Backwardness in

Speech Development

By SUSANNE LIEBMANN, Ph.D. (Berlin)

Apart

from the standard exercises used for deaf children tongue and lip movement, teaching all the exercises were specially devised by the teacher for these particular children. They had to be short, for mentally defective children have little power of concentration and the deafness handicap made them tire

easily.

Each exercise had

to involve some definite which the children could themselves realize and by which their self-importance could be built up and their personality developed, as their handicaps caused a feeling of inferiority ^hich had to be overcome before real progress c?uld be made. These exercises, moreover, had to be related things of which the children had knowledge. This was a particular difficulty, as many of them been institutionalized for some years. "Jctures and objects were used and games built them which involved plenty of action, tach exercise, therefore, was a source of Pleasure to the children, who soon delighted in

achievement

^ad

jpund

l"eir achievements.

Even such a short experiment appears to have ^tiorded sufficient evidence to justify the ?rniation of special classes for children with a

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