understand 0:25:54.025 --> 0:25:57.299 the exceptional child in his attempt to gain a more satisfactory 0:25:57.300 --> 0:26:00.349 and secure relationship in life. 0:26:00.350 --> 0:26:02.949 Today we have met some children who are blind. 0:26:02.950 --> 0:26:04.074 Bruce, 0:26:04.075 --> 0:26:05.274 Kathy, 0:26:05.275 --> 0:26:07.274 Yvonne and Yvette, 0:26:07.275 --> 0:26:09.874 and Eva. 0:26:09.875 --> 0:26:12.824 Eva's come a long way and though she is blind, 0:26:12.825 --> 0:26:16.499 she's a happy and an active child. 0:26:16.500 --> 0:26:18.649 Next week, we shall try to understand 0:26:18.650 --> 0:26:21.974 the problems as they relate to children who are deaf. 0:26:21.975 --> 0:26:25.632 Remembering that a child with a handicap is yet a child, 0:26:25.633 --> 0:26:28.074 an exceptional life, perhaps, 0:26:28.075 --> 0:26:31.174 even somewhat restricted, sometimes distorted, 0:26:31.175 --> 0:26:35.674 but one which can grow and continue to grow toward fulfillment. 0:26:35.675 --> 0:26:37.199 As we know more 0:26:37.200 --> 0:26:40.824 about children with handicaps, their growth and development, 0:26:40.825 --> 0:26:44.849 we shall be able to help more the exceptional child 0:26:44.850 --> 0:26:49.724 in his quest for happier, more secure relationships in life 0:26:49.725 --> 0:26:52.699 in the hope that if he cannot eliminate his handicap, 0:26:52.700 --> 0:26:56.774 he can effectively reduce the restrictions they cause. 0:26:56.775 --> 0:26:58.324 A child is born, 0:26:58.325 --> 0:27:00.274 a new life begun, 0:27:00.275 --> 0:27:02.474 an exceptional life, perhaps, 0:27:02.475 --> 0:27:07.005 but one that need not be without beauty and achievement. 0:27:07.006 --> 0:28:14.192 [ Music ] 0:28:17.015 --> 0:28:21.272 This is National Educational Television.