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Reviews tion. The author makes two important points: (a) that use of amplification should be started at the earliest age as soon as the hearing deficit can be determined, and (b) that the child should look to the family, primarily the parents , for his or her initial and most meaningful language experiences. There are charming pictures with appropriate language samples in five family settings — bath time, washing clothes, riding in the car, cooking in the kitchen, and eating in a restaurant. Besides the family, the book should be of interest to teachers, audiologists, pediatricians, and all those who work with young, hearing-impaired children. Emphasis is placed exclusively on the development of aural/oral language skills. No reference is made to the possible presence of complex limiting factors of an auditory and/or a psychosocial nature. The book might have had wider application if some reference had been made to alternate forms which would include total communication. Margaret S. Kent, MA Principal Emeritus Maryland School for the Deaf Frederick, Md. 21701 An Administrator's Handbook of Special Education: A Guide to Better Education for the Handicapped, Morvin A. Wirtz, Ed., 133 pp., $14.75, Charles C. Thomas, Publisher, 301-327 East Lawrence Avenue, Springfield, 111. 62717, 1977. This book is a guide for the public school administrator who has responsibility for special education. Although published in 1977, it has no reference to P.L. 94-142 and was therefore somewhat outdated on its day of publication . The book discusses mandatory and permissive legislation and the importance of appropriate supervision by people with experience in the specific special area. There is a description of various types of mainstreaming and some detail about appropriate diagnosis and assessment. The author discusses the education of the deaf, but without indicating any awareness that lack of language is the principal handicap of deaf children. He does not mention "total communication" in spite of the major impact of this policy and philosophy during the past decade. The book has an extensive annotated bibliography grouped in areas of philosophy, legislation , program operation, and general administration . Excluding the special education area of the deaf and the effect of P.L. 94-142, this could be a valuable book to the school administrator. Richard G. Brill, Ed.D. San Clemente, Calif. 92672 The American Sign Language, Harry W. Hoemann, Ph.D., 120 pp., $8.95 (cloth), $4.95 (paper), National Association of the Deaf, Silver Spring, Md. 20910, 1975. This book would be useful to all teachers of ASL. The descriptions of idiomatic Ameslan are excellent and the exercises offer good material for practicing the use of ASL. It would perhaps best be utilized as a text or a supplement in an intermediate ASL course. There are 10 lessons arranged as follows: A short story—English version—and the same story repeated in Sign Language Gloss. A section entitled "Grammatical Notes" where written explanations and descriptions of the signs are given. This section would be rearranged in alphabetical order to facilitate location of specific signs. A section entitled "Vocabulary" where new signs are listed alphabetically and referenced to flash cards designed by the author and to the NAD's ABC sign book. A section of exercises written in Sign Language Gloss for further practice. There are also videotapes available for each lesson. Hugh T. Prickett, Ed.D. Western Maryland College Westminster, Md. 21157 A.A.D. I February 1981 ...


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