Child beyond Everybody knows my name
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The child beyond produced by Radio host the University of Texas under a
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grant from the Educational Television and Radio Center in cooperation with the National
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Association of educational broadcasters.
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The child is there beyond the hurt handicap beyond the
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defect and the difference beyond the problem and it's probing. There is
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a child me arm. How can we reach him. How can we set him free.
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Radio host the University of Texas brings you the child beyond a
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series of recorded programs devoted to the exceptional child in our society.
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His areas of difficulty. His problems the avenues of adjustment open to him.
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These broadcasts bring with them counsel from the authorities of national reputation in the
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field of medicine psychology therapy and special education. And from parents of
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exceptional children they are directed to every member of any community and
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which an exceptional child strives to fulfill his destiny as a whole child.
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Perhaps you are wondering why our intended audience is so broad in scope. And here is our
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series commentator Dr. William Wolfe but the answer actually I don't have the
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answer for it.
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You yourselves will need to look around you at many people in all sorts of places.
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But for a starter Let's have a look at well what do you say we look at a summer camp for
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boys.
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And here we are. Where are we home Maine or Texas or Colorado. It
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doesn't make any difference. The thing is there's a place to swim or maybe a boat dock.
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There are trees and rocks and paths and sun and there's a mess for a lot of our
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recreation hall cabins or tennis tennis courts maybe courses
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perhaps and best of all there's that important commodity which all summer camps for boys
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specialize more. Boy that was.
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Born as a boy of all manner and kinds of oils. Tall boys short
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boys big boys little boys pushed off you boys when we boys
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each an individual at all managing to look surprisingly alike except for this
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young man coming toward us. You know it isn't often you see a camper with the braces on.
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Riding a bicycle hire their fellow you go to this camp for him Mr
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anything I can do for you I don't think so thank you we're just poking around. Seems to be a mighty
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fine camp here.
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It's super but the best camp there is I'm like.
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Why are there any boys here and say that nearly three hundred.
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Twelve are just excuse me I didn't introduce myself. I'm Bill Wolff.
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No you serve on my tongue and I'm glad to know you might say that's a fine bicycle you've got there.
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Yes sir. My uncle gave it to me. Any more evidence you. Want
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here. Fox then-CEO run yeah sure thing. My uncle's one
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semi camel was he gave me the bike so I could keep up with the other kids.
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Keep up with the other kids. Looks to me like they might have trouble keeping up with you my Sure he has a lot of
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data we're going to get. Yeah when the first letters again.
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Oh yes of course I don't need it for just getting around the camp but invite your Comes in
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handy for hikes and overnight cook outs and things like now but it does talk of things going like
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Team Brucie just game. That's our swimming counsellor Mr. Brooks. Everybody calls him
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Mike.
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How long is this campaign going on.
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How long will it be seen Yeah. We've been here. Monday Tuesday. We've
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been here for days. Well you've certainly got a lot of friends. You must have been here last year though. Oh noes around
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new year a lot of us are your new born. Well how is it you know so many people.
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Well sir. I guess you don't know them so much as they know me
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with these braces on and ride my bike. I guess she said I just sort of stand out.
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You Cesar. That's one of the good things about being like I am. People will forget who you are.
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They notice you and they can't help it. Like your camp for instance you take a lot of these
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kids they don't know anybody much and well nobody much knows them for
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days and they haven't had time to get a coin in but me well everybody knows me.
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Who's that kid with the braces. The one that rides a bicycle and somebody else.
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That's Mike Mike Tolbert. So the next time this guy sees me he'll say Hi Mike
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you know who I am. See how it works. It's the same with all of you with everybody
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here everybody knows my name.
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Everybody knows my name. You know it's a good feeling when people know your name.
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You're makes a nice warm glow inside of a boy with not a
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bitterness because you can't walk without braces can't run can't play ball
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has to have a bicycle to keep up with the other kids on a hike.
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Now there's recognition and those high mikes.
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There's prestige in being the boy whose name every other boy knows. And he was being
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built a boy's picture of himself as a person is taking shape. And in that
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recognition software steam can germinate in that attention. Self acceptance
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can flourish like clover in the sun for such satisfactions can fortify
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youngster buttressing his faith and confidence in himself as an important person a
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person worth knowing and recognized as such by the people around him.
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You take a lot of these kids they don't know anybody well nobody much knows
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them but me everybody knows me everybody knows money
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as compensation their compensation for something else that everybody knows all over
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and you can't get around about those braces and crutches.
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So when he rides a bicycle I don't know polio I think somebody said it was polio
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or whatever it was it sure messed up his legs and that's a fact.
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It sure messed up his legs. That is a fact a fact which cannot be
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hidden overlooked already. But Mike's lucky he didn't mess up
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Mike. Thanks to the people around him who are willing to forget his legs in the pleasure of knowing it
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it lad who's good to know. You know actually it's a two way swap favorable to both
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sides. For what they give miking attention and recognition and the value they
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put upon him as a son or friend or a new boy in camp they get back in
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the reflection of a sound and sure personality one that adds a lot to their own
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satisfactions in that swap are the ingredients of Mike's social adjustment.
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Sometimes though the exchange is not such a happy one and the attention directed to
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defect the recognition accorded difference are repaid in a baser currency
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so you are the new maid.
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I guess we have more new maids and anybody they don't like to wait on me. But they
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have to.
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I can't do anything for myself. I guess my mother told you
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I'm blogging.
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That's not fair I just posted that. Here's what we'd like. He was supposed to go.
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One of the things I can't buy and you know I don't care I
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don't care how flunked the course. I'm not going to stand up there and make a speech with everybody staring at
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me feeling sorry for me. If that teacher had any consideration for anybody she wouldn't
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even ask me to.
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No you can't be on our side my mother doesn't want me playing with you. She says How does she
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know why you're like that. And she's not taking any chances.
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For good or for ill. James goes on because it is true of our exceptional
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children as it is true of all children. No child lives his life in
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isolation. For each of our youngsters exceptional or otherwise. There are
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doors leading to the world outside himself. How will those doors give access to
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him. Well they swing freely and easily back and forth.
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Our creek on rusty hinges.
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Our bank shut and locked in his face. How these
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doors of communication and what does a patient serve the child depends on many things
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on the nature and extent of his disability upon the child's feelings about himself.
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His feelings about other people the feelings of other people about him. There is
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a constant interplay among these feelings a constant interaction of attitudes and
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influences.
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As we have attempted to show in preceding programs the child's picture of himself is first
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formed in his own home by those closest to him. The members of his own family
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his idea of himself of what he is as a person is further shaped by
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those whom he meets outside his home by their attitudes toward him their feelings
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about him their treatment of him. But these attitudes of others their
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feelings their treatment are themselves influenced by the very self portrait which
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they are helping to mold how the child feels about himself. Stems largely from
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how others feel about him how others feel about him. Depends in large
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part upon how he feels about himself. In this interdependence are the
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factors which shape the destiny. The ingredients which determine how well or
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how poorly he will fit into the world around him into his own family group
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his neighborhood his school and the community of which he is an integral part.
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How do we know the picture of himself which a child has four small children seldom
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say out loud those things which they feel most deeply. Well a child
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grows in years in insight in self understanding and
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then sometimes he can paint it in words.
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This picture of himself and what happens to him or
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how I really feel.
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Feel about starring in social situations is
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hard to describe. When I start daughter it's as
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if my staring has a hold of
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me instead of my having a hold of it.
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I can sense the other
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people wanting to help me and I can
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feel them getting impatient and this just makes me stutter all the
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worse.
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If if people would only look as in the.
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Instead of turning their heads away for fear of
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staring at us I think this would be a better world it would be for the stars
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anyway.
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Yes sometimes a child grown older will paint his self portrait for us in words
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his own words knowing that he painted. But more often he will reveal his self
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picture in his actions never knowing that the brush strokes are his own never dreaming
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what they truly would be.
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Now. That this memo is going OK I'm going to return to hash. Out. The
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narrow narrow narrow.
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Can you guys just watch. Are you CAN YOU would you know you're doing playing marbles going to look
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like that out what it looks like. I've said I never saw such a dumb get.
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Stabbed that you Mr. Smeaton no greeny you miss your family.
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That's what's dumb about it you guys don't even know how to shoot. Them.
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Look at how a butterfingers here makes that green you would have seen me but you'd better never then know.
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Anybody that can't shoot any better than that. I wouldn't let him in my game. Well this isn't your
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game. Your turnouts make it my game. Move over you guys make room
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for oh Paul Hamm What made you get out. Sam Stearns I am sure
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ma'am it's my turn. Oh I was going to show you jokers some are bored students. That
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moment you can move over but honestly here you're seven Come on now something you've
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got to do is get rid of these no good marks. My Greenaway Yes you're messing up I
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am Sam.
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Yeah I can't hear a word not a word I just turned you off. I
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mean like he said.
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I just turned you off you ain't getting through to me. Now if you're through yet you know if you knew back
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in what's it you got there or here and.
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What to do your long nose and I just wondered. I never saw one before
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to you without it.
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Fair enough to know I'm going to punch you in the nose if you ask any more questions. Now I just got a hearing
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aid for the fan who cares what your uncle's got who wants to stand around talking about your
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goofy Oh luckily Anyway I want to shoot marbles now coming to you guys and keep
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your hands in your pockets. Oh Paul's going to show you some marbles that are really marbles
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none of that old damn store junk your son.
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Yes exceptional children like all other children show us their self pictures through their own
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actions. Some like Paul in the bold bright colors of over aggression
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and some in the mousie monotones of self-effacement and withdrawal. Some like
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not actual. Cool.
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Marshal all you hold dear in here mother in my room.
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What happened to you darling. I thought you were going to Betty's house have to school. I didn't feel
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like it. I had a headache. So many headaches lately dear. We're going to
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have to ask Dr. Greg Rhea. Well I couldn't imagine I stopped by on my way
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home to ask friend for a recipe and Betty said you hadn't showed up and they were wondering you
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really ought to call Betty Marsh I will mother shouldn't you call her now in a
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minute I want to finish this page. You shouldn't be reading with a headache Marcia Very likely
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that's what the trouble is you read so much. Why don't you put the book away dear and I'll get you an
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ass I don't need it mother. My head's better now. Well then don't you think
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I could run you over to bit is the girls were all there and they were having such fun they're all probably
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gone home I'm sure they haven't dear they don't we just settled on the decorations when I was leaving.
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They still had to plan their a freshman's and do something about the music. Anyway I am not going to the
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party. Not going to the party of course you're going to the
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party dear your one of the hostesses. You were chosen by the Klan as a
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class. Oh mother the teacher did that Miss Jensen. She's always the
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negative. That's not very nice. Well it's true. Miss Jensen likes you dear
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she's interested in you. She's sorry for. Don't be silly Masha. And as for the
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class choosing you dear they did. She could make them choose you if they didn't want to know could
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she. I guess not all right then so let's not have any more silly talk about
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not going to the party. The side there is your lovely pink dress.
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I declare it's one of the prettiest dresses mother. I'm not going to the party
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Marsha. Don't be difficult. You go so few places dear and
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here is this lovely party and you've got a beautiful new dress and a date
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what will you tell Billy. Tell him he doesn't have to type me just because his aunt bribed him with her
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car Marshall.
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Whoa can you be so silly. And we know why you ask me
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mother. Please add rather not go into it. I just don't know what. Just my.
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Why are you wearing the Dan Barry come in dear. Hello Mrs. Travis Martian What
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on earth happened to you. I had a headache. Well you missed the whole thing. We could have
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given you an aspirin or something and we need to do. My goodness.
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None of us know a thing about decorations. We've just planned something poopy and you're
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so good at things like that. I sure wish you'd been there that day. Marsha says she's
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not going to the party. Oh she's kidding. Sure you're going to the party.
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Why don't you Marcia Marcia.
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No I don't think I am. Well what on earth I mean. Well I don't get
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it. You got a new dress just specially for the party and a day I'll explain to Billy
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explain a lot. What are you telling. Just that I don't care to go. I don't
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have to say why I'll just say I don't care to go but gosh you'll have to tell
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him something some reason you won't need a reason. You'll be so relieved to see
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Betty she's just in a mood. He will not. And everybody else. What do
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you tell them. It's not any of their business. It certainly is some of their business. When
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they picked you for a hostess and they gave you a responsibility I just felt sorry for me felt
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sorry for you my foot. Listen Marcia. You know what you're being watched You're
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being a slob just up. Playing three dimensional slob nobody feels sorry
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for you. You just bring that one up. Look you're smarter than any other 5
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of us combined. You've got more talent in your little finger than we've got in our whole put
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together. You've got a wonderful personality when you use it and don't go mooning
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around with your nose in a book and a chip on your Slugger Barry I don't want to talk about you're going to
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talk about it. You probably won't ever speak to me again but it's time somebody talk
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some sense into you. You've got a lot to offer Marsha but you're not offering it.
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You keep running away from everybody holding back and hiding I don't
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either. But I'm not a find you don't act like one. Don't back off from
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people. Don't push them away if they want to be friends be friends.
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Don't always be looking for some reason like feeling sorry for you or something.
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People don't feel sorry for you unless you feel sorry for yourself. You see the hole you
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see dear that's what I've been trying to tell you. They don't feel sorry for you. That's
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right silly. They don't but they're going to if you keep on with this hermit
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routine. This I'm not going to the party kick and this I stay home with the headache
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stuff they're going to feel sorry for you not because you're crippled but because you've
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got a hole in your head and you have nobody to thank but yourself.
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Where are. You going to be going.
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These then are the ingredients of social adjustment for Exceptional Children. As for
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all children the child's feelings about himself his feelings about other
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people the feelings of other people about him and the interaction of each upon the
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other. That is why these programs are intended for you all because
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each of you in some capacity makes a contribution constructive or
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otherwise to some exceptional child social adjustment. All of
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us whether we like it or not are so involved if only as members of a community in which
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exceptional children strive to live their own best lives to interpret
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for us these roles we play in and how they can be made more meaningful. We have
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Dr William C. Adamson director of the Austin community garden center and
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joy Green has several polls of individual himself and a graduate student
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at the University of Texas. First I'd like to welcome both of you as
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consultants to this particular part of the series. And I'd like to start out first Dr. Adamson
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by asking you for for your feelings as to the validity of the
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scenes you have just heard dramatize here.
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Dr. Wolf I'd like to begin by saying that I felt you created a very real
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to life situation that Mike Paul and Marsha all brought
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to life the problems with which your handicapped children and their parents are struggling.
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Thank you very much Dr. Adams. Joy you've been living with this problem of
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cerebral palsy for a long time now what. What is your general reaction to this thing you've just
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heard.
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Well I would readily agree with Dr. Adamson in that this is
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very true to live the one voyage to dial all
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of way through from the standpoint of the exceptional
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individual.
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But the fact that he exerts no individual
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was continuously concerned with what other people thought about
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him.
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Well Dr. Adams you're a psychiatry first and I know that you are
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confronted with these problems every day. I'd like to get started here in this interview and
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try to get at some of the things that we can actually do when we meet these problems. How
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would you go about in general that Years.
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Toward helping one of these children I think that your script brought out very
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well. Back to all of that there are two aspects of helping the exceptional
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child. The first aspect is a healthy parental acceptance
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of this child's problem. And this is basic Actually the family
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represents the workshop out of which feelings and acceptance of
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deference as well as failings of capacities are worked
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through and after the parents have helped the youngster get started. Then the
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second important step is the social group and the community
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acceptance of this particular child as an individual or as a very important I think.
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There was a scene toward that in the in the script when I you say that the family would
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constitute a workshop. Do you think they can do it by themselves though don't you feel it there. They
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must be guided.
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Why would why would they go for help. While this frequently
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depends on what community resources are available. But I feel that are
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special education teachers in the public schools are more and more being trained
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equipped to deal with meeting the problems of these kiddos. Frequently
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the parents can turn to the family physician who may be well versed or may
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not it's awfully important to choose very carefully the person trained to work with
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this type of child. Dr. Wolfe we might put an aside here and say
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that the degree to which parents can accept a child's problem is
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frequently related to how clear the parents are on the nature of the child's
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problem. We there move in the direction of bending over backwards
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to keep from alarming the parents to try to soft pedal it
[22:56 - 23:01]
or else maybe we move in the other direction of just taking up the ball and running with him in
[23:01 - 23:06]
how it sensitively put out is a basic step in the beginning teamwork.
[23:06 - 23:11]
And then the next step of course is how the parents carry this professional information
[23:11 - 23:16]
to the child. What do they say. What do they tell the child. How are they able to
[23:16 - 23:21]
convey this feeling that you may have some limitations but you also have some
[23:21 - 23:22]
real capacity.
[23:22 - 23:27]
I'm glad you brought that point up because I happen to know that there is a program in the
[23:27 - 23:31]
series devoted to that particular thing and and I believe the listeners will be.
[23:31 - 23:38]
Most happy to wait for that particular program because it is discussed there in in great detail.
[23:38 - 23:42]
Joy how do you feel he looking back upon your
[23:42 - 23:47]
life how do you feel about what Dr. Adams and has as brought out here.
[23:47 - 23:52]
Well I I don't think that you
[23:52 - 23:56]
could emphasize too much to impart the
[23:56 - 24:01]
responsibility of parents in helping the individual
[24:01 - 24:06]
to have a feeling of security love and
[24:06 - 24:11]
security is very important in every child's life. And
[24:11 - 24:15]
this would carry over even stronger to one
[24:15 - 24:21]
who. Where like they would have a tendency to feel that
[24:21 - 24:26]
he was different to feel that he was in any way.
[24:26 - 24:33]
A little less able then the boy
[24:33 - 24:38]
who plays more of wealth is the other
[24:38 - 24:40]
playmates.
[24:40 - 24:45]
The child gets this from the parent
[24:45 - 24:49]
he can since this feeling of security the
[24:49 - 24:55]
degree of acceptance that the bird has to Him
[24:55 - 24:58]
and He knows all about him.
[24:58 - 25:03]
There's one point I'd like to pick up here around this little girl Marsha. I was
[25:03 - 25:08]
quite impressed with that whole scene because I felt that all along the
[25:08 - 25:12]
parents had been pretty accepting of Marsh's situation and actually Marsha had moved this
[25:12 - 25:17]
far in relationship to Mother and Daddy as she could and
[25:17 - 25:22]
that it took a group acceptance it actually took something from a kid of her own
[25:22 - 25:27]
age at the point where more she was moving out from the raring of
[25:27 - 25:32]
mother a talk this additional push from this little friend Betty who said that
[25:32 - 25:37]
you've got a lot to offer but you back off with your hermit routine and I thought that this was
[25:37 - 25:42]
awfully good because Mother couldn't reach this girl at a dating age. But it was Betty's
[25:42 - 25:46]
acceptance and the group's acceptance that she had something to give that moved her along.
[25:46 - 25:50]
Well how about back to Mike in the summer camp joy Have you read an experience like that where
[25:50 - 25:53]
everybody knew your name so to speak.
[25:53 - 25:58]
Oh yes. I'm quite well acquainted with
[25:58 - 26:03]
that very situation. My own personal experiences and I know
[26:03 - 26:08]
that everyone knows
[26:08 - 26:12]
someone who has a tendency to stand out from the
[26:12 - 26:15]
group and you have to.
[26:15 - 26:19]
This is quite often misleading and I didn't realize that until
[26:19 - 26:24]
later on in life that even
[26:24 - 26:29]
though you had the sense that people understood
[26:29 - 26:33]
you told to speak are accepted you
[26:33 - 26:39]
quite often had the opinion that was expressed by
[26:39 - 26:43]
the fellow who spoke. No I was told his legs are
[26:43 - 26:47]
messed up and someone said that he has polio.
[26:47 - 26:54]
And that's about the extent the general public.
[26:54 - 26:59]
No they are not concerned they know
[26:59 - 27:04]
due to being quizzed about what she does make you
[27:04 - 27:09]
feel good when evaluation gives you a sense of a sense of security here
[27:09 - 27:10]
as it is not right.
[27:10 - 27:14]
Dr. Adamson Could you just in a few words here make his summary now of the
[27:14 - 27:19]
attitudes that you have as I can't resist concerning these problem.
[27:19 - 27:23]
Yes. First of all I think we've said that the family must show a healthy
[27:23 - 27:28]
respect for the handicapped child's limitations as well as a respect for his
[27:28 - 27:33]
capacities. Secondly the parents must show a real
[27:33 - 27:37]
caring. They must show a direction they must show how these feelings can be
[27:37 - 27:42]
expressed. And thirdly the parents must be ready to understand that the
[27:42 - 27:47]
handicapped child is going to have some betterness is going to have feelings of selfishness
[27:47 - 27:52]
is going to have feelings of difference and they must be worked through with the parents
[27:52 - 27:53]
in the home.
[27:53 - 27:58]
Very valuable advice Dr. Adams and certainly Thank you Joy. Mr. Joy Greene I thank you
[27:58 - 27:59]
very much. Thank you ladies and gentlemen.
[27:59 - 28:05]
Everybody knows my name was brought to you by a radio House the University
[28:05 - 28:10]
of Texas has the force of a special series of programs titled The child
[28:10 - 28:15]
beyond. These recorded broadcasts are devoted to the exceptional children in our
[28:15 - 28:19]
society. Their problems are the areas of difficulty and the avenues of
[28:19 - 28:24]
adjustment open to them. Counseling with us on this program with Dr. William C.
[28:24 - 28:29]
Adamson and Mr. Joyce Green. Our series commentator is Dr. William
[28:29 - 28:34]
G director of the Austin cerebral palsy center a member of the National
[28:34 - 28:38]
Education Advisory Board United servile Policy Association and president of the
[28:38 - 28:43]
Council on Teacher Education International Council for Exceptional Children.
[28:43 - 28:48]
Everybody knows my name and was prepared for broadcast my jack the Summerfield from a script
[28:48 - 28:53]
by the Dora twins with special music by Eleanor Paige alar Adkins was
[28:53 - 28:58]
Project Coordinator your announcer Bill Cadmus. The child beyond was
[28:58 - 29:02]
produced by Radio hosts of the University of Texas under a grant from the
[29:02 - 29:07]
Educational Television and Radio Center. This program is distributed by the
[29:07 - 29:20]
National Association of educational broadcasting.
[29:20 - 29:23]
This is the end E.B. network.
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This program has been transcribed using automated software tools, made possible through a collaboration between the American Archive of Public Broadcasting and Pop Up Archive. Please note that no automated transcription is perfect nor is it intended to replace human transcription labor. If you would like to contribute corrections to this transcript, please contact MITH at mith@umd.edu.