Content, Materials, and Teaching Suggestions Are Provided for Trainable

noriIime.NT R (IMP! EC 003 914 ED 030 237 By -Anti% Francis, Ed , AndOthers Day Care Center CurriculumGuide. Louisiana State Dept. ofHospitals, Baton Rouge.Div. of Mental Retardation. Pub Date (64] Note -215p. EDRS Price MF-$1.00 HC-$10.85 Handwriting. Descriptors-Behavior Patterns, BehaviorRating Scales, *Curriculum,*Exceptional Chld Education, Materials, InterpersonalCompetence, Language Development,*Mentally Health Education, *Instructional Psychomotor Skills, SafetyEducation, Self Handicapped, Music Activities,Poetry, Prevocational Education, Methods,Trainable Mentally Handicapped Care Skills, Speech Therapy, StatePrograms, *Teaching Identifiers -Louisiana providedfortrainable Content,materials, and teachingsuggestions are retarded ehildren in thefollowing areas: self careskills; motor skills andcoordination, health; andintellectual communication,socialization,vocationaltraining;safety; give additionalinformation on toilettraining, a stimulation. Eleven supplements finger plays perceptual survey ratingscale, a music programfor retarded children, readiness guide, writing,behavior traits which mayrequire and poems. a speech Louisiana, disciplinary action, theestablishment of the day carecenter program in and equipment.A sample forms, sampledaily schedules, and alist of materials bibliography is included.(RJ) EDUCATI6 i WELFARE U.S. DEPARTMENT OFHEALTH, OFFICE OF EDUCATION EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HASBEEN REPRODUCED OR OPINIONS ORIGINATING IT.POINTS OF VIEW PERSON OR ORGANIZATION OFFICIAL OFFICE OFEDUCATION STATED DO NOTNECESSARILY REPRESENT POSITION OR POLICY. DAY CARE CENTERCURRI6.M dUibE ' ,IJUMMIANA STATEDEPARTMENT OF HOSPITALS DIVIsIoN OF, MENTALRETARDATION TABLE OF CONTENTS PREFACE OVERVIEW CHILDREN LEARN WHAT THEY LIVE WHO ARE THE TRAINABLE MENTALLY HANDICAPPED CHILDREN UNIT I - SELF-HELP FOR DAILY LIVING UNIT II - MOTOR SKILLS AND COORDINATION UNIT III - COMMUNICATION UNIT IV - SOCIALIZATION UNIT V - VOCATIONAL TRAINING UNIT VI - SAFETY UNIT VII - HEALTH UNIT VIII - INTELLECTUAL STIMULATION SUPPLEMENT NO. I TOILET TRAINING SUPPLEMENT NO. TI - A PERCEPTUAL SURVEY RATING SCALE SUPPLEMENT NO. III - MUSIC PROGRAM FOR RETARDED CHILDREN SUPPLEMENT NO. IV - FINGER PLAYS AND POEMS SUPPLEMENT NO. V - SPEECH READINESS GUIDE SUPPLEMENT NO. VI - WRITING SUPPLEMENT NO. VII - BEHAVIOR TRAITS WHICH MAY REQUIRE DISCIPLINARY ACTION SUPPLEMENT NO. VIII - BASIC INFORMATION RELATIVE TO ESTABLISHMENT OF DAY CARE CENTER PROGRAM IN LOUISIANA SUPPLEMENT NO. IX - SAMPLE FORMS WHICH MAY BE USED IN DAY CARE CENTERS SUPPLEMENT NO. X - SAMPLE DAILY SCHEDULES SUPPLEMENT NO. XI - MATERLALS AND EQUIPMENT BIBLIOGRAPHY PREFACE I. In a booklet of this scopeit is obvious that execution depended upon considerablematerial from many sources and many talented people. Special thanks are due to the many day care centerteachers throughout Louisiana who provided material usedin the compilation ofthis curriculum guideline and to enumerate all those on whose work this booklet wasbuilt would be impossible. must, however,acknowledge my special appreciation to 1 thespecial committee composedof Mr. Francis Antill, Mrs.Tasca Savoie, and Mrs.Catherine Sproles, who workeduntiringly in compiling andediting this material. Otto P. Este Chief Dtvision of Mental Retardation OVERVIEW the product of a decade This Guide for theTrainable Mentally Retarded is special classes in our publicschools. of experiencewith trainable children in skilled teachers have foundto It is based upon thoseselected activities which attain maximum growth. It is offered as be successfulin helping these children critically evaluate eachphase a tentativecurriculum. Each teacher is asked to of this guide asshe uses it with herchildren. The chief objectives of ourclasses for trainable children are: possible and good healtn 1. Develop as healthy a physique as practices, including safety. personality 2. Guide each child to be ahappy, well adjusted with feelings of security,adequacy, belongingness,in- dependence, and achievement inkeeping with his potentiality. of group and community 3. Develop a better understanding relationships and social attitudesthat will enable the child to recognize and take hispart in community life. 4. Enable each child to understandbetter and to participate more fully in homelife,and thereby, developsocial .i.ssets and practical skills that will helphim to become a worthyhome member. subjects, the 5. Develop concepts and skillsin the basic tool communicative skills and arithmetic,for functional use in life situations. and attitudes as a basis 6. Develop good work habits, skills, toward earning a livelihood,i.e., the development ofpartial or total economicindependence and occupationalcompetency. and skills that will have 7. Develop interests, activities, carry-over value in andout of school for worthyand acceptable use of free time. offered It is suggested thattraining in each area ofthis curriculum be their need every day. Due to the limited attention spanof the children and Since these for meaningful drill, shortlesson periods are recommended. rather than by verbal youngsters learn throughimitation (by demonstration direction), utmost care in presentationand subsequent drill isessential. CHILDREN LEARN WHAT THEY LIVE If a child lives with criticism, he learns to condemn.... If a child lives with hostility, he learns to fight.... If a child lives with fear, he learns to beapprehensive.... If a child lives with pity, he learns to feel sorryfor himself.... If a child lives with jealousy, he learns to feelguilty.... If a child lives with encouragement, he learns tobe confident.... If a child lives with tolerance, he learns tobe patient.... If a child lives with praise, he learns to beappreciative. If a child lives with acceptance, he learns tolove If a child lives with approval, he learns to likehimself.... If a child lives with recognition, he learns it is goodto have a goal If a child lives with fairness, he learns whatjustice is. If a child lives with honesty, he learns what truthis.... If a child lives with security, he learns to havefaith in himself and those dbout him. If a child lives with friendliness, he learnsthe world is a nice place in which to live WHO ARE THE TRAINABLEMENTALLY HANDICAPPED CHILDREN Trainable mentally handicappedchildren are those who developat such profit from the program for theeducable a slaw ratethat they are unable to mentally handicapped, butthey have potentialities for: adjust acceptably to the home 1. Developing the abilities to and neighborhood. for themselves in many 2. Improving in their ability to care respects, and usefulness in the school, 3. Contributing to their own economic in the home and in aresidential school or in a sheltered environment. Such children nay be described asfollows: such 1. Many have physical characteristicsof mental retardation as mongolism,microcephalism, hydrocyphalism andbrain injury. approximately one-quarter to one- 2. Their mental development is half that of an average child. but 3. Their speech and languageabilities are distinctly limited they are able to make their wantsknown. 4. They are generally not capableof learning academic skills such as reading andarithmetic beyaad learning somewords or simple numbers. in 5. They are capable of learning toget along in the family and the immediate neighborhood bylearning to share and respect property rights and in general tocooperate with their families and neighbors although they cannotbe expected to become self- sufficient in making major decisions. 6. They are capable of eventuallylearning self-care in personal routines, good health habits, safetyand in other necessarY skills which will make them moreindependent of their parents. around the 7. They are capable oflearning to assist in chores house and in doing a routinetask, when older, forremuneration in a sheltered environment. 8. They will receive care,supervision and economic support throughout their lives. ,- UNIT I. SELF-HELP FOR DAILY LIVING CONTENT MATERIALS A. Personal Habits 1. Soap 1. Handwashing: a. Before eating Water b. After using toilet Towels (Refer to Supplement # I) c. Proper use of soap Box of tissues 2 Blowing Nose 2. Handkerchief 3. Keeping hands off others Rug or mat 4 Relaxing 4. a. At desk (4' x 2' approx.) b. On rug for each child c. After active play d. After eating 5 Personal comb 5. Hair-combing Mirror 6. Orange stick 6. Nail Care (Fingernails) Nail file Nail clippers Gadget handling: 7. Gadget board a. Turning doorknobs, Busy box faucets b. Closing doors, windows c. Turning lights on, off d. Opening drawers e. Flushing toilet TEACHING SUGGESTIONS Demonstrate how to wash hands,using soap and water; how todry hands; how to dispose of usedtowel. (Refer to detailed Supervise children'shand-washing until habit is formed. outline under HEALTH PRACTICE,Unit VII.) Demonstrate how to holdtissue or handkerchief, how toblow without closing nostrils. Instruct Commend children for correctlyusing tissue and/orhandkerchief. general use. them to request tissue or to get onefrom box easily accessible for Remind them on this scoreuntil the action is automatic. UNIT I. SELF-HELP FOR DAILY LIVING Page 2 Teach the child to keep his hands awayfrom another's person. Hands have many uses; however, they are tobe kept off other people. Teach correct uses of the hands, i.e., to shake hands, to claphands; to hold crayons, to hold glassof Milk and other food, etc. Emphasize importance of asking forsomething from another child instead of grabbing it with the hands. After active play the children

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