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A Curriculum Guide for Teaching Trainable Mentally Retarded Children, Experimental Copy

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REPORT RESUMES ED 016 317 EC 000 581 A CURRICULUM GUIDE FORTEACHING TRAINABLE MENTALLYRETARDED CHILDREN, EXPERIMENTAL COPY. BY- WOLK, SHIRLEY M. AND OTHERS LOS ANGELES CITY SCHOOLS,CALIF. PUB DATE 64 EDRS PRICE MF-$1.25HC-$11.48 285P. DESCRIPTORS- *EXCEPTIONALCHILD EDUCATION, *MENTALLY HANDICAPPED, *CURRICULUM,TRAINABLE MENTALLY HANDICAPPED: CURRICULUM GUIDES,INSTRUCTIONAL MATERIALS, PARENTTEACHER CONFERENCES, RECORDS (FORMS),REPORT CARD, PERCE.7UAL MOTOR LEARNING, PERCEPTUALDEVELOPMENT, SELF CARE SKILLS,COGNITIVE DEVELOPMENT, COMMUNICATIONSKILLS, SOCIAL ADJUSTMENT, SOCIAL DEVELOPMENT, CREATIVE EXPRESSION,VOCATIONAL EDUCATION: HOMEMAKING SKILLS, PARENTCOUNSELING, CLASSROOM ENVIRONMENT, LESSON PLANS, EVALUATIONMETHODS, EVALUATION PRESENTING AN OUTLINE OFSUGGESTIONS, ACTIVITIES, TEACHING AIDS, ANDGUIDELINES FOR EFFECTIVE PROGRAMPLANNING, THIS CURRICULUM GUIDEIS DEVELOPMENTAL, SEQUENTIAL,AND SPIRAL SO THAT EACHSUBJECT AREA IS TAUGHT, REINFORCED,AND ENRICHED THROUGHOUT THEPROGRAM. MAJOR AREAS ARE MOTOR DEVELOPMENT, PERCEPTUAL TRAINING,COGNITIVE SKILLS, SELF HELP, COMMUNICATION,SOCIAL-EMOTIONAL DEVELOPMENT,INDIVIDUAL EXPRESSION, AND PRACTICALSKILLS. EACH SECTION INCLUDESAREAS TO BE DEVELOPED, SUGGESTEDACTIVITIES, MATERIALS AND RESOURCES, AND AN EVALUATIONSHEET. A CORRELATED UNIT OF THE EIGHT MAJOR AREAS IS PRESENTED.A CHART SHOWS THE MENTAL! PHYSICAL, AND SOCIAL TRAITS OFTHE TRAINABLE MENTALLY HANDICAPPED CHILD. LISTS OF NATIONAL,STATE, AND LOCAL AGENCIES AND A BIBLIOGRAPHYOF PARENT EDUCATION ARE INCLUDED IN A CHAPTER EMPHASIZING THEROLE OF PARENTS. ADDITIONAL SECTIONS PRESENT SUGGESTIONSFOR THE ESTABLISHMENT OFGOOD CLASSROOM ENVIRONMENT, LESSONPLANS, GROUPING, TIME SCHEDULES, SELECTION AND PLACEMENT,EVALUATION FORMS AND SAMPLE REPORT CARDS, AND A CHECKLISTFOR TEACHERS TO FOLLOW IN PARENT CONFERENCES. A GLOSSARYAND A SELECTED BIBLIOGRAPHY OF 158 ITEMS IS INCLUDED. THISDOCUMENT IS AVAILABLE FROMTHE UNIVERSITY OF SOUTHERN CALIFORNIA'SBOOKSTORE, LOS ANGELES: CALIFORNIA. (JZ) A CURRICULUMGUIDE FOR TEACHING TRAINABLE MENTALLY 0 RETARDED 0 CHILDREN NIT U S DEPARTMENT Of HEALTH. EDUCATION i MIME OffICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY PERSON OR AS RECEIVED ORGANIZATION FROM THE ORIGINATING 11 POINTS Of VIEW STATED DO NOT OR OPINIONS NECESSARILY REPRESENTOff ICIAL OffICE POSITION ORPOLICY Or EDUCATION A CURRICULUM GUIDE FOR TEACHING TRAINABLE MENTALLYRETARDED CHILDREN EXPERIMENTAL COPY prepared by SPECIAL EDUCATION BRANCH LOS ANGELES CITY SCHOOLS "PERMISSION TO REPRODUCE THIS 1964 COPYRIGHTED MATERIAL HAS BEEN GRANTED BY g f, DIft TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S.OFFICE Of EDUCATION. fURTHER REPRODUCTIONOUTSIDE 1HE ERIC SYSTEM REOUIRB PERMISSIONOf published by THE COPYRIGHT OWNER." MENTAL RETARDATION INSTRUCTIONALMATERIALS CENTER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERNCALIFORNIA *Vle 1964 of the City of 'LosIngeTe0 llocird of7:1':rtation TABLE OF CONTENTS FOREWORD 1 ACKNOWLEDGEMENTS CURRENT TRENDS IN RESEARCH CHARACTERISTICS OF TRAINABLE MENTALLY RETARDED 4 AN OVERVIEW: PERSPECTIVE AND SUGGESTED LEARNING SEQUENCE 5 A STATEMENT OF PHILOSOPHY 8 DEFINITIONS AND LEGAL PROVISIONS 9 SELECTION AND PLACEMENT 11 MAJOR AREAS OF THE PROGRA11 AREA 1 MOTOR DEVELOPMENT 12 A. Body Coordination 13 B. Manual Dexterity 15 C. Physical Fitness 16 D. Physical Education 20 Suggestions To Teachers For Parent Follow-Up 24 Evaluation Sheet 25 AREA 2 - PERCEPTUAL TRAINING 27 A. Eye-Motor Coordination 28 B. Kinesthetic Development 31 C. Remedial Activities 32 D. Psycho-Educational Evaluation Of Children With CNS Impairments 38 Suggestions To Teachers For Parent Follow-Up 41 Evaluation Sheet 42 AREA 3 COGNITIVE SKILLS 43 A. Self-Awareness 45 B. Environmental Information 48 C. Numbers 64 D. Reading-Writing 69 E. Sensory-Perceptual 73 Suggestions To Teachers For Parent Follow-Up J Evaluation Sheet 76 AREA 4 - SELF-HELP SKILLS 79 A. Personal Care 81 B. Eating Habits 83 C. Health 86 D. Safety 87 E. Dressing 89 F. Body Image 91 G. Travel 92 Suggestions To Teachers For Parent Follow-Up 93 Evaluation Sheet 94 AREA 5 - COMMUNICATION 96 A. Observational Skills 97 B. Auditory Skills 98 C. Speech and Language Activities 101 Suggestions To Teachers For Parent Follow-Up 107 Evaluation Sheet 108 AREA 6 - SOCIAL-EMOTIONAL DEVELOPMENT 110 A. Self-Control 111 B. Personal Development 112 113 C. Group Participation D. Social Skills 114 Suggestions To Teachers For ParentFollow-Up 116 Evaluation Sheet 117 AREA 7 INDIVIDUAL EXPRESSION 119 A. Music 121 126 B. RhytIms 127 C. Arts and Crafts D. Recreation 135 Suggestions To Teachers For ParentFollow-Up 139 Evaluation Sheet 140 AREA 8 - PRACTICAL SKILLS 142 A. Household Skills 143 145 B. Readiness for Vocation 147 C. Vocational Practice 165 D. Training Program Suggestions To Teachers For ParentFollow-Up 172 Evaluation Sheet 174 AREA 1-8 CORRELATED UNIT OF STUDY 176 WORKING WITH PARENTS 189 What Causes It? 191 Growth and Development 191 Mental, Physical and Social TraitsOf The Trainable Mentally Retarded Ages 7, 8, and 9 years 194 Ages 10, 11, and 12 years 196 Parents and Teachers Work Together InIndividual Conferences 198 Conference Effectiveness 198 Classroom Visitation 200 Reporting Pupil Progress 200 Some Guidelines To Be RememberedIn The Evaluation Process 200 State and Local Agencies 201 National Agencies 202 Bibliography For Parents 204 ESTABLISHING CLASSROOM ENVIRONMENT 207 An Effective Environment For Learning 207 Emotional Climate 207 The Importance Of Concern ForClassroom Environment 207 Making The Classroom EnvironmentFunctional and Inviting 208 Work Centers Appropriate For The CDCClassroom 208 SUGGESTED LESSON PLANNING 209 Music: Use Of Singing Approach 209 Music: Use Of Records 211 Music: Use Of Rhythmic Approach 212 Cognitive Skills 214 SUGGESTED DAILY PROGRAM Primary 215 Upper 216 GROUPING 217 Half Group Technique 217 Small Groups 218 EVALUATION OF PUPIL GROWTH 219 Social Growth Report Form 220 CDC Center - Report CardForm 222 Evaluation Checklist For ParentConferences 234 CDC EXAMINATION AUTHORIZATION 251 CDC CASE' PRESENTATION FORM 252 CDC PARENT INTERVIEW FORMS 253 CDC ESSENTIAL SUPPLIES AND EQUIPMENT 255 BIBLIOGRAPHY OF SELECTED REFERENCES IN SPECIAL EDUCATION 261 General 261 Curriculum and Methodology Guides 262 Bibliographies 266 Educationally Handicapped Children 266 Journals 266 Recent Trends In Mental Deficiency 267 Evaluation 271 Rehabilitation and Sheltered Workshops 272 INSTRUCTIONAL AIDS 273 GLOSSARY OF TERMS 274 FOREWORD This is an experimental guide to assist teachers who are providing instruc- tion for severely retarded children, referred to in this guide as trainable children. The publication also will assist teachers in working with physically handicapped children in the trainable range, although some modifications and adaptations will be necessary in terms of the specific type of handicap. The term "trainable mentally retarded" is herein applied to those children and youth identified in the California Education Code as: Severely mentally retarded minors. .who are 5 or more, and less than 21 years of age, and who may be expected to benefit from special educational facilities designed to educate and train them to further their individual acceptance, social adjustment, and economic usefulness in their homes and within a sheltered environment.1 In the Los Angeles City Schools, an instructional program has been established for the trainable mentally retarded minors between the ages of 8 and 18 years who come within the provisions of the California Education Code, Section 6903. To qualify for placement in these classes, children must qualify on the basis of the AMID classification which describes trainable mentally retarded children as those who obtain an IQ score of approximately 36-51 on the Revised Stanford Binet Test. The Special Education Branch provides Child Development Center classes for trainable mentally retarded children. This program includes those pupils for- merly enrolled in what were termed "Point 2" classes. The Child Development Center (CDC) program has as its objectives the training, socialization, and development of these trainable mentally retarded. The program also includes counseling and education to assist parents in providing effective home train- ing and better management of the children. This Guide represents the best current thinking of educational leaders in the field of mental retardation and the combined efforts of special education staff members. However, members of the publication committee and other leaders in the field recognize that this guide will be subject to change and development as the result of continuing evaluation. Although of necessity the Guide does not provide comprehensive coverage because of space limitations, it can still serve as a valuable resource and provide basic direction for the program. This Guide will undoubtedly stimulate many questions and ideas in the minds of thoughtful teachers and other staff members. The Special Education Branch seeks to help meet educational problems and strives to share creative thinking through its program of publications, institutes, workshops and communications. DWIGHT E. LYONS Associate Superintendent Division of Educational Services 1California Education Code, Section 6903. 1 ACKNOWLEDGMENTS Grateful acknowledgement is expressed to those persons whocontributed to the development of this Guide. The Advisory Committee which initiated the plan of development consisted of: Dorothy Carr Sophia T. Salvin Bernard Gold Ernest P. Willenberg William Hirsch Shirley M. Wolk
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