□ The innovative classroom of the blind teacher closely resembles the prototype which current research in creativity establishes. Such a classroom frees the imagination and develops skills which are broader than those seen in a traditional academic curriculum. Through multisensory explorations, pupils are offered an alternate mode of instruction, a technique for reinforcing learning from visual or verbal sources, and an opportunity to “see” in a total and all-embracing way.
Get full access to this article
View all access options for this article.
References
1.
“Creativity: A Symposium,” ed. E. Paul Torrance Journal of Research and Development in Education4 (1971): 1–140.
2.
TorranceE. Paul“Creativity and Infinity,”Journal of Research and Development in Education4 (1971), p. 36.
3.
GuilfordJ. P.“Roles of Structure-of-Intellect Abilities in Education,”Journal of Research and Development in Education4 (1971), p. 4.
4.
WilliamsFrank E.“Assessing Pupil-Teacher Behaviors Related to a Cognitive-Affective Teaching Model,”Journal of Research and Development in Education4 (1971), p. 17.
5.
TaylorCalvin W., LloydBeverly, and RollinsJudy“Developing Multiple Talents in Classrooms Through the Implementation of Research,”Journal of Research and Development in Education4 (1971), p. 47.
6.
BergerGertrude“The Blind Teacher and the Socialized Classroom,”Educational Leadership28 (1970), p. 158.
7.
StolperWilliam, private interview, June 24, 1971.
8.
These materials are described in: Teaching Aids for Blind and Visually Limited Children, by DorwardBarbara, and BarragaNatalie (New York: American Foundation for the Blind, 1968); Techniques With Tangibles, Wilbert H. Fulker and Mary Fulker (Springfield, Ill.: Charles C Thomas, 1968); and Experimental Science for the Blind (New York: Pergamon Press, 1961).
