room attendants, are certified teachers of the deaf. This means that every experience of the child during her entire school day is oriented toward learning pertinent communication skills.
On the other hand, in the AIU class, pupils of Lindy's age would be taught only part time by the teacher trained to teach the deaf. At other times they would be sent out to mingle with "normal" pupils and teachers in the library, study hall, dining room, and the like. On behalf of this practice it is urged that it advances the goal of "mainstreaming." It promotes "socialization," but it does not promote maximum effective utilization of the pupil's time in obtaining skills necessary for a deaf person. "Socialization" can be sufficiently furthered out of school. If undertaken prematurely, when the pupil has not sufficiently acquired the necessary communication skills, it might have traumatic consequences or result in regression. At least it would delay or impede otherwise attainable progress in such skills.
The evidence is persuasive that such skills are at present Lindy's principal need. Championship prowess will sooner be attained if she concentrates on intensive training and learning to swim before she plunges unprepared into the turbulent mainstream. When her strokes are stronger she will be able to make better headway in the water.
A sound maxim in sports is "always change a losing game-never change a winning game." The aphorism applies here. At present Lindy is making satisfactory progress in her present educational environment. It is important to maintain "momentum." The risks of change outweigh the possible benefits. It is a suitable time to do nothing.
Next year, or the year after, it may be a new ball game. Primum non nocere applies in education as well as medicine.
Plaintiff argues that because of Lindy's shyness it would be traumatic psychologically to change her placement. We are not overly impressed by this possibility, but it is one possible risk to consider in making the risk/benefit calculation. Any change from familiar places and people is painful to anyone, but it is an inescapable part of life: "partir, c'est mourir un peu." One is reminded of the experience of Thomas Jefferson's younger daughter Polly when her father sent for her to rejoin him in Paris while he was American minister there. She was then nine, about a year older than Lindy Grkman. Unwilling to leave her Aunt Eppes, she was tricked by playing and romping with her cousins on board the ship until she fell asleep and they disembarked. Then it proved especially difficult and painful to separate her from the ship's captain to whom she became attached, when Abigail Adams took charge of her in London. Then when Jefferson's ma itre d'h otel Petit came to take her on to Paris the separation from Mrs. Adams was again a sorrowful occasion.
But no permanent damage was done, and perhaps the consequences for Lindy would not be any more serious.
In conclusion, the Court is satisfied by the preponderance of the evidence that continuance in De Paul was the appropriate educational placement for the school year 1979-80 (and hence for subsequent years, if, as AIU counsel has stated, no significant differences in those years call for any change), and that the appropriate remedy is to direct that the contrary determination by the Secretary of Education of the Commonwealth of Pennsylvania be set aside and for naught holden, and that appropriate financial support for Lindy Grkman's placement at De Paul Institute be forthcoming.
This opinion shall be deemed to embody the Court's findings of fact and conclusions of law.