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The selected bibliography of research on speech handicaps contains approximately 69 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of August, 1972. Abstracts are said to be chosen using the criteria of availability of document to user, currency, information value, author's reputation, and classical content. Preliminary information explains how to read the abstract (a sample abstract is included which identifies the different parts of the abstract), how to use the author and subject indexes, how to purchase documents through the Educational Resources Information Center Document Reproduction Service (an order blank is provided), an order blank for Exceptional Child Education Abstracts in which the abstracts are originally published, a list of indexing terms searched to compile the bibliography, and a list of journals from which articles are abstracted for the bibliography. Publication date of documents abstracted ranges from 1963 to 1971. (CB)

Maintaining that teachers of English are in an opportune position to detect and help students with verbal communication problems, this essay provides the necessary guidance by (1) describing the various speech disorders of articulation, voice, fluency, (2) listing the behaviors indicating hearing loss, and (3) discussing the causes and effects of many of these disorders. Emphasis is given to referring handicapped students to appropriate agencies and to teacher-reinforcement of therapy programs. (RH)

To ascertain the efficacy of a program of language and speech stimulation for the preschool cleft palate child, a research and demonstration project was conducted using 137 subjects (ages 18 to 72 months) with defects involving the soft palate. Their language and speech skills were matched with those of a noncleft peer group revealing that the cleft group was significantly inferior in receptive and expressive language skills. The program consisted of stimulation in which the mother participated with the child for 1 hour each week; during the period the clinician worked directly with the child, counseled the mother and directed her participation, and observed the mother in language and speech stimulation. The results of the program indicated significantly better progress by those involved in the program, compared to a control group, in both language skills and speech skills. By the end of the program the children involved had skills commensurate with their chronological age. Appendixes and extensive tables of results are included. (JM)

Thirteen papers on early childhood education are presented on the following topics: stimulation and cognitive development of infants and younger children, curriculum development for young handicapped children, a rationale for sequencing instructional activities for preschool handicapped children, observation of educational activities and children's behavior in a nursery school, materials and procedures for assessing cognitive development in preschool children, a preschool program for young cerebral palsied children, the British Infant School Program, the program of the Human Development Training Institute (San Diego), two papers on the young visually impaired dealing with age ranges from birth to 3 years, and 3 to 6 years, and a service for parents and visually handicapped preschoolers in a metropolitan area. Also included are discussions of a demonstration project of speech therapy for preschoolers with cleft palate and new techniques in speech therapy for young children. (RJ)

Mothers of cleft and noncleft palate children (C- and non C-mothers) listened to a reading by a cleft palate child of a passage containing specified combinations of nasality and intelligibility. Groups were either uninstructed or instructed to listed to the content or the manner of speech; they assessed the nasality and intelligibility of the speaker and were given an information test on the material heard. Results were that mothers under content instructions scored higher on the content test than mothers under different instructions; however, non C-mothers scored significantly higher than C-mothers. The content score varied with the severity of the speech problem; the accuracy of rating nasality did not vary. C- and non C-mothers did not differ in accuracy of rating intelligibility and estimating the percentage of words in error, when both were under manner instructions; but C-mothers under manner instructions were more accurate on both intelligibility measures, than such mothers instructed to listen to content. (Author/JD)

Communication methods for the hearing impaired are discussed in 12 conference papers. Papers from the United States are "Adjustment through Oralism" by G. Fellendorf, "Prospectus of Patterning" (a method of teaching speech to deaf children) by M.S. Buckler, and "Visual Monitoring of Speech by the Deaf" by W. Pronovost. Papers from the U.S.S.R., Poland, and Czechoslovakia describe the "Attitude of Deaf Pupils to Mastering Verbal Speech,""Functional Signs as International Language of the Deaf,""Development of the Speaking Ability and Some of the Thinking Functions in Deaf Children,""Factors Influencing the Distinctness of the Acquired Speech of the Deaf,""Investigation of Lip Reading in Deaf,""Influence of Impediments in Hearing on Development of Speech in Children with Cleft Palate,""Diagnostic Importance of Musical Factors of Speech in Deafness,""Continuity in the Methods of Work with Speech both in the Kindergarten and at School as a Pledge of Successful Mastering of Speech by a Deaf Child," and "A Contribution to Audiological Problems in Human Communication." (JD)

DESIGNED TO STRENGTHEN THE SKILLS, COMPETENCIES, AND KNOWLEDGE OF SPEECH CORRECTION TEACHERS, THIS SUMMARY OF A SPECIAL STUDY INSTITUTE CONTAINS A SERIES OF PRESENTATIONS. SPEAKERS DISCUSS ASPECTS OF CLEFT PALATE INCLUDING SPEECH, SPEECH ANATOMY, SURGICAL AND DENTAL MANAGEMENT, DIAGNOSIS, AND SPEECH THERAPY. SPEAKERS REPRESENT MEDICAL AND THERAPEUTIC DISCIPLINES. (CG)

A MULTIDISCIPLINARY APPROACH TO CHILDREN WITH CLEFT PALATES IS DESCRIBED. THE SOUTH FLORIDA CLEFT PALATE CLINIC, REPRESENTING NINE PROFESSIONAL SPECIALTIES, MEETS WEEKLY TO SEE SIX OR SEVEN CASES. SPEECH PERFORMANCE IS RECORDED ON SIX DIAGNOSTIC, DATA COLLECTING FORMS WHICH PROVIDE A BASIS FOR RECORDING CLINICAL JUDGMENTS. PROGNOSIS AND RECOMMENDATIONS ARE MADE. THE SPEECH DEVELOPMENT SEQUENCE POSTULATED BY DR. KENNETH BZOCH IS USED AS THE MODEL FOR EVALUATION OF CLEFT PALATE SPEECH AT THE CLINIC. THIS PAPER WAS PRESENTED TO THE FLORIDA COUNCIL FOR EXCEPTIONAL CHILDREN (JANUARY 20, 1967). (EB)

Available from: Communication Disorders Department, State University College, 1300 Elmwood Avenue, Buffalo, N.Y. 14222.

Described are commonalities and differences between parents of children with cleft palate and rehabilitation professionals, and offered are suggestions to increase communication and joint effectiveness. (DB)

Reported is the case of a girl whose younger brother was disabled by a cleft palate and who stopped wanting to go to school when she entered junior high school. (GW)

Preoperative interviews were conducted with 36 parents who had been counseled by their surgeons in regard to their children's impending palate surgery, to determine their ideas of how well their child would be able to speak following surgery. (IM)

In an investigation of school behavior and achievement of 78 10-to 15-year-old children with observable physical disability, Ss from two different disability types (cleft palate and cerebral palsy) were compared with each other and to a control group in order to determine potential similarities across disability types. (Author/CL)

Describes a program which was designed to encourage childern with cleft palates to verbalize experiences through creative dramatics. (SET)