Introduction

The fundamental methodological feature of the study reported here is its experimental-descriptive approach. On the one hand, the canons of laboratory research have been observed whenever possible. Among the more pertinent of these have been the use of controls, the application of valid and reliable quantifying techniques, and statistical treatment. Tough decisions about matching criteria, the choice of variables to be measured, and the appropriate instruments for so doing had to be made. We tried to avoid the temptation to test trivial variables simply because tests for them were available. On the other hand, we recognized the complex entity that a classroom is, where the whole is indeed more than the sum of its parts.

We have attempted to describe objectively such matters as the contribution of the organizational scheme, impressions of the subtleties of important interactions between teacher and pupil, parent and school, teacher and supervisor, administration and project. We are aware, too, that because of the limitation of the time period of the study we need to be cautious about predicting long-term effects, but we have taken the liberty of offering our opinions about them. We have complemented our empirical procedures with judgments that reflect what are, in a sense, careful naturalistic-anthropological field judgments. It is our firm belief that this combination is best suited to accomplish our fundamental aim—the improvement of instruction of hearing-impaired children.