Orientation i Prepares Students ;,, Seventh' grade students 'enter- ,;in0 Ramay this^ll will not be ^complete stringers to Junior v high school.'" Â» In April of 1972, sixth graders . from. each elementary cchoo! viiltÂ«d K RÂ»may. An informative - program dealing with the school,/curriculum, and Junior ;" K higttActivities was presented to Â·^eich, group by seventh grade ^-"alumni" of that elementary * "Â· school. ' - After'' Introductory remarks i'from the principal and counsel- 1 or.^ the students entered into a question and Answer session. ^ The visit was concluded with - a eomplete tour of the campus r with seventh graders serving as guides. Each student also re - celved a map of the building ti - keep for reference. During April and May, sixth graders attended special concerts presented for them by the I Ramay select chorus, band and orchestra. ,- Also planned to make the - transition from elementary to Junior high so smoothly are handbooks: ;Whert the' students - pick up schedules on Aug. 16, they will receive student handbooks listing the faculty, t h e ' 1912-73 school calendar, a n d other facts that will be useful - to them. "Back to School Night" will , offer parents an opportunity to ~ meet each of their child's teach- Â· ers and learn more about the 'the contents of each course. Â« Junior high students have ~ many more social functions available to them than,they did in elementary school. To help ~ acclimate them, the parents' - club this past year sponsored X, a skating party and hamburger 'Â·supper for new seventh graders -*and another one Is planned for -this fall. . ; Beginning this year during 1' the first .semester all seventh Â£ grade students. will ^attend a 25 .; minute orientation class;'each "day. This class is designed to -ihelp them to adjust to junior Â· high and emphasis will also be ~ placed on understanding some '4 of the problems associated with -"'adolescence. Directors Named At Springdale ? ; SPRINGDALE -- Two Ion g- .5 time members-of the Spring- J dale School Board did riot ;Â» seek re-election, when their t; terms expired this year. !''f Thurman (Shorty) Parsons, * president of the'board, retiree : ^ after 21 years of service. Al- '-Â» so retiring was Dr. John Dori" man. --* Â·'; Elected to replace Parsons .; in Board Position 5 was Ralph ;Â· Pendergraft, a Springdale native and farmer in the Har- rf rnon community. ~ 'i Dr. Guy Nelson, a Universt .'? ty of Arkansas staff, member - i n the Division of''Continuing - Education, was elected to fill " Position 6 from which Dr. Dor ': man retired. :'. Walter Turnbow president^o: Â·;; Steele Canning Co.; was elected :- president of the board at its reorganization following school election. Other board officers t h e i Jim Cypert, an attorney, vice president, and Dr. Pat Single " .terry, a dentist, secretary. 1 , ; Other members .are Keith ,,,' Lewis, a certified public ac j countant; and Joe McKim 'Â·, president of Joe McKim'inc. ^ mobile homes sales company. i; Use Them . '.Â· A person gets paid for using Â· h's brains, not for having them Career Education To Begin !n Elementary Grades JACK MATHiS Principal, West Campus Fayettevllle, High School Career education will begin in he elementary grades and ontinue through high school, 'he goal is to prepare each ludent to enter a job. or ad- 'anced study successfully, regardless of when he leaves the chool systemi The goal of .vocational educa- on is simply to educate stu- enls for specific types of work. Examples 'of vocational education programs might include ental..assisting, welding; and irlhting,'and others .similar to he 12 courses taught on West Campus of F a y e t t e v i l l e ligh School. . Â· Academic programs in high chools also have the simple ;oal of preparing students to hter institutions of higher earning. The success measurement in ach is relatively easy. You find ,ut how many students are jetting jobs in fields for which [ley were trained-and how many students were accepted or higher education and under- ake such study with some legree of success. We seem to be; fairly suc- :essful 'in each.;' of these education extremes, but we are ailing in the area usually called 'general education." : GENERAi; EDUCATION General, education doesn't prepare a student for a job nor does it.prepare him for higher educatibnT' Therefore we can't use the measures we use for he vocational education and college preparatory programs The general curriculum, which engages the largest number of our students arid which returns .hV worst record of failure, Jacks the clear purpose which marks the other two areas of reasonable success. What is to be-done? First clear purpose, should be stated and applied to education. The purpose of elementary and secondary education in the United States is to prepare al s t u d e n t s ^ a s well-developec people to enter successfully either a job or some form o! p o s t secondary education whichever they choose, as soon as they leave the elementary secondary educational system This is the definition given by Sidney P. Marland Jr., Unitec S t a t e s Commissioner o Education,.when discussing the concept of Career Education. If a student completes t e n grades and drops out, he is often as ill-equipped to function in society as if he had never gone to school at all, according to present-social expectations. Within'the concept of Caree: ducation,; 'those'; ten ' grades iduld :; represent a -level ' of uccess that is one grade higher han nine grades of education nd one grade lower than leven grades of education. This lould mean an automatic cket to a great .many jobs, t present, completion of only en grades represents failure in ur society' and is not an entry cket to very much at all. NEW CONCEPT If Career Education is to /ork in terms of the stated oal, it must encompass the ntire school system from kin- ergarten' through .-secondary chool completion. In addition, should include the post-secon- ary level-and adult and con- nuing education. This involves hinges in the curriculum as 'ellas in teaching approaches, areer Education means apply- ig a wholly new concept to IE entire system, the change ill be substantial. All students will learn about he Â· wide' range of career ossibilities in our techno- gically advanced society. They 'ill learn what is involved in etting a job and holding it. h e y will receive sound uidance and counseling to help i em 'consider their interests nd abilities -In relation to xitential careers. They will earn- of the projected oecu- latipnal; needs-.: of the '-nation, T hey will'be! helped to'develop areer decision-making skills. They will ; learn specific job kills, and they will get actual lelp in getting a job, because if Career Education is to succeed it cannot merely deliver ts graduates to the labor market. Placement will be UETERflflSl Â· VA BENEFITS Â· SMALL CAMPUS ENVIRONMENT Â· NORTH CENTRAL ACCREDITATION Â· 19 MAJOR FIELDS INCLUDING: ENGINEERING EDUCATION BUILDING CONSTRUCTION BUSINESS BIBLICAL STUDIES RADIO BROADCASTING Â· PERSONAL ATTENTION BY QUALIFIED INSTRUCTORS Â· BEAUTIFUL 300 ACRE CAMPUS Send for Free Color Brochure Today CONTACT! DIRECTOR OF ADMISSIONS JOHN BROWN UNIVERSITY SILOAM SPKINGS, ARKANSAS 7Z7SI Major lldd'ol Interest . address slate zip i a n d 1 eel w o r k i n g committees, by- coordinators through advisory business and in dustry contacts. Why Career Education? Be Teams To Be Sponsored Drill teams are being -organized on the junior 'and senior ligh school' level in tho city schools. ' ,' : The teams are .part of a pro ;ram being developed by the schools to provide more spe cialized activities for girls. Members were chosen in late spring and the teams are com losed of girls with special skills n precision dance and march ing. Citizenship and grade re quirements have been establish ed. Each team will set up its own practice schedule, and in the process, of .\yriting gov erning constitutions. ; The team members will spend a grea deal of work and many hours o practice to perfect the routines There are approximately 15 20 girls involved at each schoo and it is hoped that member will not overlap their member ship with other performing groups, thus giving more girl an opportunity to participate in the performing groups at eac! school. ' Â· Â· Â· Â· : Â·'Â·.--. Louise Salmon is sponsor fo the high school team; Mrs Ronald McCann at Woodlanc and Mari-Ann Graue at Ramay The high school team member have held many fund raisini projects this summer.., The teams will not be in ful operatiqn when sphhol starts a they^are still in 'the.organizing stage but the girls will eventual ly , perform at pre-game ani half-time activities for.footba' and': basketball' games and' a other school programs and act Â·vitles. . ':' . cause it is more realistic. Th Department of Labor tells u that for now and the foreseeabl future, eighty percent of. th nation's jobs will be handled b employees with less than a bai calaureate degree. TIMES, 'rogram Stattcd Iti City Schools In 1959 Speech Therapy Dates Back To Early History , MARIETTA GLEN Speech thÂ«rÂ»pl8l F*yetlevllle Public Schools The origins of speech thera- y dale back to the early bis- cry of mankind Literature nnkes references to s p e e o h roblems and attempts made ) meet them throughout his 01 y, Nero had a voice ptab- em, Aristotle, Aesop, Demos lenes, Vergil, Erasmus, Chares I, and diaries Lamb were .utlerers. More recently there ave been Sir Winston Â·Church- V- Somerset Maughn, ' a n'd ieorge VI of England r h e i e ave been many attempts' to ure stuttering, but substantial ains were not made in t h e nderstandlng and control u n- II quite recently, During t h e irst hair of the 19th Centuryi jccch specialists \veÂ»e confln ng their efforts to the curb" of tuttering, It was not until the middle ot lie 20lh"Ccntury that ;', the re' lization , 'for speech orrecuon was' re'co'griizepV in a ew -universities and 'public chpols. In 11925 a group of 11 eople founded the society that was to become the American Speech and Hearing Associa- ion (ASHA). This association s the accrediting association f Speech Pathnlogists. and it ssues the:.Certificate of Clinical Competence when all its requirements are met., A .few state legislatures r assed laws in the 1920s 'which made it possible to'serve speech defective children in p u b l i c schools. This movement .grew ;radually during the 1930s and rapidly during the 1940s. Today here is a nationwide accept- ince of the educator's resppnsi- )ility for. the speech ,pf a l l children. However, there are still many areas in our county which do not have this service.' ' ' Â· ' . ' ' LOCAL PROGRAM The Fayettoville program was initiated in 1959 after a two month survey w a; s conducted by Fayetteville's first ipoech pathologist, -Mrs. 'Mari : supports the tact tliat speech and or hearing 'djaprdera wh eh interfere with 'communication are detrimental to .school a- ohlevement, to social and emotional adjustment, and to future economic status. The child who stutters, substitutes sounds, speaks Inaudlbly, or does not talk at all is usually penalized In his associations with others. Grades m a y bo affected because ho does not recite or because no one can understand iilm when he does r e c i t e . The purpose of the speech and hearing program is to identify children -with disorders, to provide : therapeutic services and to assist the classroom teacher in helping children. XYPÂ£,S OF. DISORDERS Â· Among the. types of speech' 'disorders are: articulation 82 per cent, (distortion, substitution' or omission ' 'of 'speech sounds), cleft Â· palate 1 par cent (voice and articulation). Cerebral palsy 1 per cent (articulation, voice and rhythm), voice 4 per cent (quality, loudness and pitch),' stuttering 4 per cent (rhythm), del a yet speech and language 5 per iCent (lack of speech, delay In talking, iinlntelllgibiltty, inadequate sentence structure), hard of hearing 2 per cent (language development and speech reading), aphasia 1 per cent (dis- [cd'nnd a rWoi'in is made to he University Clinlo tot further valuation at no cost to the .,,,,,, ,.,,. 1,835 students were hearing screened and 25 eferrals were made. At wo exclusion of the speech screen ng), order of language); ; During the. 1971-72 s c h o o 1 year there' were 180 in therapy in the public schools. 1 The case load included 106 articu lation, four cleft palate,- two hearing, four stuttering, o n e voice, and four language de velopment c a s e s . In addition ll received therapy at t h e University Clinic (stuttering hearing and language) anc three received indirect servic. es. A full time therapist usu ally has a case load of 90 to 100.'.' The procedure for providing services begins the first week of the school term with hear ing'and speech screening s u r lyn Hodge and Dr/ Sarah veys. The students in grade Ivey the director of the Uni- 1, 3, 5, and-8 are given hear verslty Speech and Hearing ing screening tests with a pure Clinic. This survey showed that 10 per cent of the local school population needed'speech therapy services. The survey for 1971-72 shows about 6 per cent. Mrs. Marily Bersinger was employed from 1962 to 1869. Other pathologists have been.Mrs. Lois Leek, Mrs. Doris Schuldl, and Mrs. Julie Wingo. The'school system will have two'full-time pathologists for the; 1972-73 school year, Mrs. .Marietta Glenn has been w i t h : the system since 1967. Mrs. .Judy Hayden will begin full time this year. In addition, approximately six student clinicians from 'the University Speech and "Hearing C l i n i c will do supervised clinical therapy in designated schools.'. , The'general causes of defective speech are organic, environmental, or psychogenic. L o w intelligence is probably not a direct cause of defective speech production but' is associated with poor linguistic ability. Speech is inadequate when i t calls .attention to itself, m a y cause the 'individual to withdraw -from, speaking situations, and interferes with the communication process. Research gradi ng, the cases aro evaluated or therapy and selected ac- ordlng to individual needs and prognosis. Some students ire referred (to. the University Clinic for more intensive therapy ' at ;no cost to the family, The students selected for pub- lo school therapy fire s e e n wleei each week for 30 mln- ils, Â· usually in groups of 3 to 6. Dismissals are made throughout the school term, but the majority receive therapy f o r he year and longer if necessary. Other students are added from a waiting list as dls missals are made. CASES REDUCED The effectiveness of speech herapy is evident in the reduced proportion of speech problems found in the school jopulations when therapists lave worked for ten years or more. Â· Â· Â· . ' : , Early surveys showed up to 10 per cent of grade s c h o p children needed speech train ing. Today, established pro grams show a reduced per centage and most of the case load is below the fourth grade Another change in the c a s e load composition is the smal but increasing number of child ren who are greatly retardet in'their language development This trend results from thi increased interest s h o w n ir all; types of handicapped chil dreh and .from' the willihgnes of 'many, school systems to at tempt to educate children whc a few years .ago 'would have been regarded as ,hopeless. The Fayetteville program, i designed', to .meet the loca needs the'.best'Syay possible at its time, A desira Tor ifce to- ire " t o Initiate a Â»PÂ«*?| mprovemont program, to t h e irst three grades which will educo tho ease load w that severe cases can bo schedulod more intensively. Another Mm* ost is In the arcs of Black dialect since any factor w h e n nterferes with communication s a concern, ; Certain cultural-concepts'ra- nted to speech and social be- wvlor do cause a breakdown ri communication and undci- standing. The black tllnlwl:" , niclurcd and systema lo with U own phonology, n'onf 1 ' 0 " and lexicon. 'No value J idg- TiQtit is made between t h a black dialect (or any dialect) and standard English. However, .standard .English Is ,lhe speech used in the dlorn- nant culture and any student with a black dialect mus learn standard English as'weint ho or she Is to function their best in the dominant culture., T h o y at least should have the'cholca of fsage. Knowing the d a ect structure system is essential o effective teaching of the jitan- dard English and knowing the social culture factors arenee- U U K U V - U I V W I - Â· Â· Â» - Â· ; t l - _ essary for true communication It is the teacher's responsibility to teach standard English and the therapist's responsibility to identify and correct a speecn disorder if one exists. ' Learning depends upon effective communication between the child, his teacher, and hla peers. Adequate school adjust rtient and learning cannot 'B8 expected if there are speech, hearing and-or language problems to effective communication. For the student who needs' it, speech and-or hearing therapy may be basic -to success in school. It naturally follows that by helping ' the student overcome the problem his total educational program is helped. . , , ' . . Â· .'. . We look forward to serving you during the next school term! Â· Jackie Owens Â· Ann Hall Â· Nan Find* Â· Bea Phillips OZARK BEAUIY SALON til East Maple Phone 442-2711 SAVE ON MUSICAL INSTRUMENTS FOR THE COMING SCHOOL YEAR! An Important Part Of Your Child's Education! Â· Playing in the School Band Â· Playing the Piano at a Party Â· Taking Part in a Concert Â· Enjoying the Pleasure of Music ALL ARE A PART OF YOUR CHILD'S EDUCATION) JOIN YOUR SCHOOL BAND! A 10% DISCOUNT on All Band Instruments THROUGH SEPTEMBER and OCTOBER - for All Students .. . So Join Your School Band! ASK ABOUT OUR RENT-A-PIANO PLAN Mutic Htadquartcn for NorthwMt Arkontat GUISINGER Â£ Sowttaasf Cenwr Square Phefii 442-2401 are screened for speech prbb made from the grades not in eluded in the surveys and ex Those students not passing th screening test are retested ana SPORTSWEAR Levis -- Fa rah -- Capers Men Women Boys Girls QUAHTY QUALITY PANTS TOPS Friendly Service Free Alterations DICKSON ST. WOODRUFF'S CLEANERS SPORTS WEAR INC.
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