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ED185794.Pdf DOCOMENT PESUME ED 165 794 EC 124 110. _ AUVOR Goldstein, Kerbe,4: Gol4stein,..Marj6rie T. TITLE Peasonina Abil4+y of,Mildly Retarded Learner.s.What *esearch and Flueyience Say tb theTeacher of Exceptional Children. INSTITUTION Council fcr Exceptional Childre.n,'Reston, , Va. Information Services and Puglications., SPONS AGENCY National Inst. of,Education (DHEW), Washington, D.C. PUB DATE BO CONTRACT .400-76-01,19 MI6 NOTE 76p. AVAILABLE FROM.nhe Cotincil for Exceptional Children, Publication - Sales Anit, 1920. Associtition Dr., Reston, VA 22091 ($5.75) , . I . EDRS PIIICE .. MF61/PC04 Plus Postage. DESCRIPTORS Cognitive ProcesFes: Elementary Secondary Education; Eideptional*Child Research: Guidelines: *Induction; 4 /nformatiqn Utilization: *Logical'Thinking; *Mild , Mental Retardation: Problem Sclving; *Teaching --- / Methods ,-- . ABSTRACT The bogklet focuses an the use cf the lcgical inductive strate'gy .to teach troblem splving skills to mildlyretarded learners. An iptroducor 5eCti9n examines three research studieson Interventionsi,n the hrei of croblem solving withltheretarded learner,and conc1u4s, among other things, that mairstreaminghas. unders6ored the need for this poptlation to hatecompetent'problem soltacg.skills. The second secticn explortes 'strate/gies and tact4.cs, such' hs role strategies. Divery type inductivestrategies, especially the guided disc y strategY..in which the learner is provided some structure for the experience,are reviewed. Ihe tourth section, deseribes th logical inductive strategy, iith emphasison the three stages--mass, differentiation, and integratiob:and the fivp steps that comprise the stiAtegy--labeling, inferring, prédiCting/verifyinaj !and generalising. The firalsection discusses iethods of implementl_rulth6 stragegy andpresents two siiulated lessons and .Ch'art -Illustrating the inductiveproblem solving sequence. (Author/PHR) tip 4 0. Reproductions supplted by fDRS are the best thatcan be made 'frcm he original. docuient. * *****************1****************************************************' U olliallyTMINTOONIALTN. IDUCATIONISWILFAUI NATIONALI NSTITUT!OP IQUCATION HIS DOCUMENTHAS SEEN UCED EXAMy AS RECEIVEDREPRO HE PERSON OR FROM TING IT POINTSORGANIZATION ORIGIN OT VIEW OROPINIONS KAOONING ATED 00 NOT NT DEPKIAL Ntql-SSARIL Y REPRE NATIONAL INSTITuTE UCA.TioN post TION OR ,^01 ICY AIYMTQr. OILDLY a&TARDGD 11PRKRO Nerbett Goldstein Matjoile T Goldstein What Research and Experience Say to the Teacher of Exceptional Children The CoUncil for Exceptional Children 4 4 144 - N11%111111(1 Ail n11. P111"):) )0303V (101110: 'tttqs..m 1.010t.11A 07,. 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Callahan, Ilerhat T. flo Goldstein, Alice 11. llayden. Merle 11. Karnes, ThomasC. Emit!, josepli S. Renzulli . Other published titles io.the Series:' Managing Inappropriate Behaviors in the Classroom Thomas C. Lovin Developing Creativity iefi the Gifted and Talented Cayo lyn M. Callahan Early Childhood Merh? fi. Karnes drid Richard C. Lee Social Environment of the Schools Mitynord C, Reynolds; Editor Affective Ethination for Special Children and YOntli William C. Marse, AhlizzoLre, Cathleen Macdonald, and. Pat 'Halo Pasick v./ . iv II a About the AuthOrs 4 I. Herbert Goldstein, Ed.D., is Professor of Special Education in the Department of Educational Psychology at New York University.Dr, Coldstein's major imemstsare ltinthe preparalion id professional education wrsonnel and in curriaklum for special educalkmstudents. Ilestiwied hiscareer in special eilucation as a leacher of educiible mentally retardot clfildren. He IN*a member of thi/Institute for Research on I:txceptional Children the University irf, Illinois: After chairing the Department of SpeciiilTducationat Yeshiva University, lie directed the Curriculum Researtand Development Center' in Mental R.etara'at ion, which moved to NwYork University in- 1977; Dr. ;oldstem's interest- in curriculum deve pment includesboth the con- tentof instruction and the relationship hiween teaching strategies and tuctics and learners' problem solving abi 'ties, 'Marjorie T. Goldstein, PhD., recently.comp'led herdegree in educa- tional leiulership at Yeshiva University. Heraim interests' include the study of innovation and change. andsu eivisory practices in / special education: Dr. Goldstein has knight coptional students; servedilf; edttaional specialistat the Bureau bEducation. for the Handicapped, and was coordinator of field opert(tionsat theCur- riculum Research and Development Center. in Menta Retardationfor 10 years. Most recently, she wasthe sukrvisor ofspKial education for the East Ramapo Centrid School District inNew Y9rk. 'No .v G , Preface fr Mildly retarded limrners are notas Competent problem solvers a.s, their nonhancleapped peers. IPurther, themore complex orebstract the problen{,Ae greaterthe distinction t;eenv; to be. We need only-cm- ./ pare the results of intelligence tests, tests of school achievement, and the social historiet; of retarded. and nonhandicappedindividuals to draw these conclusions. Research and experience with retayded children and adultscon- tributes a great deal to our understanding .of why suchmarked differences in problem -solving abiliiies-occur. We have learned that there are many reasons why retardedpersons kraAv less than thdr nophandicapped counterparts.. Somesay that they )(now less becouse some condition or set of conditions interferes with their -ability to remember what they have learned. 'I'hus, retarded individuals charac- teristically bring less information.to bear on a problem.,As a -r6sirlt, they often fail partiallir or totally to match their nonhandicappedpeers in arriving at an acceptable solution to gip prOlem. I lappily, there is considerable research underway in identifying conditionw that itterfere with learning and remembering what has been learned. Some ret;earchas speculate that thi' conditionsare inter- nal to the individual: that the chemistry and central nervoussystem physiology oftherNiviilual have bearingon his-or her problem sOlv- ing ability. Others theorize that the conditionsare external to the in dividual; that the way in which teachers and others organize and present conter4 16 mildly .retarded learners influelices. their ability to retain inftirmMlon and, thns, to)selve problipts, Thereare signs that research along both of these lines is.prodeicttyv,. 11. vii ).. 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