Close
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
An experimental class for severely mentally retarded children in Long Beach.
(USC Thesis Other)
An experimental class for severely mentally retarded children in Long Beach.
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
AN EXPERIMH3NTAL GLASS FOE- SEVERELY MENTALLY
RETARDED CHILDREN IN LONG BEACH
A P r o je c t
P re s e n te d t o
th e F a c u lty o f th e S ch o o l o f E d u c a tio n
The U n iv e r s ity o f S o u th e rn C a l i f o r n i a
I n P a r t i a l F u l f i l l m e n t
o f th e R eq u irem en t a f o r th e D egree
M a ster o f S c ie n c e i n E d u c a tio n
b y
A rle n e M # P ed e rso n
A ugust 1954
UMI Number: EP48048
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation Publ sNng
UMI EP48048
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106-1346
£d ' SS T311 jjjy^
This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
r ddviser
Dean
TABLE O F C O N TEN TS
CHAPTER
I . INTRODUCTION.......................................................................
The p ro b lem ...................................................................
S ta te m e n t o f t h e p r o b l e m ..................................
Im p o rtan ce o f th e s t u d y ..................................
O rg a n iz a tio n o f th e s tu d y • • • • • • •
D e f in iti o n o f te rm s u se d • ........................
S e v e re ly m e n ta lly r e t a r d e d .............................
E d u cab le m e n ta lly h a n d ic a p p e d • . . • •
P o in t two • • • • ................................................
S e n s o r iz a tio n m ethod ...........................................
S o c i a l i z a t i o n m e th o d ................................... •
I I . RELATED MATERIAL............................................. . . .
G e n e ra l aim s and o b je c tiv e s .............................
E l i g i b i l i t y f o r a d m issio n t o c la s s e s . . .
The e n v iro n m e n ta l f a c t o r s • .............................
H ousing .......................................................................
P e rs o n n e l ...................................................................
T r a n s p o r ta tio n .........................................................
I I I . GROUP AND INDIVIDUAL CHARACTERISTICS . . . .
IV. PRINCIPLES OF LEARNING AS APPLIED TO
PROCEDURE.............................................................. i .
l i i
CHAPTER PAGE
V. TRAINING FOR EVERYDAY L IV IN G .................................. 25
T ra in in g f o r s e l f c a r e ........................................... 26
H e a lth ........................................................................ 26
P e r s o n a l groom ing • . ...................................... 27
S a f e t y ................................................. . . .. . 27
T ra in in g f o r fa m ily l i v i n g ................................. 28
Home h e lp e r s • . • ................................................ 28
M anners and c o u r t e s y ........................................... 28
R e s p o n s i b i l i t y ......................................................... 29
V I. SENSE TRAINING................................................................... 30
S i g h t ................................................................................. 30
M atch in g c o l o r s ............................ 30
C o lo r r e c o g n i tio n ...................... 32
L ik e n e s s e s and d i f f e r e n c e s ............................. 32
H e a r i n g ............................................................................ 33
Sound r e c o g n i t i o n ................................................ 33
T o u c h ...................................... * ..................................... 34
S m e l l ................................................................................. 34
T a s t e ................................................................................. 34
V II. SPEECH T R A IN IN G .............................................................. 35
iv
CHAPTER PAGE
V I I I . LANGUAGE DEVELOPMENT A C T IV IT IE S ............................ 38
E x c u rsio n s in th e s c h o o l . . . . . . . . . 38
F re e e x p r e s s i o n .............................................................. 39
S to ry t e l l i n g ................................................................... 39
Books and p i c t u r e s ..................................................... 39
A u d io -v is u a l a id s .................................................... 40
D ram atic p l a y ................................................................... 40
IX . NUM BER DEVELOPMENT A C T IV IT IE S ................................ 41
The r e t a i l m arket . ................................................... 41
G a m e s ...................................................................................... 42
A c t i v i t i e s .................................................................. . 42
X. MUSIC A C T IV IT IE S ............................................................. 44
Rhythms '................................................................................. 45
S i n g i n g ..................................... 45
L i s t e n i n g ............................................................................ 46
X I. ARTS AND CRAFTS.................................................................. 48
P a p ie r m a c h e ................................................................... 49
F in g e r p a i n t i n g .............................................................. 50
P a in tin g a m u r a l ......................................................... 51
X II. EVALUATING PROGRESS........................................................ 52
BIBLIOGRAPHY.......................................................................................... 55
APPENDIX I .......................................................................................... 59
APPENDIX I I .......................................................................................... 66
CHAPTER I
U N l T R O D U C T ION
C a li f o r n i a i s one o f th e few s t a t e s t h a t h as ta k e n
s te p s t o p ro v id e f o r th e t r a i n i n g o f s e v e r e ly m e n ta lly r e
ta r d e d m in o rs . I n 1951 th e S ta te L e g is la t u r e added a p e r
m is s iv e p r o v is io n t o e s t a b l i s h s c h o o ls o r c la s s e s f o r th e
t r a i n i n g o f th e s e h a n d ic a p p e d c h i l d r e n , and s in c e t h a t
tim e s p e c i a l c l a s s e s have b ee n e s t a b l i s h e d on an e x p e r i
m e n ta l b a s is i n some d i s t r i c t s in C a l i f o r n i a . !
L a te i n th e 1952-1953 s c h o o l y e a r a su rv e y was made
by th e C a l i f o r n i a S ta te D ep artm en t o f E d u c a tio n , B ureau o f
S p e c ia l E d u c a tio n , o f th e s c h o o l d i s t r i c t s o r co u n ty
o f f i c e s o p e r a tin g p rogram s f o r th e s e v e r e ly m e n ta lly r e
ta r d e d m in o rs th ro u g h o u t th e S t a t e o f C a l i f o r n i a . A t t h a t
tim e , a p p ro x im a te ly 295 c h ild r e n w ere e n r o lle d in tw e n ty -
f i v e e s t a b li s h e d c l a s s e s in th e f o llo w in g s c h o o l d i s t r i c t s
o r c o u n ty o f f i c e s : 2
1 A ppendix I c o n ta in s th e p r o v is io n s o f th e E duca
t i o n Code t h a t d e a l w ith th e e s ta b lis h m e n t o f s p e c ia l
c l a s s e s .
2 Summary o f M eetin g s on P rogram s f o r t h e S e v e re ly
M e n ta lly R e ta rd e d . S acram en to : C a l i f o r n i a S ta te D e p a rt
m ent o f E d u c a tio n , B ureau o f S p e c ia l E d u c a tio n , O c to b e r,
1953.
2
A rd e n -C arm ic h ael E le m e n ta ry S ch o o l D i s t r i c t
B a k e r s f ie ld C ity E le m e n ta ry S ch o o l D i s t r i c t
Lennox E le m e n ta ry S ch o o l D i s t r i c t
Long B each U n if ie d S ch o o l D i s t r i c t
M odesto C ity E le m e n ta ry S ch o o l D i s t r i c t
Napa C ounty
S acram ento C ity U n if ie d S ch o o l D i s t r i c t
San D iego C ity U n if ie d S ch o o l D i s t r i c t
San F ra n c is c o C ity U n if ie d S ch o o l D i s t r i c t
S ta n is la u s County
More r e c e n t d a t a r e l e a s e d by th e C a li f o r n i a S ta t$
D epartm ent o f E d u c a tio n , B ureau o f S p e c ia l E d u c a tio n , r e
v e a le d t h a t a p p ro x im a te ly f i v e h u n d re d c h ild r e n com ing
w i t h i n th e p r o v is io n s o f E d u c a tio n Code S e c tio n 9801*2
w ere e n r o lle d in f o r t y - t h r e e e s t a b l i s h e d c la s s e s a s o f
O c to b e r, 1953* The s c h o o l d i s t r i c t s o r c o u n ty o f f i c e s
o p e r a tin g th e s e c l a s s e s w ere l i s t e d a s : 3
A rd e n -C arm ic h ael E le m e n ta ry S ch o o l D i s t r i c t
B a k e r s f ie ld C ity E le m e n ta ry S ch o o l D i s t r i c t
B e llf lo w e r C ity E le m e n ta ry S ch o o l D i s t r i c t
C hula V is ta C ity E le m e n ta ry S ch o o l D i s t r i c t
Hayward E le m e n ta ry S ch o o l D i s t r i c t
Lennox E le m e n ta ry S ch o o l D i s t r i c t
Long B each U n if ie d S ch o o l D i s t r i c t
Los A n g eles C ity E le m e n ta ry S ch o o l D i s t r i c t
(N ovem ber, 1953)
Los A n g eles C ounty
M odesto C ity E le m e n ta ry S ch o o l D i s t r i c t
Mt* D ia b lo U n ifie d S ch o o l D i s t r i c t
Napa C ounty
O range C ounty
P o r t e r v i l l e C ity E le m e n ta ry S ch o o l D i s t r i c t
3 Ib id *
3
S acram ento C ity U n ifie d S ch o o l D i s t r i c t
San D iego C ity U n if ie d S ch o o l D i s t r i c t
S an B e rn a rd in o C ity H igh S ch o o l D i s t r i c t
San F ra n c is c o C ity U n ifie d S ch o o l D i s t r i c t
San J o s e U n if ie d S ch o o l D i s t r i c t
San M ateo County
S a n ta C la ra C ounty
S ta n d a rd E le m e n ta ry S ch o o l D i s t r i c t ( O i ld a le ,
C a lif o r n ia )
S ta n is la u s C ounty
T u la re C ounty
In 1 9 5 2 , th e Long B each U n ifie d S ch o o l D i s t r i c t o f
Long B each, C a l i f o r n i a , e s t a b l i s h e d th e f i r s t c l a s s o f t h i s
ty p e and was th e f i r s t c i t y s c h o o l sy stem i n Los A n g eles
C ounty t o o f f e r su c h a program * I t was b e lie v e d t h a t t h i s
c l a s s was n e c e s s a r y t o g e t e x p e rie n c e b e fo re em barking
upon th e p la n o f e s t a b l i s h i n g a s p e c ia l s c h o o l f o r s e v e r e ly
m e n ta lly r e t a r d e d c h ild re n * The f o llo w in g y e a r , 1 9 53, a
s c h o o l p l a n t was d e s ig n a te d f o r e x c lu s iv e u se o f th e
c l a s s e s f o r th e s e c h ild r e n and th r e e su c h c la s s e s w ere in
o p e r a tio n w ith a t o t a l e n ro llm e n t o f t h i r t y - s i x c h ild re n *
I* THE PROBLEM
S ta te m e n t o f t h e p ro b lem * I t was th e p u rp o se o f
t h i s s tu d y (1 ) t o e n lig h te n th e r e a d e r to w a rd a b e t t e r
u n d e rs ta n d in g o f w hat i s in v o lv e d in th e program f o r th e
s e v e r e ly m e n ta lly r e t a r d e d , (2) t o show th e ty p e s o f c h i l
d re n who a re u n d e r th e p r o v is io n s o f th e p ro g ram , and (3)
t o draw to g e t h e r th e e x p e rie n c e s o f th e w r i t e r of* t h i s p ro
j e c t , who was one o f th e th r e e te a c h e r s f i r s t a s s ig n e d t o
th e Long B each p ro g ram , i n e f f e c t i v e te a c h in g m eth o d s, a s |
r e v e a le d by an e v a lu a tio n o f th e s e m ethods b a s e d on p u p il
i n t e r e s t , r e s p o n s e , and b e h a v io r in th e p rim a ry c l a s s o f j
t h i s p ro g ram .
Im p o rtan ce o f th e s tu d y . C a lif o r n i a s c h o o ls a r e
aw are o f a g ro w in g n ee d f o r in fo rm a tio n r e g a r d in g th e
n a tu r e o f th e c h i ld r e n who w ould b e n e f i t fro m t h i s s e r v ic e
and th e p ro c e d u re s u s e d by te a c h e r s w ith some e x p e rie n c e
in th e p ro g ram . T h ere i s l i t t l e w r i t i n g ( o th e r th a n m edi
c a l) a b o u t th e s e v e r e ly m e n ta lly r e ta r d e d c h i l d , and l e s s
a b o u t e f f e c t i v e m ethods o f t r a i n i n g him . F o rm e rly , th e
g e n e r a l o p in io n was t h a t th e s e c h ild r e n s h o u ld be p ro v id e d
f o r by i n s t i t u t i o n a l p la cem en t b e c a u se th e y c o u ld n e v e r
i
make an a d e q u a te a d ju s tm e n t t o s o c ie ty o r s o c i a l l i v i n g .
More r e c e n t o p in io n s , d e v e lo p e d s in c e th e s c h o o ls have
o f f e r e d t h e i r s e r v ic e s f o r th e t r a i n i n g o f th e s e c h i ld r e n ,
a re t h a t th e s c h o o ls a r e p ro v id in g c u s to d ia l c a re f o r
th e s e c h i ld r e n t o r e l i e v e th e o v er-cro w d ed c o n d itio n s t h a t
e x i s t i n th e i n s t i t u t i o n s , and t o c u t th e e x p e n d itu re s o f
th e S ta te by p ro v id in g f o r them f o r a few h o u rs p e r day
r a t h e r th a n th e tw e n ty -f o u r h o u r r e s p o n s i b i l i t y i n th e
i n s t i t u t i o n s . In t h i s s tu d y an a tte m p t was made t o p ro v id e
in fo rm a tio n t o m odify th e s e o p in io n s and t o p ro v id e a b a s is
f o r m ethods and p ro c e d u re s t h a t may be u s e d s u c c e s s f u l l y in
th e t r a i n i n g o f t h i s ty p e o f c h i ld .
O rg a n iz a tio n o f th e s tu d y . The d a ta f o r t h i s p a p e r
w ere g a th e r e d u n d e r th e a u s p ic e s o f th e Long B each U n if ie d i
S ch o o l D i s t r i c t .
S e v e r a l c h a p te r s a r e d e v o te d t o a d m in is tr a tiv e o r
g a n iz a tio n and p ro c e d u re i n s e t t i n g up and m a in ta in in g
c l a s s e s f o r s e v e r e ly m e n ta lly r e t a r d e d m in o rs . T h is ma
t e r i a l was in c lu d e d i n th e s tu d y t o p ro v id e in fo rm a tio n j
t h a t may le a d t o an u n d e rs ta n d in g o f th e program and th e
s e r v ic e s o f f e r e d t o th e s e c h i ld r e n . F o llo w in g t h i s , th e
g ro u p and in d iv i d u a l c h a r a c t e r i s t i c s o f th e c h i ld r e n t h a t
to o k p a r t in t h i s s tu d y a r e d is c u s s e d , a s w e ll a s su g g e s
t i o n s t o te a c h e r s t h a t a r e a p p lic a b le t o p ro c e d u re r e l a t e d
t o g ro u p n e e d s .
The f i n a l p o r tio n s d e a l w ith th e a c t u a l m ethods and
m a te r ia l s t h a t w ere u se d s u c c e s s f u l ly w ith th e c h i ld r e n o f
t h i s s tu d y in a v a r i e t y o f a c t i v i t i e s . A d a i l y r e c o r d was
k e p t o f e v e ry a c t i v i t y p r e s e n te d t o th e c h i ld r e n and t h e i r
r e a c t i o n s t o i t . The m a te r ia l s p r e s e n te d h e re have b een
s e l e c t e d as th o s e t h a t h e ld th e c h i l d r e n ’s i n t e r e s t
th ro u g h o u t th e p r e s e n t a t i o n , showed a f a v o r a b le g ro u p r e
s p o n s e , and k e p t t o a minimum th e unw anted o v e r t b e h a v io r
o f th e c h i ld r e n d u rin g th e a c t i v i t y * As an added m easure
o f th e so u n d n ess o f th e e x p e rie n c e s o f f e r e d t o th e c h ild r e n
o f t h i s s tu d y , an e v a lu a tio n o f in d iv i d u a l p u p il p r o g re s s
made a f t e r one y e a r o f p a r t i c i p a t i o n in th e program i s i n
c lu d e d .
i i . d e f i n i t i o n s o f teems u se d
S e v e re ly m e n ta lly r e t a r d e d . T h ro u g h o u t t h i s r e p o r t ,
th e te rm " s e v e r e ly m e n ta lly r e t a r d e d ” s h a l l be a p p lie d t o
c h i ld r e n w ith an i n t e l l i g e n c e q u o tie n t below 5 0 . A lth o u g h
th e s e c h i ld r e n may n o t be a b le t o a b s o rb any fo rm a l ed u ca
t i o n th e y may be t r a i n e d in a p r a c t i c a l way t o f u n c tio n
w ith in a s h e l t e r e d en v iro n m e n t.
E d u cab le m e n ta lly h a n d ic a p p e d . T h e te rm " e d u c a b le
m e n ta lly r e t a r d e d ” i s a p p lie d t o c h ild r e n whose r a t e o f
m e n ta l dev elo p m en t h a s b ee n r e ta r d e d from b i r t h o r an
e a r l y a g e , b u t who r e q u i r e and may be e x p e c te d t o b e n e f i t
fro m s p e c i a l e d u c a tio n a l f a c i l i t i e s d e s ig n e d t o make them
e c o n o m ic a lly u s e f u l and s o c i a l l y a d ju s te d in te rm s o f in
d ep en d en t com m unity l i f e .
P o in t tw o . The te rm " p o in t tw o" s h a l l r e f e r t o th e
p e rm is s iv e p r o v i s i o n a l program t h a t i s d e s ig n e d t o m eet
th e n ee d s o f s e v e r e ly m e n ta lly r e ta r d e d m in o rs i n th e S ta te
o f C a l i f o r n i a .
S e n s o r iz a tio n m ethod. The te rm " s e n s o r i z a tio n m eth
od1 1 r e f e r s t o a m ethod o f te a c h in g in w h ich c o n c re te n e s s o r
r e a l is m o f p r e s e n t a t i o n i s u s e d .
S o c i a l i z a t i o n m ethod. T h ro u g h o u t t h i s s tu d y , th e
te rm " s o c i a l i z a t i o n m ethod" r e f e r s t o a m ethod o f te a c h in g
\
t h a t i s an a c t i v e , e x p e rie n c in g ty p e o f a c t i v i t y i n w hich
t h e r e i s an in te rc o m m u n ic a tio n w ith in th e g ro u p .
BELATED MATERIAL
The p u rp o se o f t h i s c h a p te r i s t o f a m i a l i a r i z e th e
r e a d e r w ith some o f th e d e t a i l s o f o r g a n iz a tio n and adm in
i s t r a t i o n t h a t m ust he c o n s id e re d i n e s t a b l i s h i n g c l a s s e s
f o r th e s e v e r e ly m e n ta lly r e ta r d e d m in o rs i n th e Long Beach
U n ifie d S ch o o l D i s t r i c t . T h is m a t e r ia l i s o f im p o rta n ce
b e c a u se o f i t s d i r e c t r e l a t i o n s h i p t o th e t o t a l s tu d y .
I . GENERAL AMS AND OBJECTIVES
The m ethods and m a te r ia ls u se d in th e t r a i n i n g o f
th e s e c h i ld r e n a r e a d i r e c t o u tg ro w th o f th e aim s and ob
j e c t i v e s o f th e p ro g ram . I t was hoped t h a t th e o b je c ti v e s
s e l e c t e d w ould be r e a l i s t i c and w ould s tim u la te g o a l-
!
i d i r e c t e d a c t i v i t y to w a rd th e developm ent o f th e maximum
u se o f th e l i m i t e d a b i l i t i e s o f th e s e c h ild r e n .
The E d u c a tio n a l P o l i c i e s Commission^- h as l i s t e d th e
f o u r m a jo r o b je c ti v e s o f e d u c a tio n a s : 1) th e o b je c ti v e s
1 E d u c a tio n a l P o l i c i e s C om m ission, P o l i c i e s f o r
E d u c a tio n i n A m erican Democracy % N a tio n a l E d u c a tio n
A s s o c ia tio n , 1 9 4 6 , p . 1 8 6 -2 6 2 .
o f s e l f - r e a l i z a t i o n , 2} th e o b je c ti v e s o f human r e l a t i o n
s h i p , 3 ) th e o b je c ti v e s o f econom ic e f f i c i e n c y , and 4 ) th e
o b je c tiv e s o f c i v i c r e s p o n s i b i li t y *
In g e n e r a l th e s e o b je c tiv e s a r e k e p t i n m ind, b u t
th e em phasis i s p la c e d upon th e developm ent o f p e r s o n a l i t y
and adequacy in t h e s o c i a l a r e a s in th e e d u c a tio n o r t r a i n
in g o f th e s e v e r e ly m e n ta lly r e ta r d e d c h ild *
I n th e Long B each U n if ie d S ch o o l D i s t r i c t , more sp e
c i f i c o b je c tiv e s o f th e p o in t two program in c lu d e th e f o l
lo w in g :
1 . To d e v e lo p h a b i t s o f good h e a l t h and c l e a n l in e s s
2* To d e v e lo p good m anners and c o u r te s y .
3 . To d e v e lo p e f f i c i e n t com m unicative s k i l l s *
4 . To d e v e lo p c o n fid e n c e and p e r s o n a l ad eq u acy .
5 . To d e v e lo p m u sc u la r c o o rd in a tio n *
6 . To a i d th e c h i l d t o l e a r n t o e n jo y u s e f u l and
s a t i s f y i n g o c c u p a tio n s .
7 . To a i d th e c h i ld t o l e a r n t o w ork and p la y as
a member o f a group*
8 . To t r a i n th e c h i ld t o be s o c i a l l y a c c e p ta b le
a t home and i n th e community*
9 . To a i d th e c h i ld t o make a n a d e q u a te a d j u s t
m ent t o th e p ro b lem s o f ev e ry d a y l i v i n g .
io !
i
1 0 . To d e v e lo p a w illin g n e s s t o fo llo w d i r e c t i o n s , j
1 1 . To h e lp th e p a r e n t t o a c c e p t h i s c h i ld e m o tio n - J
a l l y and i n t e l l e c t u a l l y .
12. To h e lp o th e r members o f th e community t o
a c c e p t and u n d e rs ta n d th e c h ild * s l i m i t a t i o n s .
T hese s p e c i f i c aim s and o b je c tiv e s a r e b a s i c a l l y r e
l a t e d t o th e g o a ls o u tli n e d f o r a p rogram o f t h i s ty p e by
A rth u r S . H i l l . 2
I I . ELIGIBILITY FOB ADMISSION TO CLASSES
A d e c is io n c o n c e rn in g th e p la cem en t o f a c h i l d in to
a c l a s s f o r th e s e v e r e ly m e n ta lly r e ta r d e d m ust ta k e in to
a c c o u n t a w ide v a r i e t y o f f a c t o r s . To k eep th e e r r o r s o f
s e l e c t i o n a t a minimum, recom m endations a r e c o n s id e re d
a f t e r s y s te m a tic s tu d y o f e a ch c h i l d by a g ro u p o f h ig h ly
t r a i n e d p e rs o n s w o rk in g a s a team .
B ecause recom m endations alw ay s in v o lv e th e u s e o f
some c r i t e r i a , th e S p e c ia l T r a in in g C la ss P lacem en t Com
m itte e s e l e c t e d th e f o llo w in g c r i t e r i a f o r e l i g i b i l i t y f o r
2 A rth u r S . H i l l , The F orw ard Look; The S e v e re ly
R e ta rd e d C h ild Goes t o S c h o o l* p . 1 2 . U n ite d S ta te s
B ureau o f E d u c a tio n , B u l l e t i n No. 11. W ash in g to n :
G overnm ent P r i n t i n g O f f ic e , 1952.
XI
a d m issio n t o th e p o in t two program * T hese a r e b a s i c a l l y
t h a t a s s t a t e d i n th e C a l if o r n i a A d m in is tra tiv e C ode,
T i t l e 5 , A r t i c l e 2 1 , S e c tio n 197* The c h i l d m ust b e :
1* B etw een th e ag es o f 5 and 18;
2* A m b u lato ry ;
3 . A ble t o h e a r spoken c o n n e c te d la n g u ag e and se e
w e ll enough t o engage in c l a s s a c t i v i t i e s ;
4* A ble t o ta k e c a re o f h i s t o i l e t n e e d s ;
5 . A ble t o com m unicate h i s w an ts and u n d e rs ta n d
sim p le d i r e c t i o n s ;
6* A ble t o g e t a lo n g w ith o th e r s so t h a t he d o es
n o t en d a n g er h im s e lf o r o th e r s ;
7 . E m o tio n a lly s t a b l e enough t o p a r t i c i p a t e i n
sim p le g ro u p a c t i v i t i e s ;
8* A ble t o a t t a i n an i n t e l l i g e n c e q u o tie n t o f 30
o r above on an in d iv i d u a l t e s t *
I I I . THE ETOIIOMEHTAL FACTORS
I n Long B each , i t i s re c o g n iz e d t h a t th e s e v e r e ly
m e n ta lly r e ta r d e d c h ild * s t o t a l en v iro n m en t assum es a v e ry
im p o rta n t p a r t in h i s l i f e * H is r e a c t i o n t o and a t t i t u d e
, to w a rd th e s o c i a l and p h y s ic a l f a c t o r s w ith w hich he comes
i n c o n ta c t in f lu e n c e h i s a b i l i t i e s t o b e n e f i t by th e t r a i n
in g o f f e r e d him*
12
I t i s g e n e r a lly a g re e d t h a t th e en v iro n m en t sh o u ld
he d e s ig n e d t o m eet th e n ee d s of* th e s e c h i l d r e n , and s e g r e
g a t io n a p p e a rs t o p ro v id e th e an sw er. Away f*rom p r e s s u r e s ,
r e j e c t i o n , and c o m p e titio n th e c h ild r e n a r e b e t t e r a b le to
l e a r n t o l i v e a s happy and u s e f u l members o f th e f a m ily ,
s c h o o l, and com m unity.
H o u sin g . In th e Long B each U n if ie d S ch o o l D i s t r i c t ,
a s c h o o l p l a n t was d e s ig n a te d t o be u s e d e x c lu s iv e ly f o r
c l a s s e s o f s e v e r e ly m e n ta lly r e t a r d e d c h i ld r e n . The Spe
c i a l T r a in in g C e n te r, a s i t i s nam ed, c o n s is ts o f a s m a ll
c i t y b lo c k , o r 1 .9 5 a c re s c o m p le te ly f e n c e d , lo c a te d a t
W illow and D e lta S t r e e t s i n Long B each, C a l if o r n i a .
The m ain b u ild in g h as two l a r g e , w e l l - v e n t i l a t e d ,
and w e l l - l i g h t e d c la ssro o m s t h a t a r e u se d f o r th e i n t e r
m e d iate and s e n i o r c l a s s e s . I n a d d i t i o n , t h e r e i s a
n u r s e s 1 room and an o f f i c e f o r t h e p r i n c i p a l - t e a c h e r .
The p rim a ry c l a s s i s h o u sed in a la r g e s in g l e bun
galow t h a t i s l i g h t and a i r y , and h as am ple equipm ent and
sp a ce t h a t i s co n d u civ e t o le a r n in g .
One h a l f o f a d o u b le bungalow h a s b een d e s ig n e d f o r
th e h o m e -u n it room , and sp a c e and equipm ent p ro v id e d f o r a
co m b in atio n k itc h e n and d in in g room , bedroom , and u t i l i t y
room . The o th e r h a l f o f th e bungalow i s u se d as an assem
b ly room and l i v i n g room .
W e ll-k e p t law ns su rro u n d th e b u ild in g s and p ro v id e
th e p la y a r e a s f o r th e c h ild re n * » In a d d i t i o n , th e r e a re
t o i l e t and show er f a c i l i t i e s in s m a lle r b u ild in g s on th e
g ro u n d s •
P e r s o n n e l* One te a c h e r i s p ro v id e d f o r each g ro u p
o f tw e lv e c h i l d r e n , and one o f th e s e te a c h e r s i s a p r i n c i -
p a l - t e a c h e r . An o rth o p e d ic a id e whose tim e i s s h a re d by
a l l th r e e te a c h e r s f o r in d iv i d u a l c h ild c a re a s n eed ed i s
p r o v id e d , a s w e ll a s a c u sto d ia n * A ll o f th e s e a r e m ain
t a i n e d a s f u l l - t i m e em ployees*
O th e r s t a f f members s e r v in g o th e r s c h o o ls b u t s h a re d
by th e S p e c ia l T r a in in g C e n te r a re th e s c h o o l n u r s e , d o c to r
p s y c h o lo g is ts , p s y c h o m e tr is t, s o c i a l w o rk e rs , and S p e c ia l
E d u c a tio n S u p e r v is o r .
T r a n s p o r ta ti o n * The c h ild r e n a re tr a n s p o r t e d t o and
fro m th e S p e c ia l T r a in in g C e n te r by t a x i from a l l p a r t s o f
th e d i s t r i c t . C o sts o f th e t a x i t r a n s p o r t a t i o n a r e assum ed
by b o th th e Long B each U n if ie d S ch o o l D i s t r i c t and th e
S ta te o f C a lif o r n i a .
CHAPTER I I I *
GROUP AND mDIVIDUAL CHARACTERISTICS
The c h ild r e n who have ta k e n an a c t i v e p a r t in t h i s
s tu d y a r e a l l i n th e p rim a ry c l a s s o f th e p o in t two p r o
gram . F o r th e m ost p a r t , th e y have had l i t t l e o r no s c h o o l
e x p e rie n c e . I n t e l l i g e n c e q u o tie n ts o f th e g ro u p ra n g e from
t h i r t y t o f i f t y , and t h e i r m e n ta l ag es a r e fro m two t o f o u r
y e a r s •
A lth o u g h i t i s d i f f i c u l t t o c h a r a c te r i z e any g ro u p
o f i n d i v i d u a l s , c e r t a i n c h a r a c t e r i s t i c s p r e v a i l i n d e g re e
th ro u g h o u t t h i s g ro u p . F i r s t and fo re m o s t, a r e t h a t th e y
have v e ry s h o r t memory and a t t e n t i o n s p a n s . They d is p l a y
a li m i te d a b i l i t y t o g e n e r a l i z e , w hich in d i c a t e s t h a t ex->
p e r ie n c e s m ust be p r e s e n te d c o n c r e te ly . They a re im p u lsiv e
and s e l f - c e n t e r e d b u t a r e s t r i v i n g t o c o n tr o l t h e i r im p u lses
t o r e a c t in s o c i a l l y a c c e p ta b le w ays. They a r e a l s o m aking
a p a r a l l e l s h i f t from p u r e ly s u b je c tiv e t o r e l a t i v e l y ob
j e c t i v e c o n c e rn f o r th e p e o p le and w o rld a b o u t them .
T h e ir b a s ic n eed s o f b e lo n g in g and s e c u r i t y a re
e s s e n t i a l l y th e same s o c i a l and e m o tio n a l re s p o n s e s a s th e
n o rm al c h i l d , a lth o u g h th e i n t e n s i t y o f th e d r iv e to w a rd
s a t i s f a c t i o n o f th e s e n e e d s seem s more a p p a re n t.
15
The d e s c r i p t io n s o f th e in d iv i d u a l members o f th e
p rim a ry c la s s h e re g iv e n sum m arize th e m ost p ro n o u n ced
c h a r a c t e r i s t i c s o f each c h i l d w ith s p e c i a l r e f e r e n c e to
th o s e f a c t o r s t h a t in f lu e n c e h i s a b i l i t i e s t o l e a r n ta k e n
from t h e i r r e c o r d s a t th e b e g in n in g o f th e s c h o o l y e a r .
I . D .B ., A ge, 6 .4 . Y ears
D .B. d o es n o t sp e ak in s e n te n c e s , and h i s sp e e c h
i s b a r e ly u n d e r s ta n d a b le . M otor c o o r d in a tio n i s
p o o r, and t h e r e i s a c o n s ta n t d r o o lin g fro m th e m outh.
WISC r e s u l t s show; V e rb a l I.Q . 52
P erfo rm an ce I .Q . 57
F u l l S c a le I.Q . 50
He was th e f i r s t - b o r n o f f r a t e r n a l tw in s . The
tw in s w ere se v e n m onths b a b ie s . The m o th er s t a t e s
t h a t sh e a lm o st m is c a r r ie d a t two m onths and h ad t o
be c a r e f u l d u rin g th e re m a in d e r o f th e p re g n a n c y .
A t a l o c a l c l i n i c th e b o y ’s c o n d itio n had b een d ia g
n o se d a s c e r e b r a l p a l s y , b u t th e m other s t a t e s t h a t
h e r p e d i a t r i c i a n a t t r i b u t e s h i s c o n d itio n to th e f a c t
t h a t a n u rs e h e ld up la b o r u n t i l she c o u ld be p la c e d
i n th e d e l iv e r y room , and th u s c u t o f f th e s u p p ly o f
oxygen t o th e i n f a n t . D .B .* s tw in i s c o n s id e re d
n o rm a l.
The m other s a y s t h a t D .B. was much slo w e r i n d e
v e lo p in g th a n th e tw in . He w alk ed a t a b o u t two y e a rs
o f a g e . A t th e age o f th r e e and one h a l f y e a rs he
h ad eye s u r g e r y f o r s tr a b is m u s . The o p e r a tio n was
n o t c o m p le te ly s u c c e s s f u l , and a c o n v e rg e n t s q u in t
i s e v id e n t. He i s su p p o sed t o w ear g la s s e s b u t d o es
n o t have them .
An o ld e r b r o t h e r , age n in e y e a r s , i s i n th e i n t e r
m e d ia te c l a s s in th e same p ro g ram .
I I . K .C ., A ge, 8 Y ears
K .C . i s a M ongoloid ty p e c h i l d , a s th e m o th er was
in fo rm ed by a num ber o f d o c to r s .
B in e t (L) r e s u l t s in d ic a t e I .Q . 49
H er m o th er s t a t e s t h a t she was a f u l l te rm baby
and a b re e c h b i r t h , w ith q u ite a lo n g d e l iv e r y tim e .
She i s a q u i e t c h i l d , and h a s p o o r p ro n u n c ia tio n
o f w ords b u t can be u n d e rs to o d w ith o u t to o much d i f
f i c u l t y . When a sk e d a q u e s tio n sh e s q u in ts and r o l l s
h e r ey es a s i f she i s th in k in g v e ry h a rd a b o u t th e
q u e s tio n a s k e d .
H er f i n g e r s a r e s h o r t and s tu b b y , and she i s l e f t -
h an d ed .
I I I . W .S ., A ge, 10 Y ears
W .S. i s a p le a s a n t c h i ld and i s v e ry v e r b a l . He
o f te n g iv e s q u ic k an sw ers t h a t d is p l a y a k een se n se
o f hum or. He i s w e ll l i k e d by th e g ro u p , and seem s
t o be a l e a d e r .
WISC r e s u l t s i n d ic a t e : V e rb a l I .Q . 51
P erfo rm an ce I .Q . 37
F u l l S c a le I .Q . 46
He h a s b e e n d ia g n o se d as a b r a i n - i n j u r e d c h i l d .
Hi i s h y p e r - a c tiv e and u n p r e d ic ta b le in h i s b e h a v io r .
v T here i s a s t e p f a t h e r in th e home and a y o u n g er
h a l f - b r o t h e r . . .
The m o th er h a s s e n t W .S. th ro u g h many c l i n i c s
h o p in g he w ould be c u re d . In th e summer o f 1953,
he was an o u t - p a t i e n t a t, a M ental h e a l t h c l i n i c , and
th e s t a f f s u g g e s te d i n s t i t u t i o n a l i z a t i o n . He i s on
th e w a itin g l i s t o f one o f th e s t a t e i n s t i t u t i o n s .
IV . M.G. , A ge, 8 Y ears
M.G. i s a w e ll- d r e s s e d and n e a t l y groom ed c h i l d .
She u s e s s i n g l e w ords when s p e a k in g , and h e r e n u n c i
a t i o n i s v e ry p o o r , u s u a l ly u n i n t e l l i g i b l e .
B in e t (M) r e s u l t s in d ic a t e I .Q . 36
The m other s t a t e s t h a t she i s an a d o p te d c h i l d .
A t th e age o f two y e a rs she h ad a v e ry h ig h f e v e r
f o r a num ber o f d a y s . P r i o r t o t h a t t h e r e i s no
r e c o r d o f s ic k n e s s o r i n ju r y .
17
T h ere i s a y o u n g er a d o p te d c h i ld i n th e home, and
th e p a r e n ts a tte m p t t o s tim u la te c o m p e titio n betw een
th e two c h i ld r e n by p o in tin g o u t th e y o u n g er c h ild * s
ac h ie v e m e n ts •
V. G .T • , A ge, 6*5 Y ears
G .T . i s a h y p e r - a c tiv e c h i l d w ith a v e ry s h o r t '
a t t e n t i o n s p a n . He does n o t sp e a k in s e n te n c e s , and
makes lo u d , u n i n t e l l i g i b l e so u n d s.
B in e t (M) r e s u l t s in d ic a t e I .Q . 36
A p h y s ic a l e x a m in a tio n r e v e a ls s p a s t i c i t y . U n til
tw o y e a rs a g o , th e c h i ld was c o n fin e d t o a bed w ith
r e s t r a i n t s on th e r i g h t arm .
V I. R .D ., A ge, 9 .3 Y ears
R .D . h a s th e a p p e a ra n c e , g a i t , and sp e e c h o f a
M ongoloid. She h a s a sp e e c h d e f e c t , and i t i s d i f
f i c u l t t o u n d e rs ta n d h e r . She i s in n eed o f con
s t a n t sp e e c h th e r a p y .
B in e t (L) r e s u l t s in d ic a t e I.Q . 37
R .D . r e s e n t s a u t h o r i t y , i s d e f i a n t a t tim e s , and
seem s t o show s tu b b o rn n e s s a b o u t fo llo w in g o th e rs *
s u g g e s tio n s . She i s v e ry a g g r e s s iv e and d is r e g a r d s
a l l s a f e t y r u l e s on the„ p la y g ro u n d . She w ears v e ry
t h i c k le n s g l a s s e s and i s v e ry c a r e f u l a b o u t n o t
b r e a k in g them .
She i s o b s e rv a n t and p l a y - a c t s th e th in g s she
s e e s on t e l e v i s i o n . Her m other p u n is h e s h e r by
t a k in g th e p r i v i l e g e o f v ie w in g t e l e v i s i o n away from
h e r .
T h ere i s one o th e r s i b l i n g i n th e home: a g i r l
t e n y e a rs o f a g e . The m other s t a t e s t h a t th e o th e r
c h i l d i s r *very b r i g h t •1 * The p a r e n ts have n o t a llo w e d
R.D . t o a s s o c i a t e w ith h e r p e e r g ro u p , b e c a u se M th e
d o c to r t o l d them t o keep h e r away from a l l c h i l d r e n . 1 1
They f e e l t h a t sh e w i l l l i v e a n o rm al l i f e and m a rry ,
b u t th e y do n o t f e e l she s h o u ld have c h ild r e n .
R .D . does n o t seem t o be l i k e d by th e g ro u p , b e
cau se she i s in c l i n e d t o s t r i k e o u t a t o th e r s f o r no
a p p a re n t r e a s o n .
18 !
J
VTI. P .V ., A ge, 6 .1 1 Y ears
P .V . a p p e a rs t o have many c h a r a c t e r i s t i c s o f a Mon
g o lo id c h i l d . He i s v e ry f r i e n d l y and seem s t o have a
p e r p e t u a l s m ile on h i s f a c e .
B in e t (1») r e s u l t s in d ic a te I .Q . 39
The m o th er s t a t e s t h a t th e boy p la y s a b ig p a r t in
th e fa m ily l i f e now t h a t t h e i r tw e n ty -tw o y e a r o ld so n
i s in th e s e r v i c e . She e x p re s s e s g r e a t lo v e and warm
f e e l i n g f o r th e c h i ld and seem s t o re c o g n iz e h i s l i m i
t a t i o n s . She a ls o s t a t e s t h a t th e f a t h e r h as v e ry
good r e l a t i o n s h i p s w ith th e boy and t h a t th e r e i s no
d e s i r e t o change th e p r e s e n t f a m ily s e t u p .
V I I I . P . L . , A ge, 1 0 .6 Y ears
P .L . i s a p le a s a n t lo o k in g boy w ith a f r i e n d l y
m anner a b o u t him . He i s e x tre m e ly h y p e r a c tiv e , and 1
o f te n t a l k s i n a d is o r g a n iz e d , g ib b e r in g way.
B in e t (L) r e s u l t s in d ic a t e I .Q . 45
He d is p la y s an e x c e e d in g ly s h o r t a t t e n t i o n sp an
and c a n n o t rem a in q u i e t f o r any le n g th o f tim e . He
d o es n o t se e k a d u l t a t t e n t i o n p a r t i c u l a r l y , b u t con
s t a n t l y c o n ta c ts o th e r c h i ld r e n .
He l i v e s w ith h i s m other and m a te rn a l g r a n d p a r e n ts .
The w h e re a b o u ts o f th e f a t h e r i s unknown and th e
g r a n d p a re n ts seem t o have th e c u s to d y o f P .L . The
m o th er seem s t o be o f li m ite d a b i l i t i e s .
IX . J . S . , A ge, 8 .5 Y ears
J .E . i s a M ongoloid. He h a s v e ry l i t t l e sp e e c h
and d o es n o t u s e s e n te n c e s . H is c o o r d in a tio n i s f a i r .
B in e t (L) r e s u l t s in d ic a te I .Q . 45
H is m o th er h a s a c c e p te d J .E . *s d e f ic ie n c y b u t th e
f a t h e r m a in ta in s t h a t r,he w i l l be n o rm al so m ed ay .”
The p a r e n ts have gone t o many s p e c i a l i s t s , h o p in g
t h a t th e boy w i l l im prove in i n t e l l i g e n c e . T h ere i s
one o th e r s i b l i n g , an o ld e r m ale who seems t o u n d e r
s ta n d and a c c e p t th e boy*s c o n d itio n .
He seem s t o p r e f e r t o p la y a lo n e and o f te n can be
fo u n d i n th e c o a t c l o s e t d r e s s e d in th e g i r l s ' w ra p s.
H is m o th er s t a t e s t h a t he o f te n d r e s s e s in h e r c lo th e s
a t home. On o c c a s io n s he w i l l p a r t i c i p a t e in gro u p
a c t i v i t i e s b u t m ust be u rg e d .
X. R .T ., A ge, 6 .6 Y ears
R .T . i s o f s l i g h t b u i l d b u t seem s t o have a s l i g h t l y
e n la r g e d h e a d . He i s v e ry q u i e t b u t does n o t l i k e t o
l i s t e n . He c a n n o t rem a in s e a te d and h as a v e ry s h o r t
a t t e n t i o n sp a n . i
B in e t (L) r e s u l t s in d ic a t e I.Q . 51
He was in th e k in d e r g a r te n p ro g ram , b u t was e x c lu d e d
b e c a u se he was^ H to o im m ature and c o u ld n o t a d j u s t in
t h e c la s s .* ' The fa m ily w ere a d v is e d t o p la c e him in
a p r e - s c h o o l s i t u a t i o n , b u t th e m o th er f e l t t h a t th e
c h i ld r e n w ere to o young f o r him .
H is m o th er s t a t e d t h a t b i r t h was norm al a f t e r a
f u l l te rm p re g n a n c y . H is e a tin g h a b i t s w ere p o o r and
he h as alw ays b ee n an e x tre m e ly n e rv o u s c h i ld . He
h as h ad b r o n c h ia l asth m a s in c e e a r l y babyhood.
T h ere a r e tw o y o u n g er c h i ld r e n , boys tw o and th r e e
y e a rs o f a g e , and an o ld e r g i r l n in e y e a rs o f a g e .
A ll a r e n e rv o u s c h i ld r e n .
The m o th er a p p e a rs t o be somewhat l i m i t e d in a b i l i t y
to , n n d e rsta h d ~ b u t~ i s open- t o s u g g e s tio n s f o r h e lp in g
t h i s b o y .
X I. C .M ., A ge, 7 .8 Y ears
C.M. i s n e a t and p le a s a n t i n a p p e a ra n c e . She
e n t e r s in to t a s k s w i l l i n g l y and t r i e s t o c o o p e ra te
and fo llo w d i r e c t i o n s . H er sp e e c h i s n o t c l e a r b u t
some w ords a r e u n d e r s ta n d a b le .
B in e t (L) r e s u l t s in d ic a te I.Q . 45
She h a s had some home i n s t r u c t i o n b u t t h i s i s h e r
f i r s t e x p e rie n c e in a p u b lic s c h o o l.
20
T h ere i s one o th e r s i b l i n g , age tw e lv e , in th e fam
i l y . B oth o f th e p a r e n ts a p p e a r t o be somewhat d i s
tu r b e d in d iv i d u a ls o f p o s s i b ly h ig h -g ra d e d e f e c tiv e
i n t e l l i g e n c e .
B i r th was n o rm al w ith no u n u s u a l tra u m a . C.M.
w alk ed a t th e u s u a l age b u t was slow in t a l k i n g , n o t
s t a r t i n g u n t i l a b o u t f o u r and one h a l f y e a r s . Speech
i s s t i l l somewhat d e f e c tiv e and a r t i c u l a t i o n i s t h i e k .
She h as h ad mumps and c h ic k e n pox b u t h a s n e v e r b een
v e ry i l l . She h ad c o n v u ls io n s som etim e a f t e r two
y e a rs o f age and s t i l l h as them som etim es when she i s
i l l . She i s u n d e r m e d ic a tio n and h a s n ’t had any
s e iz u r e s f o r o v e r a y e a r . The f a t h e r e x p la in e d t h a t
h o t w e a th e r was bad f o r h e r and t h a t th e d o c to r had
s u g g e s te d th e y move t o th e c o a s t a l a r e a . L a te r th e
m o th er s a i d C.M. h ad c o n v u ls io n s w ith h ig h f e v e r a t
th e tim e she h ad th e mumps. The m o th er a ls o s t a t e s
t h a t C.M. i s “m e n ta lly slo w f ! and a “b i t h y p e r a c t iv e .“
I
C H A PTER IV
PRINCIPLES OF LEARNING AS
APPLIED TO PROCEDURE
The r o l e o f th e te a c h e r in th e t r a i n i n g o f th e s e
c h ild r e n i s m ost im p o rta n t, and so m etim es, m ost d i f f i c u l t *
H er v e ry a t t i t u d e to w a rd th e s e c h i ld r e n a f f e c t s th e p o s s i
b i l i t y o f a c h ie v in g th e e s t a b l i s h e d o b je c tiv e s o r g o a l s .
I t i s d i f f i c u l t t o le a r n t o r e c o n c ile s i z e t o li m it e d ca
p a c i t y . Many tim e s th e te a c h e r e x p e c ts to o much r e s p o n s e .
The te a c h e r s h o u ld alw ays k eep th e d e v e lo p m e n ta l l e v e l s o f
th e g ro u p in h e r m ind and g e a r th e a c t i v i t i e s t o t h a t l e v e l .
F i r s t and f o re m o s t, a te a c h e r m ust have p a t ie n c e .
i
C o n sta n t r e p e t i t i o n i s n e c e s s a r y and p ro g re s s may seem d i s -
c o u ra g in g ly slow t o th e t e a c h e r . Q u ite o f te n th e o n ly r e
sp o n se n o te d a f t e r a w e ll-p la n n e d le s s o n may be a change o f
e x p r e s s io n on a few o f th e f a c e s , b u t r e s p o n s e , even th o u g h
i t be s l i g h t , g u id e s th e te a c h e r in th e s e l e c t i o n o f m a te r
i a l s . R e p e ti tio n o f th e same e x p e rie n c e in a v a r i e t y o f
s i t u a t i o n s h e lp s t o overcom e m onotony and m a in ta in i n t e r e s t .
An exam ple o f t h i s i s e x p la in e d in a l a t e r c h a p te r o u t l i n
in g s e n s e t r a i n i n g . Many games and a c t i v i t i e s have b een
i
d e v e lo p e d and u s e d s u c c e s s f u l l y i n th e p rim a ry g ro u p f o r
22
an e x p e rie n c e o f one ty p e . The c h i l d r e n ’s seem ing i n a b i l
i t y t o fo llo w d i r e c t i o n s in a l o g i c a l o r d e r a g a in demands
p a tie n c e on th e p a r t o f th e te a c h e r . The c h ild r e n seem to
r e p e a t e r r o r s o v e r and o v e r a g a in w ith o u t n o tic e a b le
le a r n in g from e x p e rie n c e . A g a in , c o n s ta n t g u id a n c e on th e
p a r t o f th e te a c h e r in a v a r i e t y o f a c t i v i t i e s te n d s t o
a s s i s t le a r n in g and c o u n te r a c t r e p e t i t i o n o f e r r o r s .
The t e a c h e r m ust l e a r n t o a c c e p t th e c h i ld as he i s
and d is p l a y a k in d ly u n d e rs ta n d in g o f th e c h i ld . To sym
p a th iz e o r ’ ’f e e l s o r r y '1 f o r th e c h i ld may be c l o s e l y r e
l a t e d t o becom ing e m o tio n a lly i d e n t i f i e d w ith th e c h i l d , a
d a n g e r to b o th th e t e a c h e r ’s and c h i l d ’s w e lf a r e . An ob
j e c t i v e o u tlo o k i s n e c e s s a r y in c r e a tin g an e m o tio n a l a t
m osphere o f a c c e p ta n c e t h a t i s e s s e n t i a l f o r th e f e e l i n g
o f s e c u r i t y w ith in th e c h i l d . O nly when th e c h i ld f e e l s
th e s e c u r i t y o f a c c e p ta n c e can he d e v e lo p h i s more l a t e n t
p o s s i b i l i t i e s •
A n o th er im p o rta n t s u g g e s tio n t o th e te a c h e r i s t h a t
sh e s h o u ld l e a r n t o te a c h by th e c h i l d r e n ’s r e a c t i o n s
r a t h e r th a n by th e c lo c k . P e rio d s m ust be k e p t s h o r t b e
cau se o f th e s h o r t a t t e n t i o n and memory sp a n o f th e s e c h i l
d re n . N o th in g i s g a in e d i f th e c h ild r e n a re f o r c e d to p a r
t i c i p a t e in an a c t i v i t y t h a t i s no lo n g e r m e a n in g fu l t o
!
23
them . A f l e x i b l e p e rm is s iv e program w ith q u ic k changes i s :
i
a n e c e s s i t y .
T hese c h ild r e n have h ad l i t t l e o r no s c h o o l e x p e r
ie n c e and have l i t t l e se n se o f tim e and r u l e s . The te a c h e r
m ust know th e w h e re a b o u ts o f each c h i l d . T h ere i s th e con
s t a n t d a n g e r t h a t one o f them may w ander o u t o f th e b u i l d
in g o r o f f th e s c h o o l y a rd u n n o tic e d . T h is may be m o d ifie d
by k e e p in g th e a c t i v i t i e s w ith in th e c la s s i n t e r e s t i n g and
c h a lle n g in g t o th e c h ild r e n .
A r e c o r d o f w hat h as b een p r e s e n te d t o th e c h ild r e n
and t h e i r r e a c t i o n s t o th e a c t i v i t y i s im p o rta n t a s an a id
o r g u id e t o th e t e a c h e r . ^ I n t h i s f i e l d w here th e r e i s
l i t t l e w r i t t e n a s t o p ro c e d u re in th e t r a i n i n g o f th e s e
c h i ld r e n , th e te a c h e r i s , in f a c t , m a n u fa c tu rin g h e r own
t o o l s . W ritin g o r j o t t i n g down th e m ethod u se d and th e
c h i l d r e n ’s i n t e r e s t o r re s p o n s e i s h e r o n ly way o r g u id e
t o a d d i t i o n a l m a t e r i a l s .
H ot t o be o v e rlo o k e d i s th e f a c t t h a t th e te a c h e r
m ust s t r i v e f o r f r i e n d l y c o o p e ra tiv e r e l a t i o n s b etw een
home and s c h o o l. F re q u e n t c o n fe re n c e s o r c o n ta c ts w ith
th e p a r e n ts h e lp th e p a r e n ts to w ard a b e t t e r u n d e rs ta n d in g
o f th e g o a ls o f th e s c h o o l. In l i k e m anner, th e s c h o o l
s h o u ld be aw are o f w hat th e p a r e n ts e x p e c t. To th e c h i l d ,
24
whose e x p e rie n c e is lim ite d t o home and s c h o o l a c t i v i t i e s ,
a d e s ir e d c u rric u lu m i s one t h a t i s i n t e g r a t e d w ith e v e ry
day l i v i n g . In t h i s r e s p e c t , p a r e n ts and te a c h e r s a l i k e
m ust work* a s a te am .
C H A PTER ¥
i
i
TR&HOTG FOR EVERYDAY LIVING
The p r a c t i c a l e x p e rie n c e s o f ev e ry d a y l i v i n g a re th e
m ost e s s e n t i a l t r a i n i n g f o r s e v e r e ly m e n ta lly r e ta r d e d c h i l
d re n . R e c o g n iz in g t h i s , th e c u rric u lu m i s p la n n e d i n te rm s
o f th e d a i l y e x p e rie n c e o f su ch c h ild r e n t o th e r e a l i t i e s
o f l i f e s i t u a t i o n s . A tte n tio n i s fo c u s e d upon th e em otion
a l and s o c i a l t r a i n i n g o f th e s e c h ild r e n and t h e i r p r e p a r a
t i o n f o r a r o l e and s t a t u s i n th e com munity i n w h ich th e y
can become a s s e l f - r e l i a n t and s e l f - r e s p e c t i n g a s p o s s i b le .
i
In th e p rim a ry c l a s s , th e p ro b lem s o f and a d j u s t
m ents t o ev e ry d a y s i t u a t i o n s a re th e b a s is o f a l l o f th e
t r a i n i n g . T r a in in g f o r s e l f c a r e , h e a l t h and s a f e t y t r a i n
in g , and t r a i n i n g f o r fa m ily l i v i n g a r e i n t e g r a t e d in to th e
p ro g ram a s i n c i d e n t a l le a r n in g u n d e r th e g u is e o f d ra m a tic
p la y and a p p lie d p la y a c t i v i t i e s .
In t h i s c h a p te r , th e a r e a s o f s tu d y a r e l i s t e d , b u t
in th e c la ssro o m th e y a r e p r a c t i c e d d a i l y a s th e n ee d f o r
a p a r t i c u l a r a r e a o f s tu d y may a r i s e . The a r e a s o f s tu d y
a r e show i n o u t l i n e fo rm on th e f o llo w in g p a g e s .
T r a in in g f o r S e l f Care
A. H e a lth
1 , C le a n lin e s s i s s t r e s s e d and th e im por
ta n c e o f w ash in g b e f o r e and a f t e r m eals
and a f t e r t o i l e t i n g i s c o n s ta n tly
b ro u g h t t o th e c h i l d r e n ’s a t t e n t i o n .
D u rin g th e m orning h e a l t h c h e c k , c le a n
l i n e s s o f f a c e , b o d y , and c lo th in g i s
en c o u ra g ed .
2* C are o f th e e y e s , n o s e , e a r s , and te e th "
i s e s s e n t i a l and p ack ag ed K leen ex i s
p la c e d i n a c o n v e n ie n t l o c a t i o n , and
th e c h i ld r e n a r e t r a i n e d t o u se i t when
i t i s n e e d e d . The c h ild r e n a re rem in d ed
t o b ru s h t h e i r t e e t h a t l e a s t tw ie e a
d ay and t o keep f o r e ig n o b je c ts o u t o f
t h e i r e a r s , n o s e , e y e s , and m outh.
S t o r i e s can be made up and d e m o n stra te d
w ith d o l l s o r to y a n im a ls t h a t h e lp th e
t r a i n i n g .
3 . T o i l e t t r a i n i n g and c le a n h a b i t s in th e
w ashroom s a r e d is c u s s e d . A d ju stm en t o f
c lo th in g b e fo re and a f t e r t o i l e t i n g i s
im p o rta n t.
4 . Good p o s tu r e in s i t t i n g and w a lk in g i s
d e v e lo p e d by d e m o n s tra tio n s and p r a c
t i c e .
5 . The im p o rta n ce o f fo o d and d i e t i s d i s
c u s se d w ith th e h e lp o f a v a r i e t y o f
v i s u a l a i d s . P ic tu r e s o f fo o d s s u i t a b l e
f o r b r e a k f a s t , lu n c h , and d in n e r a r e c u t
o u t o f m ag azin es and g ro u p ed a c c o rd in g ly
on a c h a r t . The c h ild r e n re c o g n iz e and
l e a r n th e names o f fo o d s . f,Snack tim e "
p ro v id e s th e o p p o r tu n ity f o r e s t a b l i s h
in g good e a tin g h a b i t s , and o f te n p r a c
t i c e in th e p r e p a r a t io n o f sim p le
d is h e s .
P e r s o n a l Grooming
1 . The fu n d a m e n ta l p r o c e s s e s in v o lv e d in
d r e s s in g a r e ta u g h t w ith th e a i d o f
many c o n c re te m a t e r i a l s . The c h ild r e n
u s e la r g e d o l l s and p r a c t i c e on b u tto n s ,
z i p p e r s , s h o e s , and bow s• Wooden b o o ts
in c r e a s e t h e i r s k i l l in la c i n g and t y
in g . The d if f e r e n c e b etw een th e r i g h t
and w rong s id e o f c lo th in g i s b ro u g h t
t o t h e i r a t t e n t i o n by u s in g th e d o l l
c lo th in g o r by d e m o n s tra tio n s w ith th e
c h ild r e n u s in g t h e i r own o u te r c l o th in g .
M irro rs a r e a g r e a t h e lp .
2 . The im p o rtan ce o f and m ethods o f c a rin g
f o r c lo th in g a r e s t r e s s e d th ro u g h o u t th e
d a y . Hooks a r e p ro v id e d w ith in r e a c h ,
and th e c h ild r e n a r e ta u g h t t o hang
t h e i r o u te r c lo th in g on th e h o o k s. The
c h i ld r e n a r e en co u rag ed t o keep t h e i r
c lo th in g c le a n by u s in g t h e i r a p ro n s
w h ile p a i n tin g o r p a s t i n g .
S a f e ty
1 . The c h ild r e n a r e n e v e r h u r r i e d up o r
down s t a i r s and th e y a re en c o u ra g ed t o
u s e th e h an d r a i l i n g s . I n c i d e n t a l in
s t r u c t i o n i s g iv e n c o n c e rn in g h a z a rd s
t h a t en d an g er p h y s ic a l s e c u r i t y a s th e
n e e d a r i s e s .
2 . P ro p e r u se o f th e p la y g ro u n d equipm ent
and th e o b s e rv in g o f p la y g ro u n d r u l e s
i s p r a c t i c e d d a i l y . M otion p i c t u r e
f ilm s a r e shown c o n c e rn in g p la y g ro u n d
s a f e t y .
3 . Home c o n d itio n s a re s im u la te d i n th e
p la y h o u se and home u n i t room f o r i n
s t r u c t i o n o f s a f e t y in .th e home. The
c a re and h a n d lin g o f e l e c t r i c a l a p p l i
a n c e s i s s t r e s s e d a s w e ll a s th e re c o g
n i t i o n o f p o is o n l a b e l s .
28 >
4* C o n sta n t i n s t r u c t i o n f o r s a f e t y in
’ th e s t r e e t s o r t r a f f i c i s p r a c t ic e d
and t r a i n i n g i n th e r e c o g n itio n o f
t r a f f i c s ig n a l s i s s t r e s s e d .
II* T r a in in g f o r F am ily L iv in g
A. Home H e lp e rs
1 . C ookery le s s o n s a r e m ost b e n e f i c i a l
and e n jo y e d th e m ost when th e e n t i r e
g ro u p i s a b le t o p a r t i c i p a t e . S im ple
r e c i p e s o r p re p a re d cake and b i s c u i t
m ixes a r e u se d and th e c h ild r e n l e a r n
by th e d o in g . S h a rin g r e s p o n s i b i l i t i e s
and w ork a r e im p o rta n t f a c t o r s *
2 . G e n e ra l h o u se h o ld c h o re s a re p r a c t i c e d
d a i l y . The c h ild r e n a r e s o l e l y re s p o n
s i b l e f o r k e e p in g th e c la ssro o m and
p la y h o u se c le a n . They l e a r n t o u se th e
broom and d u s tp a n and d u s t th e f u r n i
t u r e . W ashing and d ry in g d is h e s i s
a c c o m p lish e d by u s in g d o l l d is h e s w h ile
th e c h ild r e n a re p la y in g in th e p la y
ho u se o r c le a n in g u p a f t e r a p a r t y .
D u rin g "sn a c k tim e " each c h i ld i s en
co u rag ed t o a rra n g e o r s e t h i s own p la c e
a t th e t a b l e . The c h ild r e n a re t r a i n e d
in th e p ro p e r w ash in g o f th e t a b l e s
a f t e r e a tin g o r c r a f t s .
B. M anners and" C o u rte sy
1 . "Snack tim e " o f f e r s an e x c e ll e n t o p p o r
t u n i t y t o s p e c i f i c a l l y te a c h t a b l e
m anners w h ile e a t i n g , p a s s in g fo o d , o r
c le a n in g u p . The c h ild r e n a r e e n c o u r
aged t o w a it u n t i l th e o th e r s have f i n
is h e d e a tin g b e fo re g e t t i n g up from th e
t a b l e .
2 . C o u rte sy in sp e e c h i s encouraged, and th e
c h i ld r e n l e a r n b e s t by i m i t a t i o n . Cour
te o u s sp e e c h t o th e c h ild r e n u s u a l l y r e
s u l t s in a r e t u r n o f th e c o u r te s y .
3 . S h a rin g and c o n s id e r a tio n o f o th e r s i s
p r a c t i c e d . The c h ild r e n s h a re e q u ip
m en t, b o o k s, t o y s , and f a c i l i t i e s , and
l e a r n r e s p e c t f o r th e p r o p e r ty o f o th e r s .
S h a rin g e x p e rie n c e s and e n jo y a b le th in g s
w ith one a n o th e r h e lp s d e v e lo p c o n s id e r
a t i o n o f o t h e r s .
4 . Toy te le p h o n e s and th e p u b lic a d d re s s
a m p lif ie r a r e u se d t o d e v e lo p te le p h o n e
m an n ers. The c h ild r e n l e a r n c o u rte o u s
g r e e t in g s and c o n v e r s a tio n .
B espons i b i l i t y
1 . A t a l l tim e s , th e c h ild r e n ta k e c a re
o f t h e i r own p e r s o n a l b e lo n g in g s and
s u p p lie s and a r e en c o u ra g ed t o c a r r y
on w ith t h e i r room jo b s .
2 . H o n esty in b o th sp e e c h and a c tio n i s
en c o u ra g ed a t a l l tim e s .
-----------------------------------------------------------------------.— .— - — — I
CHAPTER VI j
4
!
SEHSE TBAMBFG !
I t i s o b v io u s t h a t s e n s e t r a i n i n g p la y s an im p o rta n t j
p a r t i n th e e d u c a tio n o f th e c h ild r e n in t h i s c la s s # To j
b u i l d up th e s t r u c t u r e o f u n d e rs ta n d in g w ith in th e c h i l d ,
he m ust d e v e lo p h i s a b i l i t y t o d is c r i m in a te . W ith t h a t i n
m in d , a fo rm o f s e n s e t r a i n i n g i s in c lu d e d i n th e d a i l y
c l a s s p ro g ram . T h is ty p e o f t r a i n i n g d i f f e r s i n d e g re e so
t h a t c a re m ust be ta k e n t o make th e a c t i v i t i e s m e a n in g fu l
and n o t m onotonous t o th e c h i ld r e n . To k eep t h e i r i n t e r e s t
many games and a c t i v i t i e s have b e e n d e v e lo p e d and a d a p te d
t o t h e i r l e v e l o f u n d e rs ta n d in g .
n I . SIGHT
M atch in g C o lo rs
1 . C o lo re d p a p e r i s m ounted on c a rd b o a rd and c u t
i n t o s i x - i n c h b y s i x - i n c h s q u a re s . The c h i ld r e n
s i t i n a s e m i- c ir c le and one c h i ld s i t s w ith h is
b ack t o th e g ro u p . T h ree c o lo r s a r e s e l e c t e d
and a r e p la c e d in a row on th e f l o o r b e h in d th e
c h i l d s i t t i n g w ith h i s back t o th e g ro u p . A
c h i ld fro m th e g ro u p comes up and t u r n s o v e r one
o f th e c o l o r s . The c h i l d who i s '“ i t " t u r n s
aro u n d and t r i e s t o g u e ss w hat c o lo r i s n o t
t h e r e . The c h i ld who i s wi t fl ch o o ses a n o th e r
c h i l d t o ta k e h i s p la c e .
31 j
i
i
2 . C o lo red p a p e r i s c u t in to s i x - i n c h by s i x - i n c h
sq u a re s* T h ree c o lo re d s q u a re s a r e m ounted v e r
t i c a l l y on a 28,f x 23" ta g b o a rd and s l o t s a r e
made o p p o s ite th e s e c o l o r s . The c h i l d i s handed
t h r e e i d e n t i c a l s q u a re s o f c o lo re d p a p e r and
t o l d t o i n s e r t th e c o lo re d sq u a re in to th e s l o t
t h a t i s o p p o s ite th e m a tch in g c o lo r on th e t a g
b o a rd . When th e c h i l d co m p letes th e m a tc h in g ,
he ch o o ses a n o th e r c h i l d t o ta k e h i s p la c e .
3 . The te a c h e r h o ld s up a c o lo re d p ie c e o f p a p e r
and a s k s a c h i l d t o f i n d someone in th e room
t h a t i s w e a rin g t h a t c o lo r and t e l l th e c o r r e c t
c o l o r . The c h i l d th e n h a s a t u r n a t b e in g
"teach e r*1 and c a l l i n g on a n o th e r in th e g ro u p .
4 . C lo th e s p in s o r to n g u e d e p r e s s e r s a re d ip p e d in
v iv i d c o l o r s . One o f th e s e i s handed t o each
c h i l d and he i s i n s t r u c t e d t o t o u r th e room and
f i n d so m eth in g o f th e same c o l o r . I f he names
th e c o r r e c t c o lo r he i s g iv e n a n o th e r c o lo r and
r e p e a ts th e p ro c e d u re .
5 . Two t h r e e - i n c h c i r c l e s a re draw n by th e te a c h e r
on 8^** by 1 1 tf p a p e r. A s m a ll sq u a re i s draw n
n e x t t o th e c i r c l e and f i l l e d in w ith one c o lo r .
The c h ild r e n a r e i n s t r u c t e d t o c o lo r th e c i r c l e
w ith t h e i r c r a y o la s u s in g th e same c o lo r t h a t
i s f i l l e d in th e s q u a re . They u se t h e i r own box
of_ c r a y o la s w ith e i g h t d i f f e r e n t c o lo rs and s e
l e c t th e c o lo r t o u se m a tc h in g i t t o th e s m a ll
c o lo re d s q u a re .
6 . A s t r i p o f c o lo re d p a p e r i s p a s te d on M a n ila
p a p e r. The c h ild r e n a r e g iv e n two s t r i p s o f
p a p e r , one w h ich i s th e same c o lo r a s t h a t
m ounted on t h e i r M a n ila p a p e r and a n o th e r o f a
d i f f e r e n t c o lo r . They a r e ask ed t o p a s te th e
m a tch in g c o lo re d s t r i p o n to th e M an ila p a p e r.
7 . C o lo red b u tto n m olds m ounted a c ro s s th e to p o f
a p ie c e o f plyw ood w ith hooks o r n a i l s p la c e d
below each mold i s p la c e d i n f r o n t o f th e c h i l d .
He i s g iv e n a box c o n ta in in g th e m a tch in g
c o lo re d m olds and i s i n s t r u c t e d t o p la c e th e
m old below th e c o rre s p o n d in g c o l o r . When f i n
is h e d , he ch o o ses a n o th e r c h i l d t o do lik e w is e *
32
C o lo r He c o g n itio n
1 # On a s m a ll t a b l e a v a r i e t y o f s o l i d c o lo re d
o b je c ts a re p la c e d in a row . T hese o b je c ts
may be a b a l l o f y a r n , a p o t h o ld e r , a c o lo re d
b lo c k o f w ood, o r any o th e r o b je c t t h a t can be
g ra s p e d e a s i l y by th e c h ild * The c h i ld s ta n d s
b e h in d th e t a b l e and a s m a ll s c r e e n o r p ie c e
o f c a rd b o a rd i s p la c e d b etw e en th e g ro u p and
th e c h i l d . The c h i ld b e h in d th e s c re e n f l a s h e s
one o f th e o b je c ts above h i s h ead and th e c h i l
d re n name t h e c o lo r o f th e o b je c t*
2 . T h ree o r f o u r c o lo re d s h e e ts o f p a p e r a r e han d ed
t o th e same num ber o f c h ild re n * The c h ild r e n
h o ld th e p a p e rs above t h e i r h e a d s b r i e f l y and
th e n h id e th e p a p e rs . A c h i l d i s c a l l e d upon
t o name th e c o lo rs t h a t w ere shown. I f he names
a l l o f th e c o lo r s c o r r e c t l y , he r e p la c e s s one o f
t h e c h ild r e n and ch o o ses o th e r s t o j o i n him*
3 . C o lo re d b lo c k s a r e a rra n g e d in o rd e r on th e
t a b l e . The c h ild r e n o b se rv e th e o rd e r o f th e
c o lo r s and th e n c lo s e t h e i r ey es w h ile th e o rd e r
i s changed. The c h ild r e n r e p la c e th e c o lo r s t o
t h e o r i g i n a l o r d e r .
L ik e n e s s e s and D if fe re n c e s
1 . B lo ck p la y i s an e x c e ll e n t a c t i v i t y t o s h a rp e n
v i s u a l d is c r i m in a tio n . I n t h e i r m a n ip u la tio n ,
th e c h i ld r e n so o n b e g in t o n o te r e l a t i v e s i z e s
and shapes*
2 . Earning th in g s i n th e room and d e s c r ib in g them
a s t a l l , s h o r t , b i g , l i t t l e , ro u n d , and so o n ,
i s a game p la y e d by th e c h i ld r e n . S c o re s a r e
k e p t o f th e num ber o f o b je c ts observed*
3* A . s e t o f p i c t u r e s i s p la c e d on th e t a b l e in
f r o n t o f th e c h ild * He i s g iv e n a n o th e r s e t
o f i d e n t i c a l p i c t u r e s i n m ixed o rd e r and in
s t r u c t e d t o m atch them t o th e p i c t u r e s in f r o n t
o f him .
S3
4 . A num ber o f b lo c k s a r e a rra n g e d in a row from
l e f t t o r i g h t . A ll a r e a l i k e e x c e p t one. The
c h i ld r e n a r e a sk e d t o f i n d th e one t h a t i s d i f
f e r e n t •
5 . A row o f g e o m e tric fo rm s a r e a rra n g e d w ith some
a l i k e and some d i f f e r e n t . The c h i l d i s a s k e d
t o c o l l e c t a l l t h a t a r e a l i k e .
6 . B lo ck s o r g e o m e tric form s a r e a rra n g e d i n a row
i n w h ich a l l a r e d i f f e r e n t . The c h i ld r e n a r e
g iv e n d u p lic a t e s and a r e i n s t r u c t e d t o m atch
h i s t o th e one in th e row .
I I . K E A R H N fG
Bound Be c o g n itio n
1 . One c h i l d i s i n s t r u c t e d t o w a lk , r u n , s k i p , o r
hop in th e b ack o f th e room . The g ro u p k eep
t h e i r ey es co v e re d u n t i l th e c h i l d h a s f i n i s h e d
th e a c t i v i t y and c a l l s upon one o f th e members
o f th e g ro u p t o g u e s s w hat he was d o in g . I f
th e c h i ld g u e s s e s c o r r e c t l y , he r e p la c e s him .
2 . The c h i ld r e n l i s t e n t o o u ts id e sounds su c h a s
th o s e made by a i r p l a n e s , a u to m o b ile s , t r u c k s ,
m o to rc y c le s and so f o r t h i n o r d e r t o s e e w h e th e r
th e y can d i s t i n g u i s h b etw een them .
3 . One c h i ld s i t s w ith h i s b ack t o th e g ro u p . One
o f th e g ro u p members c a l l s th e c h ild * s name o r
s a y s , "Mew, mew.r < The c h i ld th e n t r i e s t o g u e s s
whose v o ic e he h e a rd .
4 . The c h i ld r e n l i s t e n w h ile th e te a c h e r t a p s on
v a r io u s o b je c ts su c h a s b o t t l e s , w ood, o r m e ta l.
The c h i ld r e n a r e a sk e d t o c lo s e t h e i r ey es w h ile
a n o th e r c h i l d t a p s one o b je c t. The c h ild r e n
g u e ss w hat h a s b ee n ta p p e d .
I I I . T O U C H
An o b je c t i s p la c e d i n a p a p e r o r c l o th bag*
The c h i ld r e n a r e a sk e d t o g u e ss w h at th e o b je c t
i s b y th e f e e l . A f t e r th e y g u e s s th e y a r e
a llo w e d t o p eek a t th e o b j e c t . j
The c h i ld r e n f e e l v a r io u s t e x t u r e s su ch a s sa n d - !
p a p e r , v e lv e t* c lo th * c o tto n * p ap e r* and t e l l
how i t f e e l s . The te a c h e r w r i t e s th e w ords on
th e c h a lk b o a rd as th e c h i ld r e n s a y them .
Two d i f f e r e n t c o in s a r e p a s s e d aro u n d t o th e
c h i ld r e n and each c h i ld i s g iv e n th e o p p o r tu n ity
o f h a n d lin g th e c o in s . One c h i l d i s a sk e d t o
p u t h i s h an d s b e h in d him and one c o in i s d ro p p ed
i n t o h i s h a n d s . He i s a s k e d t o g u e ss w h ich c o in
i t i s .
The f e e l i n g o f s e n s a tio n s su c h a s h o t* cold*
w e t, sm o o th , warm, and d ry a r e u se d in s i m i l a r
games*
IV . SMELL
S p ic e s* on io n s* perfum e* s o a p , and flo w e rs a r e
p u t i n a b ag o r co v e re d a t one tim e o r a n o th e r
and th e c h ild r e n g u e s s w hat i t i s .
V. TASTE
E x p e rie n c e s i n t a s t i n g su g a r* s a l t * v in e g a r*
lem on, can d y , and c o o k ie s a r e g iv e n e a ch c h ild *
As th e c h ild r e n d e s c r ib e th e t a s t e s e n s a ti o n ,
th e w ords a r e w r i t t e n on th e b o a rd .
C ookery o f f e r s many o p p o r tu n itie s t o s h a rp e n
th e aw a re n ess o f t a s t e .
C H A PTER V II
SPEECH TEAUOTG
A ll th e tw e lv e c h i ld r e n e n r o lle d in th e p rim a ry
c l a s s f o r th e s e v e r e ly m e n ta lly r e t a r d e d have s e r io u s
sp e e c h h a n d icap s* Some have l i t t l e o r no sp e e c h h u t make
t h e i r w an ts known b y u n d is tin g u is h a b ie sounds# The n ee d
f o r sp e e c h t r a i n i n g i s e s s e n t i a l and c o n s ta n t* W ith t h i s
i n m ind, t h e c h i ld r e n a r e en c o u rag ed and g iv e n e v e ry op
p o r t u n i t y t o v e r b a liz e and many e x e r c is e s and a id s a re
p u t t o u se th ro u g h o u t th e day#
The m ost n o tic e a b le g ro w th in sp e e c h dev elo p m en t
i s n o te d when th e ta p e r e c o r d e r i s u se d t o r e c o r d th e c h i l
d ren * ^ v o ic e s . D u rin g r,s h a r in g p erio d '* th e c h ild r e n t a l k
t o th e g ro u p w h ile h o ld in g th e s m a ll p o r ta b le m icrophone
a n d , a f t e r e v e ry c h i l d h a s b een g iv e n th e o p p o r tu n ity t o
t e l l o f h i s e x p e r ie n c e s , th e r e c o r d o f t h e i r v o ic e s i s
p la y e d b ack t o them# The c h ild r e n l i s t e n c r i t i c a l l y t o
t h e i r own v o ic e s and t o th e o th e r c h i l d r e n ’s v o ic e s and i t
h a s b e e n fo u n d t h a t th e y t r y t o im prove th e sound o f t h e i r
v o ic e s# As a v a l i d c r i t e r i o n f o r th e e f f e c t i v e n e s s o f th e
ta p e r e c o r d e r in sp e e c h t r a i n i n g , th e f o llo w in g s ta te m e n t
was made b y one member o f th e c l a s s a f t e r h e a r in g h e r
" " .................. I
36 |
v o ic e p la y e d b ac k t o h e rs " I sound f u n n y .1 1 j
The ta p e r e c o r d e r t h a t i s u se d i n th e p rim a ry c l a s s
i s one t h a t may be s w itc h e d t o a p u b lic a d d re s s a m p l if i e r .
T h is i s u s e d much o f th e tim e t o f o s t e r v e rb a lis m in d r a
m a tic p la y and f o r sp e e c h d ev elo p m en t. The c h i ld r e n ta k e
t u r n s u s in g th e m icrophone and “ in te rv ie w in g " o th e r mem
b e r s o f th e c l a s s . The v a lu e in u s in g th e p u b lic a d d re s s
a m p lif ie r i s t h a t th e in te r v ie w e r s t r i v e s t o make h im s e lf
u n d e rs to o d so t h a t th e in te rv ie w e e w i l l re sp o n d t o h i s
q u e s tio n s . I n d i r e c t l y he i s f e e l i n g s u c c e s s th ro u g h th e
re s p o n s e o f o th e r s .
i
C h o ric v e r s e i s u se d f o r g ro u p w ork i n c o r r e c t enun
c i a t i o n and p r o n u n c ia tio n . S im ple poems and n u r s e r y rhym es
t h a t a r e f a m i l i a r t o th e c h i ld r e n p ro d u ce good r e s u l t s .
I I n s te a d o f th e te a c h e r le a d in g th e g ro u p , th e p r a c t i c e h as
b een t h a t o f a llo w in g one o f th e c h ild r e n t o a c t a s th e
le a d e r . The le a d e r s a r e changed f r e q u e n tly and e v e ry c h i l d
i s g iv e n th e o p p o r tu n ity t o be a le a d e r a t one tim e o r an
o th e r .
Many e x e r c is e s and games have b ee n d e v is e d t o a id
th e d evelopm ent o f s p e e c h . M ost o f th e s e a re c a r r i e d o u t
a s g ro u p a c t i v i t i e s , a lth o u g h th e s t r e s s i s on th e in d iv id
u a l . P ic tu r e s o f f a m i l i a r o b je c ts a re shown t o th e c h i l
d re n and th e y t e l l th e name o f th e o b j e c t . P ic tu r e s o f
o b je c ts w ith d i f f i c u l t so u n d in g names a r e u se d and th e
te a c h e r em p h asizes th e e n u n c ia tio n s u g g e s tin g t h a t th e e h i l
d re n w atc h h e r l i p s a s she s a y s th e w ord. The c h ild r e n im
i t a t e th e te a c h e r and r e p e a t th e w ord. O fte n s e n te n c e s a r e
made up u s in g th e name o f th e o b j e c t . T hese s e n te n c e s a r e
th e n r e p e a te d by th e c h i ld r e n . Amusing p h ra s e s o r s e n
te n c e s a re a g r e a t h e lp . They p ro v o k e la u g h te r and th e
c h ild r e n o f te n f i n d th e e f f o r t t o r e p e a t them so am using
t h a t th e y a re t a n t i l i z e d in to sp e a k in g b e t t e r in o r d e r to
s a y them . In t h a t way th e y a r e h e lp in g th e m se lv e s t o sp e ak
and e n u n c ia te c l e a r l y .
I n t h i s c l a s s , a s w e ll a s a l l o t h e r s , sp e e c h t r a i n
in g and la n g u ag e d evelopm ent i s i n t e g r a t e d w ith a l l o f th e
a c t i v i t i e s in th e c la ssro o m and e v e ry o p p o r tu n ity f o r im
provem ent i s u t i l i z e d t o th e f u l l e s t e x t e n t .
C H A PTER V III
LANGUAGE DEVELOPMENT ACTIVITIES
S e v e re ly m e n ta lly r e t a r d e d c h ild r e n a re d e f i c i e n t in
la n g u ag e a b i l i t i e s and a lth o u g h an academ ic program i s d i s
co u rag ed f o r th e p rim a ry g ro u p , c e r t a i n r e a d in e s s f u n c tio n s
a r e d e v e lo p e d th ro u g h e x p e rie n c e and a c t i v i t i e s in th e
c la ssro o m . The c h i ld m ust have a w e a lth o f f i r s t - h a n d and
v ic a r io u s e x p e rie n c e s w h ich w i l l h e lp d e v e lo p m e a n in g fu l
c o n c e p ts f o r p r o g r e s s in le a r n in g t o r e a d l a t e r .
t
A num ber o f a c t i v i t i e s have b ee n d e v e lo p e d t h a t p ro
v id e f o r a means o f e x p re s s io n f o r th e s e c h ild r e n and an
a i d f o r d ev elo p m en t o f a w id e r u s a b le and u n d e rs ta n d a b le
v o c a b u la ry . Some s u c c e s s f u l a c t i v i t i e s t h a t h e lp i n d e
v e lo p in g c o n c e p ts a r e l i s t e d b elo w .
E x c u rs io n s in th e s c h o o l. E a r ly in th e s c h o o l y e a r
th e c h ild r e n w ere ta k e n on a t o u r o f th e s c h o o l g ro u n d s in
o rd e r t o f a c i l i t a t e a d ju s tm e n t t o t h e i r new e n v iro n m e n t.
T r ip s t o t h e p r i n c i p a l 's o f f i c e , n u r s e !s o f f i c e , and c u s
t o d i a n 's o f f i c e w ere made and a re r e p e a te d fro m tim e t o
tim e . E v ery o p p o r tu n ity f o r b u ild in g f r i e n d l y r e l a t i o n
s h ip s i s e n c o u ra g e d .
39
F re e e x p r e s s io n * D is c u s s io n s r e l a t i n g t o th e c h i l
d r e n ’s im m ediate e x p e rie n c e s su c h as t h e i r home, t h e i r v a r
io u s a c t i v i t i e s , th e w e a th e r and t h e i r to y s a r e en co u rag ed
a t a l l tim es* E s p e c ia l ly d e s ig n e d f o r t h i s p u rp o se i s
" s h a rin g tim e " w h ich ta k e s p la c e e a r l y in th e day* O fte n
th e c h ild r e n b r in g t h e i r to y s to s c h o o l and a r e g iv e n op
p o r t u n i t i e s t o t a l k a b o u t them .
S to ry t e l l i n g * S h o rt s t o r i e s a r e t o l d by th e
te a c h e r and th e c h i ld r e n a r e g iv e n th e o p p o r tu n ity t o r e
t e l l th e s t o r y t o th e g ro u p . S t o r i e s t h a t have b ee n r e a d
t o th e c h i l d r e n , s t o r i e s made up b y th e c h i l d r e n , and
s t o r i e s made up fro m p i c t u r e s h e lp d e v e lo p th e a b i l i t y and
w illin g n e s s f o r g ro u p p a r t i c i p a t i o n . A n o th er e x c e ll e n t
ty p e o f s t o r y t h a t th e c h i ld r e n re s p o n d f a v o r a b ly t o i s
one t h a t th e t e a c h e r s t a r t s and f o r w hich th e c h ild r e n
make up th e ending*
Books and p i c t u r e s * The c h ild r e n a r e en c o u rag ed
and g iv e n th e o p p o r tu n ity t o s e l e c t and lo o k a t a book
from th e l i b r a r y t a b l e . The m ost s u c c e s s f u l m ethod to u se
f o r t h i s g ro u p i s t o s u g g e s t t h a t th e y a l l s e l e c t a book
a n d , a f t e r f in d in g a p i c t u r e th e y l i k e , s ta n d b e fo re th e
g ro u p show ing th e p i c t u r e and t e l l i n g a b o u t i t . C l a s s i f y
in g o b je c ts o r p i c t u r e s a c c o rd in g t o s u b je c ts su ch a s
40
a n im a ls in th e zo o , f r u i t s , v e g e ta b le s , th in g s i n th e home,
and w e a rin g a p p a r e l s e rv e a u s e f u l p u rp o se in la n g u ag e de
velopm ent*
A udio- v i s u a l a i d s * T e le v is io n and m o tio n p i c t u r e s
p ro v id e many o p p o r tu n iti e s f o r r e l a t i n g e x p e rie n c e s o r
p la n n in g fo llo w ’ -u p a c t i v i t i e s * The e n t i r e c l a s s s h a re s
th e o p p o r tu n ity t o w atch c e r t a i n t e l e c a s t s d u rin g th e
s c h o o l day and o f te n p la n program s o f t h e i r own i m i t a t i n g
th o s e th e y have s e e n and p e rfo rm in g them on ta p e r e c o r d e r
o r p u b lic a d d re s s a m p lifie r*
D ram atic p l a y . S p o n tan eo u s d ra m a tic p la y , su c h as
p la y in g in th e p la y h o u s e , r i d i n g i n a t r a i n , te n d in g th e
r e t a i l m a rk e t, and b e in g a p o lic e m a n , a l l p ro v id e th e op
p o r t u n i ty f o r e a c h c h i ld t o p a r t i c i p a t e in gro u p a c t i v i
t i e s . Many o f th e e x p e rie n c e s o f ev ery d a y l i v i n g a re in
t e g r a t e d in to th e s e a p p lie d p la y a c t i v i t i e s .
Language d evelopm ent i s in tro d u c e d in a l l th e
f u n c tio n s o f t h i s c l a s s and t h e em phasis i s on d e v e lo p in g
an a b i l i t y on th e p a r t o f th e c h i ld t o e x p re s s h im s e lf
a d e q u a te ly a s w e ll a s d e v e lo p in g an e v e r - in c r e a s in g sp e a k
in g v o ca b u lary *
C H A PTER IX
HUM BER DEVELOPMENT ACTIVITIES
M ost o f th e members in t h i s c l a s s f o r th e s e v e r e ly
m e n ta lly r e t a r d e d c h ild r e n have had some e x p e rie n c e w ith
num bers b u t have d i f f i c u l t i e s in le a r n in g num ber c o n c e p ts
and th e m eanings o f th e ' q u a n t i t a t i v e v o c a b u la ry . Recog
n iz in g t h i s , in fo rm a l p r e s e n ta ti o n s th ro u g h th e s e n s o r iz a -
t i o n and s o c i a l i z a t i o n m ethods in te rm s o f d a i l y l i v i n g
a re in t e g r a t e d w ith a l l a c t i v i t i e s . Many games and a c t i v i
t i e s have d e v e lo p e d fro m l i f e s i t u a t i o n s w i th in t h i s c l a s s
t h a t h e lp s tim u la te h ig h e r m e n ta l p r o c e s s e s in a r e la x e d
a tm o sp h e re •
The r e t a i l m a rk e t. From s h e lv e s , w ood, and p a p e r
th e c h i ld r e n made a r e t a i l m a rk e t. The i n i t i a l a c t i v i t y
was k e p t sim p le and w ith in th e g r a s p o f th e c h i ld r e n .
R e a l p e n n ie s an d c o lo re d s h e e ts o f p a p e r w ere u s e d and th e
c h i ld r e n w ere i n s t r u c t e d t o p u rc h a s e one s h e e t o f c o lo re d
p a p e r f o r one p en n y . T h u s, th e one t o one r e l a t i o n s h i p
and c o n c e p t o f one c e n t was e s t a b l i s h e d . From t h i s i n i t i a l
a c t i v i t y , a w e ll s to c k e d m ark et em erged and th e c h ild r e n
a r e g iv e n o p p o r tu n iti e s t o s e l e c t and p u rc h a s e g r o c e r ie s .
From t h i s p la y d e v e lo p s th e u n d e rs ta n d in g o f t h e v a lu e o f
4 2 |
money a s w e ll a s th e c o n c e p ts o f q u a n tity *
Games* Many games have b ee n c r e a te d t h a t s u p p le
m ent o th e r p u r p o s e f u l c o u n tin g a s fo u n d in and o u t o f th e
c la ssro o m . Some o f th e games t h a t a re u se d w ith th e s e c h i l
d re n a r e d e s c r ib e d below*
Beanbag th ro w * A b ean b ag o r an e r a s e r i s u s e d
and th e c h ild r e n a r e g iv e n th e o p p o r tu n ity to
th ro w th e o b je c t* in to th e w a s te p a p e r b a s k e t o r
in to a r i n g draw n on th e f l o o r . The c h ild r e n
co u n t th e num ber o f tim e s th e b ean b ag la n d s in .
th e b a s k e t o r r i n g . Tongue d e p r e s s o rs a re u se d
a s c o u n te rs and th e c h ild r e n co u n t th e c o u n te rs
t o f i n d th e s c o r e .
Jump r o p e * The c h ild r e n co u n t th e number o f
jum ps b e f o r e a m iss i s m ade.
!
3* P ostm an* S e v e r a l h o u se s a re draw n on th e b o a rd
w ith a number w r i t t e n above th e d o o r t o r e p r e
s e n t th e h o u se num ber. A c h i ld i s ch o sen t o be
th e postm an and i s g iv e n s e v e r a l c a rd s b e a r in g
th e num ber sym bols from one t o f i v e . The c h i l
d re n a re a sk e d t o d e l i v e r th e m a il t o th e h o u se s
w ith th e c o rre s p o n d in g f i g u r e s , s a y in g th e num
b e r s a s th e m a il i s p la c e d on th e c h a lk t r a y .
4* Number p a r t y . C ards w ith th e num ber sym bols
fro m one .to f i v e a r e u s e d . E ach c h i ld ch o o ses
a c a rd b u t k ee p s th e num ber t o h im s e lf . H is
number i s h is nam e. He comes t o th e p a r ty and
ta p s o u t h i s num ber on th e f l o o r o r t a b l e . He
th e n a s k s , "Who am I? " The c h i ld r e n , h a v in g
c o u n te d th e num ber o f t a p s , c a l l o u t, "You a re
t h r e e , " o r , "Come in th r e e " ( o r w h a te v e r num
b e r he may b e ) .
A c t i v i t i e s . O th e r i n t e r e s t i n g a c t i v i t i e s may d e
v e lo p in o th e r s i t u a t i o n s . D u rin g " c le a n up" tim e , th e
c h i ld r e n may be d i r e c t e d t o " p u t th e s m a ll d o l l on th e j
J
to p s h e l f " o r " p u t th e la r g e t r u c k on th e m id d le s h e l f . tt
In a d d i tio n t o u n d e rs ta n d in g d i r e c t i o n s in v o lv in g q u a n t i t y ,
s i z e , and s h a p e , t h i s a c t i v i t y a ls o d e v e lo p s a u d ito r y mem
o r y , and t h e a b i l i t y t o fo llo w d i r e c t i o n s . B lo ck p la y o r
c o n s tr u c tio n i s a l s o u t i l i z e d f o r t r a i n i n g in q u a n t i t a t i v e
t h in k in g .
M ost a c t i v i t i e s in th e c la ssro o m in v o lv e some quan
t i t a t i v e th in k i n g and e v e ry o p p o r tu n ity f o r th e developm ent
o f th e s e c o n c e p ts in th e c h ild r e n i s u t i l i z e d i n a s o c i a l
iz in g e x p e rie n c e ty p e o f a c t i v i t y .
C H A PTER X
MUSIC ACTIVITIES
M usic p la y s a la r g e p a r t in th e developm ent o f s e
v e r e l y m e n ta lly r e ta r d e d c h ild r e n and th e im p o rta n ce o f
m usic c a n n o t he o v e r s tr e s s e d * I t i s e s p e c i a l l y a p p lic a b le
a s a t h e r a p e u t i c m o d a lity f o r th e s e c h ild re n * M ost o f th e
c h i ld r e n i n t h i s g ro u p have d i f f i c u l t y in e x p re s s in g them
s e lv e s i n la n g u a g e . Some o f them have no sp e e c h ; o th e r s
have a v o c a b u la ry o f a few w o rd s. Some a r e sh y and la c k
s e lf - c o n f id e n c e ; o th e r s a r e h y p e r - s e n s i tiv e o r h y p e r - a c tiv e .
The w o rld o f m u sic , b e in g l a r g e l y o f im a g in a tio n and f e e l
in g , seem s t o ta k e th e c h ild r e n o u t o f th e m se lv e s and t h e i r
re s p o n s e t o m usic i s i n s t i n c t i v e . Fo o th e r a r t seem s t o
le n d i t s e l f so i d e a l l y f o r com m unication and r e l e a s e o f
e m o tio n s.
In th e p rim a ry c l a s s , th e m usic e x p e rie n c e s a re r e
g a rd e d as p le a s a n t o n e s , sp o n ta n e o u s and f r e e from p r e s s u r e .
Fo one p e r io d o f th e day h a s b een s e t a s id e f o r th e "m usic
p e r i o d ." M usic tim e i s "an y tim e" d ep en d in g on th e p r e v a i l
in g moods and atm o sp h ere w ith in th e c la ssro o m .
The m usic a c t i v i t i e s c a r r i e d o u t i n t h i s c l a s s may
be c l a s s i f i e d u n d e r th r e e h e a d in g s : 1) rh y th m s, 2) s in g in g ,
a n d , 3) l i s t e n i n g .
45
I . KHOT3MS
The i n s t i n c t i v e p h y s ic a l and e m o tio n a l re s p o n s e to
rh y th m s on p e r c u s s io n in s tru m e n ts i s an e x c e l l e n t way to
g a in th e c h i l d r e n ’s a t t e n t i o n and i n t e r e s t * The c h ild r e n
a re g iv e n co m p lete freed o m in t h e i r c h o ic e o f in s tru m e n ts
and l i t t l e o r no v e r b a l d ir e c tio n s * W hile th e a id e o r
a s s i s t a n t p la y s th e p ia n o , th e te a c h e r j o i n s w ith th e g ro u p
in k e e p in g tim e w ith th e rh y th m ic p a t t e r n . The c h ild r e n
g r a d u a lly f e e l th e p a t t e r n and im ita te th e te a c h e r . S tro n g
rh y th m ic p a t t e r n i s fo llo w e d b y a flo w in g m e lo d ic p a t t e r n
and en d in g w ith q u i e t m u sic.
F u n d am en tal b o d ily rhythm s a re a tte m p te d when th e
c h i ld r e n ’’f e e l 1 * th e m u sic . Songs a r e s e le c t e d t h a t a re
s u g g e s tiv e o f b o d ily movement and th e c h i ld r e n a re a sk e d
t o do w h a te v e r th e m usic s u g g e s ts t o them . I n t e r p r e t i v e
d a n c in g h a s b ee n fo u n d t o be an e x c e ll e n t m ethod o f f u l
f i l l i n g th e c h i l d r e n ’s n e e d f o r c r e a t i v e a c t i v i t y and
s u c c e s s f u l p e rfo rm a n c e .
I I . SIMGIMG
S h o r t, s im p le , and r e p e t i t i o u s so n g s w ith in th e
c h i l d r e n ’s e x p e rie n c e s a re s e l e c t e d and in tro d u c e d t o th e
c h i ld r e n w ith p ia n o o r o rg an accom panim ents o r r e c o r d in g s .
46 |
I
The c h i ld r e n a r e a sk e d t o l i s t e n t o th e song an d , a s th e y |
g e t th e rh y th m o f th e so n g , th e y a re i n v i t e d t o hum o r
s in g “l a ” w ith th e m elody. The song i s r e p e a te d and a s
th e c h ild r e n p ic k up th e w o rd s, th e y a re i n v it e d t o s in g .
D ra m a tiz a tio n o r im p e rs o n a tio n o f songs s tim u la te s |
th e im a g in a tio n o f th e s e c h i ld r e n . The c h ild r e n s in g th e
song when th e y a r e r e a d y , th e n e n a c t th e w ords o f th e song
by body m o tio n s o r f i n g e r p la y s .
Not t o be o v e rlo o k e d a r e th e a c c e p ta b le p o p u la r
so n g s t h a t th e c h ild r e n h e a r o v er r a d io o r t e l e v i s i o n .
They en,joy s in g in g t h e s e . In t h i s c l a s s , th e c h ild r e n
f r e q u e n tly s ta g e an “am ateu r sh o w .” U sing th e m icrophone
and p u b lic a d d re s s a m p l i f i e r , each member o f th e c la s s
s in g s a p o p u la r song w ith th e r e c o r d in g o f th e so n g .
I I I . LISTENING
T h ere a r e many r e c o r d s a v a ila b le t h a t a re a d a p ta b le
f o r l i s t e n i n g p le a s u r e . Many o f th e c h i l d r e n ’s r e c o r d s
t e l l th e s t o r y o f th e m usic o r a r e in s t o r y fo rm . The
s e m i - c l a s s i c a l o r c l a s s i c a l r e c o r d s a r e u se d c o n s i s t a n t l y
i n t h i s c l a s s a s a means o f s t a b i l i z i n g em o tio n s and a re
p la y e d d u rin g r e s t tim e , n u t r i t i o n tim e , and g e n e r a lly \
i
th ro u g h o u t t h e d ay .
47
The g ro u p h a s h een t r a i n e d t o re sp o n d t o c e r t a i n
so n g s w ith o u t o r a l d i r e c t i o n s . F o r ex am p le, one r e c o r d i s
p la y e d o n ly a t d is m is s a l tim e . W ith o u t a w ord fro m th e
t e a c h e r , th e c h i ld r e n g a th e r t h e i r b e lo n g in g s and g e t in to
t h e i r w raps upon h e a r in g t h i s so n g .
M u sical a p p r e c ia t io n i s d e v e lo p e d th ro u g h l i s t e n i n g
t o m u sic. The f in d in g s i n t h i s c l a s s a re t h a t th e c h ild r e n
re sp o n d w ith i n t e r e s t and a t t e n t i o n t o good m usic and a re
i n d i f f e r e n t t o th e m e d io c re .
CHAPTER XI
ARTS AND CRAFTS
The p la c e o f th e a r t s and c r a f t s p ro g ram in th e
c u rric u lu m v a r i e s w ith th e t e a c h e r ’s own p h ilo s o p h y r e
g a rd in g v a lu e s and p u rp o se s o f th e p ro g ram . In th e Long
Beach U n if ie d S ch o o l D i s t r i c t , i t was a g re e d t h a t a r t s and
c r a f t s w ould h e c l o s e ly c o o rd in a te d w ith o th e r u n i t a r e a s
so t h a t th e s e e x p e rie n c e s w ould he f u n c ti o n a l and m eaning
f u l t o th e c h i l d . The end r e s u l t s a r e n o t im p o rta n t h u t
th e f a c t t h a t th e c h i l d i s le a r n i n g o r e x p e rie n c in g a new
m ethod o f e x p r e s s io n i s im p o rta n t. No m a tte r w hat he i s
d o in g o r m aking, he i s p r o j e c t i n g a p a r t o f h im s e lf in to
t h a t p r o j e c t and hy th e d o in g , he i s l e a r n in g o r accomp
l i s h i n g .
In th e a r t s and c r a f t s program many o p p o r tu n iti e s
a re p r e s e n te d t o im prove th e c h i l d r e n ’s u n d e rs ta n d in g and
a t t i t u d e s n e c e s s a r y f o r s o c i a l l i v i n g . C o o p e ra tio n , s h a r
in g m a t e r i a l s , and c o n s id e r a tio n o f h i s f e llo w w o rk er a r e
a l l s t r e s s e d in th e pro g ram . Many o f th e a c t i v i t i e s o f
th e p rim a ry c l a s s a r e g ro u p p r o j e c t s a lth o u g h d e f i n i t e
a t t e n t i o n i s g iv e n t o in d iv i d u a l e x p r e s s io n as th e n ee d
a r i s e s . N o n -o h je c tiv e p a i n t i n g , f o r ex am p le, p la y s an
49
im p o rta n t p a r t in f u l f i l l i n g in d iv id u a l n eed s and e x p r e s s io n
and i s o f te n u se d a s a t h e r a p e u t i c m ethod t o r e l e a s e in n e r !
f e e l i n g s . |
T h ere a re c o u n tle s s num bers o f books w r i t t e n ab o u t ;
i
a r t s and c r a f t s t h a t c o n ta in th e m ethods and m a te r ia l s
n eed ed in a p ro g ram . Most o f th e s e a c t i v i t i e s may be a -
d a p te d t o th e p o in t two program w ith some d e g re e o f m odi
f i c a t i o n .
T h is c h a p te r does n o t c o n ta in a l i s t o f c r a f t s t h a t
may be o f u se in t h i s ty p e o f c l a s s b u t r a t'h e r th e th in g s
-
t h a t w ere a tte m p te d and a l i t t l ' e a b o u t th e s o c i a l s i t u a t i o n
t h a t i n i t i a t e d th e hand w ork.
I . PAPIEB M ACHE
In one t e l e v i s i o n program * “B ing Dong S c h o o l, n t h a t
th e e n t i r e c l a s s v iew ed , th e te a c h e r d e m o n stra te d m aking
■ r
p a p ie r mache o b j e c ts . A f t e r th e p ro g ram , th e c l a s s r e
view ed w hat th e y had se e n and d e c id e d t h a t th e y w ould l i k e
t o make so m eth in g o u t o f p a p ie r m ach^. The te a c h e r on th e
program had made a to w e r b u t to w e rs seem ed t o have l i t t l e
m eaning f o r t h i s g ro u p . H ow ever, a f t e r much d is c u s s io n and
s u g g e s tio n th e y d e c id e d t o make s m a ll bow ls t o be u se d as i
i
g i f t s t o t h e i r p a r e n t s . ;
50
~ I
A la r g e p an was lo c a te d and p la c e d on th e f l o o r n e x t
t o a p i l e o f n ew sp ap ers and th e c h i ld r e n g a th e r e d aro u n d
i t . One hoy p o u re d w a te r a l i t t l e a t a tim e w h ile th e
o th e r c h ild r e n t o r e th e new spaper in to s m a ll p ie c e s and
p la c e d them i n t o th e p a n . A few o f th e c h ild r e n th re w
l a r g e r p ie c e s o f p a p e r in to th e p an h u t w ere c o r r e c te d hy
t h e o th e r c h i ld r e n .
The w et p a p e r was a llo w e d t o s ta n d f o r two d a y s ,
and a g a in f o llo w in g th e le a d o f th e t e l e v i s i o n program o f
t h a t d a y , i t was m ixed w ith w h eat p a s te and m olded in to
h o w ls. E v ery c h i l d was g iv e n th e o p p o r tu n ity t o m ix th e
p a p e r and p a s te w ith h i s hands and m old h i s own how l.
A f t e r th e how ls d r i e d , th e y w ere p a i n t e d , w rap p ed , and
c a r r i e d home a s C h ristin as g i f t s .
D u ring a " s h a r in g 1 * p e r io d th e c a re and im p o rta n ce
o f h ands w ere h e in g d is c u s s e d . The te a c h e r s t a t e d t h a t
h e r hands c o u ld he u s e d a s " p a in t b r u s h e s rl and d e m o n stra te d
f i n g e r p a i n t i n g t o th e c h ild r e n . The c h ild r e n a l l w an ted
t o p a i n t w ith t h e i r new ly fo u n d " p a in t b ru s h e s " and each
o f them p re p a re d h i s own p a p e r and chose h i s own c o lo r .
When th e p i c t u r e s d r i e d , th e y d e c id e d t o u se them t o d e c o r
a t e t h e i r room .
I I . FOTGEB PAUSING
51
A t a l a t e r d a t e , g i f t w ra p p in g was d is c u s s e d and
th e p ro b lem o f c o l o r f u l p a p e r was s o lv e d by u s in g tb e c h i l
d r e n ’s f i n g e r p a i n t i n g s a s g i f t w ra p p in g s.
I I I . PA “ E O T IMG A M U RAL
D u rin g th e h o lid a y s e a so n many s t o r i e s w ere r e a d t o |
th e c h ild r e n a b o u t snowmen. One c h i ld b ro u g h t a r e c o r d
ab o u t a snowman t o s c h o o l and th e c h ild r e n sa n g and t a lk e d
ab o u t snowmen. The c h i ld r e n drew snowmen and from th e s e
s m a ll p i c t u r e s th e id e a o f m aking a la r g e snow sc en e
c o v e rin g th e b u l l e t i n b o a rd d e v e lo p e d . The snowman was
draw n in th e fo re g ro u n d su rro u n d e d by t r e e s and w ith S a n ta
C laus and h i s r e in d e e r in th e sk y . M ost o f th e s k e tc h e s
w ere draw n by th e te a c h e r f o r th e gro u p b u t i t was p a in te d
in i t s e n t i r e t y by th e c h i ld r e n .
EVALUATING PROGRESS
The f a c t t h a t a s p e c i a l g ro u p o f c h ild r e n n e e d in g
s p e c i a l a t t e n t i o n a r e b ro u g h t in to a new ty p e o f s c h o o l
program means t h a t f r e q u e n t e v a lu a tio n s m ust be made o f
th e ty p e o f p rogram t o w h ich th e y have b ee n s u b je c te d .
T hese e v a lu a tio n s a re n e c e s s a r y in t h i s r e l a t i v e l y unex
p lo r e d f i e l d f o r th e im p o rta n ce o f f u t u r e c u rric u lu m
b u ild in g d e s ig n e d t o m eet th e n eed s o f th e s e c h ild r e n .
What h a s b ee n done t o th e c h i ld i s th e im p o rta n t y a rd
s t i c k .
E v a lu a tio n s in th e Long B each U n if ie d S ch o o l D is
t r i c t w ere a tte m p te d a s a c o o p e ra tiv e v e n tu re by b o th th e
s c h o o l and th e home p a r t i c i p a t i n g .
T h ree in d iv i d u a l p ro g re s s r e p o r t s w ere s e n t home
d u rin g th e s c h o o l y e a r . The te a c h e r w ro te comments a b o u t
th e c h i ld and th e p a r e n ts w ere g iv e n th e o p p o r tu n ity t o
e x p re s s t h e i r r e a c t i o n s .
F re q u e n t in fo rm a l m e e tin g s o f th e f a c u l t y w ere h e ld
f o r th e p u rp o se o f d is c u s s in g each c h i l d . P r i o r t o th e
m e e tin g s , th e names o f th e c h ild r e n t o be d is c u s s e d w ere
handed t o each t e a c h e r so t h a t th e te a c h e r s c o u ld o rg a n iz e
and p la n t h e i r p r e s e n t a t i o n s . The m a t e r i a l may s e rv e b e s t
i f s y n th e s iz e d w ith th e n e e d s o f th e c h ild * T h e re fo re r e - !
com m endations f o r d i r e c t i n g th e s y n th e s iz e d m a t e r i a l to w a rd
t h a t end w ere made.
P a r e n ts w ere i n v i t e d t o v i s i t th e c la ssro o m a t any
tim e and c o n fe re n c e s w ith them w ere a rra n g e d b o th in s m a ll
g ro u p s and in d i v i d u a l l y .
O b je c tiv e e v a lu a tio n summary check l i s t s and a p ro
file-*- w ere d e v e lo p e d by t h i s te a c h e r d u rin g th e s c h o o l
y e a r . One copy was f i l l e d o u t by th e p a r e n ts and a n o th e r
copy by th e te a c h e r . The r e s u l t s o f b o th sum m aries w ere
g ra p h e d on th e p r o f i l e . I t was fo u n d t h a t d is c r e p a n c ie s
b etw een th e two sum m aries c o u ld e a s i l y be s ig h te d and p ro
v id e d th e b a s i s f o r p a r e n t c o n fe re n c e s in many c a s e s .
Toward th e c lo s e o f th e s c h o o l y e a r , a s e n te n c e
c o m p le tio n s h e e t d e v e lo p e d by th e p r i n c i p a l o f th e s c h o o l
w as s e n t home. The p a r e n ts in d ic a te d t h e i r f e e l i n g s to w ard
th e o v e r a l l p o in t tw o p ro g ram , th e s c h o o l, th e a r e a s o f
g ro w th , and th e a r e a s n e e d in g s ti m u la tio n f o r t h e i r c h i l d .
T h ro u g h o u t th e p o in t tw o program th e s o c i a l a d j u s t
m ent in b o th home and s c h o o l was s t r e s s e d and in th e p r i -
1 A ppendix I I c o n ta in s sam ple c o p ie s o f th e s e
e v a lu a tio n check l i s t s .
64
m ary c l a s s th e e v a lu a tio n s w ere p o in te d to w a rd t h i s im por
t a n t o b j e c t i v e . I t was fo u n d , on o c c a s io n , t h a t even
th o u g h th e p a r e n ts had b e e n in fo rm ed and made aw are o f th e
o r i g i n a l o b je c ti v e s and aim s o f th e p ro g ram , some b a se d
t h e i r e h i l d ’s p r o g re s s on academ ic a c h ie v e m e n t. Conse
q u e n tly c h ild r e n who made s t r i d e s i n d ev elo p m en t a c c o rd in g
t o th e s ta n d a r d s o f th e s c h o o l w ere th o u g h t t o have b een
g a in in g l i t t l e a c c o rd in g t o th e p a r e n t s .
W ith one e x c e p tio n ( G .T .) , th e s tu d e n ts in th e
g ro u p s tu d ie d showed c o n s id e r a b le p r o g re s s to w a rd a t t a i n
in g s o c i a l co m p eten ce. The p a r e n ts r e p o r te d t h a t th e c h i l
d re n w ere h e lp in g more aro u n d th e home, becom ing more aw are
and i n t e r e s t e d in th e w o rld a b o u t th em , and b e t t e r a b le t o
c a re f o r th e m s e lv e s . S ix o f th e c h ild r e n have d ev e lo p e d
t o th e e x te n t t h a t th e y have b een recommended f o r p la c e
ment i n an ad v an ced c l a s s o f f e r in g th e r e a d in e s s p ro g ram s.
BIBLXOGHAPOT
BIBL IOGRAPHY
A# BOOKS
B ack, P e a r l S . , The C h ild Who N ever Grew* Few Yorks Jo h n
Day Company, I960* 62 .pp.
D o ll, E . A.,, W. M. P h e lp s , and R. T . M e lch e r, M en tal
D e f ic ie n c ie s Due t o B i r t h I n j u r i e s . Few Yorks The
M acm illan Company, 1932. 289 p p .
G oodenough, F lo r e n c e , D ev elo p m en tal P sy c h o lo g y . Few Yorks
A p p le to n -C e n tu r y -C ro f ts , I n c . , 1945. 723 p p .
In g ram , C h r is tin e P . , E d u c a tio n o f th e Slow- L e a rn in g C h ild .
Few Yorks W orld Book Company, 1935. 431 p p .
K irk , Sam uel A. and G. O r v i lle Jo h n so n , E d u c a tin g th e
R e ta rd e d C h ild . Few Yorks H oughton M i f f l in Company,
1951. 434 pp7
L e v in s o n , A braham , M. D. , The M e n ta lly B e ta rd e d C h ild s A
G uide f o r P a r e n ts . Few Y ork: The Jo h n Day Company,
1952. 190 p p .
Loewy, H e r ta , The R e ta rd e d C h ild s A G uide f o r P a r e n ts ,
T e a c h e rs , and S o c ia l W o rk ers. Few Yorks P h ilo s o p h ic a l
L ib r a r y , 1951. 160 p p .
S a ra s o n , Seymour B. , P s y c h o lo g ic a l P roblem s in M en tal
D e f ic ie n c y . Few Yorks H a rp er and B r o th e r s , 1953.
402 p p .
S te r n , E d ith M. and E ls a C a ste n d y c k , The H andicanned C h ild :
A G uide f o r P a r e n ts . Few Yorks A. A. Wyn, I n c . , 1950.
179 p p .
B. PUBLICATIOFS
C a l i f o r n i a A d m in is tra tiv e Code » T i t l e 5 , E d u c a tio n .
S acram en to : C a l i f o r n i a S ta te D ep artm en t o f E d u c a tio n ,
1951.
E d u c a tio n Code. S acram en to : S ta te o f C a l i f o r n i a , 1951.
E d u c a tio n a l P o l i c i e s C om m ission, P o l i c i e s f o r E d u c a tio n i n
A m erican D em ocracy. N a tio n a l E d u c a tio n A s s o c ia tio n ,
1946.
F e a t h e r s to n e , W illia m B . , The C o n trib u tio n s o f th e Sp e c i a l
C la s s . C o n trib u tio n s t o E d u c a tio n , No. 54 4 . New Y ork:
T e a c h e rs C o lle g e , C olum bia U n iv e r s it y , 1932. 157 p p .
H i l l , A rth u r S . , The F o rew ard L ook: The S e v e r e ly R e ta rd e d
C h ild Goes t o S c h o o l. B u l l e t i n No. 1 1 . W ash in g to n ,
D. C .: S u p e rin te n d e n t o f D ocum ents, U n ite d S ta te s
G overnm ent P r i n t i n g O f f ic e , 1952. 54 p p .
M e n ta lly B e ta rd e d S tu d e n ts in C a lif o r n i a S eco n d ary S c h o o ls .
S acram en to : B u l l e t i n o f th e C a l i f o r n i a S t a t e D e p a rt
ment o f E d u c a tio n , V ol. X X II, No. 7 , O c to b e r, 1953.
200 p p .
S u g g e ste d A c t i v i t i e s f o r M e n ta lly B e ta rd e d C h ild re n .
S acram en to : B u l l e t i n o f th e C a lif o r n i a S t a t e D e p a rt
m ent o f E d u c a tio n , V o l. XXI, No. 2 , J a n u a r y , 1952.
The Backward C h ild . O tta w a, C anada: D ep artm en t o f N a tio n a l
H e a lth and W e lfa re .
C . PERIODICAL ART ICLES
Cohen, P e t e r , M. D ., "The P roblem s o f th e M en tal D e fe c tiv e
C h ild ," C a l i f o r n i a M e d ic in e , 7 6 :3 4 -3 7 , J a n u a r y , 1952.
H i l l , A rth u r S . , " S p e c ia l E d u c a tio n S e rv e s Them Too: The
S e v e re ly R e ta rd e d C h ild Goes t o S c h o o l," S ch o o l L i f e ,
3 4 :5 5 , J a n u a r y , 1952.
L e v in s o n , A braham , M. D. and C h a rle s G o ld en b e rg , M. D .,
"M en tal R e ta r d a tio n i n C h ild re n ," J o u r n a l o f th e
A m erican M ed ical A s s o c ia ti o n . 1 5 2 :7 8 1 -8 7 , J u n e , 1953.
__________ "M ongolism : Some Newer D ev elo p m en ts," J o u r n a l o f
th e A m erican M ed ical A s s o c ia tio n , 1 5 2 :2 3 -2 5 , A u g u st,
1953
5 8
P utm an, T ra c y , M. D ., “S u r g ic a l T re a tm e n t o f H y d ro c e p h a lu s, ”
C a li f o r n i a M e d ic in e . 7 8 :2 9 — 3 2 , J a n u a r y , 1953*
“S ense T r a in in g f o r Low-Grade C h ild r e n ,1 1 (E x c e rp ts fro m th e
w r i t i n g s o f D r. W illia m E. F e rn a ld ) T ra in in g S ch o o l
B u l l e t i n 4 1 :1 3 8 -4 3 , Novem ber, 1944.
S m ith , R eed M. , “The T r a in in g o f M e n ta lly D e f ic i e n ts i n th e
C la s s ro o m ,” T ra in in g S ch o o l B u l l e t i n . 4 1 :1 5 7 -6 0 ,
De cem ber, 1944•
D. MIMEOGRAPHED BULLETINS AND REPORTS
A C u rricu lu m f o r th e T r a in a b le C h ild . U nion G ro v e, W iscon
s i n : W isc o n sin C olony and T r a in in g S c h o o l.
C u rricu lu m M a te r ia ls f o r th e M e n ta lly R e ta rd e d . S an F ra n
c is c o U n if ie d S ch o o l D i s t r i c t .
G raham , R ay, P la n n in g f o r U neducable M e n ta lly H andicapped
C h ild re n i n I l l i n o i s . O ffic e o f S u p e rin te n d e n t o f
P u b lic I n s t r u c t i o n , S p r i n g f i e l d , I l l i n o i s .
R e p o rt o f a S tu d y on th e F e a s i b i l i t y of* D ev e lo p in g a
P rogram f o r th e S e v e re ly M e n ta lly R e ta rd e d C h ild re n ^in
th e Los A n g eles C ity S c h o o l D i s t r i c t , by D r. A le x a n d e r
J . S to d d a rd , S u p e r in te n d e n t, Los A n g eles C ity S c h o o ls
t o th e Members o f th e B oard o f E d u c a tio n , J u l y , 1953.
Summary o f Mee t i n g on P rogram s f o r th e S e v e re ly M e n ta lly
Ret a r d e d . C a l i f o r n i a S ta te D ep artm en t o f E d u c a tio n ,
B ureau o f S p e c ia l E d u c a tio n , S acram en to , C a l i f o r n i a ,
O c to b e r, 1953.
APPENDIX
LEGAL PROVISIONS FOB THE EDUCATION OF THE
SEVERELY MEHTALLY RETARDED CHILD
The E d u c a tio n Code o f th e S t a t e o f C a l if o r n i a makes
th e f o llo w in g p r o v is io n s f o r th e e d u c a tio n o f s e v e r e ly
m e n ta lly r e t a r d e d m in o rs.
D iv is io n 4 , C h a p ter 1 1 . E d u c a tio n o f M e n ta lly
R e ta rd e d M in o rs.
9 8 0 1 .2 . The e d u c a tio n o f m e n ta lly r e ta r d e d m in o rs
who do n o t come w ith in th e p r o v is io n s o f S e c tio n 9801*1
who a re f i v e o r m ore, and l e s s th a n e ig h te e n y e a rs o f
a g e , and who may be e x p e c te d t o b e n e f i t from s p e c i a l
e d u c a tio n a l f a c i l i t i e s d e s ig n e d t o e d u c a te and t r a i n
them t o f u r t h e r t h e i r in d iv id u a l a c c e p ta n c e , s o c i a l
a d ju s tm e n t, and econom ic u s e f u ln e s s in t h e i r homes and
w ith in a s h e l t e r e d e n v iro n m e n t, may be p ro v id e d f o r in
th e m anner s e t f o r t h in t h i s c h a p te r .
Each s c h o o l d i s t r i c t o r co u n ty s u p e r in te n d e n t o f
s c h o o ls o r c l a s s e s f o r su c h m e n ta lly r e ta r d e d m in o rs
may l i m i t th e num ber o f m in o rs t o be a d m itte d t o su c h
s c h o o ls o r c l a s s e s .
Any su c h m inor who becom es e ig h te e n y e a rs o f age
w h ile in a tte n d a n c e upon a s p e c i a l t r a i n i n g s c h o o l o r
c l a s s s h a l l be p e r m itte d t o c o n tin u e t o a t te n d th e re o n
f o r th e re m a in d e r o f th e tim e su c h s c h o o l o r c l a s s i s
m a in ta in e d d u rin g th e th e n c u r r e n t s c h o o l y e a r .
9802. The g o v e rn in g b o a rd o f any e le m e n ta ry o r
u n i f i e d s c h o o l d i s t r i c t may p ro v id e f o r th e e d u c a tio n
o f m e n ta lly r e t a r d e d m in o rs r e s i d i n g i n th e d i s t r i c t
who come w ith in th e p r o v is io n s o f S e c tio n 9 8 0 1 .2 .
9803. The D epartm ent o f E d u c a tio n s h a l l e s t a b l i s h
minimum s ta n d a r d s f o r a l l su ch s p e c i a l s c h o o ls and
c la s s e s and s h a l l e n fo rc e th e s e s ta n d a r d s th ro u g h o u t
th e S t a t e .
9804. One p e rs o n in th e D ep artm en t o f E d u c a tio n
s h a l l d e v o te h i s e n t i r e tim e t o th e s u p e r v is io n o f
t r a i n i n g o f m e n ta lly r e ta r d e d m in o rs. The d e p a rtm e n t
61 ;
t
s h a l l em ploy su c h o th e r p e rs o n s a s a re n e c e s s a r y t o
c a r r y o u t th e p u rp o se o f t h i s c h a p te r .
9805. B e fo re any c h i ld i s p la c e d in a s c h o o l o r
c l a s s f o r m e n ta lly r e ta r d e d c h i l d r e n , he s h a l l he
g iv e n a c a r e f u l in d iv id u a l e x a m in a tio n b y a com petent
p s y c h o lo g is t h o ld in g a c r e d e n t i a l f o r t h a t p u rp o se
is s u e d by th e S t a te B oard o f E d u c a tio n , o r by a p e rs o n
s e r v in g u n d e r th e s u p e r v is io n o f su c h p s y c h o lo g is t and
h o ld in g a c r e d e n t i a l f o r t h a t p u rp o se is s u e d by th e
S t a t e B oard o f E d u c a tio n , and a c o n s u lta t io n w ith h is
p a r e n ts o r g u a rd ia n h e ld . A p s y c h i a t r i s t may be con
s u l t e d i n any s p e c i f i c ca se when th e g o v e rn in g b o a rd
o f th e d i s t r i c t deems i t n e c e s s a r y .
9 8 0 5 .5 . W o e x a m in a tio n a s s p e c i f i e d in t h i s c h a p te r
s h a l l be g iv e n i f th e p a r e n t o r g u a rd ia n o b je c ts on
th e g ro u n d t h a t su c h e x a m in a tio n i s c o n tr a r y t o th e
r e l i g i o u s b e l i e f s o f su c h p a r e n t o r g u a rd ia n .
9806. Ho p e rs o n s h a l l be em ployed a s a te a c h e r o f
m e n ta lly r e t a r d e d m in o rs who does n o t h o ld a v a l i d ^ j
c r e d e n t i a l f o r th e e d u c a tio n o f m e n ta lly r e ta r d e d c h i l - j
d re n .
9807. C ounty s u p e r in te n d e n ts o f s c h o o ls may e s ta b
l i s h and m a in ta in s p e c i a l t r a i n i n g s c h o o ls o r c l a s s e s
f o r m e n ta lly r e t a r d e d m in o rs who r e s i d e in th e co u n ty
and who come w ith in th e p r o v is io n s o f S e c tio n 9 8 0 1 .2 .
9 8 0 7 .1 . The g o v e rn in g b o a rd o f any s c h o o l d i s t r i c t
o th e rw is e r e q u ir e d o r a u th o r iz e d t o m a in ta in s p e c i a l
t r a i n i n g s c h o o ls and c l a s s e s u n d e r S e c tio n s 9802 and
9 8 0 2 .1 f o r m e n ta lly r e ta r d e d m in o rs may p ro v id e f o r
th e e d u c a tio n o f su c h m in o rs i n , and f o r th e t r a n s p o r
t a t i o n o f su c h m in o rs t o , s p e c i a l t r a i n i n g s c h o o ls o r
c l a s s e s m a in ta in e d by a n o th e r s c h o o l d i s t r i c t o r by
a n o th e r s c h o o l d i s t r i c t o r by a co u n ty s u p e rin te n d e n t
o f s c h o o ls u n d e r t h i s c h a p te r , s u b je c t t o su ch te rm s
and c o n d itio n s a s may be a g re e d u p o n .
9 8 0 7 .2 . Any co u n ty s u p e rin te n d e n t o f s c h o o ls o th e r
w ise r e q u ir e d o r a u th o r iz e d t o m a in ta in s p e c i a l t r a i n
in g s c h o o ls and c l a s s e s u n d e r S e c tio n 9807 f o r m e n ta lly
r e t a r d e d m in o rs may p ro v id e f o r th e e d u c a tio n o f su ch
62
m in o rs i n , and f o r th e t r a n s p o r t a t i o n o f su ch m in o rs
t o , s p e c i a l t r a i n i n g s c h o o ls o r c l a s s e s m a in ta in e d by
a s c h o o l d i s t r i c t o r by a co u n ty s u p e rin te n d e n t o f
s c h o o ls u n d e r t h i s c h a p te r , s u b je c t to su c h te rm s and
c o n d itio n s a s may be a g re e d upon.
9 8 0 7 .3 . In l i e u o f e n t e r in g i n t o an ag reem en t f o r
th e t r a n s p o r t a t i o n o f m e n ta lly r e ta r d e d m in o rs b y th e
s c h o o l d i s t r i c t o r co u n ty s u p e r in te n d e n t o f s c h o o ls ,
i n th e s p e c i a l t r a i n i n g s c h o o ls o r c la s s e s o f w h ich
th e e d u c a tio n o f su c h m in o rs i s p ro v id e d u n d e r S e c tio n
9 8 0 7 .1 o r 9 8 0 7 .2 , th e s c h o o l d i s t r i c t o r co u n ty s u p e r
in te n d e n t o f s c h o o ls o f th e co u n ty r e q u ir e d t o p ro v id e
f o r t h e i r e d u c a tio n may p ro v id e su c h t r a n s p o r t a t i o n .
9808. The c o u n ty s u p e r in te n d e n t o f s c h o o ls may
e s t a b l i s h and m a in ta in s p e c i a l t r a i n i n g s c h o o ls o r
c l a s s e s f o r m e n ta lly r e ta r d e d m in o rs who r e s i d e in th e
co u n ty and who come w ith in th e p r o v is io n s o f S e c tio n
9 8 0 1 .2 . The am ount s h a l l be d e te rm in e d by s u b tr a c t i n g
fro m th e t o t a l c o s t o f th e e d u c a tio n o f su c h m in o rs ,
in c lu d in g t r a n s p o r t a t i o n , t o th e co u n ty s u p e r in te n d e n t
o f s c h o o ls th e t o t a l am ount t o be a p p o rtio n e d by th e
S u p e rin te n d e n t o f P u b lic I n s t r u c t i o n t o th e co u n ty
s c h o o l s e r v ic e fu n d f o r th e e d u c a tio n o f m e n ta lly r e
ta r d e d m in o rs and by ad d in g t o th e r e s u l t th e am ount
r e q u ir e d f o r r e n t a l o f p r o p e r ty . The b o a rd o f s u p e r
v i s o r s may in c lu d e in su ch am ount a sum f o r c a p i t a l
o u tla y .
The b o a rd o f s u p e r v is o r s s h a l l a t th e tim e o f
le v y in g o th e r co u n ty t a x f o r th e e d u c a tio n o f m e n ta lly
r e t a r d e d m in o rs who come w ith in th e p r o v is io n s o f
S e c tio n 9 8 0 1 .1 upon ta x a b le p r o p e r ty o f th e co u n ty
s u f f i c i e n t t o p ro d u ce th e am ount r e q u ir e d f o r th e
e d u c a tio n o f m e n ta lly r e ta r d e d m in o rs who come w ith in
th e p r o v is io n s o f S e c tio n 9 8 0 1 .2 . The amount r e c e iv e d
from t h i s t a x s h a l l be d e p o s ite d in th e co u n ty s c h o o l
s e r v ic e fu n d .
9809. The S u p e rin te n d e n t o f P u b lic I n s t r u c t i o n
s h a l l d e te rm in e th e amount o f e x c e ss c o s t in c u r r e d by
e ach s c h o o l d i s t r i c t and c o u n ty s u p e rin te n d e n t o f
s c h o o ls f o r th e e d u c a tio n o f m e n ta lly r e ta r d e d m in o rs.
"E x cess c o s t" a s em ployed in t h i s s e c t i o n in c lu d e s th e
t o t a l c u r r e n t e x p e n d itu re s in c u r r e d f o r m e n ta lly r e -
63 |
ta r d e d m in o rs i n s t r u c t e d in s p e c i a l s c h o o ls o r c l a s s e s , '
o v e r th e am ount expended f o r c u r r e n t e x p e n d itu re s f o r
an e q u a l num ber o f u n i t s o f a v e ra g e d a i l y a tte n d a n c e o f
p u p ils n o t c l a s s i f i e d as m e n ta lly r e ta r d e d m in o rs o r
p h y s ic a ll y h a n d ic a p p e d m in o rs.
F u r th e r p r o v is io n s f o r th e e d u c a tio n o f th e s e v e r e ly
m e n ta lly r e ta r d e d c h i l d a r e fo u n d in T i t l e 6 , E d u c a tio n , o f
th e C a lif o r n ia A d m in is tra tiv e Code, p u b lis h e d by th e D iv i
s io n o f A d m in is tra tiv e P ro c e d u re . They a r e :
A r t i c l e 2 1 . S p e c ia l T r a in in g S ch o o ls and C la s s e s
f o r M e n ta lly R e ta rd e d M inors Coming
W ith in th e P r o v is io n s o f E d u c a tio n
Code S e c tio n 9 8 0 1 .2 .
196. Es ta b lis h m e n t o f S p e c ia l T r a in in g S ch o o ls and
C la s s e s . S p e c ia l t r a i n i n g s c h o o ls and s p e c i a l t r a i n - j
in g c l a s s e s f o r th e e d u c a tio n and t r a i n i n g o f m e n ta lly
r e t a r d e d m in o rs who come w ith in th e p r o v is io n s o f
E d u c a tio n Code 9 8 0 1 .2 may be e s t a b li s h e d by th e gov
e rn in g b o a rd s o f e le m e n ta ry , h ig h s c h o o l, o r u n i f i e d
s c h o o l d i s t r i c t s and by co u n ty s u p e r in te n d e n ts o f
s c h o o ls p u r s u a n t t o C h a p ter 11 o f D iv is io n 4 o f th e
E d u c a tio n Code and t h i s a r t i c l e .
197. E l i g i b i l i t y o f P u p i l s . The e l i g i b i l i t y o f a
m inor f o r a d m issio n t o any su ch s c h o o l o r c l a s s s h a l l
be d e te rm in e d by p r o p e r ly c e r t i f i c a t e d and q u a l i f i e d
p s y c h o lo g ic a l and m e d ic a l e x a m in e rs. The f o llo w in g
c r i t e r i a s h a l l s e rv e as minimum e l i g i b i l i t y r e q u i r e
m ents :
( a ) G e n e ra l. A c h i l d m ust n o t come w ith in th e
p r o v is io n s o f E d u c a tio n Code S e c tio n 9 8 0 1 .1 .
(b) P h y s ic a l C o n d itio n . A c h i ld m u st: (1 ) Be a b le
t o h e a r sp o k en c o n n e c te d la n g u ag e and be a b le t o se e
w e ll enough t o engage in s p e c i a l c l a s s a c t i v i t i e s
w ith o u t undue r i s k ; (2 ) Be a m b u la to ry t o th e e x te n t
t h a t no undue r i s k t o h im s e lf o r h a z a rd t o o th e r s i s
64
in v o lv e d i n h i s d a i l y w ork and p la y a c t i v i t i e s ; (3 ) Be
t r a i n e d in t o i l e t h a b i ts so t h a t he h as c o n tr o l o v e r
h i s body f u n c tio n s t o th e e x te n t t h a t i t i s f e a s i b l e
t o k eep him in sch o o l*
(c ) M en tal . Emot i o n a l , and S o c ia l D evelopm ent * A
c h i ld m usts Cl) Be a b le t o com m unicate t o th e e x te n t
t h a t he can make h i s w an ts known and t o u n d e rs ta n d
sim p le d i r e c t i o n s ; (2 ) Be d e v e lo p e d s o c i a l l y t o th e
e x te n t t h a t h i s b e h a v io r does n o t en d an g er h im s e lf
and th e p h y s ic a l w e ll b e in g o f o th e r members o f th e
g ro u p ; (3 ) Be e m o tio n a lly s t a b l e t o th e e x te n t t h a t
g ro u p s ti m u l a t i o n w i l l n o t i n t e n s i f y h i s pro b lem s
u n d u ly , t h a t he can r e a c t t o le a r n in g s i t u a t i o n s , and
t h a t h i s p re s e n c e i s n o t in im ic a l t o th e w e lfa re o f
o th e r c h i ld r e n .
. 198* A d m issio n * The r e s p o n s i b i l i t y f o r th e
a ssig n m e n t o f a m inor t o a s p e c i a l s c h o o l o r c la s s
m a in ta in e d by a s c h o o l d i s t r i c t s h a l l r e s t w ith th e
a d m in is t r a tiv e h ea d o f th e s c h o o l d i s t r i c t o r an em
p lo y e e o f th e d i s t r i c t d e s ig n a te d by him . The a s s ig n
m ent o f a m in o r t o o r c o n tin u a tio n i n a s p e c i a l c l a s s
s h a l l be made upon th e recom m endation o f an a d m issio n s
co m m ittee, com posed o f th e s c h o o l p s y c h o lo g is t, th e
sc h o o l p h y s ic ia n a n d /o r n u r s e , th e m in o r’s t e a c h e r ,
and any o th e r p r o f e s s io n a l p e rs o n d e s ig n a te d by th e
p e rs o n r e s p o n s ib le f o r m aking su ch a s sig n m e n t. The
a ssig n m e n t o f m in o rs may be c o n d i tio n a l, s u b je c t t o
re v ie w by th e a d m issio n s co m m ittee. In c a s e s w here
d o u b t e x i s t s , a c h i l d s h o u ld be g iv e n a t r i a l p la c e
m ent.
199. S iz e o f C la s s . The maximum e n ro llm e n t f o r
any su ch c l a s s s h a l l be 12 p u p ils p e r te a c h e r .
1 9 9 .1 . I n s t r u c t i o n . M ethods o f i n s t r u c t i o n and
t r a i n i n g u s e d in each su ch s c h o o l o r c l a s s s h a l l be
d e s ig n e d t o e d u c a te and t r a i n s e v e r e ly r e ta r d e d c h i l
d re n t o f u r t h e r t h e i r in d iv i d u a l a c c e p ta n c e , s o c i a l
a d ju s tm e n t, and econom ic u s e f u ln e s s i n t h e i r homes
and w ith in a s h e l t e r e d e n v iro n m e n t. Such m ethods
s h a l l be ap p ro v ed by th e a d m in is tr a tiv e h ead o f th e
s c h o o l d i s t r i c t o r th e c o u n ty s u p e r in te n d e n t o f
s c h o o ls m a in ta in in g t h i s s c h o o l o r c l a s s .
1 9 9 .2 , G rade P la c e m e n t, P u p ils in su ch s c h o o ls and j
c la s s e s s h a l l he g ro u p ed on a b a s i s o f s o c i a l compe- |
te n c e r a t h e r th a n by g ra d e l e v e l .
1 9 9 .3 , S u p e r v is io n . A dequate s u p e r v is io n s h a l l be I
p ro v id e d f o r a l l su e h ~ sc h o o ls and c l a s s e s . The s u p e r
in te n d e n t , th e b u ild in g p r i n c i p a l , s p e c i a l s u p e r v is o r s
and c la ssro o m te a c h e r s s h o u ld w ork c o o p e r a tiv e ly t o
e s t a b l i s h a h e l p f u l p la n o f s u p e r v is io n ,
1 9 9 .4 . Case S t u d ie s . I n d iv id u a l c a se s tu d y r e c o r d s
s h a l l be k e p t o f a l l p u p ils p la c e d in su ch s c h o o ls o r
c l a s s e s .
1 9 9 .5 . L en g th o f S ch o o l Day. F o r a p p o rtio n m e n t
p u r p o s e s , 180 m in u te s , in c lu s iv e o f r e c e s s e s , s h a l l
c o n s t i t u t e a minimum s c h o o l d ay . B T o c h i ld s h a l l be
c r e d i te d w ith more th a n one day o f a tte n d a n c e in any
one c a le n d a r d a y .
a ppe n d ix
SPECIAL TRAINING CENTER
1415 W. W illow S tre e t
Long Beach, C a lif *
NAME_____________________ DATE
AGE_______________ CLASS______________ TEACHER.
EVALUATION SUMMARY
Parents and teachers are partners In educating children. To under
stand and evaluate each child's progress It Is Important to observe the
pupil's reactions to the world about him.
Please check the words or phrases that describe the pupil as you
nave observed him.
A. D.
I s s tro n g and a o tiv e Has many f r ie n d s
Seldom t i r e s I s a s u c c e s s fu l le a d e r —
Has o rd in a ry endurance Works and p la y s w e ll w ith o th e rs
I s l i s t l e s s , p a le , or unw ell E arns r e c o g n itio n
A bsent f re q u e n tly P re fe rs to be a lo n e ^
A tten d an ce r e g u la r C o n tin u a lly se ek s c o n ta c t
w ith o th e r c h ild r e n
B. Seeks a d u l t a t t e n t i o n
Follow s d ir e c tio n s P o p u lar w ith o th e r c h ild re n
Com pletes what he s t a r t s D islik e d by o th e r c h ild r e n
E a s ily d iv e rte d from assig n e d
work
I s d e s tr u c tiv e ^
Is o v e r-a g g re s s iv e
Seeks undue amount o f h e lp
and a t te n t io n
Is e a s i l y led
O ften l i e s
C apable o f su s ta in e d a t te n t io n Is d is o b e d ie n t to p a re n ts
or te a c h e r Needs u rg in g to s ta y w ith ta s k
Never c o n trib u te s Has few f r ie n d s
I n c o n s is te n t In c o n trib u tio n ¥ e a s e s o th e r c h ild r e n
I s e a s il y d isc o u ra g ed Has a v iv id im a g in a tio n
Seldom com pletes a jo b O ften t a t t l e s *
C.
O ften arg u e s o r f ig h ts
E . I s u p se t by changes in r o u tin e
I s e x tre m e ly i r r i t a b l e U su a lly seems happy
I s unduly annoyed by n o is e Kind and sy m p ath etic
O ften c r ie s S e lf c o n tr o lle d ; calm
E xtrem ely h y p e ra o tiv e i S tubborn
Com plains ab o u t h e a lth Im p u lsiv e ; u n p re d ic ta b le
S t u t t e r s Q u ie t, re se rv e d
B ite s n a i l s
F . Sucks thumb or sm a ll o b je c ts
F id g e ts Shows i n i t i a t i v e
Daydreams Lacks i n i t i a t i v e
Has poor a p p e tite Like3 to t a l k a l o t
Has poor b la d d e r c o n tr o l Stakes e x c u se s f o r h is f a i l u r e s
Has tem per ta n tru m s P a r tic ip a te s in group a c t i v i t i e s 1 /
Blames o th e rs f o r own f a i l u r e s Takes p rid e in ap p earan ce
2
6 8
ACTIVITY fES N O ? ACTIVITY fES NO ?
G. K.
1 . Washes hand8 b e fo re 1 . Uses c o u rte o u s g r e e tin g
e a tin g 2 . Asks f o r food to be
2 . B rushes t e e t h passed
3 . Uses h& ndkerohief when 3 . Makes o o u rte o u s re q u e s ts
needed 4 . R e sp e c ts th e r i g h t s o f
4 . B athes s e l f u n aid ed o th e rs
5* B rushes or combs h a ir 5 . R e sp e c ts p u b lie
6 . Laces and t i e s shoes p ro p e rty
7 . B uttons c lo th e s 6 . R e sp e c ts th e b e lo n g in g s
8 . Hangs up c lo th in g o f o th e rs
9 , Keeps c lo th in g c le a n 7 . L ik e s going t o sc h o o l
10. S h in es own shoes 8 . Answers te le p h o n e
11. Buys own c lo th in g c o u rte o u s ly
9. Takes tu rn s
H. 16. A ccep ts c o n s tr u c tiv e
1 . U ses hand r a i l ' on s t a i r s c r i t i c i s m
2 . C ro sse s s t r e e t a t c o rn e rs 11. S hares w ith o th e rs
3 . R ecognizes t r a f f i c s ig n a ls 12. I n te r r u p ts w h ile o th e rs
4 . O bserves playground r u le s a re t a lk in g
5 . P ro p e rly h an d le s e l e c t r i c a l
a p p lia n c e s
13. W ants to be c e n te r o f
a t t e n t i o n
6 . R e c o g iiz e s p o iso n la b e ls
7 . U ses playground equipm ent L.
p ro p e rly 1 . Responds b e s t t o p r a is e
2 . R esponds t o rep rim an d s
I . 3 . I s b o a s tf u l ab o u t s e l f
1 . H elp s w ith p re p a rin g and accom plishm ents
m eal 4 . I s "bossy*
2 . S e ts ta b le 5. Has own spen d in g money
3 . W ashes d is h e s 6 . Works f o r pay
4 . D rie s d is h e s
6 . D usts f u r n i t u r e
6 • Uses broom and d u stp an REMARKSs
7 . Washes d is h e s
fi. Iro n o lo th e s
9 . Sews
1 0 . T hreads a n e e d le
11. C ares f o r p e ts
12. C ares to r lawn or garden
13. Uses sew ing m achine
H
.
Shops f o r g ro o e rie s
J .
1 . C o lle c ts th in g s
2 . C o n s tru c ts m odels
3 . Makes sc ra p books
4 . Looks ab books
U. Works p u z z le 8
6 . P la y s m u sic a l in stru m e n t
7 . Views te l e v i s i o n
3
ACTIVITY Y ES N C 7 ACTIVITY Y ES N O ?
M. P .
1 . M atches c o lo rs 1. Uses r u l e r to m easure
8. R ecognizes c o lo rs 2* Has co n cep t of one
3 . Names c o lo r s c o r r e c tly c e n t
4 . R ecognizes lik e n e s s e s 3 . Biows r e la tio n s h i p o f f iv e
5 . R ecognizes d if f e r e n c e s p en n ies t o n ic k e l
6 . Names g eo m etric form s 4 . I s a b le to t e l l tim e
1• D is tin g u is h e s sounds 5 . Knows own b ir th d a te
8 . R ecognizes te x tu r e s 6 . U nderstands conoept
§• Knows h o t and co ld o f " z e ro ”
r e la tio n s h i p 7» U nderstand co n cep t
16* M atches d e sig n s o f "m iddle"
N.
8* Can make change o f a
dime
1 . Hums a tu n e 9* Knows own age
Knows w ords o f a song i 10* Counts t o f iv e
3* Dances L/" 11* Counts to te n
4 . Keeps ^tim e" w ith m usic 12. Acids sim ple co m b in atio n s
5* P re fe rs e a s e l p a in tin g 13* Knows v alu e o f n ic k e l
6* I’r e f e r s c la y 14* Knows v a lu e o f dime
7 . P lay s w ith b lo c k s 15. Reads a c a le n d e r
8 . Uses 8 o iss o r8 16* Knows own te le p h o n e
5 . C uts on a lin e numbers
16* P r e f e rs crayons 17. Knows c i t y and s t a t e o f
11. C o lo rs w ith in a re a re s id e n c e
12. Uses saw and hammer 18* Blows own a d d re ss
19* Blows name o f sc h o o l
0 . 20* Knows r i g h t and l e f t
1 . R ecognizes own name r e la tio n s h i p
Reads sim p le words 21* i s a b le to s u b tr a c t
3* Reads se n te n c e s w ith o b je c ts
4 . W rite s se n te n c e s 2 2 . R ecognizes groups up
5 . T e lls s t o r i e s to f iv e w ith o u t
6 . E n u n c ia te s c o r r e c tly c o u n tin g
7. T alk s in com plete
se n te n c e s
2&* Knows r e la tio n s h i p o f
la r g e , l a r g e r , l a r g e s t
REM ARKS*
Approved w..T.p . P r in c ip a l • SIGNED_
Compiled by A .M .P ederson, 1954
70
EVALUATION PROFILE
N A M E DATE
AGE INDEX TEACHER
NEGATIVE POSITIVE
A
H e a lth and
Vigor
3 2 1
1 2 3
B Work H ab its 7 6 5 4 3 2 1 1 2 3 4 5 6 7
C
E m otional
T ension
12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 1112
D S o c ia l 13 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13
E D is p o s itio n 3 2 1
1 2 3
F S e lf•C o n fid e n c e 4 3 2 1 1 2 3 4
G S e lf-C a re 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11
H S a fe ty 7 6 5 4 3 2 1 1 2 3 4 5 6 7
I Home H elper 1413121110 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 1011121314
J I n t e r e s t s 7 6 5 4 3 2 1 1 2 3 4 5 6 7
K
Manners and
C o u rte sy
13 12 11 10 9 8 7 6 S 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13
L
S o c ia l
A djustm ent
3 2 1 1 2 3
M
Sense
T ra in in g
10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
N
A rts and C r a f ts
12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12
0 R eading 7 6 5 4 3 2 1 1 2 3 4 5 6 7
P Numbers 242220 18 16 14 12 10 8 6 4 2 2 4 6 8 10 12 14 1618202224
a«m»p»>1954
SPECIAL TRAINING CENTER
1415 W. W illow Street
Long Beach, C a lif .
NAME______________________________ DATE_________________________________ _
AGE_____________ eCLASS PRIMARY TEACHER__________________ ___
EVALUATION SUMMARY
Parents and teachers are partners In educating children. To under
stand and evaluate each child s progress It is Important to observe
the pupil's reactions to the world about him.
Please check the words or phrases that describe the pupil as you
nave observed him.
ACTIVITY Y E S N O 7 ACTIVITY YES N O
1
A* E .
i . Comb or b ru sh h a ir 1 . T a lk s; im ita te s sounds
2 . B rushes te e t h 2 . Uses s h o r t se n te n o e s
3 . B athes s e l f unaided 3 . R e la te s e x p e rie n c e s
4 , B athes s e l f a s s is te d 4 . P erform s f o r o th e rs
S. Washes hands unaided 5 . P la y s c o o p e r a tiv e ly
(5. D rie s own hands d . P lay s w ith o th e rs
7 . Goes ab o u t th e y ard
B. 8 . Follow s sim ple d ir e c tio n s
1. E a ts w ith fo rk 9 . Demands p e rs o n a l a t t e n t i o n
tfses t a b le "knife f o r 10.Does n o t d ro o l
c u t tin g ll.U s e s name o f f a m ilia r
3* C ares f o r s e l f a t th e o b je c t
ta b le 12.C ares f o r s e l f a t
t o i l e t
C. 1 3 .I n i t i a t e s own p la y
1 . P u lls up socks 14. I s tr u s te d w ith money
2 . P u ts on c o a t o r d re s s 15.Goes ab o u t neighborhood
3 . Removes o o a t or d re s s u n atten d e d *
4 . B uttons c o a t or d re s s 16. P r in ts sim ple words
5 . D resses s e l f 17.C ares f o r s e l f or o th e rs
6. T ie s s h o e s tr in g s 18.Does household ta s k s
7* Goes t o bed u n a s s is te d
F .
D. 1 . R ecognises c o lo rs ,
1. Open and c lo s e s a f e ty 2 . R ecognises shapes
p in 3 . Matches c o lo rs
2 . Use d i a l te le p h o n e 4 . M atches shapes
3 . Turn pages o f book R ecognises d if f e r e n c e s
4 . Wind w r i s t watoh 6 . Knows t r a f f i c s ig n a l
f>. C uts w ith s c is s o r s
6. Marks w ith p e n o ii or crayon R EM ARKS*
? . Walks down s t a i r s one
tr e a d to s te p
8 . Uses b ic y o le
"tJses r o l l e r s k a te s
Approved H .J .E . A hrens , P rin c ip a l SIGNED
Compiled by A .M .Pederson, 1954
U n i v e r s i t y o r s o u w i e i * e a l i s e w s l *
Abstract (if available)
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
Leave policies and practices in the public school of Southern California.
PDF
An investigation of the human relations involved in the professional growth of teachers.
PDF
A science program for mentally retarded junior high school children.
PDF
Ready for kindergarten: a handbook for parents of kindergarten children of the Hooper Avenue School, Los Angeles, California.
PDF
An experiment in physical education with mentally retarded children.
PDF
The role of practical arts in the socialization of mentally retarded children.
PDF
A handbook of suitable audio-visual materials for mentally retarded children in primary special training classes.
PDF
An investigation of the screening process for placement of pupils in special classes for mentally retarded.
PDF
Teachers' handbook for William Logan Stephens Junior High School, Long Beach, California.
PDF
A handbook for new and substitute teachers, James Whitcomb Riley School, Long Beach, California.
PDF
Interpretation of mental retardation to the community.
PDF
Musical experiences for mentally retarded children at the elementary level
PDF
Telescoping the life of the mentally retarded.
PDF
A study of regular and special training curriculums of social studies for mentally retarded children.
PDF
A teachers' guide for teaching mentally handicapped children.
PDF
Techniques of guidance for the mentally retarded child in the classroom.
PDF
A reading program for the primary mentally retarded class
PDF
Teaching techniques for the mentally retarded child
PDF
An English workbook for a retarded A7 class.
PDF
An analysis of a class of high school girls of low mental ability.
Asset Metadata
Creator
Pederson, Arlene M.
(author)
Core Title
An experimental class for severely mentally retarded children in Long Beach.
Degree
Master of Science
Degree Program
Education,Special Education
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, special,OAI-PMH Harvest
Place Name
California
(states),
Long Beach
(city or populated place),
Los Angeles
(counties),
USA
(countries)
Format
masters theses
(aat)
Language
English
Contributor
Digitized by ProQuest
(provenance)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c24-99819
Unique identifier
UC11273174
Identifier
EP48048.pdf (filename),usctheses-c24-99819 (legacy record id)
Legacy Identifier
EP48048.pdf
Dmrecord
99819
Document Type
Thesis
Format
masters theses (aat)
Rights
Pederson, Arlene M.
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA
Tags
education, special