Priaary-Inteemediate. Charictie-Meckleyeurg Public Schools,Charlotte, N.C

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Priaary-Inteemediate. Charictie-Meckleyeurg Public Schools,Charlotte, N.C DCCUMENT RESUME ED 036 Oil EC 004 852 AUTHOR HLNNIGAN, PECCLIA Ai., COMP. liaLE CURRICULUM GUILE: PRIAARY-INTEEMEDIATE. CHARICTIE-MECKLEYEURG PUBLIC SCHOOLS,CHARLOTTE, N.C. SPCNS AGENCY OFFICE OF EDUCI,TION (DHOW) , WASHINGTON, L., C., BUREAU OF ELEMENTARY AND SECONDARYEDUCATION. PUE LATE 69 NGTE 241P. LEES PRICE .DRS PRICE MF-4.1.00 HC-$12.15 DLSCRIPIORS ARITIiNETIC CURRICULUM, ARTEDUCATION, *CURRICULUM GUIDES, *ELUCABLE IIENTALLYEANDICAPPED, *EXCEPTICNAL CHILD EDUCATION, HANLWRITINGINSTRUCTION, HEALTH EDUCATION, INSTEUCTICNALMATERIALS, INTERMEDIATE GRADES, LANGUAGE ARTS,LEARNING ACTIVITIES, LESSON PLANS, *MENIALLYHANDICAPPED, PRIMARY EDUCATION, READING, SCIENCE CURRICULUM,SOCIAL STUDIES, S?LLLING INSTRUCTION, WORDLISTS ILENTIFIERS CHARICITE, NOFIH CAROLINA ABSTRACT DESCRIBED AS A WORKING PLANTO ASSIST ELEMENTARY SPECIAL EDUCATICII TEACHERSIN PECGEAMMING, THE GUIDEIS PREFACED BY DISCUSSIONS OF THE PHILOSOPHYOF SPECIAL EDUCATION :NDTHE GOALS AND ChiRACTERISTICS OF THE EDUCABLEMENTALLY HANL1CATPED. THECURRICULUM AREAS COVE EEL ARE LANGUAGEARTS AND THE PRIMARYSTUDIES OF LANGUAGE AEIS, READING, ARITHMETIC,SOCIAL STUDIES, SCIENCE,HEALTH AND SCIENCE, ANIL ARIL. ThEINTERMEDIATE LEVEL OF LACEAREA IS ALSO INCLUDED WITH SHE ADDITIONCr HANDWRITING ANDSPELLING. THE EXPECTED ACHIEVEMENTS IN BOTH RANGESARE INDICATED, ANDAPPENDIXES OF THE DOLCh BASIC SIGHTVOCABULALY, SIGNS, SAMPLELESSON PLANS, FILMS, AND A BIBLIOGRAPhY AREPROVIDED. (OM) No. ns4 bowl Mimi .6r2E,ONO IN* Atm/ own, lum-44 a* WEN Mail NW EDOWM 3601.11101111 EMR CURRICULUMELEMENTARY GUIDE Charlotte-MecklenburgDepartment of Special Education Schools 44in O0 0o .r4 S U.S. DEPARTMENT OF HEALTH, EDUCH'ON & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. fhnds for developing thisguide came *om ESEA - Title 'ice- -A Compiled by Mrs. Pecolia K. Hennigan Constltant off' Special Education SpecialAcknowledgements: Mrs. ThelmaColston, Chairman Mrs. PeggyBenoit Miss LorettaBoggs um Mrs. HedyBrodie Mrs. VeronaErvin Mrs. GenevaFarrior Firs. Sarah Danderburke Miss DianeMcFadden Miss Karen Moore Mrs. Mary Nanbz Mrs. Rose MaryWallace Special creditis due to the following personswho served asconsultants: Mr. TheodoreDrain State Department AssociateSupervisor of the Raleigh, NorthCarolina Dr. GilbertRagland Director of SpecialEducation University of NorthCarolina Chapel Hill,North Carolina u:4 As the special education. programGeneral inIntroduction the Charlotte-Mecklenburg andPurpose Schools expanded:,it became increasinglythe needs of evidentall special that aeducation working curriculumchildren, guideand in was order necessary workto provide contributionsin ordersequence to more inof thetheir fully special course meet ofcurriculumeducation study. teachers Thisguides guide fromof the representsother Charlotte-Mecklenburg school the systemsthinking, and planningSchoolvariousz.lystem.) idspecial educationha.7t.: 30publicationsstudied numerous and thedra:rn educationalThe ideas purpose from needs ofthese this ofsources. theguide children is to assistfor whom teachers they are ofresponsible.spr;cial c1/21ticSuggested atd on in programmingactivities, for buildtechniques,and should units not andfrom bematerials theregarded content areas listedalisted complete into the aidcourse guide,the ofteacher, study.using butteachers'The this special gu mazmalsl d educationo is accompanying only ateacher working textsshould plan specificindividualfor additional skills child teachingthat and willprovide suggestions. enable a variety him toShe ofdevelop shouldexperiences to gear his tofullesther give program himpotential, generalto mee t.usingtheknowledge needs his basic, ofand each toinginnate the methods child.assets. andTheThe materials needsspecialand will teacher!s levelsneed ofto program anybe evaluated class should will each bevary flexibleyear. from yearenough to toyear. fit theTherefore,curriculum teach- Although the study areas ara listedseparately in this guide, they should not betaught in butisolation. withOur the ultimate Allemphasis academic goal on fortheareas allparticular inENE the childrencourse skill ofbeingisstudy the taught. samefor thefrom EYE the child beginning should primary be interrelated, child to personality,theon. graduatinglaying a foundationself-sufficiency, young adult. for theHowever, socializationacquisition emphasisof in the school, at basic the lower toolin the levelsubjects. community is placed Atand onthe indevelopment upperfamily level, life,of theseand studentoccupationalaims are to continued become study a andwithself-sustaining the increasing learning emphasisadult.of specific placed skills on occupationalandknowledge proficiencynecessary to through enable thepre- TABLE OF CONTENTS Page CharacteristicsBroadPhilosophy Goals for ofthe the Educable Educable Mentally Mentally Retarded Retarded 421 LanguagePrimaryAreas of Language Artsthe Curriculum Arts 675 Primary SocialArithmeticReading Studies 19 Primary HealthScience and Safety 917763 IntermediateExpectedPrimary ArtAchievements Reading 112111104 Intermediate ArithmeticSpellingHandwriting 138130125 Intermediate SocialHealth Studiesand Safety 1693.55 ExpectedIntermediate Achievements ArtScience 195183200 AppendixDolchSigns Basic Sight Vocabulary 208202201 BibliographySampleFilms Lesson Plans 233232210 Philosophy which Weenhances believe continuous the school growth, has the satisfaction responsibility-of and success designing, for all maintaining pupils who and enter executing its doors. a programWe oftobelieve eachthe wellchildthe beingexceptional rather of thansociety. child fitting isThe farthe curriculum fromchild alien to musta tostatic educationbe fitted or watered-down andto thesociety. needs, curriculum. interests,He can and Constantandwill abilities contribute diag- noses,ishsuccess. as treatments,a separateThe special entity. and programevaluationsLikewise, is an are integralthe neededexceptional partIn order of the childto totalassure iP anschool's continuousintegral program part growth, ofthat the satisfaction will total not student flour- and body which must be integrated into the mainstream of schoolMr.Mrs. JimWilliamHelen life McGraw Cabiness inHarris, order toChairman develop fully. Mr.Mrs. Don LeonHarrietMary Schmits TalleyNantzSmith Rose individualThese children intelligence are defined tests.Characteristics as havingThis groupI. Q.'sof isthe rangingthe educable mildest approximately mentally degreeof.7i-ztarded frommental50 toretardation 75 as determined and is not by toeasilyable achieve to distinguished make third satisfactory to sixthfrom marginalprogressgradelevels normality.in the of regularacademicThey school skills.are :retarded program.Accordingto Asthe adultsto extent Samuel they that A. may Kirk,they be areexpectedanoted not tardedauthority children on the is education that theyof do exceptionalnot learn aschildren,readily "The as primaryothers ofcharacteristic the same chronologicalaa of mentally ago re-by methodsfollows: ordinarily used. Instruction therefore must utilize thebestmaterials practices to fosterin learning under- as (1)(2) ProgressthanThestanding childbeing is of is expected from morehelped theabstract to knownmaketransferfacts. generalizationsto theknown unknown,abilities spontaneously.using fromconcrete one situation to another, rather (4)(3) :earningThe teacher is stimulateduses many repetitionsthrough exciting in a varietysituations.of experiences. (6)(5) LearningsituationsFrustrations is by reinforced aresequential avoided through steps.by presenting using a varietyoneidea of at sense a time modalities and presenting - visual, learning vocal, Samuelauditory, A. Kirk, kinestheticEducatiraEocalional.1 Children,,Boston: Houghton Mifflin Co., 1962, p.121. Physical Characteristics Mostdifferencesand above-average authorities in height, agree :intellect weight,that the in andeducable physical motor mentally skillsand motor have iet-a..."ded usuallycharacteristics beenare more mentioned than nearly in any likein connectionother children traits. of with averageAny the tobrainsocioeconomiccause be injured,of of cultural-familialthe retardation. may levels be somewhatare controlled,originFor example, more may this handicapped be those mightslightly whose not lighter in occur.2 motorretardation in skills;weight is those organicand whoseshorter in origin,retardation in stature, such is asbutthought theif behaviorstimuli.The educable moreAcademic mentally serious handicaps retarded than the havemay intellectual resultshortMental attention in retardation Characteristicsgrea:L spans frustration, itself. andare feelingsThey easily must distractedof beinferiority, taught by with outsideundesirable concrete Theand practicalretarded methodstend to have with lowwork tolerance relatedEmotionalSocial to fbr immediate frustration Characteristics Characteristics needs and andneed experiences.constant praise and encouragement. inabilityThey tend to to evaluate. be highly suggestibleTheir social and values are limited generally in making correspondadequate to those social of judgement theirimmediate1- LAN Holt,2environment.Lloyd Rinehart M. Dunn, and Educable Winston, yerLtadar. Inc., 177,72. Retarded Children,sca-bionta Children in the Schools$ New York: Broad Goals for the Educable Mentally Retarded The1. broadTo educate goals thefor educablethe educable mentally mentally retarded retarded in the are
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