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A Persisting Life Needs Approach to a Curriculum for the Educable Mentally Retarded. INSTITUTION Wisconsin State Dept

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A Persisting Life Needs Approach to a Curriculum for the Educable Mentally Retarded. INSTITUTION Wisconsin State Dept DOCUMENT RESUME ED OP3 160 EC 030 035 AUTHOR Blessing, Kenneth R., Ed. TITLE A Persisting Life Needs Approach to a Curriculum for the Educable Mentally Retarded. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children. SPONS AGENCY Bureau of Elementary and Secondary Education (DHEW/OE) ,Washington, D.C. PUB DATE 7) GRANT O'3G-594149-70 NOTE 203p. AVAILABLE FROM Wisconsin Dept. of Public Instruction, Publications Order Service, 126 Langdon Street, Madison, Wisconsin 53702 ($2.00) EDRS PRICE EDRS Price ME-$1.25 HC-$14.25 DESCRIPTORS Adjustment (to Environment), *Curriculum Guides, *Educable Mentally Handicapped, *Exceptional Child Education, Interpersonal Competence, Resource Guides, Self Care Skills, State Curriculum Guides, State Programs, Teaching Guides IDENTIFIERS Wisconsin ABSTRACT The objectives and perspective for a program with the educable mentally handicapped are presented in the Wisconsin curriculum guide. The described concepts and activities revolve around 12 Persisting Life Situations which include communicating ideas, understanding one's self and others, traveling, adjustment to various situations, health care, safety concerns, earning money, homemaking, money management, use of leisure time, appreciation of arts and beauty, and civic responsibilities. For each of the 12 situations, separate objectives and activities are suggested for primary, intermediate, and secondary levels. Approaches to learning and behavior development are discussed with implications toward programing and curriculum. The appendix treats the use of prescriptive teaching with the educable mentally handicapped and offers instructional activities in the area of psycholinguistics. A handbook which accompanies the manual is available as EC 030 036.(RD) T Iw persis in lienee s approac EC030035 ABSTRACTED- CECERIC A PERSISTING LIFE NEEDS APPROACH TO A CURRICULUM FOR THE EDUCABLE MENTALLY RETARDED Developed under the direction of KENNETH R. BLESSING, PH. D. Director, Bureau for Special Education Curriculum Project Administrator PAUL ZAGORSKI U.S. DEPARTMENT OF HEALTH. EDUCATION 8 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. This publication was developed through a U. S.Office of Education Grant No. 594149, Wisconsin Title VI-A, Elementary and Secondary Education Act, Project No. 90020 Wisconsin Department of Public Instruction William C. Kahl, State Superintendent Bulletin No. 058-70 Division for Handicapped Children John W. Mc !cher, Administrator and Assistant Superintendent r- 4, FOREWORD This fine Curriculum Guide is the product of the combined efforts of over 250 special education teachers in 15 Wisconsin school districts and. the staff of the Division for Handicapped Children in the Wisconsin State Department of Public Instruction, under Ken Blessing's leadership. The publication is directed toward resolving the persisting life needs of the retarded children and youth. As a "follow-up" project, our agency is planning to assist local school systems in the implementation and use of this guide. We sincerely hope this document and the subsequent implementation activities will assist you in developing retarded people into productive and happy members of our society. John W. Mdcher Administrator' and Assistant Superintendent Division for Handicapped Children TABLE OF CONTENTS PAGE FOREWORD LIST OF FIGURES. A PERSPECTIVE.. 1 Organization of Curriculum Committees.. 1 State Educational Agency Activities 2 Administrators and Participating School Systems. 3 Participating Leadership Personnel 5 Participating Special Educators 6 PERSISTING LIFE OBJECTIVES FOR THE EDUCABLE RETARDED AND THE CURRICULUM GUIDE by Kenneth. R. Blessing, Ph.D. 8 Fundamental Purposes of Education 8 Varying Curricular Patterns 9 Separate Subjects Approach 9 Subject Fields Approach 9 Broad Areas Approach 9 Persisting Life Needs or Problems Approach 9 Definition of Curriculum Terms 9 Persisting Life Functions 10 The Persisting Life Functions Curriculum Model 10 The Curriculum Format 12 Accompanying Resource Guides 12 Center of Interest Units 14 A Systems Approach to Unit Instruction 15 Providing Balance in the Instructional Program 19 Clinical Teaching in the Curriculum Design 19 Summary 19 A LEARNING APPROACH TO BEHAVIOR DEVELOPMENT OF THE MENTALLY RETARDED by William I. Gardner, Ph.D. 21 Evaluation 22 Program Objectives 23 Instructional Program: Content and Methodology 24 Circumstances Which Facilitate Learning 25 Conclusion 27 ii PERSISTING LIFE SITUATIONS 29-271 Learning to Communicate Ideas P.L.S. # 1 29 Learning to Understand One's Self and To Get Along With Others P.L.S. # 2 47 Learning to Travel and Move About P.L.S. # 3 65 Learning to Handle and Adjust to One's Social Tet"%nological and Physical Environment P.L.S. # 4 81 Learning to Keep Healthy P.L.S. # 5 109 Learning to Live Safely P.L.S. # 6 129 Learning to Earn a Living P.L.S. # 7 147 Learning Homemaking P.L.S. # 8 165 Learning to Manage One's Money P.L.S. # 9 199 Learning Wise Use of Leisure Time P.L.S. #10 218 Learning to Appreciate, Create and Enjoy Beauty P.L.S. #11 235 Learning to be Responsible Citizen P.L.S. #12 247 APPENDIX A PRESCRIPTIVE TEACHING by Kenneth R. Blessing, Ph.D. 272 Background 272 Remediation of a Psycholinguistic Deficit in Educable Retarded Children 273 A LIST OF FIGURES 1. The Persisting Life Situations Curriculum Design 11 2. Face Sheet of the Persistent Life Function of Learning Homemaking at the Secondary Level 12-13 3. Sample Format of the Curriculum Design 13 4. The Unit is the Vehicle Which Transports the Child from a Lower Level to a Higher Level of Functioning 14 5. A Systems Approach to Unit Instruction 16 6. A Systematic Approach to Development of Classroom Programs for the Retarded 24 7. The Revised Psycholinguistic Model of Language Abilities 273 ili r tia 6"..' F JS I e". II' A PERSPECTIVE A Penisting Life Needs Approach to a Curriculum for designed tooptimize learning.Emphasisison a successful the Educable Mentally Retarded represents a conceptualization educational program for the retarded and on the academic incurricularplanningandimplementationinvolvingover andsocialbehaviors which theretarded can achieve and 250of thestate'sspecial.1ducationteachers.Itfurther be expected to attain. reflects the combined and integrated efforts of 19 curriculum The final section of this curriculum guide endeavors to study committees organized at the local disttict, county, and illustrate theusability of thisneedsor problems approach university levels under the auspices of the Division for Handi- in moving into the era of clinicalor prescriptive teaching. capped Childrenof the WisconsinState Department of Based upon original doctoral level research, this section high- PublicInstruction.Over a period offive years these lights the use of a linguistic approach in utilizing individual curriculumstudygroupsconsideredthecharacteristicsand abilities while seeking to improve the linguistic deficits of a needs of the mild and border-lineretarded,theirinterests group of educable retardates in a highly structured language and society's requirements, their abilities and their limitations. stimulation program. This study of the educable mentally retarded took place and At the outset of this venture the curriculum committee was developed within the frame of reference of the persisting agreed to focus their attention on the actual content of the lifesituationsorneeds curriculummodel. This curriculum educable retarded curriculum rather than lay stress on meth- model was perceived as being the most appropriate and flexible odology of teaching in the various subject matter areas. The approach for the organi-sition of the instructional program and rationale underlyingthisdecision centered on the factthat for the incorporation of the concepts of prescriptive individu- considerable attention has already been given to actual meth- alizedteaching. As an educational curriculum documentit odologiesinpreviouscurriculumtexts,guides andinthe stipulates the curricular content Wisconsin's special educators professionalliterature.Therefore,thisWisconsin curriculum believeappropriatefor the educableretardedas we enter guide places emphasis and stress upon the content considered theseventhdecadeof the twentiethcentury. Usage and appropriateforprimary,intermediateandsecondarylevel evaluation of thiscurriculum will determineitseducational retarded classes. relevance,appropriatenessand requiredmodifications. Organization of Curriculum Committees The followingpagesdepicttheStateof Wisconsin's The genesisof thisstatewie:curriculumprojecthad current approach to statewide teacher, community and uni- its inception in the efforts of a group of P.L. 88-164 graduate versityinvolvementin the development and preparation of fellowshiprecipientsinmentalretardation working on the this curriculum guide. Thisisnot a completed project nor campus of the University of Wisconsin in Madison under the is the school's work in building a curriculum ever a finished direction of Dr. Ken Blessing of the Division for Handi- task. The activeparticipantin curriculum buildingiscon- capped Children. As the project evolved,additional grad- stantl discoveringnf w vistas,obtaining feedback from the uate school enrolleesin curriculum and methods courses fieldandassessingtheefficacyofhiscurricularefforts. for the retarded were
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