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

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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

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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 brought into committee work on the ollowing thedescription of the organizationof The various persisting life situations. It soon became readily appar- WiscOnsinProjectisasection concerned with alearning entthatexperienced specialeducatorsin thefieldand in approach to behavior development of the mentally retarded. the classroom a would need to be involved in this comprehensive Thisscholarlycontributionfrom Dr. WilliamI.Gardner, effortif theproject were to be successfuland culminate Chairman of the Department of Studies in Behavioral Disability- inacurriculumguideof generalapplicationthroughout ties at the University of Wisconsin, sets an unusual tone for a the state. curriculum guide for t'neretarded.Traditionally, curriculum During theinitialplanning and curriculum production guides for the retarded tend to stress the more negative aspects stages the pr )jectreceived invaluable direction and assistance of the learning characteristics of the retarded. Dr. Gardner, from a number of nationally recognized consultants in special on the other hand, focuses on the more positive and pertinent education. Mr. John W. Melcher, Ad m i n i s t rat or of the questions of "what can be done to facilitate the most optimal Divisionfor Handicapped Childrenin this state. learningin the educable retarded" or "under what circum- Dr. Herbert Prehm, then with the University of Wisconsin stances does the retardate perform best?" Such an orientation and now an Associate Professor at the University of Oregon, to the basic curriculum text establishes a more positive tenor Dr.Ernest Willenberg,Director of SpecialEducation,Los throughout the guide and avoids the more traditionalself- Angeles Board of Education and Dr. LeRoy Aserlind of the defeating concern with theretardate'slearningdeficiencies. University of Wisconsin were allinvolved with the project The sectionson theactualcurriculum content which in its i.iitial inception. followmaintain thismore positivepoint of view and are In the fall of 1962 .Bulletin Number 20 - An Invitation to Participate in Developing a Modern Curriculum for Re- in the Elementary and Secondary Schools which has a similar tarded Children was disseminated to all special educators in curriculum model and isfamiliar to educators in the field. local school systems having directors of special education and Originallyit had been planned to form twelve working sufficient numbers of staff to feasibility form working curriculum committees, each to select one of the twelve major objectives study groups. The responsetothisinvitation was quite and develop a set of experiences to be provided at the primary, gratifying with over 150 teachers and leadershies personnel intermediate and secondary levels which would meet the per- expressing a desire to volunteer their services in the production sisting life behavioral goals which had been established. Limi- of an EMR curriculum guide. An additional120 to 150 tations in the availability of teachers at the secondary level special educators in smaller school districts have further con- in most communities preventedthisinitial plan from being tributedto. the related and parallel projects. of creating a accomplished.It became necessary to approach several large number of accompanying resource guides. These resource guides schooldistrictsand seek theirassistancein developing the are based upon the persisting life situations curriculum model secondary phases of a number of the persisting life situations. and are designed to suggest ways of implementing the major This made the task of coordination and articulation of the entire areasandsub-objectivesofthisparentcurriculumguide. statewide project somewhat more difficult to achiev- Most of Thus, from inception to publication, some 250 or more special the committees established overall Steering Committee Chairmen educators and leadership personnel have been involved in one and separate primary,intermediate and secondary sub-com- way or another in this statewide project. mittee Chairmen, who formed the nucleus of the local planning Before committing themselves to involvement in the proj- committee under the leadership of the localdirectors and ect,the participants were encouraged to considerin some coordinators of special education. Statewide .coordination and detailtherationaleunderlyingthe persistinglifeneeds or liaison witheachlocal coordinator and steering committee problems curriculum model. This approach has been most dearly chairman became the responsibility of Dr. Blessing who met articulated by Stratemeyer, Forkner, McKim, and Passow in frequentlywith thesegroupsaswellas with the actual their text, Developing a Curriculum for Modern Living (2nd working committees. Edition, Revised), Bureau of Publiciftions, TeachersCollege, STATE EDUCATIONAL AGENCY ACTIVITIES Columbia University, New York, 1957. Committee members further studied in some detailthe curriculuie guides which As each localcommittee completeditssection of the have utilized the persisting life situation's approach. curriculum guide the rough drafts were transmitted to the Their committment to the project implied acceptance of the stateeducationalagency. Further editing was accomplished basic philosophy underlying this curricular theory and the belief at the state level. A federally funded Title VI project permitted thatthiscurriculum design was acceptable in meeting the the Bureau for Special Education to procure the services of needs and purposes of special education at the respective local a highly qualified publications specialist, Mr. Paul Zagorski, levels. Inherent in their committment was a further recognition during the 1968.69 school year. Mr. Zagorski had the monu- that improvement in curriculum, fundamentally, involves im- mental task of coordinating, articulating, and in some instances provement in teaching and learning and that this improvement rewriting, the contributions from the field in order to provide follows from actualparticipation in curriculum change. for internal and external consistency throughout the curriculum Curriculumparticipation requiredlocaladministrative guide. His efforts in this project are to be commended. Acknowl- support and leadership assistance in the formation of working edgements are also in order in recognition of the clerical and 'committees. A number of school administrators provided re- typing assistance provided by Miss Gail Coyle in developing the leased time during the school terms to enable their teachers finalmanuscript forpublication. to participate in curriculum work. Where local board policies In summary, this seven-year curriculum project has been permitted, inservice education credits were allowed to be applied a richly rewarding experience for those involved in its inception towardssalaryincrements onthe schedule.Administrative and development. The final product provides special educators assistance was alsorequiredintheprovision offacilities, of the educable me ntally retarded with the first state curricular resources andclericalhelpinorder that committee work framework for localdistrictimplementation since the early 'could progress. In general, participating school administrators thirties when a state course of study for the mental defective seemed torecognize the basicprinciple thatif curriculum was developed under the leadership of Dr. Henrietta Race. development and improvement is an integral phase of the special Its purpose is to provide suggested curricular content, evolved educator's professional responsibilities, then the conditions for from the crucible of classroom experience, for a total program effective participation and planning should be arranged. forthe educableretarded. Linked with the accompanying In launching this statewide project the members of the resource guides which represent the more unique aspect of this initialplanning committees, after considerable study,eleited state curriculum, it should assist the special education teacher toutilize twelve persisting life situations outlined in a pre- in maximizing the learning and performance of her students. liminary draft of a curriculum proposal for the retarded devel- If used inconcert with behavioralmodification techniques oped by the Cincinnati Public Schools. These are described and prescriptive individualized teaching,it should fill a gap in detail on pages 432-457 of Stratemeyer, et al. Permission in current state leadership services tolocal schooldistricts. wasreceived from Dr. Norman J.Niesen, thenAssociate Itisto these dedicated localspecialeducators,particularly Director of the Division of Special Education of the CinOnnati those without whose help this, publication could never have Public Schools, to use these statements as a frame of reference been completed, and to the 'retardedpupilsin the state, for curriculum design in Wisconsin. Eventually they became that this curriculum guide is dedicated. the twelve major objectives of this EMR curriculum guide. Dr. Niesen and hisstaff subsequently produced Cincinnati's Kenneth R. Blessing, Ph.D. Curriculum Bulletin Number 19, The Slow Learning Program Director, Bureau for Special Education 2 ACKNOWLEDGEMENTS PARTICIPATING SCHOOL SYSTEMS AND DISTRICT ADMINISTRATORS

East Dane County Harry M. Hanson West Dane County Blanche Losinski Deerfield Dean E. Wiseman Eau Claire Homer E. De Long Fond du Lac Dr. Robert P. Moser Kenosha Harold R. Maurer LaCrosse John A. Bjorge McFarland George 0. Maki Middleton Alfred J. Meyer Milwaukee tHarold S. Vincent Mr. Horeb Defos A. Kobs Racine John Prasch Stoughton Obed I. Norem Sun Prairie Oliver Berge Verona John P. Lawrence Waunakee Richard F Trotta West Allis tE. G. Kellogg tDeceased Many of the photographs appearing in this publication are courtesy of Madison Public Schools. 3 4.1.921'1,41 X . k" , - A . .--i, 5" s'r t,,..q ...J...... ,.. ..:',41;...,:s..LL.Z....4....4...,..zi.:.,..,,t...... ,...... ,- .- ...0114:./...... 4 ,''\::,:z...,.....,...... ,_.:\::\ (7-

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1 4 PARTICIPATING LEADERSHIP PERSONNEL Hannah Anderson, Elementary Supervisor, Stoughton Schools Dominic Bertucci, Supervisor of Special Education, Milwaukee Schools Kenneth R. Blessing, Director, Bureau for Special Education, Division for Handicapped Children E. Donald Blodgett, Executive Director of Special Education, Milwaukee Schools. Victor Contrucci, Program Administrator, Division for Handicapped Children Homer E. De Long, Superintendent of Schools, Eau Claire Schools Robert L. Johnson, Director of Instruction, West Allis Schools William Kern, School Psychologist, Dane County Schools Fran Kimmey. Supervising Teacher, Dane County Schools Blanche Losinski, County Superintendent, Dane County Schools 'Evan J. Lowrey, Supervisor of Special Education, LaCrosse Schools Melton C. Martinson, Formerly Supervisor of Special Education, Division for Handicapped Children James McGurn, Principal, Irving School, West Allis Schools Keith W. McHenry, Principal, Horace Mann Junior High, West Allis Schools John W. Melcher, Administra.. Jr and Assistant State Superintendent, Division for Handicapped Children Thelma Mil lin, Supervising Teacher, Dane County Schools Myrtle Nyberg, Elementary Consultant, West Allis Schools Louis Ockwood, Supervisor of Special Education, Milwaukee Schools Heinz ,Pfaeffle, Formerly Supervisor of Special Education, Division for Handicapped Children Harvey Raasoch, Coordinator of Special Education Dane County Schools Donald Ricci, Coordinator of Special Education, Kenosha Schools John Ricci, School Psychologist, West Allis Schools Alverna Robinson, Supervisor of Special Education, Division for Handicapped Children Robert E. Rucks, Coordinator of Special Education, Fond du Lac Schools tIngeborg Severson, Director of Special Education, Milwaukee Schools John Stadtmueller, Title VI Program Administrator, Division for Handicapped Children George Stockton, Director of. Pupil Services, Madison Public Schools Gilbert Szymanski, Administrative Assistant. Racine Schools Donald Tofte, Coordinator of Special Education, Racine Schools Edgar G. Wipperman, County Supervising Teacher, East Dane County Schools Dean E. Wiseman, Superintendent of Schools, Deerfield Schools tDeceased S PARTICIPATING SPECIAL EDUCATORS

(*Denotes participation as curriculum committee chairmen)

Robert Aceto, Southport School, Kenosha Knute Espeseth, P.L. 85-926 Fellow, Eugene, Oregon Richard Allen, Horace Mann Junior High, West Allis *Florence Evenstad, Special Educator, Darlington Dianna Alstarr, Graduate Student, Madison Dorothy Farley, Special Educator, Madison Jane Anderson, Lakeside School, Racine Cathy Fiandt, Graduate Student, Madison Carole Anderson, Graduate Student, Madison Jo Fischer, Special Educator, Stoughton Mabel Anderson, Lakeside School, Racine Carol Forbes, Lakeside School, Racine Pearl Anderson, Special Educator, Verona Tom Gaukel, Graduate Student, Madison Mary Andrew, Goodrich High School, Fond du Lac Ann Geach, Special Educator, Janesville Mary Aschenbrenner, Southport School, Kenosha Doris Genke, Graduate Student, Watertown *LeRoy Aserlinrl, P.L. 85-926 Fellow, Madison * William Gibbons, Stoughton Senior High, Stoughton Vyonne Backhaus, Sabish Junior High, Fond du Lac David Goldstein, Graduate Student, Madison Mary Baebler, Graduate Student, Madison Virginia Gorsline, Iowa -Grant High School, Livingston Mary Lou Bauer, Lance Junior High, Kenosha *Pauline Graves, Graduate Student, Madison Marion Betz, Special Educator, Fond du Lac Gerald J. Green, Graduate Student, Madison *Annette Be Vier, Lakeside School, R.acine Iris Grundahl, Special Educator, Monroe Clarence Bianco, Jefferson School, Kenosha Phyllis Habeck, Graduate Student, Madison Fred J. Bistrick, Jefferson School, Ktncsha Jeanie Hanko, Sunnyside School, Kenosha *Elizabeth Bitzan, Jane Vernon School, Kenosha Ma aret Hansen, Jefferson School, Kenosha Cecilia Breit, Graduate Student, Madison *Anita Herman, Sunnside School, Kenosha Aldon J. Bruce, Horace Mann Junior High, West Allis Dorothy Herrmann, Jefferson School, Kenosha Marian Callon, Graduate Student, Madison Anne Hoerburger, Horace Mann Junior High, West Allis *Elora Carlson, Hansche School, Racine Lloyd Jackson, Washington Junior High, Racine Joyce Cejka, Graduate Student, Madison Mara Jensen, Graduate Student, Madison Arlene Chausee, Special Educator, Sun Prairie Mansel Johns, Longfellow School, Madison Rita Coloma, Graduate Student, Madison Pearl H. Johnson, James School, Racine Frank D. Cristina, Graduate Student, Madison Elsa Jones, Special Educator, Fond du Lac Anna Dahle, Special Educator, Stoughton Ann Kaupanger, Special Educator, Stoughton Julia Daulton, Graduate Student, Elroy *William Kern, P.L. 85-926 Fellow, Madison *Louise Dannelly, Graduate Student, Broc.,.lyn, N.Y. L. A. Kiger, Special Educator, Sheboygan Royal E. Davis, Graduate Student, Madison *James Klahr, Special Educator, Madison Melody Derleth, Graduate Student, Madison *Kenneth Kotes, Washington Junior High, Racine Joan T. Derr, Graduate Student, Madison Molly Krival, Graduate Student, Racine Oliver Donaldson, CentrA School, West Allis Joan Lane, Lakeside School, Racine Dorothy Detwille;--Ein Claire High Schools *June Lounds, Special Educator, Deerfield 6 Ronald Luchsinger, Special Educator, Madison Farouk M. Sadek, Graduate Student, Madison Besse Ma lm, Jefferson School, Kenosha Grace Sager, McKinley School, West Allis Gayl Mang los, Lakeside School, Racine Robert Sandsmark, Graduate Student, Stoughton Avis Martel le, Jefferson School, Kenosha Kathryn Schlimme, Special Educator, Fond du Lac Lorn W. Matelski, Jefferson School, Kenosha Irma Schoellig, Jefferson School, Kenosha Ralph Mayall, Graduate Student, Madison Nancy Simpson, Graduate Student, Madison Mary Maxwell, Special Educator, Dane County Geraldine Sinclear, Special Educator, Madison Margaret Mc Far lane, Graduate Student, Madison Florence Stassin, Special Educator, Madison James McGurn, Irving School, West Allis Katherine Stauffacher, Special Educator, McFarland *Keith McHenry, Horace Mann Junior High, West Allis Sarah Stearn, James School, Racine Erva M,:ron, Jane Vernon School, Kenosha George Stockton, P.L. 85-926 Fellow, Madison Florence Metke, Special Educator, Fond du Lac Janet Strickland, Hansche School, Racine Marcia Millar, Lakeside School, Racine Linda Strom, McKinley School, West Allis Marcia Mutterer, Graduate Student, Madison Evelyn Studebaker, Lakeside School, West Allis James Nation, Graduate Student, Madison L. A. Szudy, Central High School, West Allis *Laura Norslein, Special Educator, Mt. Horeb Gil Szymanski, Lakeside School, Racine Carmaila Nuttelman, Special Educator, Hillsboro Darlene Thew, Special Educator, Fond du Lac Irene O'Brien, Central High School, West Allis Frances Thoenes, Jefferson Elementary School, Richland Center Dorothy Pahl, Special Educator, Kingston *Betty Ross Thompson, P.L. 85-926 Fellow, Madison Dorothy Pfeil, Woodworth Junior High, Fond du Lac Nancy Townsend, Waunakee Senior High, Waunakee Dorothy Turner, Special Educator, Middleton Cecil Pitt ler, Special Educator, Fond du Lac Walter Trianoski, Eau Claire High Schools Harry Poizer, McKinley School, West Allis Connie Wagner, Hawthorne School, Madison Claire Portier, Special Educator, Fond du Lac Carol Walsh, Special Educator, Dane County, Vivian Pope, Special Educator, Verona Mc Obee Waters, Washington Junior High, Racine *Herbert Prehm, P.L. 85-926 Fellow, Madison *Richard Weld, P.L. 88-164 Fellow, Madison Berwyn Raith, Graduate Student, Markesan Elizabeth White, Graduate Student, Madison Thomas Rhodee, James School, Racine Elsbeth Wichman, McKinley School, West Allis John Ricci, School Psychologist, West Allis Genevieve Wiesen, Special Educator, Mt. Horeb Charlotte Richards, Graduate Student, Madison Gladys Wine, Special Educator, Winacconne Alverna Robinson, Mt. Horeb Senior High, Mt. Horeb Winnie Yee, Graduate Studies, Madison Elanore Roos li, Graduate Student, Madison Lillian Zarem, Graduate Student, Madison Dorothy Ross, Graduate Student, Madison Anne Zivkovich, Graduate Student, Madison Elizabeth Ryan, Jefferson School, Kenosha Ruth Zurbuchen, Verona Senior High, Verona NOTE: Any omissionsor errors fire sincerely regretted. 7

1 Persisting Life Objectives for the Educable Retarded And The Curriculum Guide

Learning is the child's and the adult's natural and con- tellectual interests, (m) esthetic interests, (n) character. tinuing means ofsurvival, development and enhancement. (2) Specific Objectives of Human Relationships (a) respect Itis a universal human phenomenon characterized by a re- for humanity, (b) friendships, (c) cooperation, (d) cour- markable range of variability in its functional manifestations. tesy, (e) appreciation of the home, (f) conservation of These variabilities occur within any given individual in dealing home, (g) homemaking, (h) democracy in the home. with markedly differing situations. Variability in learning abilities (3) Specific Objectives of Economic Efficiency (a) work, also occurs among groups of individuals and is particularly (b) occupational information, (c) occupational choice, diverse among exceptional children and youth. With the school (d) occupational efficiency,(e) occupational adjust- age child, learning is the core of his efforts to achieve satisfaction ment,(f)occupationalappreciation,(g)personal of his needs in interaction with his environment. Academic and economics, (h) consumer judgment, (j) efficiency in social learning is demonstrated objectively by a characteristic buying, (k) consumer protection. change in goal-oriented behavior as a result of experience pro- (4) Specific Objectives of Civic Responsibility (a) social viding a sufficiently motivating degree of positive sequences. justice,(b) socialactivity,(c) social understanding, Special programming and differentiated curricular provisions (d) critical judgment, (e) tolerance,(f) conservation, for the mentally retarded are an accepted component of the (g) social applications of science, (h) world citizenship, total school program in Wisconsin public schools in recognition (j) law observance, (k) economic literacy, 0) political of this range of human variabilities and needs. citizenship, (n1) devotion to democracy. Fundamental Purposes of Education The curriculum-builders in this, project accepted these fund- This integral relationship between learning and the satis- amental purposes and specific underlying objectives as a point faction of the needs of the child in interaction with his environ- of departure for their work recognizing that each cluster repre- mental milieu provides the logical foundation for the develop- sents a constellation of many positive behaviors, skills and ment of the fundamental purposes of education which apply with characteristics. They further accepted the general principle equal relevance to the educable retarded. The fundamental that the public school represents the social institution devoted to purposes of education most frequently ascribed to by the public the formal and specialized programs of instruction for all children schools have been derived from the work of the National designated by the consitutional mandate as haying an inherent Education Association.' right to an appropriate educational program. The school was These goals are: seen as that social institution which has the obligation and the Self-Realization task of fostering an enduring desire to go on studying and Human Relationships learning new ideas and skills throughout one's life. Economic Efficiency It was recognized that how and what -the child learns in Civic Responsibility school will vary as a function of many fundamental factors In order to clarify the selection of the persisting life needs such asgenetic endowment, maturationallevel, emotional curriculum model in this statewide project,itis necessary to development, physical health and vigor, maturation and drive, understand the more specific objectives generally ascribed to the prevailing attitudes, dominant interests, socio-economic status four fundamental purposes of education. These goals have been and the quality of the cultural milieu especially in the early defined by the Educational Policies Commission in terms of formative years. Because of the complex multivariate function- clusters of specific objectives as follows: ing of such a network of factors affecting the learning process, (1) Specific Objectives of Self-Realization (a) the inquir- the broad extent of variability in the, resulting educational and ing mind, (b) speech, (c) reading, (d) writing, (e) num- social achievement of any random group of children of any age be- s,(f) sight and hearing, (g) health knowledge, (h) is a major consequence and concern for any educational, plan- health habits, (j) public health, (k) recreation, (1) in- ning, organizatidn, method and curriculum.It places a very

1 Policies forEducati on it:American Deameracy,Natioaal Ed ucation Association,Wauhiagtan,D.C.,1946. complex and demanding responsibility upon the public schools 8 of this nation. Nonethele's, the curriculum-builders in this were advocated by Christine Ingram in the late '30's reflect project expressed an abiding faith in the public schoolsas the this broad areas emphasis. primary societal institution for achieving the fundamentalpur- poses of education in a democracy. Special education for the retarted is considered to be one direct and observable expression Needs or Problems Approach of this prevading belief that the public schools in this statecan One of the more recent of curriculum designs is the neet'T accomplish their fundamental gopi of equalized educational or problems faced by the group approach, broadly construed, opportunity for all, which develops out of the persisting life needs and purposes of the learner. This approach has been most clearly articulated by Varying Curricular Patterns Stratemeyer, Forkner, McKim and Passow in Developing a Having thus circumscribed the fundamental purposes of CurriculumforModernLiving(2ndEdition,Revised), education it now becomes appropriate and essential to define Bureau of Publications, Teachers College, Columbia University, and describe the particular curriculum model that was selected New York, 1957. This curriculum approach is reflected in the by the state curriculum-builders as acceptable for the purposes later emphases of specialists like Elise Martens, Samuel Kirk of special education for the educable mentally retarded, The and G. Orville Johnson in the 1950's. It was recently elaborated very first task of the curriculum planning committees was the upon by Herbert Goldstein and Dorothy Seigle in the Illinois differentiation of the various components of each of the four State Department of Public Instruction's educable curriculum fundamental objectives of education and the selection ofan guide, A Curriculum Guide for Teachers of the Mentally appropriate curriculum model for the attainment of these Retarded,Curricular SeriesB-3, No.12,1958 and in the rather broad global objectives. CincinnatiPublicSchool'sCurriculumBulletinNo.119, The literature abounds with varied proposals and philo- The Slow Learning Program in the Elementary tend Secondary sophical bases for curriculum design, especially in te.ns of what Schools, 1964. curriculum specialists believe should be the scope, sequence and the organizationof the curriculum.Basically these varied All of these curriculum approaches have been applied with proposals can be narrowed down to four fairly distinct patterns: some modifications and some refinements to the problem of 1. Separate Subjects approach curriculum development in both regular and special education. 2. Subject Fields approach In actual practice there are no "pure" types. After considerable 3. Broad Areas approach curricular research and study the decision was made to utilize 4. Needs or Problems approach the needs or problems faced by the group curriculum model espoused by Stratemeyer et al and the twelve persisting life functions outlined in the preliminary work of the Cincinnati Separate Subjects Approach curriculum committee referred to above. The first of these, the separate subjects approach, desig- nates the scope, sequence and organization in terms of separate Definitions of Curriculum Terms subjects to be studied. This is the Inc .1 traditional design in A definition of terms, as applied to this particular curricu- regulareducation andisprobably the leastsuitedfora curriculum for the mentally retarded. Annie Inskeep's modified lum design is indicated at this point. curricular approach in the 1920's which "watered down" the Persistent life needs are those recurring functions required regular curriculum by teaching fewer skills, using less material, of individuals living in a democracy, requirements which persist and progressing at a slower-than-average pace came closer throughout the retarded individual's life. When adequately met to following the separate subjects approach. and resolved in concerted fashion, these represent the objectives and desirable outcomes of our special education programs. Scope refers to the selection of knowledge, facts, skills and Subject Fields Approach generalizationswhichshouldbeencompasseJbyschool In the subjects fields or groups of related subjects approach experiences in terms of the life space of the retarded. In this relatedfields of knowledge,e.g., teaching geography and curriculum design scope encompasses the individual, his role in history as socialstudies, became the basis for curriculum the family and in the broader community. design. Some aspects of this curriculum approach are identifiable in special curriculum patterns currently in use. Sequence refers to the order in which the proposed concepts, !earnings and experiences are to be developed. Sequence Broad Areas Approach in this curriculum design is based upon chronological and mental age, maturity, background, interest level, needs and societal Curriculum designs which are developed around broad areas demands. of living or around the major social functions commonly cut across subject matter fields and are referred to as broad areas. Organization refers to the format or the organization of In some of these approaches the curriculum is organized so as to knowledge, skills and generalizations for instructional purposes. incorporate every major aspect of life, e.g., one phase might In this curriculum design organization is based on the framework include the protection and conservation of life, property, and of the persistent life functions and includes areas of knowledge, natural resources. In others there may be broad preplanned units tool subjects, special subject areas and center of interest units. which relate to pupils' personal needs and some to the world in This needs or problems approach is noteworthy in that it which they live, e.g., school living or leisure time and recreation. utilizes units of work based upon the persisting life needs and Ordinarily these units do not necessarily contribute to all major functions of the individual, functions which persist throughout areas of living in any one year. In special education curriculum the life of the retarded in our culture. In addition to incorporating design, the units of work based on real -life experiences which the persisting life functions and the unit approach of Ingram, it 9 also does not neglect the tool subject areas, encompassing the 11. Learning to Appreciate, Create and 13:49y Beauty in- skill subjects in a balanced fashion and in developmental pro- volves the essential habits, attitudes and skills necessary gression in relation to the developmental and maturational needs to develop and maintain an attractive environment, to of the learner. Readily identifiable within each persisting life develop and maintain an attractive appearance, and to function arc the expectancies. behaviors and skills viewed as express oneself through a variety of media (crafts, music, essential to their successful performance. The behaviors and art, dancing). skills which are identified as being necessary to achieve any re- 12. Learning to be a Responsible Citizen involves the essen- curring life function at any stage are viewed as peofidinncies in tial habits, attitudes and skills necessary to understand subject matter. Further, these curriculum- builders used spiral one's heritage, to understand and participate in govern- approach in curriculum development,i.e.,the expo .ancies, ment and its processes and to understand and exercise behaviors and activities range from the relatively simple to the one's rights, privileges and responsibilities as a citizen. abstract in sequential order from the primary through the secondary level in keeping with the slower Intellectual maturation of the educable retarded. The Persistii:g. Life Functions Curriculum Model The twelve persisting life functions selected by the statewide curriculum committee are listed and outlined below: Reference tt Figure 1 will serve to clarify this persisting life functions curriculum design for the reader and illustrate the relationship of .ne organization, scope and sequence within this PERSISTING LIFE FUNCTIONS2 educational model. Curriculum-builders require a curriculum 1. Learning to Communicate Ideas (3 R's) involves the theory and model to predict the outcomes of their instructional essential habits, attitudes and skills that are commonly endeavors just as research in learning or personality needs to be referred to as speaking, listing, reading, writing and pursued within the framework of some well-conceived learning arithmetic. or personality theory and model. If followup studies of special 2. Learning to Understand One's Self and to Get Along education graduates suggest that the outcomes of instruction are with Others involves the essential habits, attitudes and somewhat different than predicted from the model, this then skillsnecessary to understand and adjust to one's permits the curriculum-builder to charge or modify the curricu- strengths and weaknesses, to develop moral and spiritual lum design. values basic to our democratic society, and the ability to get along with others (such as peers, family, groups, authorities,oppositesex,strangers,etc.)insocial See Figure 1 on next page relationships. 3. Learning to Travel and Move About involves the acquisition of the essential habits, attitudes and skills necessary One mayvisualizethecurriculummodelasthree- for tranpsorting one's self in the neighbouhood, within dimensional in structure with scope representing the vertical the city and to distant places, whenever the need arises. dimension, sequence the horizontal and organization unifying 4. Learning to Handle and Adjust to One's Social, Tech- the whole. Utilizing the persistent life functions approach as an nological and Physical Environment involves the essential organizational frame of reference, then, superimposes these habits attitudes and skillsnecessary in using social recurring needs upon the individual's current state of readiness amenities and customs, using tools and mechanical (sequence) wherever he might be (stop.:). And wherever he equipment and in understanding and adjusting to the might be could be encompassed by school experiences in Lenin physical environment. of the individual., his role in the family and in the community. 5. Learning to Keep Healthy involves the essential habits, Sequence in the model refers to the order in which the proposed attitudes and skills necessary for developing and main- learnings and behaviors are to be developed. These are based taining the body through nutrition, exercise, bodily care, upon chronological and mental age, expectations, interest levels, rest and those necessary for the prevention and treatment dominant interests and other fundamental factors previously of illnesses. discussed. 6. Learning to Live Safely involves the essential habits, In essence, the special educator's task is to relate the per- attitudes and skills necessary for safety in play, in work, sisting life needs to the expectant environment and at the partic- in locomotion and in emergency. ular readiness level of the individual retarded child. Group 7. Learning to Earn a Living involves the essential habits, instruction can be facilitated through the use of center of inter- attitudes and skills necessary to be a good worker, est units, but within the context of group instruction, individual- knowing what jobs are available for him, preparing ized teaching is imperative if the recurring and persisting life for and getting a job. functions of the retardate are to be successfully carried out. In 8. Learning Homaking involves the essential habits, atti- the model, the persisting life function of learning to communi- tudes and skills necessary for the feeding, clothing and cate ideas is shaded to illustrate this concept of aCOMMUSliell- housing of oneself and one's family. tions need being experienced at any chronological age (se- 9. Learning to Manage One's Money involves the essential quence) within the expectant environment (scope). Communica- habits, attitudes and skills necessary for budgeting one's tion, either gesturally, verbally or in printed form, then becomes incometogainthe maximumadvantagesfrom a persistent life situation, a recurring function required of the expenditures. individual living in a demScracy. It is a requirement which 10. Learning Wise Use of Leisure Time involvesthe persists throughout the retarded individual's life. When this essential habits, attitudes and skills necessary for lo- need is adequately met and resolved in concerted fashion, this cating desirable sources of recreation and participating achievement represents attainment of one of the major ob- in wholesome activities. jectives of the curriculum and a desirable outcome of the 2 Courtesy of Cincinnati Schools. special education program. 10 FIGURE 1

THE PERSISTING LIFE SITUATIONS CURRICULUM DESIGN isimmommorma. ANIMISMIESI SCOPERefers to the selection of areas of knowledge, facts, skills and generalizations which should be encompassed by school experience in terms of the: (1) Individual (2) His role in the family (3) And in the community

SEQUENCERefers to the order in which the proposed concepts, learnings, and experiences are to be developed. Based on C.A., M.A., maturity; interest level, needs, and societal demands.

ORGANIZATIONRefers to the format of the organization of knowledge, skills, and generalizations for instructional purposes. Includes: -Eli ORGANIZATION ----No- 1. Areas of knowledge 2. Tool subjects 3. Centers of interest units 4. Persistent life situations.

tc/ c

e csb 0

The Community o.Aa

Persistent Life Situations are: "those recurring functions required O of individuals living in a democracy, requirements which persist throughout the retarded individual's life. When adequately met and resolved in concerted The Individual fashion, these represent the objectives and desirable outcomes of our special education program."

11 Accompanying Resource Guides Preceding each persisting life function section is a face sheet sp,:cifying the sub-objectives and minor aims which relate back to the more global objectives. Below this listing of sub- objectives and minor aims the reader will note a reference of specific departmental resource guides, and in certain instances, to specific teaching units which relate to the major persisting life function. Figure 2 is the face sheet for the persisting life The Curriculum Format function of Learning Homemaking at the secondary level. It is reprinted here for ease of reference for the reader. As pre- The format of this curriculum guide should facilitate each viously indicated, this is a unique feature of the Wisconsin prescription for learning in a progressive sequence and has been project. organized in a manner consistent with the typical organization of special classes for the educable retarded in Wisconsin. The three major divisions selected as most generally appropriate See. Figure 2 on next page include the primary, intermediate and secondary level programs. This format represents an intermediate choice between an admin- The Center of Interest Units column in the actual format of istrative organization with only a single Ungraded educable unit this curriculum is limited to only suggestive topical units and and a more professionally sophisticated urban school district with themes to be developed by the teache,.. The accompanying re- sub-groupings at each level, e.g., junior and senior high pro- source guides are actual expansions of these suggested teaching grams. The primary level covers the broad age range of 6 to unit topics. . 10 years, the intermediate 11 to 14 years and secondary 15 The following listing of resource guides, issued as a series of through 18 or graduation with some overlap reflecting varied "We Do It This Way" publications, were conceived and devel- administrative patterns in the state, No consideration is given to oped as instructional materials enabling the teacher to implement curricular content for the early or pre-school program, since the aims and objectives of this curriculum design. Teachers will services for the 4 to 6 year old educable retarded, while highly note references to other Wisconsin curriculum publications which desirable, were non-existent in Wisconsin durinp the period of also have recommended units and activities related to one or the project. more of the persisting life objectives The "We Do It This Way" Study of the format will indicate that each persisting life series includes: function and each relevant sub-objective is treated at all three Bulletin 21-B Primary Level Resource Guide for the EMR programming levels according to the needs and maturing interests Bulletin 21-C.Intermediate LavrA Resource Guide for the of the groups. Minor aims and specific operational state nents EMR of expectancies, behaviors, attitudes and skills, while relating to Bulletin 21-D Secondary Level Resource Guide for the EMR the broad global objectives, will reveal some variations at differ- Each persisting life situation at each levelis organized ing program levels. Committees attempted to work on a systems under the recurring sub-objectives into a format covering six approach basis,developing a sequence of objectives whic:i major heading: center of interest units, introductory discuss- stemmed from the more global and complex level (a persisting ionsOanguage art, number concepts and relatedactivities. life function) to an operational level which is definable behavior- Suggested instructional content and activities in these columns is ally. This approach facilitates measurement and evaluation of further broken down to relate to the minor aims which are the behaviors of the learner and aids in avoiding ambiguity. specified in the first column. Figure 3 illustrates this format.

FIGURE 3. continues on bottom of next page. P.L.S. #3 Primary B.BEGINS TO LEARN THE FUNDAMENTALS OF MOVING ABOUT Aims Center of Interest Units Introductory Discussions

(I) FOLLOWS SIMPLE Directions or traveling in school and the ad- Trips DIRECTIONS AND joining neighborhood Thru the school building UNDERSTANDS NEED Thru the school grounds FOR DIRECTIONS Thru the neighborhood visiting other schools churches, stores, parks, etc. (2) RECOGNIZES Landmarks in school and in the neighborhood What are the landmarks in the school and in FAMILIAR the neighborhood? LANDMARKS IN TRAVEL

12 Figure 2 LEARNING HOMEMAKING

P.L.S. involves the essential habits, attitudes and skills necessary for the feeding, clothing. and housing of oneself and one's family. Secondary

A.Understands the development of family relationships (1) Reacts to the family as a unit (2) Reacts to self-concept in the family

B.Understands the development of homemaking habits and skills (1) Uses of clothing (2) Uses of food (3) Housekeeping processes (4) Child care methods

For specific teaching unitsrelated to this major objective, the reader isreferred to the following resource guides: See Bulletin No. 15- A Potpourri of Ideas for Teachers of the Mentally Retarded. Vol. I, Arts and Craftsfor homecraft and seasonalideasrelated to homemaking concepts.Also see Vol.II - The Practical Arts,forafairlycomprehensive coverage of homemaking skillsat the junior and senior high levels. See pages 5-27, for suggested and illustrative units in the area of HOMEMAKING AND HOME MAINTENANCE. See pages 31-40, for aunit on BABY SITTING. See pages 41-45, for a unit on SEWING. And, see pages 47-58, for units in the area of GOOD GROOMING AND GOOD HEALTH.

See Bulletin 21-D, pages 40-51. for related units on LEARNING TO EARN A LIVING. Also see pages 52-67. for suggested and illustrative units on CONSUMER EDUCATION. WHAT IS A GOOD HOME? and HOMEMAKING AND FAMILY LIFE.

Language Arts Number Concepts Related `..ctivities

Discussion Ordinals: first, second Making of travel book with pictures of safety What is a landmark? signs, maps, drawing of landmarks, time What is a map and why are they Counting streets, blocks, tickets schedules, etc. used? Points of interest in community Time: hours of day and arrival and Build model of school and or community in departurehome,bus,school, sand box or with toy buildings and cars Read classes, etc. Road signs Nursery rhyines or songs about traveling Street signs Terms of time: morning, afternoon, etc. Dramatizationsof properbehavior while Recognize and Verbalize traveling Road signs Terms of size: big, small, thin, fat, Street signs tall, short, etc. 13 Since unit teaching receives considerable emphasis in this by the classroom teacher. As an example, a Resource Guide curriculumdesign andinthedailyinstructionalprogram, on Travel may include a series of teaching units or sub-topics it may be appropriate at this point to consider the relationship on such areas as: Travel in Our Neighborhood; in Our City; of unit teaching to the resource guides and to the overall in Our State; The Bus; The Railroad Station, etc. Wisconsin's curriculum design. The curriculum-builders, perceive this state resource guides may be characterized as being broader and more curriculum guide aspresenting a general, broad framework inclusive in nature,i.e.,they are referred to as Primary, within whichto organize the daily, weekly and monthly Intermediate and Secondary Resource Guides per se. instructional program. As a frame of reference it allows foe local flexibility and implementation permitting the incorporation Center of Interest Units of locally developed materials of instruction. These may take The teaching unit, Center of Interest Units on the other the form of locally developed resource guides which, in turn, hand, has been defined by these authors as an .organized sub- may provide sub-topics or teaching units which may be selected division which falls between the resource guide and the actual bytheinstructorasappropriateinmeeting the persisting lesson in the classroom. The unit is seen as the vehicle which life needs of the stow learner. transports the pupil from a lower level to a higher level of A resource guide, in this context, has been operationally functioning. defined by Hanna et al3 as a collection of resources related Figure 4 illustrates this concept of the center of interest to a broad topic and organized in a functional way for use unit.4

Figure 4

FIGURE 4

THE UNIT IS THE VEHICLE WHICH TRANSPORTS THE CHILD FROM A LOWER LEVEL TO A HIGHER LEVEL OF FUNCTIONING

Activities

Learner's present Goalhigher level level of behavior Unit is a vehicle of behavior

Wisconsin's resource guides departed from the traditional individual does not encounter each life situation as a separate organization based on subjectmatter designation and were and isolated entity. In real life the retarded stuch:nt is daily organized format-wise around the twelve persisting life func- confronted with recurring situations, problems arid needs which tions.It should be recognized that arbitrarily placing a unit require the successful performance of a number of life functions. under a specificpersistentlifefunction creates an artificial The retardedindividualmust be able to draw upon the dichotomy between objectives. Similarly this curriculum guide learnings,resources andappropriatebehaviorsfrom several has been organized around each persisting life function. While persisting lifefunctions.This concept needs to be kept in thisisolationof each major objective may be helpfulin mind by special educators using the curriculum guide, planning clarifying for the teacher the needs of the retarded in each unitsand implementing these unitsin the classroom. This life situation area, it tends to cloud the point that the retarded is the point at which local inservice study and consideration of this curricular approachisessential. Since not all special 3Houna L., Potter, G., and Hagaman, N., Unit Teaching in the Elementary School, Rinehart Co, New York, 1958, 4Couttety of Cinciansti &Molt 14 educators in the state participated in this curriculum venture, GENERAL OUTCOMES (Persisting Life Objectives) leadership assistance and inservice help will be needed to DETAILED OUTCOMES (Sub-objectives) effectively utilize this curriculum and the accompanying resource C.A. 6 - 10 - Primary guides. 1.Learning Homemaking A Systems Approach to Unit Instruction 2.Learns to Understind the Environment 3.Learns to Live Safely As an inservice theme, an in depth study of thecircular 4.Learns to Communicate Ideas Secondly, constructs in Stratemeyer's text is highly recommended. 5.Learns to Enjoy Beauty teachers willneed assistance in planning, implementing and evaluating the effectiveness of units of instruction. Particular 1. Learning Homemaking attention will need to be paid to the objectives sheintends to a.Helps at home incorporate in developing a unit. She needs to consciouslybe b.Knows names, functions of different aware of and cover these severalbasic persisting life objectives rooms in home Recognizes different types of homes within the instructional unit. c. Several schemata may help to clarify this typeof unit in neighborhood planning. A primary level teacher may beconsidering the d. Etc. introduction of a unit on The House I Live In. A first step These sub-objectives could be further delineated in a systems approach to unit instruction wouldinvolve the into very specific and readily definable operational assessment of her primary group's currentunderstandings and objectives such as: behaviors as they relate to the topic. The needs of theprimary levelpupils would need to be observed andspecified. A Learning Homemaking second step would entail the conscious selection ofinstructional a. Helps at home objectives based on the assessment of currentpupilunder- (1)Routinely disposes of garbage standings and behaviors. This might entail aspecification of (2)Routinely dries dishes the anticipated general outcomes followed by a moredetailed (3)Keeps his (her)room in order delineation of each learning and social behaviorunder each (4) Etc. general outcome appropriate for the level of the group. 15 Actual teaching of the unit, The House I Live In, would reveal that Bulletin 21-B, Primary Level Resource Guide follow with instructional emphasis being given to each of the for the EMR contains a number of illustrative units concerned specified sub-objectives. As indicated, the unit is construed as with the family and the home for teacher use. Some modifi- the te?rhing medium which moves the pupil's present level cations will be necessary in order to localize this suggested of learning and social behavior to the next level of desired instructional material. behavior. Reinforcing techniques might be indicated, both in Evaluation of the outcomes of the teaching process with schoolandathome,torewardsuccessiveapproximations provision for error analysis would complete this systems approach towards the desired outcomes. Unit instruction involving mul- to unitinstruction.Oral and/or written assessment of their tisensory and varied instructional techniques would be superior understan'ing of the basicobjectives,actual observation of to a single channel approach. Group activities, discussion, role their learned behaviors and interviews with the parents should playing, use of audio - visualmaterials,field trips,etc. would enable the teacher to note desired changes in behavior. Error be indicated in this instance. analysis of what seemed tofail to interest the pupils or of One of the persisting life objectives to be treated in this what new needs were identified should provide continuing feed unit at the primary level is Learning Homemaking. Reference back into the instructional system. Figure 5 depicts this systems to the primary face sheet for this persisting life function will approach to unit instruction.

A SYSTEMS APPROACH TO UNIT INSTRUCTION FIGURE 5

Step 1 Assessment of Current Behaviors

Step 2 Select Instructional Objectives

Sub-objective 1

Sub-objective 2Sub-objective 3

Step 3 Implementation of Sub-objective 'I

Step 4 Teach sub-Objective 1

Learnings Behaviors Reinforcement Techniques cn 5 - 0 Step 5 0 Test Sub-objective Assess Behavior _.o

"0 2 Step 6 Evaluation of Sub-objective

16 Another example at the secondary levelwill serve to Assessment of pupil needs: illustrate this systems approach and the coverage of a number 1. Payche its to 13e withheld. of persisting life objectives in unit instruction This secondary 2. Only one lunchroom worker had obtained a social unit is concerned with How to Get a Social Security Number. security number. 3. Remainder of pupils had failed to follow thru with Background completingsocialsecurity Form 5which had pre- A ninth grade class began itsfirst occupational training viously been provided. experience for pay by working in the school cafeteria in a 4. Thosereceivingwelfareorsocialsecuritybenefits varietyof jobs. Payday was approaching when it was dis- were reluctant to report income for cafeteria jobthus covered only a few pupils had carried through on obtaining some explanation of social security benefits was needed. social security cards. 5. Interest in pan-time employment was high. 6. Three pupils had never traveled downtown via public transportation. 'Courtesy of Dr. Norman Nieten, Cactultast to Pl. 88.164 Special Study institute at Green Lake, Wisconsin, 1966 and Mrs. Ethel Martin, Teacher, Cincinnati Public Schools.

PERSISTINGLIFE FUNCTIONS AND SUB-OBJECTIVES P.L.S. No. 1- COMMUNICATING IDEAS P.L.S. No. 12 RESPONSIBLE CITIZENSHIP -Functional Reading-readSocialSecurity - Understand purpose of Social Security Form 5. - Develop responsible attitude toward contribut- Keeping personalrecords use home and ing to own retirement insurance school records. - Realize need for care of Social Security card -Seekshelpofauthority discoverSocial - Realize need for changing name on records Security provides help with filling out Form (marriage, adoption, etc.) S.S. 5. - Developing an appreciation for taws - Usestravelaidseffectively -discover how building directory is used - Readsandwritesforinformation- read bus time-table - Improve skill in writing simple business letter - develop skill in writing and stating a question -developskill inwritingcompletethought - improve word attack skills

HOW TO GET A SOCIAL SECURITY NUMBER

P.L.S. No. 7 - EARNING A LIVING P.L.S. No. 11 - MANAGING MONEY - Realize getting a Social Security card is rou- - Realizeemployer contributesequal amount tine step in getting a job to Social Security fund - Realize thisis a law - Realize part of wages over 150.00 per quarter - Realize paycheck may be withheld until work- is deducted for Social Security insurance. er complies with getting Social Security card - Realize that take-home pay is less than num- v ber of hours worked x rate per hour P.L.S. No. 6 - TRAVELING AND MOVING ABOUT - Be able to go to Social Security office via public transportation - Be able to locate new Federal Building Be able to use automatic elevator Be able to contact home if2lost

17 MULT1-SENSORY ACTIVITIES

Oral Expression Math Experiences: Description of Program discuss -use tokyopaperto show meaning of 1% Content -"Sources of Information" - color squaresto show deductionforeach - "Why paychecks are withheld' dollar earned -"Care of a Social Security Card" -use folded paper to divide 1 year into 12 - "What is Social Security?" months. W rite names of months in blocks. dramatize: Divide into quarters - Careful vs Careless handling of Soci al - count number of weeks in a "quarter" Security Card - compute quarterly income Girl requesting name change - determineeligibilityfor SocialSecurity tax Death of father in family - compute take-home pay Pupil gets on class trip Reading Experiences: Telephoning for lost card form - divide key words into syllables - add key words to picture dictionary -read gds time table - read directions on elevator - read directions on public telephone Written Expression: -read key street names - write for Social Security Form 5 -read names of key buildings - write questions about personal data -locate Social Security office on building directory -write sentences answering these questions -read Social Security Form 5. -use key works in sentences - write City Transit requesting bus HOW TO GET A SOCIAL SECURITY CARD Demonstrations: - how to get a bus transfer Art Expression - how to use an automatic elevator - make model of downtown street layout with - how to use a bus schedule landmarks - how to use a building kirectory - haw to use a public telephone

Map Study - locate New Federal building -visit the Social Security office - trace bus route of trip - locate East-West dividing street - determine direction of travel

Evaluation: 1. Each pupil completed correctly Form S.S. 5. 2. Each pupil reported receipt of Social Security number.. 3. Each travel group reported on experiences on automatic elevator and bus trip home. 4. Follow-ups: One of the persistinglifeobjectives considered in this a. more use of personal data try pupils unit at the secondary level is Learning to Travel and Move b. more experiences using public transportation About. Reference to the secondary face sheet for thisper- c. more experiences reading bus time-tables sisting life function will reveal that Bulletin 21-D, Secondary d. more experiences with writing letters of request Level Resource Guide for the EMR contains a number of e. more experiences using city map illustrative units concerned with learning to travel and move f.simple tests on "Some Facts About Social Security" about in the city. Since a sub-objective of this unit aims to and "My Traveling Score." enable retarded pupils to visit the Social Security offices via 5. Next unit planned: "What Kinds of Work May I public transportation, the unit on Reading Road Maps in our Do?" City might be useful in this situation. 18 Providing Balance in the Instructional Program cation.So,rather than negating the notion of prescriptive The content of the curriculum guide that follows repre- or clinicalteaching,thiscurricular model encompasses and sents the consensus and expertise of experienced special educa- facilitates individualized instruction. tors in the field. Many of their suggestions and activities have To illustrate the feasibility *of incorporating the concepts undergone the test of time and experience. There was no intent of assessment, error analysis, prescriptive teaching and program to provide a day-by-day, step-by-step, course of studythat evaluation, the reader is referred to Appendix A for a concre:c could be applied withoutvariance inallspecialeducation example of teachingactivitiesrelatedto thepersistinglife programs throughout the state. The content materials can be need of communicating ideas. This section summarizes a used most effectivelyif the current status and needs of the doctoraldissertationconcernedwiththeremediation of a pupils are assessed and related to the recommended activities. specificpsycholinguisticdeficitin elementaryleveleducable Itis importaoz to remember, too, that focus on a persisting retarded children. The reader is referred to the primary source life situations approach during the school day does not preclude for a more complete and detailed description of the research attention being given to balance in the curriculum in terms of design and the statistical treatment of the data. This short provision for formalized periods of instruction. Reference here summary should serve to reinforce the belief in the potential is to provision for specified periods of more formalized instruction of the persisting life needs curriculum design to incorporate in the basic tool subjects and in the correlated noncore areas the elements of clinical teaching within its frame of reference. of art, music and physical education. Summary Clinical Teaching in the Curriculum Design Teachers, coordinators and supervisors of special educa- The current stress on clinical or prescriptive teaching in tion are encouraged to study the theory underlying this curricu- no way contraindicates the employment of the persistinglife lum guide and then to utilize the publication in developing needs curriculum design in the education of the educable local courses of study appropriate to their area. Since the guide mentally retarded. Rather, the very nature and flegibility of provides general rathern than highly specific suggestions, each this curriculum model compliments and facilitatc-s the concept teacher has a fairly wide latitude in interpreting and imple- of clinical teaching. menting the recommendations. If school districts have multiple In outlining a systems approach to unit teaching, stress level classes,itis suggested that study committees be formed was laid on the need to assess the group's and individual's to designate those pot-dons of the scope and sequence co be currentunderstandings and behaviorsas theyrelate to the treatedatthevariouslevels.Itisanticipatedthatstate unit topic. Transforming this concept to a systematic language consultant assistance will be sought in establishing local cur- development program would suggest the need to assess the riculum study committees to improve and make modifications pupil's current level of psycholinguistic development and then on thisinitial curriculum draft.Plans are being formulated establish a set of instructional objectives based upon the profile at the state level to utilize the growing network of Associate of relativelinguistic strengths and disabilities, Certainly this InstructionalMaterialCenterstoprovideconsultativeand approach toindividualizedlanguage instructionrelatesvery media assistancein the expansion and refinement of these closely to the persisting life function of Learning to Communi- curricular materials. Development of additional teaching units cate Ideas. The ability to communicate ideas is only one of will be encouraged in order to complement the existing resource the persistinglifeneeds within thiscontext. Learning to guide materials. Reactions and responses from the field a^e Travel and Move About and Learning to Earn a Living, encouraged in order that subsequent revisions of this curriculum to mention but a 'few, would entail situations, problems and guide will have the ibenefit of those piloting this new thrust experiences that draw upon learnings in the area of communi- in the education of the retarded in the seventies.

References

CincinnatiPublicSchools,CurriculmBulletinNo.119, The Slow Learning Program inthe Elementary and Secondary &boo 13.1964.

Detroit Public Schools,Curriculm GuideforTeachers ofMentallyRetardedPupil,: Vol.I,PrimaryLevel;Vol. 11; IntermediateLevel;Vol.Ill. AdvancedLevel.Detroit:De. partment of SpecialEducation,DetroitPublicSchools,1956,$2.50.Order from:Mr. Walter Gleason,Detroit PublicSchools.5057 WoodwardAve..DetroitMichigan.

Goldstein. Herber,and. Seigle, DorothyM.(editors). A CurriculmGuideforTeachers of the Educable =tally Handicapped.IllinoisDepartment of PublicInstruct:on,Circular SeriesB.3, No.12,order from InterstatePrinters and Publishers.Danville,III..1958. $3.50.

Ingram.ChristineP., Educationof theSlowLearningChils.(3rdedition).New York: Thersontud Press Co.,l960, $5.50.

Kirk,SamuelA., and Johnson. G. Orville.Educating the Retarded Child. Chicago:Houghton Mifflin Co., 1951, $4.00.

Lauber, Ellyn(editor),CirriculmMaterials Guide, Eau Claire: Eau ClaireState College, Summer 1965. Write to Dr. Lauber.

NewarkPublicSchools.LearningExperiences(orthe Educable Mentally Retarded Child: LivingandLearningTogether (Elementary Level).Department of Special Education; Newark Public Schools. 1959.

Rothstein, Jerome H. (editor), s.Lental Retardation: Readingsand Resources, New York:Holt, Rinehart and Winston, 1961, $6.75.

Suatemeyer,F.B.,Forkner,L.L.McKim, M.G.andPassow. A.H.,DevelopingaCurrie. alumforModernLiving (2ndEdition. Revised). NewYork:Bureau ofPublications, Teacher College, Columbia University, N57. 19 am emmiememmoinnamillEMEIEMNI V'Vivi w - v- 4V v 0 emy' Ti4 rvyeft ViSe., Wavin Vir195 A 5 t,ricraSS Silly &lc:16 ZTe,10.1tme gle:' \NIP-4 fi;,1 6

1111:47Mkt.

20 A Learning Approach to Behavior Development

William I. Gardner, Ph.D. Chairman, Behavorial Disabilities Department University of Wisconsin

It is not infrequently heard, even within special education circles, that the mentally retarded cannot develop concepts, do not generalize, do not learn incidentally, cannot deal with abstractmaterials,havedifficultyretaining what has been acquired and are generally slow learnersin the acquisition of any new behaviors. None of these statementsisinfact supported by reliable experimental data. There is no suitable evidence that such a general and unitarydeficiencyexists. Retardates do develop concepts, they do generalise from one learningsettingtoothersettings,they do learnmaterials incidentally, they do deal in abstractions and, while itis true that they do learn less rapidly than the non-retarded in many areas, they are not slow iearners or poor retainers in every area of endeavor. In fact some research studies suggest that some mildly retarded children and adolescents under certain reinforcing conditions learn and retain at a rate comparable to that of theirnormalpeers.Generallyitisnoted that associationsoncelearnedarefairlydurable.Itcanbe concluded that it has not been demonstrated that the retarded haveasetof learningcharacteristicswhichispeculiarly descriptive of them or which separates or distinguishes them from contrast groups of nonretarded children and adolescents. For this reason, as an alternative to following the practice of the typical curriculum guide in describing the learning deficiencies of the retarded and how he differs from the nonretarded, the present chapter will focus on the more pertinent question of "what can be done tofacilitate most optimal learning by the school age mildly retarded" or "under what circumstances. does the retardate pe arm best?" This type of questiontakes the teacher away from the theoreticaland esoteric and into the realm of the practical. Translated into classroomprocedures,thegeneralquestionbecomesmore specifically: 21 What can the school environment, including the teacher, instance the verbal report "I can't work" was not a reliable do to facilitate the efficient and effective development predictor of the subsequent work behavior. of new behaviors* by the mentally retarded student? How are these behaviors strengthened to the point that It should be noted that the adolescent quickly formed these become a functional and natural part of the re- a discriminated response. While extinguished in the workshop, the complaining behavior continued inhissocialadjustment tardate'sgeneral behavior repertoire? How can behaviors which are present but undesirable class. However, the behavior reduced in frequency in this class be weakened and eliminated? asit was ignored and desired behavior was reinforced. This Finally, how can the environment evoke or control complaining behavior apparently was being maintained and encouraged by an environment which negatively reinforced the appropriate behaviors in a reliable fashion? behaviorthat is, such behavior removed the adolescent from an environment which apparently was not only nonrewarding Such an orientation avoids self-defeating concern with what but rather even aversive to him. It was interesting to note that the retardate cannot do any' focuses on what can be done in after being reinforced for work behavior for a few sessions, a program designed to optimize learning. The focus then is this adolescent not only refrained from complaining but instead on how the retardate can learn. The major concernis on reported that he like to work. the technology of facilitating learning and on designing an app...priate environmental setting in which learning will pro- It appears that the positive or negative content of such gressin an orderly manner. Attention will be given to the verbal statements are quite related to, or even controlled by, contentof whatislearnedonlyin those instances where the reinforcement which is associated with the activity. Initially, contentinfluencesorinteractswiththe how variables. the work behavior had not been reinforced and the verbal Obviously thefollowingcurriculumchaptersare concerned content was negative. Following reinforcement becoming asso- with the content of the learning endeavor. ciated with the work behavior, not only did the strength of thisbehaviorincreasebutfurther,accompanyingverbal Emphasisina successfuleducational program for the statements were of a positive nature. It seems safe to conclude educable mentally retarded must be a positive one. The major that both content of verbal behavior and the work behavior behavior control procedure must be based on positive reinforce- were both controlled by the nature and magnitude of the ment and not on such aversive techniques as threat, coercion subsequent reinforcing events. and punishment. To insure a positive orientation, a workable If the retardate is not succeeding in the school program, motivational system must be viewed as an essential aspect of one must look at the environment for the reasons underlying the program which seeks to strengthen academic and appro- this lack of success and should under no circumstances assume priate social behaviors. Additionally the development of pre- itis the child's fault he is not learning. Placing the responsi- requisite academic behaviors (study skills)must be viewed bility for inadequate behavior development on the retarded child as a basic and essential program goal. This involves the strength- assumes he does what he wants to or isin the moodfor ening of such desirable behaviorsassittingquietly, paying and controlshis behavior atwill. A positive environmental attention to instruction, beginning to work without undue delay, approach to education of the mentallyretardedrejectsthis working productively for sustained periods and initiating a new unacceptableposition.If the childisnot succeeding, then task upon completion of a previous one. the program is at fault: the materials are too difficult, the behavior requiredistoo complex forhispresentlevelof As these behavior patterns are being developed, the pro- development, the environment is structured in a manner which gram must also be designed to weaken and eliminate such does notfacilitate performance or else the consequences of disruptive behaviorsastalking loudly,negativism,fighting, behavior are ineffectual for this child. This positive approach, teasing,excessivemotoractivityand day-dreaming because while not an easy one to assume, is one that will result in these compete with appropriate studyskills. These behaviors the best satisfactory development of the retarded. typically decrease in strength as the child experiences success in the school program. This is illustrated by a recent experience with a 16 year oldmildlyretarded adolescent who Evaluation attended a school-work training program. He frequently corn - p!ained of not feeling well or not being able to work. This Evaluationisthefirststep instructuring fie learning verbal behavior routinely resulted in his being able to take a environment for the child. The emphasis in evaluation is on break or to go to the office to "lie down for a while." When what the child can do and not on his deficits or limitations. placed in a workshop this verbal behavior was not attended Focusing on achild'sdeficienciesorlimitationsdoesnot to by the teacher and continued work behavior was systematic- benefitanyone..It merely reveals what the child cannot do. allyreinforced with theresultthat such verbal complaints A program cannot be built on what a child cannot do, but were extinguished within a short period of time. Even though rather must startfrom what the child can do. A positive the adolescentreportedinitiallythat "I can't work," work teaching approachrequiresthat we know about what the behavior was reinforced anditcontinued to occur.In this child can do in a variety of behavior areas. The child's

..The term behavior is used in this paperto referto the develop ment and retention of any new response *Terms such as deficit, deficiency and disability are all vicious concepts. These emphasize the pattern, including traditional academic ones such as word recognition, speed or reading and concept negative components of a child's developmental level and in a real sense are derogatory and dangerous formation as well as behaviors such as social gram, friendliness and selkonfidence. as we are prone to use these to explain the limited behaviotal development instead of searching for environmental deficits which may be impending learning. A positive approach would merely describe the behavior as it exists and seek to design a program which would facilitate further development. A pertinent question in this respect appears to be, "What is gained by adding another label to the child who is having difficulty enough?' The descriptive term that children differ eppean to be sufficient. 22 behavioral limitations should be translatedinto presentbe- OBSERVATIONAL DATA havioralcharacteristics.Asanexample of thedeficiency orientation, it might be said that a child has a short attention great deal of valuable information isobtainable only span, shows littlepersistence or does not respond to visual through observation of the childinvarious structured and stimulation for extended periods of time. The positive approach, unstructuredandin work andplaysettings.Examples of instead of emphasizing what the child cannot do, would merely pertinent questions include "How long does he attend, study describe the child in terms of his present behavioral charac- orengageindifficultproblemsolvingactivities?""How teristics. In illustration, this child, under certain circumstances well does he attend to verbal or other auditory stimulation willengage incertainbehavior;thischildwillattendto in contrast with visually presented instruction?" "How much andinteractwith the environmentfor up to individualattentionisrequiredfor productive work or per- five minutes at a time; this child responds better to auditory sistence in the face of difficulty?" "How frequently does he stimulation than to visual stimulation in the typical teacher- make disruptive comments?" "What arethe consequences studentrelationship.Knowing these and having knowledge of hisundesirable behavior?" These observations should be orhypothesesabout howlearningisbestpromoted,the as objective as possible. By noting that a child is able to work teacheris then in an optimal position to devise a program productivelyonlyfor 5-10 minutesatatime, engagesin whichwillresultinsystematic growth and development. disruptive behaviors an average of 10 times daily and does notreducethisfrequency when such behaviorisfollowed Although not conclusive, the following types of data are by verbal reprimand, the teacher has (1) obtained a baseline valuable in providing direction to specific program planning in terms of which future progress can be compared and (2) andinselectingthe particular teaching techniques deemed identified a behavior change procedure (i.e., reprimand) that the most likely to succeed with the retarded student. isineffectual.Again theobjectiveof thisevaluationpro- cedure is to obtain data concerning the work and study skills 1NTE ..LIGENCE TEST DATA so that a program' can be provided that will be complementary to these skills. Such data as mental age, intelligence quotient and the like provide some general global information which suggests REINFORCING CONSEQUENCES guidelinesasto the present level of general learning skills and to the general rate of academic development which could One of the,mostbasicprinciples of learningisthat be expected.It should be emphasized, however, that thisis behavior which isfollowed by a desirable consequence will a relatively gross measure as specific skills vary widely within increasein strength. Recognition of the crucialrole which groups of EMR's with comparable MA's or IQ's. Expected thislaw of reinforcement assumesin the learning of the grade level cannot be predicted perfectly on the basis of the retarded suggests a consideration of those environmental events mental age of the retarded child because the relationship which are reinforcing. The evaluation should identify a range between level of academic skill development and mental age of stimulus events which will influence the learning of the isnot great enough forindividualprediction. Althoughit retarded. Thisfrequentlyisadifficultundertaking because isgenerally assumed that a child with a mental age of the range of individualdifferences among the retardedis 6 to61/2should be able to develop reading skills,many great. retardates in this mental age range have not acquired some of t: basic preacademic skills involving such areas as visual andauditorydiscriminations,visual-motorcoordination and vocabulary knowledge. More specific information evidently is PROGRAM OBJECTIVES required for individualized program development.

ACHIEVEMENT AND DIAGNOSTIC TESTS The evaluation data form the basis for the specification of reasonable program goals for the retarded student. Such These tests provide more specific types of data concerning goal setting should be developed in every area of behavior skill development or level of fun,- 'oning within specific areas. development and should be stated in small units oc time and General achievement testsprc.. 2 knowledge of a level of related specifically to the program thatispresented day by functioning which can form the basis for selecting curriculum day to ti e student. Such goal setting is an end result of an materials to which the child should respond in a successful integratedprocessbased on avariety of factors,including manner. Other tests which provide information about more intelligence test data, history of rate of behavior change in specific functional skills,e.g.,Illinois Test of Psycho linguistic similar areas, type of materials, nature of instructionalpro- Abilities,Frostig's Developmental Test of Visual Perception, gram, level of skill development at initiation of program and can provide information to guide specific developmental and the nature and manner of reinforcement procedures. remedialactivities.Thereissome suggestiveevidence that specificlanguage and perceptualskillareasare "educable" and remediable.

23 INSTRUCTIONAL PROGRAM: CONTENT AND METHODOLOGY

The setof experiencesprovidedtheretarded student teacherinitiallyidentifiesthebehaviors(e.g.,reading25 throughout the day, week and semester must be designed basic words, counting by two's up to 20, atending to instruc- to meet the persisting life behavioral goals which have been tions which are presented verbally, decreasing by 15 per cent set. This requires that the daily instructional program, whether the number of disagreements which John has with his peers in the area of teaching the child word recognition or of during therecessperiod)to be strengthened, eliminated or facilitating appropriate peer interaction, be so organized and otherwise altered and states these educational goalsinbe- presented that each experience adds to the development of havioral terms: What environmental events are to be utilized' thechild.Ifeveryexperienceinthe program doesnot (e.g.,specificmaterials,individualstudy booth, verbal and contribute to the growth and development of the child then visualinstructions,use of the classroom aide, prompting by the legitimacy of these as meaningful elements of the program passingthechild'sdeskeveryfiveminutes)inorder to mustbe questioned.Thisrequirementplacesastrenuous develop new behavior, to strengthen present behavior and to responsibility on the teacher as she must continually evaluate insure the continuation of present behaviors under new envi- the effectiveness of her content and teaching methodology in ronmentalconditions? What program willbe followedin promoting the program goals. The program experiences must decreasing or diminating the occurrence of undesirable be- notonlybeintimatelyrelatedto the program goalsand haviors under certain situations (e.g., horseplay while working) persisting lifeobjectives but also must not be too easy or or under all conditions (e.g., apathy)? If satisfactory improve- toodifficultto impede continuous growth. In eithercase, ment isnot realized, the teacher isin a position to identify appropriate progression toward the program goals is not evident. the source of difficulty (e.g., content, method of introduction, Justas much damage can be done to the child when the behavior requirements, or reinforcements events and proce- program istoo easyas when the programis too difficult. dures used) and toinitiate immediate and specific change To summarize theprogram developmentprocess,the in the program. ThisprocessisillustratedinFigure ci

Figure 6 A SYSTEMATIC APPROACH TO DEVELOPMENT OF CLASSROOM PROGRAM FOR THE RETARDED

NJObjective Description of Present IBehavior Characterstics

Description of Behaviors to be Developed or Otherwise Modified

Specification of Instructional (This is what he should learn.) Program Objectives

(What do we wish him to do?

Description of Program Objective Evaluation of Methodology Program Effects

(This is what will be presented (This is how the program willbe presented.) (Is the child learning to the child.) satisfactorily?)

Modification of Program Content and/or Methodology

24 0111111,

Circumstances Which Facilitate Learning The role of the special education teacher is to provide a total program which will maximize the learning and performance of her students. Although the program must be highly individualized for optimal results, a number of guides are available to assist her in her general program development endeavors. The following represent some of these. 1. The instructional materials should be selected to complement the learning characteristics of the retarded students. The content and pace of reading materials developed for instructionaluse with. the nonretarded child, for example, changes too rapidly for effective use with the retarded child. There is not sufficient repetition of a word in such materials for the mildly retarded child to effectively acquire and retain the word. 2. Many retarded children present uneven skill development across behavioral areas and-require highly individualized instruction in these specific areas of limited development. This characteristic places further demands (1) on the instructional materials selected as most materials assume even development across a number of cognitive, perceptual and motivational areas and (2) on the teaching procedures used as the retarded child usually experiences unusual difficulty of learning in these areas. 3. Effective le-iing is facilitated when new concepts and skills are developed through a gradual and system. atic progression irom what is known. Concrete materials and related experiences involving doing should be used whenever possible in fostering the development of concepts. 4. Use of materials and methods of presentation which utilize multiple sense modalities facilitates learning and performance. 5. Generalization or transfer is facilitated by a -..t of systematic transitional experiences. The teacher should not assume that generalizara, ior transfer from or . situation to another will occur - she must program for it.Concepts presented inrecurring spiral-like fashion in varied meaningful contexts are more readily gener- alized than those presented in isolation. 6. Although reptition in itself does not insure learning and effective retention, repetition that resuls in reinforcement does strengthen behavior. This repetition to the point of overlearning should not be restricted to the initial learning experience. Once a behavior is in the student's repertoire, use should be made of this new behavior in a variety of experiences and settings. This improves both retention and transfer. 25 7. Learning and retention are facilitated when the materials involved are familiar and meaningful, e.g., when the associations to be formed are between familiar events. Famitins events should be used especially in teaching new concepts.Learning isfacilitated whenever the retardate is able to apply distinctive verbal mediators to distinguish materials to be learned. When new materials are presented, the students should be prompted to apply verbal mediators to these materials. 8. Although the retarded do learn incidentally, best learning occurs in a systematic program. Learning should not be left to chance Or to fortune. Learning is insured through a well-sequenced interesting program of experience. 9. The p:ngram should be so designed that continuous success is attained. Most retardates have experienced an excessive amount of failure and have receivedlittle systematic reinforcement for attentive and persistent work behsvior. The retarded can learn. If they are not successful, the program isilldesigned,i.e., requiring too much of the student at the time of failure. 10. A historyof failure(i.e.,nonreinforcementfor problem solving attempts;aversive consequences for failure to reach the behavior goal set by an unperceptive environment) has resulted in development of numerous behavioral characteristics which interfere with effective academic, social and affective learning. Low frustrat- ion tolerance,excessive emotional outbursts, limited self-confidence and self control,hesitancy to become involved in new or competitive experiences,refusal to continue problem-solving effortin the face of difficulty and the like all have evolved out of a poor learning environment which either has failed to match behavior requirements to present behavioral characteristics or to present reinforcing consequences for appropriate behavior. These inappropriate behavioral characteristics are not inherent components of "mental retardation," but rather consequences of a retarded, insensitive and blindly-demanding environment. An environment which minimizes failure and systematically reinforces self-adequacy and self-control will greatlyenhance active learning. 11.Distributedpracticefacilitates learning and retention.If instructional sessions are too long and require too much attention and effort, learning isinefficient. 12. Frequent review facilitates long-term retention. 13. Better learning occurs in a given period of time if a smaller number of tasksis learned to a high level of acquisition than if too many different tasks are presented, especially if the tasks are highly similar. Too many new things should not be presented at one time. 14. Memory can be facilitated if each lesson contains material which ishighly dissimilar to that which precedes or followsitin the daily classschedule. Rest periods should also be provided between lessons.If materialsare similar,overlearning wouldfacilitateretention. The most importantmaterials should be presented at the beginning or at the end, as these are materials most likely to be remembered. 15. Discrimination learningisfacilitatedby increasing the distinctiveness of the stimuliinvolved. This can be done by presenting multi-dimensional cues, by increasing the disparity between the stimuli and by teaching labels for the stimuli in pretraining sessions. 16. The program in every area of learning should proceed in small steps from the known to the unknown. Progressinacademicsubjectsisbestachieved bysystematicallypresentingmaterials which graduallyre- quire more complex behaviors. 17. In various types of learning itis best to move from easy materials to difficult materials. Developing a set to succeed or a warm-up affect provides more impetus to task involvement and persistence when the problems become difficult. 18. Speed of performance (reading, writing, etc.) should not be stressed until accuracy has been attained. 19. Speech and the environmental events, objects or situations which the verbal symbols represent should be correlated in experience. For example, a verbal description of an experience should by followed by actual involvement in which the student uses the verbal behavior to describe the experience. 20. If a given task isnot learned, the program should break this task into smaller, specific components and then teach these smaller segmmts in sequence. After acquiring skillin one, the nextisthen learned. All are interrelated with one serving as a building block for the next. 21. Learning isfacilitated by arranging the instructional environment so that the retardate responds to and interacts with the materials presented. Attention and persistent productive work can be enhanced by presenting redundant orexcessive cuesfor appropriate behavior, by presenting novel cues, by reducing response alternativesandbyprovidinghighlydesirablereinforcingeventsfollowingthebehavior tobe learned. 22. Behavior which isreinforced will increase in strength (frequency of occurrence). This behavior principle requires that the program (1) does have reinforcing events available which will in fact influence a given student and (2)isorganized in such a manner that the reinforcementisavailable following desired behavior. It should be noted that what is reinforcing to one pupil may not be reinforcing to another. Although social reinforcementin the form of praise, approval or attentioniseffective with some retarded children, these events show quick satiation effects or are rather unreliable reinforcing events for others, especially with those.whn 26 display highly disruptive and antisocial behavior patterns. Additionally the reinforcing effectiveness of a given event (e.g., smile, grade, attention, trinket, token, privilege, peer interaction) may vary considerably from time to time. Further, the reinforcing effectiveness of certain events can be influenced by conditions of deprivation and satiation. Learning will be facilitated best in that environment which has a wide range of reinforcing consequences. Those programs which depend solely on teacher approval and grades will have considerable difficulty in influencing the entire class in a positive manner. It is frequently noted that the retarded have "low motivation," "limited interest" or a "poor attitude" toward learning. These behavioral characteristics are best dealt with by providing a varied program based on positive reinforcement.

23. Most effective learning occurs when reinforcementis provided immediately following the performance. If there isa delay between behavior and reinforcement, other irrelevant behaviors are likely to occur and be reinforced. Programmed instructionalmaterials and the use of teacher aides to provide immediate reinforcement are particularly relevant within this context. 24. The program must carefully avoid the reinforcement of inappropriate behaviors. In a recently observed mildlyretarded child, high strength disruptive behaviors (e.g.,talking out of turn, laughing at inappropriate times, poking peers, getting out of chair) were reinforced by the child being sent out of the dassroom and required to sitin the hall. The class, concerned with teaching quantitative concepts, was rather aversive to the boy. His being dismissed from the class removed him from the unpleasant task of working arithmetic problems, being reprimanded by the teacher for poor performance and the like.Further, social reinforcement, such as attention,isa powerful reinforcer for some retardates. A teacher who attends to a range of inappropriate and disruptive behaviors may inadvertentlystrenghten these behaviors. The teacher can structure her attention in such a manner thatitonlyfollows appropriate behavior. Under such conditions, desiredresponses are strengthened which compete with inadequate ones. 25. Behavior which is being learned can be strengthened best if reinforced on every occasion of its appearance.As learningprogresses.reinforcementshould be providedlessand lessfrequently and on a varied schedule. This intermittent reinforcement procedure increases the likelihood that the behavior will be maintained for longer periods of time when the environment does not provide reinforcement. 26. In teaching new behaviors (e.g., academic, social or motor), the program should be highly distinctive and consistent during the early stages of learning. The student should know what behaviors are required and should be provided distinctive discriminative cues for these behaviors. These cues will come to control the desired behaviors if reinforcement systematically follows the behavior. 27. Development of discriminative responses should precede presentation of more complex constructed responses. Prior to requiring the child to write or to recognize a written word, for example, the child initially is providing experience in visually discriminating that word from other similar ones. 28. Approximations of the final behavior to be learned should be reinforced initially. As these occur with some frequency, behaviors which closer resemble the final target behaviors are next required prior torein- forcement. Such a procedure of rewarding successive approximations of the desired behavior requires considerable skill and patience on the part of the teacher. 29. The teacher should recognize that some behaviors are developed as these remove the student from a source of aversive or unpleasant stimulation. The retardate, for example, may learn to engage in disruptive behaviors or to complain of physical aliments as these remove him from program requirements. If these behaviors are presentit must be assumed that the program is unpleasant and is not providing sufiicient success experiences (i.e., reinforcement). 30. As stated, the program should provide opportunities for the retardate to use newly acquired behaviors in new situations and in increasingly difficult situations. Unless behaviors are used and reinforced these will be lost. 31. Behavior which has a low likelihood of occurence (e.g., finishing an arithmetic assignment, working without disruption, seeking permission prior to leaving work area) can be strengthened by following the occurrence of these behaviors with an activity that the child enjoys or prefers. Any teacher can make use of this principle as every child has some activities which he prefers over others.

CONCLUSION

Continuous positive behavior development in the EMR can be insured by a well organized program which systematicallyaddsto currentbehavior characteristics. A positive educational approach provides meaningful and consistent reinforcement for learning and performance. The teacher is challenged to believe not only in the inherent worth and integrity of the mentally retarded, but also to instill an enthusiasm for learning and living by providing a systematic positive environment which constantly encourages involvement and expression,

27 4.-IPP'''-

-.....0128

28 Learning To Communicate Ideas P.L.S. #1 involves the essential habits, attitud, s and skills that are commonly referred to as speaking, listening, reading, writing and arithmetic (3R's).

Primary A. Begins to become usefully acquainted with the receptive means of communicating (1) Listening with comprehension and discrimination (2) Observing with comprehension and discrimination B. Begins to become usefully acquanited with the expressive forms of communicating (1) Using comprehension and organized speech (2) Using legible and organized written material

For specificskillsubject areas and teaching mu t,related to this most :levant major objective, Learning to Communicate Ideas, see any of the resource and curriculum guides published by the DivisionforHandicappedChildren'sServices.Communication betweenindividualsandgroups may take the form of the written page, verbal interaction, gesture, or any combination thereof. Each resource guide of the "We Do It This Way" series,for example, lists the tool and skill subject areas and page numbers at the beginning of each persisting life situation. 29 P.L.S. #1 PRIMARY A. Begins to Become Usefully Acquainted withthe Receptive Means of Communication Aims Center of Interest Units Introductory Discussions (1) LISTENING WITH Aesthetic Enjoyment: Music box and novel musical instruments, COMPREHENSION listening to the moods of music, happy or brought by children AND DISCRIMIN.aION sad, for other sounds

Radio Programs Records with stories, for reading and illustrations "Music Time". 1-3 ex. Bezo, the Clown, The Lost Flute "Let's Sing". 2-3 "Rhythm Games" K-4

Activities: Sound Stories: stimulation Pictures of sounds for children to color and discrimination imitate Sammy, the Snake reconfiguration identification isolation of faulty sounds using new sounds

Safety: Recorded demonstrations of sounds for idenrifi- Civil Defense cation and guessing (siren) fire truck police growling animal railroad warning

Radio Use: Discussion of experience: with sounds weather report warning

Other Sounds: Bulletin Boards on: baby crying animals water boiling human beings laughing machines buzzer nature-weather sounds of danger Arithmetic skillactivities relatedto auditory discrimination of size, quantity, order and position.

(2) OBSERVATION WITH The Child COMPREHENSION AND Bulletin board displays of pictures of children DISCRIMINATION Childre. s activities

Children's responsibilities Show films on family life The Family Observe family dress for seasons, for other occasions

Observe relationship in the family The Community Field trip around the schoolto note the neighborhood

Arithmetic skill activities related to recognition of size, quantity, order and position; numerals Games for visual discrimination and compre- and number words hension ex. signals

30 Language Arts Number Concepts Related Activities

Read short stories Counting in rhythmic patterns Performance by a member of the class, others as beats of music listen Reproduce sounds of animals at the zoo Marching and beating with Finger painting to music Identification of the sounds of farm animals hands Illustrating songs through various pictures Sound drills for hearing sounds and pronuncia- Fractions: tion one-half note is one-half as Rhymes and games long as a whole note "Wizard of Oz" "Giant Step" Learning left from right foot Discussion about telephone, door and water Folk Dancing sounds Creative Dancing Experience Charts with pictures of various band Mu-;cal instruments made from household instruments items, tom-toms Listening and discussions of recordings; Peter Field Trips and the Wolf, etc. Dramatizations of ballads and stories, "I've Been Working on the Railroad," etc.

Discussion: Count people,colors, hats, Play games that help in the observation of color Observation of pictures toys in pictures Differentiate between objects in the picture- Vocabulary: Make color chart alike and different terms of size, shape, posi- Note characteristics of objects that facilitate dis- tion, height and weight, tall crimination andidentification,i.e.,color, and short Music participation shape, size Count children in class, observ- Illustrate home activities ing differences and similar- Illustrate family fun Observation of family activities and recreation ities in number Make safety posters Types of literature used in the home Size of family Cooperation of the family Groups in family Role of each indificual Age range in family Collect articles from nature and classify, i.e., Observe attitudes Items on grocery list leaves, rocks, trees Observe safe living Monthly bills Allowances Discussion: Vocabulary: Describe objects seen on field trips and classify Terms of size, shape, po- i.e., furniture, plants, animals sition Obs.e different means of transportation Counting : Reactions and observations of behavior churches schools 31 P.L.S. #1 PRIMARY B. Begin3 to Become Usefully Acquainted with the Expressive Forms of Communicating Aims Center of Interest Units Introductory Discussions (I) USING COMPREHENSION Communication through speech Experience stories AND ORGANIZED SPEECH Observation of school activities Displays of "Share and Tell" items Weather report and explanation Riddles Puzzles Bulletin boards Films Arithmetic skill activities related to verbal de- PoSters scriptions of size, quantity, order and position, Games recitation of numerals, counting, simple addi- Records tion and subtraction

(2) USING LEGIBLE AND Communicating through writing and organizing Bulletin board display written materials ORGANIZED WIZ ITTEN Demonstrate how to use different media in MATERIAL painting Show simple drawings children may copy Write a "thank-you" note which children help to formulate Have a child sign his name Write some daily news to be copied by others

Arithmeticskillactivitiesrelated to written descriptions of size, quantity, order and position, writing of numerals and number words, simple addition and subtraction

32 Language Art( Number Concepts Related Activities

Etc:fries:Retelling,experience, dramatization, Learn numbers and number Illustrations of Stories autobiography, original concepts Number Stories Gams and Riddles Learn Common Courtesies Introductions Counting: Puppetry: Good Manners articles Paper bag and Hand Type Using the telephone balls Use of intelligent questions beanbags Dramatization of Creative and other Plays moneycoin & paper Pantomines Number Games: Introductions Know the number of players Recognition of labels and signs, places, etc., on a team Telephone Conversations health Children in class Songs and Rhythmical Activities Manning of activities, parties, picnics, outings, Telling time: programs Clock, calendar, mealtime, bedtime, schooltime Describing such things as events, surroundings, weather, evaluation of self and others Discussions of any class activity, community projects, field trips, community resources, current topics

Trace & copy names & familiar words Vocabulary of Size: Collect pictures and make titles Big,little,small, smaller, Writing of labels, greetings, shopping lists, date, smallest, large,larger, Draw picture of family and labeling name & address,invitations,daily news, largest, tall, short, height, "thank -you" notes, alphabets, friends' names Make own spelling book or card file for spelling weight, many, few,etc. words Ordinals: First, second, third, etc. Make individual calendars Simple Addition and Subtrac- Make covers for scrapbook and workbooks tion Page numbers Money symbols Write numbers in order Make the number words with symbols Telephone numbers Measure friend for height

33 t.'" 4.'"f:".N -

-- 47. ". LEARNING TO COMMUNICATE IDEAS P.L.S. #1 involves the essential habits, attitudes and skills tlat are commonly referred to as speaking, listening, reading, writing and arithmetic (3 R's). (2) Developing ability to use legible and Organized written materials Intermediate

A. Develops knowledge of the receptive means of communicating (1) Observing with comprehension and discrimination (2) Listening with comprehension and discrimination

B. Develops ability to use the expressive forms of communicating (1) Developing ability to use comprehensive and organized speech (2) Developing ability to use legible and organized weritten materials

For specific skill subject areas and teaching units related to this most relevant major objective, Learning to Communicate Ideas, see any of the resource and curriculum gruides published by the Division of Handicapped Children's Services. Communication between individuals and groups may take the form of the written page, verbal interaction, gesture, or any conbination thekeof. Each resource guide of the "We Do It This Way" series, for example, lists the tool and skill subject areas and page nu nbers at the beginning of each persisting life situation. 35 P.L.S. #1 INTERMEDIATE A. Develops Knowledge of the Receptive Means ofCommunicating

Aims Center of Interest Units Introductory Discussions

(1) OBSERVING WITH Individual Observation through visual aids: COMPREHENSION AND My actions films DISCRIMINATION filmstrips Family: charts Family's recreation pictures Obligations of family members posters Foods unit maps Clothing unit murals graphs Community: charts Keeping our community safe diagrams Keeping our community healthy Good times in our community Observing: Traveling in our community Effective speech History of our community Effective communication through writing Community Sanitation Correct manners Entertainment Arithmetic skill activities related to recognition of size, quantity, Observe good group living in the neighborhood order and position, measurement, numerals to 100.

(2) LISTENING WITH COM- Individual! Importance in listening to directions: PREHENSION AND DIS- Role as a listener in the acquisition of auditory Finding the way CRIMINATION stimuli Making things Family: Listening for safety: Role as a listener in the family To directions To sounds Community: Learning and acting properly through listening Importance in listening for enjoyment: in the community Music Literature Arithmetic skill activities related TV, radio, etc. to oral directions in computation Self entertainment drill and problem solving. Listening as a tool in learning: Attention in class At home For information Listening in a group: Class discussion Family group When to listen

36 Language Arts Number Concepts Related Activities

Observing: Arithmetic concepts in graphs and Individual: Street and highway signs, by shape, color, charts Observe to learn markings and signals, islands and zones Instruments in the orchestra Quantative concepts in the Positions in the orchestra environment such as signs, Observing: Band instruments Courtesies of speaking recipes, counting objects Positions in the band When another is sharing his experiences Building arithmetic language Family: Proper posture, poise and expression in giving Pint, quart, etc. Observe to learn to appreciate works of art oral reports, poems, etc. Labels in stores in a gallery Courtesies in others for self-betterment Newspaper ads Making change Community: Observe: Observe use of proper manners as..., behavior Use of library and reference materials Occurence of concepts in in group situations such as parties,etc. Index, table of contents newspapers First letters and guide words in the dictionary Re-enact scenes from a field trip and observe Finding t. r answers and relevant data Identifying likenesses and dif- people's actions. ferences in pictures, etc. Describing objects accurately and realistically Learning to find and use related materials

Listening to: Listening to Music Enjoy literature, poetry and drama Dictatiqn and writing from it Listening to records, variations Announcements to find information Explanations in music, rhythm patterns Recorded stories and story telling Learn new processes Tape recordings for improved reading Building of mathematical lan- Art Phonetic sounds, initix', final, medial, rhyming guage Listening to aid in developing For new and familiar shouds such as wind, skills birds, etc. Listening Listening to directions in con- For new words To be able to do errands in- structing simple crafts Views, ideas and experiences of others volving buying Others as a means of improving one's own To deliver messages involving Games oral expression numbers Listening to follow directions Talks by visitors Listening Listening to: To find costs Telephone messages To be able to buy and make Relay messages to family members simple transactions Accept responsibilities Enjoy family conversation Enjoy others Know what to say when another person is wanted Explanations Good TV and Radio

37 P.L.S. #1 INTERMEDIATE B. Develops Ability to Use the Expressive Means of Communicating

Aims Center of Interest Units Introductory Discussions (1) DEVELOPING ABILITY TO Individual: Displr.y on bulletin board showing speaking situ- USE COMPREHENSIVE AND Role asa speaker or oral communicator in ations ORGANIZED SPEECH an individual situation Relating individual student experiences with the Family: various social and personal speaking situations Communication of needs Family social relationships

Foods unit

Community: Needs of speaker in social situations within the community Restaurant Stores School Travel Occupation

Arithmetic skill activities related to recitation of addition, subtraction, multiplication and division concepts, counting, time, measurement and money.

(2) DEVELOPING ABILITY TO DictationChildren writeexactlywhat teacher Culminating activity USE LEGIBLE AND OR- says GANIZED WRITTEN Desire to make reading chart MATERIAL Fraaical Writing Culminating activity

Use of newspaper or magazine

Listrulesforeffectivewritten communication

Announcement of room activities

Independent writing Bulletin board of class work

Discussion The advantages of written communication

Arithmetic skillactivitiesrelated to written computations, drill and problem solving, time, measurement and money

38 Language Arts Number Concepts Related Activities

PhonicsDrill on producing all consonant sounds Use of correct terms to enhance PhysicalEducation gamesthatrequire organi- in order to give proper mechanical background accuracyof communication in zation and explanation for production of correct speech relation to principals of math- Auditory training ematics Care of organs of speech and hearing as related Sound discrimination to communication Phonic games and stories Recitationof mathematicscon- cepts Speaking situations adapted to classroom use Buildvocabularyforbasisof communication Use of dictionary Nausing foods Show and tell Telephone introductions Playing store and restaurant Pledge of allegiance List rules for effective communication thru speech Expressing appreciation Greetings Discuss different techniques of effective communi- Oral reports cation thru speech Telling stories Film strips Describing objects Movies Choral speaking Creative dramatics Read writtenessaysor other writtenmaterial Building oral constructions around key words or ideas Discuss proper communicative techniques for getting a date, asking for a loan, a: plying for a Use of correcttermsto enhance accuracyto job, asking directions communication in relation to non-academic subjects such as shop, band, etc.

Repeatingastorysentence by sentenceorally Number chart Dramatization by children then it -Ming Writing orig.,.. story Association betweenword and Describ;-%,, a field trip number-5 -five Grammar: Sentence patterns Counting items in pictures Punctuation: Use of numbers in writing Period,comma,questionmark,exclamation point Fill out q u es tionnai re age, ad- Labeling Capital letters dress, birthdate Exhibits, books, bulletin board, pictures

Child's own name and others in class Sentences using numbers Giving and repeating simple directions

Writing letter, Report Dramatization invitations, thank-you notes,re- How money was raised for quests for supplies, writing addresses, requests funds or activities for permission to go on excursions Field trip to newspaper Individual calendars Paragraphs: Make silhouettes of classmates with written name Records Postage underneath Health chart, Weather chart, Application for jobs Daily activities Attendance Puzzle letter for sick child Directions

Greeting cards

Covers for scrapbooks or workbooks

39 4 I LEARNING TO COMMUNICATE IDEAS P.L.S. #1involves the essential habits, attitudes and skills that are commonly referred to as speaking, listening, reading, writing and arithmetic (3 R's).

Secondary

A.Understands the receptive means of communicating (1) Observing with comprehension and discrimination (2', Listening with comprehension and discrimination

B.Understands the expressive forms of communic fling

For specificskillsubject areas and teaching unitsrelated to this mist relevant major objective, Learning to Communicate Ideassee any of the resource and curriculum guides published by the Divisionfor Dandicapped Children'sServices. Communication between' individuals and groups take the form of the written page, verbal interaction, gesture, or any combination thereof. Each res tree guide of the "We Do It This Way" series, for example, lists the tool and skill subject areas anpage numbers at the beginning of each persisting life situation. 41 P.L.S. #1 SECONDARY A. Understands the Receptive Means of Communicating

Aims Center of Yaterest Units Introductory Discussions

(1) OBSERVING WITH COM- Individual Observing one's own behavior: movements, PREHENSION AND DIS- thoughts and feelings CRIMINATION Tracing movement-, thoughts and feelings to their sources

Changing behavior thru observation and discrimination

Family Observing the members of the family and how behavior is formed by other family actions, words or obvious feelings Vii,st does the family expect of the son or s:aughter

Community Observing things and people at school: Classes, School athletics, lunch, etc. Social Activities Observing things, actions and people at dances, Business get-togethers, etc. Observing things, actions and people who work

Arithmetic skill activities related to recognition of value, decimal position, fractional parts of a whole, measurements and monetary units.

(2) LISTENING WITH Developing higher awareness of listening Why we should be able to listen: COMPREHENSION AND It is a social art DISCRIMINATION 45% of wakeful hours spent listening Develops language facility How we categorize listening A radio or TV station Passive Make an interest survey of radio or TV programs Appreciative radio or TV personalities Informative programs seen and heard Critical building a set of standards to judge a program

Arithmetic skill activities related to oral directions in computation drill and problem solving.

42 Language Arfs Number Concepts Related Activities

Discussion: Demonstrations of good grooming and safety Grooming and self care features Safety rules Emotions Problem and answer hour devoted to each per- How to change son's major problem and how other's have solved it My good and bad points Physically Personality What I can improve How can I improve it

Disc. sion: Debates on family living: students present pro What is a good family? and con of common family problems such as How should families get along? staying out late, doing dishes, etc. What are our responsibilities in a family? Writing: Characteristics of ny family How can I improve my family?

Discussion: Have live job interviews with critique after each School plant student is finished School care Dance activities Dance behavior Business behavior Interviews On the job

How Do We Listen? Listening to "mood" music Passive listening: Recordings Radio music Appreciative listening: StLay various types of music Stories Listening for style in spoken poetry Musk Plays Poems Informative listening: Cost of services Bulletin board School announcements Telephone display prominent Directions Telegraph radio-TV personalities Explanations Telephoning Cost of items Telegraph Phonograph Radio - TV Records News casts Radio Sports events Dialing syqems Travel programs Both telephone and radio or TV Critical listening: Made tape recordings Evaluation of facts and opinions play back for critical evaluation Interviews Speechessequence of thought Vocabulary speech Manners 43 P.L.S. #1 SECONDARY B. Understands the Expressive Forms of Communicating

Aims Center of Interest Units Introductory Discussions

UNDERSTANDS HOW TO Direct Expression Errunniation USE COMPREHENSIVE AND Logical expression ORGANIZED SPEECH Responding to the other person or persons

Formal expression Speeches Interviews

Telephone Proper speaking voice Telephone courtesy Emergency communications

Arithmetic skill activities related to recitation and writing of addition, subtraction, multiplication concepts, counting by groups, drill and problemsolving,.ime measurementand money

44 Lang!lage Arts Number Concepts Related Activities

Discussion: Marking number of wrong pro- Chain communication: Speaking clearly nunciations Teacher divides students into teams and orally Pronouncing words gives first member of each team a different Pronouncing new words How many parts in a speech? statement. Statement is passed on to lest team Conveying complex numbers member who then tells teacher what he was Logical expression: told. Team that comes closest to the actual No tangents; Telephone numbers message wins stick to discussion Public Speaking: each student chooses topic Develop ability to ask questions and delivers a sneech Discussion: Mock interviews with different types of situa- Organizing a speech tions giving students chance to react to dif- Talking in an interview: ferent interviewers Correct speed Recorded phone conversations replayed to the Good pronunciation class and discussed by tae class members Answering questions Scavenger Hunt: Class is divided into teams and Asking for or giving directions team captain is given list of articles that he Discussion: or she must tell team members to find. First Telephone communications team to bring all the items wins. Friendly call Asking information Placing an order Emergency Mixing appointments Asking for a date Replying to questions

45 / yri LEARNING TO UNDERSTAND ONE'S SELF AND TO GET ALONG WITH OTHERS

P.L.S. #2 involves the essential habits, attitudes and skills necessary to understand and adjust to one's strengths and weaknesses, to develop moral and spiritual values basic to our democratic society, and the ability to get along with others (such as peers, family, groups, authorities, opposite sex, strangers, etc.) in social relationships. Primary

A.Beginsto establish oneself as an accepted individual through awareness of "self" (1)Developing an awareness of the physical self (2)Learning to care for the physical self (3)Experiencing situationsfostering development of arealisticundemanding of personal strengths and weaknesses (4)Develops sense of emotional security

B.Begins to develop an appreciation for human fellowship (1) Experiencing an adequate family relationship (2) Beginning to develop adequate social relationships

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides:

See Bulletin 21-B, page- 19-25, for suggested units on Thr: FAMILYand HAVING JN WITH OUR FAMIY AND FRIENDS in this area.

Also see pages 84-90 for units on THE FAMILY AND THE HOME. 47 P.L.S. #2 PRIMARY A. Begins to Establish Oneself as an hccepted Individual Through Awareness of "Self" Aims Center of Interest Units Introductory Discussions

(1) The human being Bulletinboarddisplayof children with body AWARENESS OF PHYSICAL "I" parts labeled SELF "Me" Discuss different body parts Show film of human anatomy Guessing games about the body Display poster ox people from different countries

(2) Health Display pictures ofchild ren washing and bathing CARE FOR PHYSICAL SELF Foods Show film on health and grooming Grooming Health posters Exhibit kits on personal grooming Display pictures of children dressed for various kinds of weather Chart of basic groups of food

(3) Home and Famil;as related to adtquate family Pictures of things UNDIRSTANDING or. relationships We can do well STRE 1GTHS AND We can't do well WEAKNESSES We like to do A storyillustrating personal strengths or weaknesses Free play activities Supervised,play activities

(4) (To be emphasized in all school activities) SENSE OF EMOTIONAL SECURITY

48 Language Arts Number Concepts Related Activities

Discussion: Count: Collect pictures of body parts Of the parts of the body Toes Draw pictures of self Of what the body parts do Fingers Growth chart of children People from various countries Eyes Clay models of self Teeth Make simple hind puppet Write: Make paper silhouette Label the body parts on a larger poster Vocabulary: Make pipe cleaner figures Size and amount Sing songs about body Read: Light and heavy Games (statue game) -abels Tall and short

Measurement: Height and weight Finger plays

Discussion: Discuss: Dramatize ways to improve personal appearance How we keep clean Schedule formeals,playtime, Dramatize good and bad posture, how to wash Good health habits and bed Make charts for height, weight, grooming Food habits and nutrition Cleaning up activities School lunch program Measurement: Draw picture of good and bad health habits Height and weight Display snapshots of children-stress appearance Write and read: Names of items used for grooming Count: Names of foods Numbitr of foods Rules for health habits Children in class Spaces on health chart Bottles of milk

Discussion: Count strengths and weaknesses Make scrapbook of things Self evaluation of own work Aid the lists that are compiled We can do Criteria for making judgments We can't do Advantages of knowing your abilities 'nd lim- We would like to do itations Make mural showing things children can or can't do Writc and read: Make developmentalchart showing things chil- List of things children can do dren can or can't do List of things children can't do Sing songs Chart story about what children like to do Learnnursery rhyms andfablesemphasizing List of things the children woule like to do assets and liabilities Tape record speech Listen: To teacher read story To child read story

49 P.L.S. #2 PRIMARY B. Begins to Develop an Appreciation for Human Fellowship Aims Center of Interest Units Introducioiy Discussions

(1) Family activities Discuss role of family members EXPERIENCES FAMILY (What is a family?) RELATIONSHIPS Show film about co-operation in the home and discuss Posters of family groups and discuss

(2) Working and Playing together: Bulletinboard displayof familyactivitiesand BEG "NS TO DEVELOP at home discuss SOCUL RELATIONSHIPS in the classroom Discuss family tree on the playground "Friends" Display picture of children doing various things "The Neighborhood" together "Good Behavior" Read stories of children playing,and working together Free play Show film of cooperative behavior News Sharing Period (Show and Tell) Group games and acts(puzzles, etc.) Start a play center in class Learn each others' names

SO Language Arts Number Concepts Related Activities

Discussion: Count: Draw pictures of family members Responsibilitiesofdifferentfamilymembers Number in family Match and label picture with proper family member Sharing at home Number of duties Song pantomines Consideration for others at home Dramatize home situaticus involving manners Vocabulary: Construct a play house Read: Size and Amount. terms Guessing game "Who am I" List of rules at home Make simple puppets List of duties the children have Number recognition: Make scrapbook about family life Pictures stories of family life Numbers in house number Make mural of family life Chart story about a happy family Numbers in telephone book

Write: Time: Rules at home Concept of punctuality (morning, noon, and aft.)

Discussion: Count: Co-operative play: Consequences of breaking rules Number of rules Dramatization of Co-operative activities Of advantages of taking turns Number of friends Creative drama Interests that friends can share Number of children in class Singing songs Of respect for other's property Number of children on teams Perform routine jobs in classroom Roles of group members Games (follower and leader) Money: Assembly line type craft activity Things to look for in friends Cost of items for party Make party invitations Party planning Coins Make party hats Paper Decorate Room for party Write and read: Have a classroom play, circus, etc. Invitation to class party Time: Take trips to zoos, etc. List of school rules For party Thank you notes Days School rules, why they should be obeyed Weeks Kind of children you like to play with Measurement: Manners: Calendar Telephone Clock Table Vocabulary. Behavior in various social settings: Size and Amount terms Restaurant Many - few Bus Big -little Shopping Comparative terms: Movies (small, smaller, smallest)

51 I LEARNING TO UNDERSTAND ONESELF P.L.S. #2 involves the essential habits, attitudes and skills necessary to understand and adjust to one's strengths and weaknesses, to develop moral and spiritual values basic to our democratic society, and the ability to get along with others (such as peers, family, groups, authorities. opposite sex, strangers, etc.) in social relationships. Intermediate

A.Developsknowledge of establishingoneselfasan accepted'individualthroughawareness of "self' (1) Continuing to learn about the physical self (2) Continuing to learn to care for the physical self (3) Gaining a realistic understanding of personal strengths and weaknesses (4) Developing self confidence

B.Develops knowledge of appreciation for human fellowship (1) Experiencing adequate family relationships (2) Continuing to develop adequate social relationships For specific teaching unitsrelated to this major objective, the reader isreferred to the following guides:

See Bulletin No. 15-Vol.II,pages 47-56, for suggested units on GOOD GROOMING and GOOD HEALTH in this area.

See Bulletin No. 21-C, pages 39.61, for suggested units on GOOD MANNERS and A CLASSROOM PARTY FOR PARENTS AND FRIENDS in this area. 53 P.L.S. #2 INTERMEDIATE A. Develops Knowledge of Establishing Oneself as an Accepted Individual Through Awareness of "Self" Aims Center of Interest Units Introductory Discussions

(1) Physical differences Charts and Illustrations of anatomy CONTINUING TO LEARN Show films about body components ABOUT PHYSICAL SELF Anatomical models Show film about function of body

(2) Elimination Films on good eating habits CONTINUE TO LEARN TO Respiration Films on good grooming habits CARE FOR PHYSICAL SELF Foods Discuss relation between Physical cleanliness and Grooming health Posture Posters on care of clothing Physical Education Pictures of children in seasonal dress Rest and Sleep Discussionof importance of establishing good health habits including nutrition, rest and sleep and posture Display books on health

(3) Learning how to live with strengths and weak- Discuss with teacherpersonal problems individ- UNDERSTANDS PERSONAL nesses ually STRENGTHS AND Discuss common problemsexperienced by ma- WEAKNESSES jority of class Film based on concept of individualdifferences Take inventory of your strengths and weaknesses and discuss with teacher

(4) (To be emphasized in all activities) DEVELOPS SELF- CONFIDENCE

54 Language Arts Number Concepts Related Activities

Discussion: Measurement terms: Songs about body Of major vital organs Weight and Height Guessing games Of function of body parts (joints and muscles Size of wearing apparel Make puppets teeth, etc.) Quantity terms (qts., etc.) Assemble anatomical models Of how joints and muscles help body movement Adding and subtracting Draw or mold with clay body components weights, heights, etc. Read: Rank by physical character- Health items, materials, texts istics Labels Learn to weigh and measure each other Write: Make personal height and Label body components weight charts Short story about what's learned or about film

Discussion of: Basic food elements Clay impressions of foot, hand Care of body parts: Number of hours asleep, awake,Sleep record charts Feet, skin, teeth, etc. etc. Personal grooming kits Different hair styles Cooking temperatures Comparison of good and poor posture using Importance of regular elimination Hours or timeassociatedwith mirror, diagrams, and silhouettes certain cleanliness activities Shoeshine kits- build and use Write and read: Newspaper adsrelatedtofood List desirable habits personal cleanliness and clothing Write stories about proper self care Amount of liquids required each day

Discussion: Health Tape record speech to develop strengths,etc. Criteria for making self-judgments Record the amount of time it listen for errors How to overcome weaknesses takes one student to reor- Sing songs Future plans ganize himself when being Hobbies and interests described by another student Dramatization of overcoming weaknesses Make individual personality charts Read: Measurement terms: Stories about famous people Weight and height Games of skill Five oral endings to incompleted short story Yard, inches, feet Keep charts of developing skills problemreadbyteacheraboutstrengths (50 yard dash) Learnindividualexercisestostrengthen weak- and weakensses nesses (to be carried on daily as recommended by medical authorities) Write: Obtain diet sheets and practicehabits of good Autobiographies nutrition "What I would like to be"

55 P.L.S. #2 INTERMEDIATE B. Develops Knowledge of Appreciation for Human Fellowship Aims Center of Interest Units Introductory Discussions

(I) You and your family Film on family life DEVELOP FAMILY Stories about family tree RELATIONSHIP Family tree Bulletin board display of family activitieswork, leisure Studentreports on reunions, birthdays, celebrations Collectpicturesof familygroupsdoing things Display photographs of children's family

(2) Working and playing together: Courtesy film DEVELOP SOCIAL At home Film on team games RELATIONSHIPS In the classroom Read story of group cooperation On the playground Discuss inter-group relations Friends The neighborhood Good behavior

S6 Language Arts Number Concepts Related Activities

Discussion: Analyzing family budgeting Illustrated history of own family (picture story) Family recreation Birhdays, months, day. year Dramatize situations of home activities Individual interests within family Age differences among family Charades What my family did this week, etc. members Learn and practice housekeeping activities on a Home responsibility and chores Allowance as it pertains to fam- sharing basis Parental authority ily budget Family fun with music

Write: Stories about the family Complete names of family members Diaries of family activities

Discussion: Scores of the games Form committees for different activities(interest Rules that help us get along Costs of refreshments committees--party, trip, etc.) .- What happens when rules are violated Cost of improper behavior DramatizesituationslistedinLanguage Arts Group responsibilities - each member of the Expense of breaking glassor Prepare personal record books(courtesies,etc.) group, leader, etc. window (Teacher-controlled) Keeping secrets and confidences Cost of vandalism Teacher's or mother's tea Behavior we like and don't like Sharing programs with other classrooms Behavior others can expect of us Possible results when we can't do what others expect Role of self-control as applies to rules Cuesobservedinothersattitudessignifying over-stepping of limits Relationship of physical health and behavior Respect of other's property Proper introductions

Write and read: Original stories of why we need frineds, or why I like them

Question box - write out: Questionsaboutunitforspecificpeople to answer

57 I

'44 LEARNING TO UNDERSTAND ONESELF P.L.S. #2 involves the essential habits, attitudes and skills necessary to understand and adjust to one's strengths and weaknesses, to develop moral and spiritual values basic to our democratic society, and the ability to get along with others (such as peers, family, groups, authorities, opposite sex, strangers, etc.) in social relationships. Secondary

A.Understands oneself as an accepted individual through awareness of "self' by (1) Understanding something about structure and function of the physical self (2) Understanding reasons for caring for the physical self (3) Accepting responsibility of perfecting strengths and in strengthening areas of weakness (4) Understanding self as an emotional individual and initiating mental hygiene methods to be more able to cope with emotional problems (5) Maintaining self-confidence

B.Understands appreciation for human fellowship by (1) Initiating activities that foster adequate family relationships (2) Accepting responsibility for developing adequate social relationships For specific teaching units related to this major objective, the reader is referred to the following resource guides:

*See Bulletin No. 21-D, pages 11-16, for suggested units on WHAT MUST I DO TO GET ALONG WITH OTHERS? and DO PARENTS HAVE TO BE STRICT? in this area.

Also see pages 48.51 for units on WHAT MUST I DO TO KEEP A JOB? and VOCATIONAL GUIDANCE. 59 P.L.S. #2 SECONDARY A. Understands Oneself as an Accepted Individual Through Awareness of "Self' Aims Center of Interest Units Introductory Discussions

(1) Physical differences Show film on a sports event where strength and UNDERSTAND SOMETHING Physical changes resulting from growth and de- skill are shown ABOUT STRUCTURE AND velopment Shot./ film on body function FUNCTION OF PHYSICAL Physical disorders Charts and posters on anatomy SELF Physical handicaps Sex

(2) Body requirements Make a bulletin board display showing ways UNDERSTANDS REASONS Food our bodies may be mistreated FOR CARING FOR Rest and sleep Hunger PHYSICAL SELF Protection Poverty Harmful agents Deprived condition Drugs Excess food or drink, etc. Tobacco Child labor laws Alcohol Disease

(3) Our personality Show film where employee shows lack of co- ACCEPTS RESPONSIBILITY Inventory of positive and negative factors operation OF PERFECTING Recognizing andassessing strengths and weak- Discuss problems experienced by students STRENGTHS AND IN nesses Self evaluation test STRENGTHENING AREAS Adjusting to others Discuss in class how to accept responsibilities OF WEAKNESS Accepting one's self Describe model student and compare self Home responsibility School activities

(4) YOU, all the time Discuss: UNDERSTAND EMOTIONAL Mental self Why we act as we do "SELF' AND INITIATE How we learn to live with our handicaps MENTAL HYGIENE How other people see us

(5) Learning how to make use of talents, skills and Importance of fulfillingobligations MAINTAINING SELF- knowledge Importance of health habits CONFIDENCE Workirg and playing alone, in a group Economic need for work Community clubs, organizations and school func- Satisfaction and self-realization (To be emphasized in all activ- tions Personal choice ities) Cooperation Jobs to consider Additional training at home, school, in community services Need for self-expression Need for recognition and approval Kinds of behavior that make people liked and popularunliked and unpopular

60 Language Arts Number Concepts Related Activities

Read: Figure batting averages Study cell growth in microscope Stories of successful athletes Make graph showing scores ofMake scrapbook of ballplayers or other athletes various sports events and ath- Have poster contest advertising school event Discus;: letes Current sports events Prepareandkeep weightand height chart (of students) Write: Make a chart showing sizes of A plan for recreational program for the class wearing apparel Lettersforinformation on physicaldevelop- ments

Read: Figure costs of: Visit a hospital as a group Newspapers (:n -meal)reports relating to topic Hospital insurance Inves:igate job opportunities in hospital Find statistics regarding death rate of other coun- Hospital expense Make scrap book on personal and physical care tries Food Housing Read: Clothing About accidents involving use of alcohol Heat Work loss as a result of illness Obtain accident rates (and cost) of local industry

Read: Compare rates of pay and other Plan school dance or sock-hop Teen age stories benefits of various jobs Plan cooperative money raising work project Teen age newspaper columns Compile rates of "turn-over"in Discuss non-acceptable behavior "Help wanted" ads jobs stunts could hold Set up lunch roomin classroom and practice Write: Payroll deduct5ons correct manners Letters Disucss: Responsibilities of family members Acceptablebehavioranditssignificance Talks by qualified experts Describe someone you know (maybe yourself) Read articles on mental hygiene when well rested and when very tired phys- Write future ideas about earning a living ically and emotionally Film on mental health habits Give speeches in class to overcome weaknesses Holdpaneldiscussionstoexpressideasand thoughts

Discuss: Learn to count money and give Learn proper use of phone and directory What we do to help at home, at school and is change Write out job application community Determine apersonalmonthly Dramatize a job interview What we do well income forself(budget)to Make scrap book pertaining to job you like What we cannot do find what you can save each Locate on city map transportatton route to various Need for adventure month industries Show film on groomi.,g Collect and classifypictures of basicnecessities Write: Collect and classifypictures that will add to a Story on "a job I once had" higher standard of living How I could have done better Join school clubs and music groups List situations which make us most secure Organize a hobby club Participate in school drives Write about: Make up ballots and hold an election Punctuality Learn how to conduct a meeting properly Quality of work done Visit local museums, cultural centers, etc. A job you would like to have and why Make self-inventory of good and bad personality How to behave in: qualitiesnecessaryforsuccessonthejob, A restaurant lunch room or bus On a train or bus Take an all day train ride to some town and At a public gathering buy tickets, check departure and arriving time. 61 P.L.S. #2 SECONDARY B. Understands Appreciation for Human Fellowship Aims Center of Interest Units Introductory Discussions

(1) You and your family Film on family life ACTIVITIES FOR FAMILY Film on holiday customs RELATIONSHIP Holidays, birthdays and family celebrations Family tree Understanding family customs (origin) Bulletin board display of family activities, work and recreation

(2) Working and enjoying life together: Film on everyday courtesy DEVELOPING OF ADE- at home Individual behavior QUATE SOCIAL RELA- at school Display announcements of school and community TIONSHIPS in the community activities with friends Announcement of schoolproject whereallof classwillshare responsibilityforitssuccess Need for education to grow as a citizen Taking inventory of our behavior What we like and do not like in others Giving of oneself to own community

62 Language Arts Number Concepts Related Activities

Discussion: Dates of family birthdays Family fun with: Home responsibilities and chores Ages of various members, months, Cards, games, music, puzzles, crafts and Individual interests and hobbies weeks, days hobbies Parental authority and rubs Dates of national holidays Shared TV interests Ways and means of earning money for a Cost of a holiday dinner Charades family member's gift Make out a family budget Learn to share housekeeping activities Weekly allowance Work hours each week, month Learn to prepare and serve a family meal Hours of sleep each dmy, week, (balanced) Read: month, year Make holiday decorations Family budgets Make a family recipe book of favorite dishes Good manners of family Good food habits Plan a family picnic Look for bargains in food ads in newspapers Write: Make photo albums of family members Diary of family activities Make scrap books of family activities List of ways to help at home Ways of entertaining guests Fun away from home

Discussion: Scores of athletic games Form committees for field trips, parties, etc. Neighborhood events Refreshment costs for large and Prepare lists of community activities, names, Community recreation small parties addresses and services offered Rules and need of them in home, school Cost of vandalism Plan school program for national holiday and community Dues for clubs and purpose Make models of clay, wood, soap, etc. depicting Law enforcement Cost of attending school events, early community life Keeping confidences movies, etc. Give a political speech Proper introductions Cost of wearing apparel for Study early American political leaders Leaders and followers various events Make posters or scrap books of state and national leaders Read: Books on etiquette About clubs and organizations How to conduct a meeting Proper introductions

Write: Stories of club projects Stories of school activities Stories of good leaders and followers Stories of good and poor manners in various situations Lists of qualities for good leaders and followers

LEARNING TO TRAVEL AND MOVE ABOUT P.L.S. #3involves the acquisition of the essential habits, attitudes and skills necessary for transporting one's self in the neighborhood, within the city and to distant places, whenever the need a-ises. Primary A Begins to learn various ways to travel (1) Traveling by private vehicles (2) Traveling by public vehicles

B.Begins to learn the fundamentals of moving about (1) Follows simple directions and understands need for directions (2) Recognizes familiar lanomarks in travel (3) Becomes familiar with simple maps and how to use them in travel (4) Learns appropriate social and personal behavior in travel

C.Begins to learn about sources of help for traveling (1) Learns need for schedules and punctuality (2) Learns appreciation of human relationships (3) Develops awareness of existing agencies

For specific teaching units related to this major objective, the reader isreferred to the following resource guides: See Bulletin 2- A Developmental Vocabulary Check-List for the Mentally Retarded for a basic functional vocabulary related to community and highway travel. See Bulletin 4a - Aids to Motoric and Perceptual Training for a movement oriented curriculum. See Bulletin 15b - A Potpourri of Ideas for Teachers of the Retarded: Practical Arts and page 79 for a functional approach to the recognition of signs and simple directions.

See Bulletin 21-B, pages 69.74, for suggested and illustrative units on THE SCHOOL BUS and PASSENGER PLANES in this area. Also see pages 16, 156 and 322 of this same publication. 65 P.L.S. #3 PRIMARY A. Begins to Learn About Various Ways of Traveling Aims Center of Interest Units Introductory Discussions

(1) Bicycle How do people travel by bicycle, car or boat? TRAVELING BY PRIVATE Car VEHICLES Boat How do people behave?

(2) Bus How do people travel by bus, train, plane or TRAVELING BY PUBLIC Public taxi? VEHICLES School Train Haw do people behave? Airplane Taxi

The Railroad Station What does one do in a bus depot, railroad station The Bus Depot or airport terminal? The Airport Terminal

PRIMARY B. Begins to Learn the Fundamentals of Moving About Aims Center of Interest Units Introductory Discussions

(1) Directions for traveling to school and in the ad- Trips: FOLLOWS SIMPLE DIREC- joining neighborhood Thru the school building TIONS AND UNDERSTANDS Thru the school grounds NEED FOR- DIRECTIONS Thru the neighborhood visiting other schools, churches, stores, parks, etc.

(2) Landmarks in school and in the neighborhood What are the landmarks in the school and in RECOGNIZES FAMILIAR the neighborhood? LANDMARKS IN TRAVEL

(3) Studying simple maps of the school and neigh- What is a map? BECOMES FAMILIAR WITH boyhood SIMPLE MAPS AND HOW TO USE THEM IN TRAVEL

(4) Appropriate behavior, in traveling How do we behave while traveling? To school, LEARNS APPROPRIATE to church, to the store, to the park, etc. SOCIAL AND PERSONAL BEHAVIOR IN TRAVEL

66 Language Arts Number Concepts Related Activities

Discussion: Parts of Vehicles: Draw pictures of different methods of traveling Private and public transportation How many wheels? Appropriate behavior Bike Build model of road system showing lines for Bicycle, car, etc. Car roads,stoplights,stopsigns, schoolzones, Airport, railroad terminal, etc. Airplane crossing guards and then have children play Parts of bike, car, etc. with cars in driving on the roads and following Safety habits How many students have ever signs and directions ridden: Spell simple words used in travel Bike Role playing:. a ride on the school bus or following Introduce simple names of cars, jet or propeller Car directionsof a crossing guard or policeman planes, etc. Airplane Make alphabet book with learned words Train Rhythmic experiences Boat Play airplane perhaps with "runways" on the Fill-in blank spaces in sentences using words floor. of travel Speed: Run-Run-Run Miles Recognize and Verbalize: Miles/hour Songs Different types of transportation The Bus Different types of cars The Cars Go Up and Down The Little Engine that Could Slow-slower Fast-faster

Language Arts Number Concepts Related Activities

Discussion: Ordinals:first, second Making of travel book with pictures of safety What is a landmark? signs, maps, drawing of landmarks, time sched- What is a map and why are they used? Counting streets, blocks, tickets ules, etc. Points of interest in community Time: hours of day and arrival Buildmodelof schooland/or communityin Read: and departure home,bus, sandbox or with toy buildings and cars Road signs school, classes, etc. Street signs Nursery rhymes or songs about traveling Recognize and Verbalize Terms of time:morning,after- Road signs noon, etc. Dramatizations of proper behavior while traveling Street signs

Writing: Make simple maps of school room, school, bus route or route taken to school and neighborhood List rules of good travel behavior

Tell story about favorite visiting place or form of travel

67 P.L.S. #3 PRIMARY C. Begins to Learn About Sources of Help for Traveling Aims Center of Interest Units Introductory Discussions

(I) Schedules: The use of schedules in traveling LEARNS NEED FOR School bus Making plansfir traveling by using schedules SCHEDULES AND Commercial bus Planning time by using schedules PUNCTUALITY Train Preparing to leave Airplane Time to bus depot Daylight or Central Time Time spent in traveling

(2) Community helpers for Who helps us travel and how can we be nice LEARNS APPRECIATION Traveling: to them? OF HUMAN RELATIONSHIPS Policeman Policeman or crossing guard visit classroom Traveling information givers Crossing guards or bus drivers

(3) Tourist or travel information: Where do wr go to get information? DEVELOPS AWARENESS OF Telephoning Telephone book EXISTING AGENCIES Writing Bus Depot Talking Airline Train Depot Look for policeman

68 Language Arts Number Concepts Related Activities

How to locate information number Problems involving transportationPlanning a tripcall to obtain information, how Calling for information schedules long todestination,cost,ex. Teacher plays Asking questions Time the role of travel agent, information giver and Writing down information Concept of A.M. & P.M. whenever necessary policeman. When students have become acclimated to play traveling, stu- Writing: House numbers dentscan take overrole;of travelagent, Information Floor numbers information giver and police One's name and address Room numbers Schedule for travel Telephone numbers Dramatizationseating in a restaurant or dining Good mannershow to speak to people: how car to ask questions, thank people, etc. Helping someone looking for directions

Spellingsimple travel words Using telephone to call horde.

69 t,

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= "" LEARNING TO TRAVEL AND MOVE ABOUT PLS #3 involves the acquisition of the essential habits, attitudes and skills necessary for transporting one's self in the neighborhood, within the city and to distant places, whenever the need arises Intermediate A.Develops knowledge about various ways to travel (1) Traveling by private vehicles (2) Traveling by public vehicles

B.Develops knowledge of the fundamentals of moving, about (1) Following directions and planning trips (2) Reading maps and using landmarks For specifif teaching units related to this major objective, the reader isreferred to the following resource guides: See Bulletin 2 - A Developmental Vocabulary Check-List far the Mentally Retarded for a basic functional vocabulary related to community and highway travel. See Bulletin 4i.- Aids to Matoric and Perceptual Training for a movement oriented curriculum.

See Bulletin 21-C, pages 67-90, for suggestedc alillustrativeunits on TRAVEL BY TRAIN, PLANE AND BOAT in this area. Also see pages 27-2 of this same publication. 71 P.L.S. #3 INTERMEDIATE A. DEVELOPS KNOWLEDGE ABOUT VARIOUS WAYS TO TRAVEL Aims Center of Interest Units Introductory Discussions

(I) TRAVELING BY Car or Bike traveling The various aspects of the area we live in PRIVATE VEHICLES thru the area, town or and what was seen while traveling city we live in Different forms of traveling on trips: cars, Taking trips planes, boats, trains, bikes, mobile homes, motorcycles and balloons What is needed to take a trip with each of the above vehicles

(2) TRAVELING BY School bus Appropriate behavior PUBLIC VEHICLES Commercial vehicles Preparing for trips Maps Schedule information Travel time Clothes Planning ahead INTERMEDIATE B. Develops Knowledgeof the Fundamentals of Moving About Aims Center of Interest Units Introductory Discussions

(1) Following directions How to follow directions FOLLOWING DIRECTIONS Write down directions AND PLANNING TRIPS Use landmarks Ask help if not sure

Planning trips Pupil report of family or individual trips

Planning detailed trips Within area, town or city Within county, state Across country Overseas

(2) Detailed map reading and use What is a map? READING MAPS AND Using a map when lost USING LANDMARKS Figuring miles Locating areas and towns Map symbols

72 Language Arts Number Concepts Related Activities

Discussion: Counting number of blocks. Cut out magazine stories and pictures and Students' reactions to traveling:visits, buses, etc. different forms of traveling sightseeing, picnics, school, sporting events, etc. Cost of fares Make traffic signs to hang on wall and occasionally test ability to identify sign Reading and spelling and word meanings: Figuring out travel time by shape Stop, go, wait, walk, turn, left, right, detour, private, public, dead end, Measuring distance Have students figure out shortest way between merging, narrow bridge, parking, cross two points on road maps walk. road, street Computing gas mileage or East, west, north & south gas needed

Writing: Town, street, park and landmark names

Recognize and verbalize: Traffic signs

Language Arts Number Concepts Related Activities

Discussion: Money, mileage taught thru Figure the mileage game with maps: students Reasons for trips the student's actual bud- will each be given two towns or cities and Visiting friends or relatives geting in preparation for will be asked to compute the mileage be. Leisure time a trip: tween the localities Hobby How many people going; how Sports far; how much gas will be Making a travel scrapbook Business used, cost of gas, cost of food, etc. Drawing pictures of traveling Read: Travel books Use of large map so students can find location of country mentioned in travel ads Write: they cut out of their paper. Each student Stories of trips: planning, money and actual could read the ad to the class and the experiences others could be asked if they know any else about the spot

Recognizz and Verbalize: Singing travel songs Towns and cities The Happy Wanderer States Road to Anywhere Countries

Spelling: Towns and cities, states

Public Speaking: Talk on where student wouldlike to go on a trip and why

73 e.

74 LEARNING TO TRAVEL AND MOVE ABOUT P.L.S. #3includes the acquisition of the essential habits, attitudes and skills necessary for transporting one's self in the neighborhood, within the city and to distant places, whenever the need arises. Secondary A.Understands various ways to travel (I) Personal travel with private vehicles (2) Personal travel with commercial vehicles (3) Effects of modern transportation on our world

B.Understands fundamentals of moving about (1) Travel at the community level (2) Travel away from home (3) Accomodations away from home (4) Appropriate behavior and safety precautions (5) Wardrobe for traveling

C.Understands sources of help for traveling (I) Agencies that help travelers (2) How money helps traveling

For specific teaching unitsrelated to this major objective, the reader isreferred to the frilowing resource guides: Sec Bulletin 2 - A Developmental Vocabulary Check-List for the Mentally Retarded lot. a bask functional vocabulary related to community and highway travel.

See Bulletin 21-D, pages 30'39, for suggested and illustrative units on MEXICO. A TRIP ACROSS THE UNITED STATES and READING ROAD MAPS IN OUR CITY, COUNTY AND STATE in this P.rea. Also see page 29 of this same publication. 75 P.L.S. #3 SECONDARY A. Understands VariousWays to Travel Aims Center of Interest Units Introductory Discussions

(1) Means of personal travel: Bike licenses and safety precautions PERSONAL TRAVEL WITH Bike PRIVATE VEHICLES Car Car travel: insurance, licenses, state motor Mobile home or campers laws Mobile home and camper laws Responsibilities of personal travel Learning how to drive, proper licensing, sufficient insurance, tollway driving

(2) Commercial transportation: Advantages and disadvantages of commercial PERSONAL TRAVEL WITH Bus transportation COMMERCIAL VEHICLES Plane Development of commercial transportation Train Possible jobs in commercial transportation Ship Subway

(3) Effects: Detailed discussion of effects of transportation EFFECT OF MODERN Social Possible future development of transportation TRANSPORTATION ON Economic The concept of a mobile society OUR WORLD Educational Political

76 Language Arts Number Concepts Related Activities

Discussion: License' and insurance costs Panel discussion on safety features: those Responsibilities of private vehicle Upkeep of car present now and those needed for the operation Budgeting for trips future Appropriate behavior Stopping distances at various speeds and on different road Policeman or driver training teacher to give Read: conditions talk on driver education, safety and other Articles and books on safety and car Accident figures tapics operation and insurance Role playing of bad driving: drunk, asleep, talking or arguing with passengers, thinking of something else

Write: Travel costs on different types Visit to local commercial transportation Trip taken or desired of commercial transportation company Travel time for each form and Sociodrama of good and bad behavior Discussion: compare each time Travel information Timetables Each student develop full travel information Possible world trips Mileage by land, sea and air on one spot they would like to visit

Read: Travel brochures Writing Chambers of Commerce for informa- Travel books tion on own area as well as others

Write: Letters to travel companies or airlines or trains requesting information

Discussion: Miles to the moon and length In-depth study of space travel with models of Future forms of transportation of travel time space capsules and future space travel Types of propulsion systems

77 P.L.S. #3 SECONDARY B. Understanding Fundamentals of Moving About

Aims Center of Interest Units Introductory Discussions

(1) TRAVEL AT THE Community Important areas, buildings, maps, etc. COMMUNITY LEVEL County Important areas, buildings, maps, etc.

(2) TRAVEL AWAY FROM Developing planning and movingskills Gathering information and deciding on sched- HOME ules, reservations, tickets, luggage, planned tours, depots and terminals, pets, car or trailer rentals Customs' practices

(3) ACCOMMODATIONS Hotels, motels, camping or trailers Gathering information on length of stay, need AWAY FROM HOME for overnight accommodations,rentals,food recreation, etc.

(4) APPROPRIATE BEHAVIOR How to act correctly and safely Good manners AND SAFETY PRECAU- Safe behavior TIONS

(5) WARDROBE FOR Choice of clothes What clothes to wear TRAVELING Planned activities Weather conditions Amount of luggage required

SECONDARY C. Understanding Sources of Help for Traveling Aims Center of Interest Units Introductory Discussions

(1) AGENCIES THAT HELP The American Automotive Association (AAA) What is the AAA? TRAVELERS Gas companies and gas stations Obtaining help from gas companies andgas stations

Travel Agencies The function of a travel agency

Traveler's Aid What is Traveler's Aid?

Police What police can do

(2) HOW MONEY HELPS How to use and protect money while How can we protect our money when we TRAVELING traveling: travel? Traveler's checks What. is a credit card? Carrying cash Traveler's checks? Credit cards

18 Language Arts Number Concepts Related Activities

Discussion: Computing age of events, Field trips to landmarks or points of interest Recreation, eating places, theatres, etc. landmarks, county, etc. whenever possible in area Make own maps for area and check with County recreation, eating places, etc. Figuring mileage between regular maps Read: points in area or county Speakers on area, county or state history Area and county history History of landmarks Discussion: Estimating travel time and Trips to parks or recreation areas and walking What is needed for a trip? costs of trip tours thru the woods to familiarize students How to pack clothes Computing gas mileage, weight with paths and woods travel Read: limitations Socio-drama with students calling for infor- Figuring customs duties mation, making reservations, reading and Restrictions on luggage, pets, etc., on ordering from menus, etc. commercial transportation

Discussion: Computing room, food and How much should be spent for rooms, -recreation expenses foods, etc. Read: Brochures or information from hotels, motels, etc.

Discussion: Counting number of clothes How much clothing is needed and what needed; taking enough tooth type paste, soap, etc.

Language Arts Number Concepts Related Activities

Discussion: Travel statistics and costs Let students plan and work out complete trip Where are AAA and Traveler's Aid Develop unit on consumer protection to teach stu- - located?. Comparing costs between dents to w a t c h for correct change, correct Write: different gas stations charges, for gas, oil, food, etc. Test children by Requests for information from AAA using play gas pumps and see if they catch the "attendant" charging too much. What does a gas station have to offer to the Comparing prices from different Make a world trip unit with each student, giving traveler? travel agencies a presentatioi: .of each place he or she would Write: like to visit; visual aids, posters, etc. may be To gas companies for maps and information utilized. Discussion: How to find travel agencies Write: For information from travel agencies Also traveler's aid Discussion: Keeping a record of all bills Use play money and checks to make sure What is a Traveler's check? each student is aware or proper handling Checking bills and interest of money and where to keep it How does a credit card work? charged to credit cards How can we protect our money and credit cards? Writing checks and keeping an Month budget: Give each student monthly account charges and bills and certain amount of money and let student develop budget Making payments abilities 441 , .

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80 LEARNING TO HANDLE AND ADJUST TO ONE'S SOCIAL, TECHNOLOGICAL AND PHYSICAL ENVIRONMENT P.L.S. #4 involves the essential habits, attitudes and skills necessary in using social amenities and customs, using tools and mechanical equipment and in understanding and adjusting to the physical environment Primary A.Begins to interact with the social environment (1) Appropriate responses (2) Appropriate manners (3) Social experiences (4) Cooperative enterprises

B.Begins to interact with the technological environment (1) Common tools (2) Household tools (3) Common instruments of communication (4) Common means of transportation

C.Begins to interact with the physical environment (1) Atmospheric conditions (2) Becomes acquainted with surface features of the local environment (3) Becomes aware of the universe (4) Participates in various experiences involving plant and animal life (5) Reacts appropriately to various signals

For specific teaching units related to this major objective, the reader isreferred to the following resource guides:

PracticalArts, pages 75-79,for illustrativeactivities on TYPES OF CLOTHING CLOSURES, SWITCHES, LATCHES AND OPENERS and TEACHING AIDS FOR RETARDED CHILDREN.

See Bulletin 21-B, Vol. II, pages 94-145 for suggested and illustrative units on THE CALENDAR, THE WEATHER, TEMPERATURE AND THERMOMETERS, THE SEASONS, ANIMALS, THE SCIENCE FAIR and other related units. Also, see pages 10.13, 15-18, 65-67 and 72.73 of Vol. I. P.L.S. #4 PRIMARY A. Begins to Interact with the Social Environment Aims Center of Interest Units Introductory Discussions

(1) APPROPRIATE RESPONSES Community Helpers and Protectors: Discuss various responses to people in rela- Fireman tion to bulletin board display of various Policeman members of the community Mailman Etc. Family and Friends

(2) APPROPRIATE MANNERS Manners at Home, School, Play Discuss "Magic" words - Please, Thank you, Manners appropriate to social outings: Excuse Me, You're Welcome, Etc. Luncheon, Playground, Schoolroom, Pictures of Situations in which you use Home manners

(3) SOCIAL EXPERIENCES The Store Class goes to store Transportation Class rides on bus Holidays - Halloween, Thanksgiving, etc. Panicipees in free play

(4) CO-OPERATIVE Home, Family and School Why Cooperate? ENTERPRISES Pictures of children playing co-operatively Pictures of children working together

82 Language Arts Number Concepts Related Activities

Discussion: Count: Sing songs about various people in the social Various types of people found in Number of people environment community Draw or collect pictures of people greeting Activities of various people each other How we respond to them: greeting; taking leave

Write: List of various people Common expressions: "hello";"how are your'; "good-bye"

Discussion: Dramatize good manners - at the table Kinds of "magic" words Classroom patty appropriate to time of year When we use the "magic" words Eating in the lunetroom

Write: List of "magic" words

Discussion: Count the kinds of things Play Store:decorate room like a store Things to do at the store to do Draw pictures of favorite vacation activity What we see at a store Size & Amount terms: Collect pictures of things they can do: go to Other places to go: Big store - little store movies, go swimming, go to store, go to Shoe store, movie, circus, etc. Money types circus, etc. Paper - coin; value Stage a show - "sell" tickets, etc. Tell: Location Classroom party About when they went to a store, a circus, First -last; begin - end; etc. etc.

Write: Places io go Kinds of stores Good manners

Discussion: Time: Sharing time at easel Kinds of rules they have at home Days of the week Collect pictures of jobs that can be shared at The general all-school rules: kinds of rules Time to perform duties - home and in school needed in their room, the various room morning, afternoon, etc. Practice sharing -in games; at activity table duties, who should do which jobs Dmw pictures of home duties; work activities Count: requiring more than one person Write: Children; jobs in the class- one child cannot lift something, but 2 List of classroom duties room can List of classroom rules "assembly line" type craft activity

Tell: Things we can do to help others Show and tell

83 P.L.S. #4 PRIMARY B. Begins to Interact with theTechnological Environment

Aims Center of Interest Units Introductory Discussions

(1) COMMON TOOLS School tools Discuss Classroom Equipment: Pencil Sharpener, desks, work tables, peg board, tool rack, rulers, scissors, chalk, pencil Walk around building on a "Tool Hunt."

(2) HOUSEHOLD TOOLS Family Living Classroom display of household tools: toaster, Safety at Home iron, etc. Bulletin board display of household tools Discuss tools found at home

(3) COMMON INSTRUMENTS Conveying a Message: Telephone display sent by the Telephone OF COMMUNICATION Speaking Company Phone Bulletin board display of various means of Radio, etc. communication: television, radio, telephone, newspaper, etc. Movie on communication

(4) COMMON MEANS OF Transportation: Take a trip using some form of transportation TRANSPORTATION Bus Display of transportation facilities Car Bulletin board display of common forms of Train transportation Language Arts Number Concepts Related Activities

Discussion: Time: Sort tools into groups Use and care of equipment Days of week; schedules, Play with building blocks Who should care for equipment promptness (concept of) Decorate boxes used for storage of materials Importance of each doing his duty Make a chart with list of duties - when and Count: who Write: Amount of equipment Make a gift for parents Names and duties Sing a song of tools Schedule for performing duties Vocabulary: Place and position terms Read: under - over, bottom - top, Names and duties Comparative terms big -small, short - long Measurement: Acquaintance with ruler; yardstick

Discussion: Count: Creative play using household tools Kinds of tools found in house Number of tools found Collect pictures for notebook or household The uses of various tools tools Measurement: Make a one-dimensional house, pasting in Write: Gallon, half gallon, quart pictures of various tools in appropriate Names of the tools thermometer, teaspoon, etc. rooms

Read: Size & Amount terms: Chart story about tools in the house More -less, big -little, Long - short, etc.

Discussion: Numbers: Collect pictures of communication tools Kinds of communication tools Recognition Make scrapbook of communication tools How these tools are used Rational counting Creative play: When to use these tools On telephone Time: TV story (show) Stories Concept of length of time Tape record stories Tell story of various pictures to develop Schedules ability to stick to the point Message Passing Activity: Speaking clearly

Discussion: Size & Amount terms Creative play - act out bus trip Kinds of transportation Location terms Make a mural Uses of various kinds of transportation Money: Build a car, plane, etc. Rules for using various kinds of trans- Penny, nickel, dime, token, Collect pictures for scrapbook portation: manners, safety, etc. spend, etc. Sing songs about cars, boats, trains, etc. Form discrimination Build road system Write: Invitation to take trip Story of trip

Read: Places to be visited Road signs

Tell: About trip

85 P.L.S. #4 PRIMARY C. Begins to Interact with the Physical Environment

Aims Center of Interest Units Introductory Discussions

(1) ATMOSPHERIC Weather: Discuss the bulletin board display of the CONDITIONS Rainy, snowy, etc. various kinds of weather; seasons Seasons: See film(s) about. weather; seasons Autumn Take a walk to observe the signs of the Winter various seasons Spring Summer

(2) THE LOCAL ENVIRON- The Classroom Take a walk around school property MENT The School Take a walk around neighborhood. Note Where itis physical features of locale What it looks like Talk about the physical features of the locale The Neighborhood

(3) THE UNIVERSE Earth and Its Neighbors Discuss map of Solar System Discuss observable features of Solar System: stars, moon, sun, clouds, etc. Discuss mobile of Solar System

(4) PLANT AND ANIMAL Our Plant Friends Discuss bulletin board display of common ani- LIFE Trees, grass, flowers,etc. mals P nd common plants The Farm Discuss care of common animal and plant Pets & Their Care life Our Animal Helpers Take a trip to: a farm; a zoo; an aquarium Cows, horses, etc. See films about plant and animal life The Zoo Classroom disrlay of animals and plants

(5) SIGNALS "Signs & Signals" Bulletin board display of various types of Stop signs: railroad, poison, stop, etc. Warning signs Listen to various sounds: railroad crossing Direction signs bell, siren, car horn, etc. Sirens Discuss classroon: commands Flashing lights - railroad; stop Horns "Obeying Commands"

86 Language Arts Number Concepts Related Activities

Discussion: Size & Amount terms: Make a classroom calendar for pictures Characteristics of weather and seasons Many - few Place appropriate weather pictures on calendar Appropriate dress and activities for day High - low each day and seasons Short - long Paint pictures illustrating types of weather and More -less, etc. seasons Write and Read: Seasonal decoration of room List of kinds M days and their activities: Time terms: Play games appropriate for weather and season rainy, sunny, windy Day - night Sing songs about weather and seasons Seasonal stories Today - tomorrow - yesterday Listen: Month - week - year Weather story read by teacher To children make sounds of thunder, wind, Counting: rain, etc. Rote Rational

Number recognition on calendar

Discussion: Vocabulary: Draw map of the classroom; school area; What things are seen around the room; Location terms neighborhood school; neighborhood Under - over; left - Build sand-table map of neighborhood right; far - near; in Draw pictures of things seen on walks Write and Read: front of - in back of; Label room walls - North; South; East; West Chart story about walk around school; next to; etc. neighborhood Count: Safety in travel - Houses on walk; children List of safety rules on walk

Discussion: Count: Draw pictures of day-time activities; night- Earth's composition - land; water; etc. Earth's neighbors time activities The Sun's function - light; heat Abstract forms Sing songs about Earth and Planets Earth's neighbors Time terms: Make a scrapbook - put in pictures of day Day, night, evening, etc. and night phenomena: moon, star, sun, etc. Write and Read: Directions Chart story about earth and its East; West; etc. neighbors High - low; overhead

Discussion: Count (Rationally) Sing songs about animals Various kinds of animals Animals; plants Rhythmic activity - imitating gait & sounds What they do of animals How we use them Vocabulary Listen to records of animal sounds Size & Amount terms; Clay models of animals. Write and Rczt.I location terms Classroom garden, aquarium, terrarium, Chart story about trip to farrn; zoo Comparative terms; menagerie Small - er -est; Gather and identify items which are products Listen: Big - ger -est;etc. of plants and animals To stories read by teacher about plants and Play games with plants and animals - "Lotto" animals Time: Morning, noon, afternoon, Tell: etc. About pets and their care Discussion: Abstract forms Make warning signs Various signs and signals: characteristics. Circle, square, hexagon, Play a game involving behavior in response to use, what we should do in response triangle, etc. signs Write and Read: Sing songs involving auditory recognition of List of signs and signkis signals Behavior appropriate to signs and signals Play matching game with signs 87 - LEARNING TO HANDLE AND ADJUST TO ONE'S SOCIAL, TECHNOLOGICAL AND PHYSICAL ENVIRONMENT P.L.S. #4 involves the essential habits, attitudes and skills necessary in using social amenities and customs, using tools and mechanical equipment and in understanding and adjusting to the physical environment.

Intermediate A.Develops ability to interact with the social environment (1) Learns reasons for appropriate responses (2) Learns value of appropriate manners (3) Learns more social experiences (4) Learns the value of cooperation (5) Learns to interpret the responses of others

B.Develops ability to interact with the technological environment (1) Becomes acquainted with tools and sources of energy (2) Begins to select and use appropriate tools (3) Begins to use household tools (4) Begins to use common instruments of communication (5) Begins to use common means of transportation

C. Develops ability to interact with the physical environment (1) Adjusts to atmospheric conditions (2) Expansion of local environment (3) Exploring the universe (4) Plant and animal life (5) Reacting to signals

For specific teaching units related to this major objective, the reader isreferred to the following resource guides:

Practical Arts, pages 81-86. for an illustrative unit on USING A RULER

See Bulletin 21-C, pages 117-165, for suggested and illustrative units on THE DAIRY, THE FARM, FOODS IN OUR LOCALITY, THE GROCERY STORE, HATCHING CHICKS AT SCHOOL, THE POST OFFICE, RESTAURANTS and SUPERMARKETS. 89 P.L.S. #4 INTERMEDIATEA. Develops Ability to Interact with the Social Environment

Aims Center of Interest Units Introductory Discussions (I) REASONS FOR APPROPR The Post Office Discuss the way we respond to various people ATE RESPONSES The Gas Station Various ways of responding Community Workers Various community members talk to lass: Gas station attendent doctor, policeman. etc. Mailman Class visit:fire dept., police dept. Bus driver Community Protectors Fireman Policeman

(2) THE VALUE OF APPRO- Good Manners See film on Courtesy PRIATE MANNERS Courtesy Bulletin board display of pictures of children In speaking cooperatiig In doing Present a sociodrama about courtesy In writing

(3) MORE SOCIAL EXPERI- Recreation in Our City Bulletin Board display showing various social ENCES Shopping in Our City settings Visiting: Display posters describing various activities Schools Discuss characteristics of various social situa- Museum tions: the theater, the restaurant, home, Family neighbors Etc. Take a trip to various places to experience a "social situation" Receive an invitation to a social activity

(4) THE VALUE OF Cooperation: Bulletin board display of: COOPERATION At home People working or playing cooperatively At school A fund raising drive At play Socio-drama showing both co-operativeness and At work uncooperativeness Discuss the concept of cooperativeness See films on cooperation Observe the "fruits" of cooperation - project completion, etc.

90 Language Arts Number Concepts Related Activities

Discussion: Count: Dramatizations with students responding to Services the various people perform in Kinds of public servants public helpers relation to pup'. Kinds of equipment Creative play depicting the roles of various Distinguishing characteristics of various community helpers and the proper responses public servants Vocabulary: to them Equipment used by the public servants Size & Amount terms Trips to various locations: stores, post office, Comparative terms doctor's office, etc. Read and Write: Computation based on Make a scrapbook of the community helpers Chart story about the various helpers situational problems and protectors List of jobs which the parents have Make a mural depicting the jobs of the parents and the role of the various com- Spell: munity helpers Words in the unit

Listen: Stories read by the teacher Pupils tell about parents' jobs

Discussion: Time and dates: Socio-drama of situations which require the What manners are Length of visit- how long use of manners Observations of good manners and to stay and the interval Trips to various places, to practice using good courtesy in others before which to write a manners: theater, museum, restaurant, etc. Ways pupils can improve their own "thank you" note Send letters and cards manners Have a classroom "host" and "hostess" Appropriate manners for various social Number recognition: experiences Addresses, telephone num- Why we use good manners bers, room numbers Write and Read: "Thank you" notes Money: Invitations Coin value, stamps, etc. Simple letters and cards In buying and mailing Listen: courtesy gifts Without interrupting For inclusion and exclusion of appropriate manners

Discussion: Time Mural showing various social experiences Appropriate behavior and attire Minutes, hour, half-past, Make a scrapbook of pictures of various tomorrow, week, etc. activities Write and Read: Measures A map of city showing places for social ex- List of social settings Clock, watch, calendar, etc. periences Appropriate behavior rules of Money A bulletin board display of proper attire for Chart story about class trip Penny, nickel, dime, etc. various social settings Pay, price, admission, etc. Committee work to draw up rules for behavior Tell: Compute for the various social experiences About personal experiences in various Cost of various activities Have classroom dance and/or party social settings Cost of transportation Amount of food for party Distance Discussion: Time Free play in cooperative games Characteristics of a cooperative person Schedule for performance of Supervised cooperative play The value of cooperation classroom duties Dramatization of experiences relative to Situations in which cooperation is a part Dates on calendar cooperation Write and Read: Budgeting of time Mural depicting cooperative activities The characteristics of cooperativeness Money Craft activities involving cooperation Chart story about value of cooperation Counting money collected Children bring to class an item as part of a Story from book illustrating cooperation in fund drive larger protect Classroom duties Budgeting Fund drive Performance of classroom duties Scrapbook correlated with units 91 P.L.S. #4 Aims Center of Interest Units Introductory Discussions

(5) INTERPRETING RESPONSES Reading Expressions: Creative drama showing various responses to OF OTHERS Facial acts performed by pupils Gestural Bulletin board display of various facial Etc. expressions

INTERMEDIATE B. Develops Ability to Interact with the Technological Environment Aims Center of Interest Units Introductory Discussions

(I) ACQUAINTANCE WITH Caring for Tools Bulletin board display of common tools: scis- MORE TOOLS AND How We Work sors, paper cutter, sewing machine, compass, SOURCES OF ENERGY Sources of Energy screw drivers, etc. How We Make Things Go Bulletin board. display of sources of energy: horse ana wagon, sail boat, electric train, etc. Free play with various toys: electric train, boats in water, magnet, etc. Discuss kinds of tools and activities involving the use of these tools Demonstration of how tools work

(2) SELECTING APPROPRI- Tools and Their Jobs Display of various kinds of tools used for ATE TOOLS jobs: plumbing, minor electrical, carpentry, etc. Discuss kinds of jobs and the relationship to tools: shovel - digger, snow; tractor - farmer; etc. Film or slides about tools

(3) USING HOUSEHOLD Household Tools Display of common household appliances TOOLS Homemaking Bulletin board display of common household tools: toaster, measuring cups, electric mixer, etc. Take a trip to rAn appliance store

92 Language Arts Number Concepts Related Activities

Discussion: Group creative play-expressing feelings of Various emotions being happy, sad, etc. How emotions manifest themselves Make a scrapbook of the various expressions The meaning of various expressions of others of emotion and give their meanings in relation to themselves Socio-drama on how to deal with another person's anger Write and Read: Stories:tell whether they are "happy" or "sad" Spell: Words in unit Tell: When and why they experienced emotions Show how they acted and describe how they felt

Language Arts Number Concepts Related Activities

Discussion: Time: See film about tools and their development Care, use, cost and storage of tools; where Scheduling Perform duties using tools tools are purchased Make a simple tool chest Kinds of energy: electric, wind, water, Place and Position terms Hand sew small covering to protect small tools muscle, etc. Comparative terms: Make a mural showing historical development Write and Read: Fast - slow of tools- hammer, ax, etc. Expand list of tools Weak - strong Build boat and sail it How tools are used Heavy - light, etc. Fly kites Where tools are purchased Measures Acquaint selves with various types of electric List of kinds of energy Rules, clocks, cups, quints, switches Spell: etc. Build windmill - windvane that is operated Names of tools Combining numbers by heat Names of stores Adding lengths of time, Kinds of energy physical materials, figuring Tell: amount of time spent in About new toys that-go" duties Discussions: Measurement problems: Make various items with tools: tool chest, patch- Of slides- "Who is this?" Adding and subtracting work quilt,cageforclassroompets,book What kind of job .5 he do? What Money: stand, creative stitchery tools does he user Value Display items which the children have made What tools are appropriate to various jobs Comparing costs - expen- Bulletin board displayof jobs and the tools How their fathers use various tools sive - inexpensive used for them Write and Read: Role playing showing proper and improper .use List of jobs and the tools used for them of tools List of rules for the use of tools Make simple repairs Make a "Do It" Book

Discussion: Measurement: Furnish a doll house Uses of household tools Measuring cups; quantities Using household tools for simple jobs Care of household tools used for baking and con- Bake cookies; etc. Daily, weekly, seasonal struction; time required for Make a scrapbook of household tools and Storage of household tools using household tools their jobs Efficient management of equipment: loca- Take an inventory of cc* used at home tion, cost, maintenance, purchase, work Computation problems habits - cleanliness, safety, etc. Write and Read: List of household tools Simple operating instructions Spell: Words in unit 93 P.L.S. #4 INTERMEDIATE B. Develops Ability to Interact with the Technological Environment Aims Center of laterest Units Introductory Discussions

(4) USING COMMON INSTRU- Delivering a Message Distribution of Weekly Reader MENTS OF COMMUNICA- Sources of In cormation Discuss TION The History of Communication The various modes of communication How we use thtse modes of communication Modes of communication as a source of information Take a trip to The public library, a radio station, TV station, etc. Bulletin board display of modes of communication:newspaper,magazine.:,letters,record player, etc. "Message to Garcia" type of games

(5) USING COMMON MEANS Transportation See film about means of transportation OF TRANSPORTATION Traveling Discuss a teacher-made mobile Display travel posters from a travel agency Displaypictureswithvarious modes of transportation Display of models of the various types of transportation Children report of family trips they have made

INTERMEDIATE C. Develops Ability to Interact with the Physical Environment

(I) ADJUSTING TO ATMOS- In and Out of Season Bulletin board display of various weather con- PHERIC CONDITIONS Clothes ditions Food Picture display of the four seasons Measuring the 'Weather Take a walk Weather Picture display of appropriate clothing for Seasonal Activities weather and seasons Baseball Discuss Ice Skating Preparation for seasonal changes Basketball Characteristics of the seasons Etc. The relation of the seasons to activities Seasonal foods

(2) EXPANSION OF THE I' he City Take a bus trip to a neighboring city; town LOCAL ENVIRONMENT The County Discuss The State A simplified map of the state The shape. size, physical features - hills, plains, rivers, lakes, etc. of the state Display pictures of various surface features- hills, plains, rivers, etc.

94 Language Arts Number Concepts Related Activities

Discussion: Time: Make a simple telephone directory Sequence Good telephone habits Prepare a classroom newspaper Relationship of needs to :mans of communi- Length of time needed cation for various means Use of various means of communication: Where to find information of communication: telephone, letter, radio, TV, etc. Jobs related to various means of communi- telephone. 'Ater, telegram etc. Drama of historical aspects of cation com.nunication Write and Read Schedules for radio Stories about early and TV programs Classroom news program: TV means of communication or radio type Letters to one another Computation New items brought in by Cost of telephone Play informationgiving games class members calls, newspapers, Spell: magazines Words in unit Vocal Expression: Money Clear speaking Makingchange Connected thought Compute: Display pictures of the different modes' of Discussion: trans- Kinds of transportation Costs of travel portation Advar.ages and disadvantages of the dif- Travel time Draw, color, paint the modes transportation fel:nt modes in respect to locale Distance Make a survey of local transportationfacilities Advantages and disadvantages of the Comparative costs Take a Trip using as many modes of transpor- various modes tation as possible Commercial use of transportation Distance terms Trace the path of a product shipped commer- Ways the family can take a trip Mileage cially- send for a product or for information Write and Read: Quantity terms Make a scrapbook of a class or a family trip Ways of traveling Direction terms Experience charts Measurement terms Stories of transportation Money Recognition of coins, bills, History of transportation Safety rules of transportation etc. Read directions Making change Time table Tell: About family trips

Discussion: Measurement String painting using colors appropriate to season Kinds of clothing Thermometer Knitting simple scarfs Preparation for t"e seasons Humidity Make bird house; boot scraper Seasonal safety precautions Wind speed and Make a barometer Elementary factors influencing the weather direction Make seasonal diagrams Classroom cleanup - store seasonal equipment What is done at home to prepare forthe Calendar: dates - relation to season. Sing songs about season seasons Participate in seasonal sports Writeand Re _. Computation: Weather stories;forecasts Temperature changes Chart story to illustrate seasonal activities Amount of precipitation List of safety precautions

Discussion: Size and Amount terms Look at scenic slides of state State history Distance terms Visit: the museum; the State Historical Museum Things seen on class trip Relative population Classroom display of state products Travel safety Comparative terms Make a scrapbook of the history of the com- Other trips the children have taken - what munity they saw Make a muiz! showing the physical features of Write and Read: the local environment Story of class trip Sing songs Story of trips Chart story about city and state 95 Names of features of the environment Simplified state history P.L.S. #4 INTERMEDIATE C. Develops Ability to interact with the Physical Environment

Aims Center of Interest Units Introductory Discussions

(3) EXPLORING THE Our Planet See film about the Solar System UNIVERSE A Trip to the Moon Discuss mobile of the Solar System Our Skies Mechanical model of Solar System - display and discuss Display of space vehicles: airplane, weather balloons, rockets, space ships, etc. Display of materials of which the earth is com- posed:pi!,rocks,sand, water-fresh and salt, etc.

(4) PLANT AND ANIMAL Pet Day at School Display of plants and animals(adding to the LIFE Products From Plants and Animals: number of wild and domestic animals and Food , plants from the primary level) Clothing Display of products from plant and animal life Etc. Take a trip to:a farm, a zoo, an arboretum, Caring for plants and animals aquarium, a fish hatchery, etc. See films about plants and animals

(5) REACTING TO SIGNALS A Day at Discuss: safety posters; warning signs-danger, The Firehouse poison, handle with care, etc. The Police Station Have visitorsinclass:an ambulancedriver, The Hospital a traffic officer, a railroad engineer, etc. Signals

96 Language Arts Number Concepts Related Activities

Discussion: Size & Amount terms Construct simple mobile of the Solar System The earth's composition. Land forms: Comparative terms Begin rock collection continent, island, oceans,etc. Distance terms Collect pictures for a scrapbook Neighboring planets Computation: Fir.:-.ael-graph display The effect of the sun and moon on the Addition and subtraction of Make "space suits" earth: day and night problems relevant to unit Creative drama Space travel A trip around the earth Write at.Read: A trip to a planet Chart story about the earth, its neighbors, Draw pictures of space vehicles space travel Construct a space puzzle Read: Take a trip to a planetarium News story about preparation for space travel Story about space - land: Mars

Discussion: Computation Care of classroom animals and pets at home Gross characteristics of Costs of caring for pet for Collect pictures for scrapbook showing animals Plants-leaves, buds, stems, etc. one week; for one month and plants and their products Animals - body parts Collect different species of plants, etc. Products received from plants and animals Problems about raising plants: "Species Hunt" (raw to finished products) number of pots, cost of Make a terrarium Care of pets seeds, space needed, etc. Raise plants from seed Care of classroom plants Trip(s)- what was seen Costs of clothing Uses of products Schedule for caring for plants Plants and the seasons and animals: amount of Schedule of caring for classroom plants time, when, etc. and animals

Write and Read: List of foods: where they come from; meals used in List- of clothes: where they come from; relationship to weather and season An animal story

Read: Instructional material about the care of plants and animals High interest-low vocabulary science stories Newspaper ads

Spell: Words in the unit

Discussion: Abstract forms Have fire drill Various kinds of signs and signals: warn- Classroom display of various signs ing signs, traffic signs, directional signs Listening games -for signals Appropriate behavior in response to the Practice safety on class trips various signs ar.d signals Rules for fire drill The importance of signs and rignals

Write and Read: List of safety rules List of responses appropriate to the various signs and signals

Spell: The words in the unit 97

LEARNING TO HANDLE AND ADJUST TO ONE'S SOCIAL, TECHNOLOGICAL AND PHYSICAL ENVIRONMENT P.L.S. #4 involves the essential habits, attitudes and skills necessary in using social amenities and customs, using tools and mechanical equipment and in understanding and adjusting to the physical environment.

Secondary A.Understands interaction with the social environment (1) Initiates various types of social contacts (2) Takes responsibility for the use of proper manners (3) Takes responsibility for his behavior in various social experiences (4) Takes responsibility for cooperating with others (5) Begins to behave in accordance with the responses of others (6) Begins to generalize his modes of behavior to new situations

B.Understands interaction with the technological environment (1) Makes use of appropriate tools to perform routine jobs (2) Uses household tools in the service of others and oneself (3) Takes responsibility for correctly using tools (4) Makes use of appropriate means of communication to meet his needs and the needs of others (5) Takes responsibility for the proper use of the various means of communication (6) Makes use of and develops the ability to select the means of transportation suitable to his needs

C. Understands interaction with the physical environment (1) Adjusts to atmospheric conditions (2) Develops an understanding of environmental characteristics (3) Understands the nature of the universe (4) Participates in various experiences involving plant and anima! life (5) Takes responsibility for appropriate actions in response to various signals

For specific teaching unitsrelated to this major objective, the reader isreferred to the following resource guides:

See Bulletin No. 15 -A Potpourri of Ideas for Teachers of the Mentally IR%tarded, Vol./I, Practical Arts, pages 5-14 for illustrative units in the area of HOMEMAKING AND HOME MAIN- TENANCE and pages 15-26 for units on HOME MECHANICS. See Bulletin 21-D, pages 63-67 for units entitled PAPER UNIT and WILL I BE ABLE TO DRIVE A CAR? Also see ralated units on pages 75-85 dealing with THE LAW, CITIZENSHIP and LOCAL, STATE AND FEDER AL GOVERNMENT. Also see pages 25-29 and 40-51.

99 P.L.S. #4 SECONDARY A. Understands Interaction with the Social Environment

Aims Center of Interest Units Introductory Discussions

(I) INITIATES VARIOUS Making Friends Bring a new pupil to the lunchroom so he would TYPES OF SOCIAL Interest in other people not be alone:Introduce new pupil to class, CONTACTS the principal, the guidance director,etc. How to make friends in your neighborhood Fill out a questionaire "What kind of friend are you?"

(2) TAKES RESPONSIBILITY Developing Film FOR THE USE OF PROPER Good manners in conversainn Social courtesy MANNERS Dating "Mind Your Manners" While eating Bulletin board With a guest With the magic words At home Thank you At school Pardon me At church Excuse me At a theater

(3) TAKES RESPONSIBILITY Shopping in our town Attend a dinner sponsored by a local club or FOR HIS BEHAVIOR IN A theater party organization VARIOUS SOCIAL EX- A mixer at school Discussion PERIENCES A dinner party Good manners at a dinner party Chart Rulesfor making introduction:,ata dinner party

(4) TAKES RESPONSIBILITY The value of cooperation: On* e chalkboard FOR COOPERATING At home Questilns to answer true or false WITH OTHERS At School Do you like to help others At play Do you like to cooperate in work and play At work With community helpers activities with others Are you a cooperative person Film "Cooperation" (5) BEGINS TO BEHAVE IN Emotional growth: What is emotional growth: ACCORDANCE WTH THE Dating Film "Dating: Do's and Dont's" RESPONSES OF OTHERS A visitation to classroom of the Guidance Di- rector to discuss problems of dating A class survey Present each pupil with a questionaire How tioquently should you date Should girls ask boys for dates

100 Language Arts Number Concepts Related Activities

Discussion: Comparative tc.ms Role Playing: Why we should be interested in people Nu.nber recognition How to develop the habit of friendliness, cheer- What is a friend Addresses and telephone fullness and being complimentary numbers of friends in Chart Spelling: class Good Habits: Friend Habit of friendliness Friendly Habit of cheerfulness Friendliness Habit of giving compliments Cheer Telephone conversation Cheerful Calling a new pupil Cheerfulness Film "The Act of Being Thoughtful"

Discussion: Money Chart What are good manners Coin values Listing the magic words Ways pupils can improve their own manners Time Role Playing Length of conversation Illustrate good and poor manners in different Speaking: social experiences Tell stories stressing good manners Dating, while in a cafeteria Arts and crafts Listening: Cartoons To tape recording of their conversation Using magic words

Spelling: Spell the magic words

Discussion: Money Collection of pictures on bulletin board showing The desirable characteristics of a good Cost of the teenagers at a party guest Dinner Role Playing Transportation to and Person to person contactthanking for the Writing: from dinner party An invitation to the dinner party Chart Thank you notes Rules of Emily Post A class dinner party Vocabulary development: Social relationships Social maturity Introductions Self consciousness

Write: Time schedules for per- Posters A list of ways one can share things forming certain duties For fund drives At school, home, at Dra.natizations Spelling: work, etc. Showing how to cooperate in a classroom Vocabulary words Money: Games requiring cooperation Couperative words Contributions to fund drives Helpful within their community Cooperate Cooperation Cooperative Time: Panel discussion on Problems Listening: Hour to get in centeringarounddating suchas How other pupils havecooperated in Money: going steady, hours to get in, necking, etc. different ways The family car Chart Cost Dating manners for girls Discussion: Dating manners for boys How do you act your age Depreciation Budgeting Role playing Expenses on a date Boy calling for a girl Flowers The girl introducing boy to her parents Food

101 P.L.S. #4 SECONDARY A. Understands Interaction with the SocialEnvironment Aims Center of Interest Units Introductory Discussions

(6) BEGINS TO GENERALIZE Crisis Encountered: Film HIS MODES OF BEHAVIOR Loss of parents "Sharing Work" TO NEW SITUATIONS "Too" early marriage "Wise frying" Moral decisions Socio-Drama Accepting foster parents Between two teenage people over the use and up-keep of the car New privileges and new obligations Role Playing Freedom I'm a wise spender Owning your own car Earning your own money

SECONDARY B. Understands Interaction with the TechnologicalEnvironment Aims Center of Interest Units Introductory Discussions (1) Different Kinds of MAKES USE OF APPRO- Displaying, identifying and using tools Tools Bulletin board PRIATE TOOLS TO PER- Plumbers FORM ROUTINE JOBS Display of the different kinds of seeds Mechanics Film Carpenter "Types of Tools and Their Uses" Janitorial Garden tools Common household tools

(2) USES riOUSEHOLD TOOLS Domestic Labor Visitation to class by an employer IN THE SERVICE OF Butler Field trip to the Employment Ofrice OTHERS AND ONESELF Maid Film Child care attendant "Vocations"

(3) TAKES THE RESPONSI- Household Tools 'field trip to an Appliance Store BILITY FOR USING THE Safety alletinboard display of safety posters VARIOUS HOUSEHOLD Responsible use and care of household Film TOOLS CORRECTLY tools "Household Safety"

102 Language Arts Number Concepts Related Activities

Discussion: Money: Chart What age should we assume our own Cost of the car Listing the ways you can accept new ob- responsibility Gas ligations with your new responsibilities Miles per gallon Demonstration Vocabulary development: Budgeting your earnings Showing that the person isresponsible when Obligation Distance: it comes to driving a car Privileges Reading Bulletin board Freedom Highway maps Standard highway signs Distance between places Writing: Geometric forms List the things you could do at homt if you are able to be recognized as an adult member of the family

Language Arts Number Concepts Related Activities Discuss: Making to scale-model of a Experiments Care and use of tools garden plot Plantinggarden seeds in different kinds Measurements: of soil Writing: Number of seeds per inch Field trip to a greenhouse Business letter ordering seeds from a seed Planting depths A visitation to class by a community re- cata.og Time: source person Readine: When planted County Agent Planting instructions or directions on how When sprouted Role Playing to plant seeds Telephoningasking Floral Company to Spelling: visit their greenhouse Kinds of tools Kinds of seeds A garden vocabulary Discussion: Location of a garden Kind of soil best suited for different seeds Value of fertilizer Watering

Writing: Time: Role Playing Letters to the Employment Office Making a time schedule How to apply for the job of a maid applications for employment Money Visitation to class by a former pupil stating Answering an ad in the local paper Wages his personal experiences Evaluation of field trip Budget Demonstratiors Discussion: Proper use of An oral evaluation about the field trip Steam iron Proper use of tools as an employee Vacuum cleaner Proper conduct of a maid Washer and dryer Personal grooming Other home appliances by the Home Listening: Agent Follow directions given orally by employer Film "Safe Use of Tools"

Chart: Installment Buying Illustratic:.- The proper use of household tools Life expectancy and On bulletin board on safetyposters appliances Demonstrations Writing: Warranty How to repair electric cords Making a list of household tools used daily, Guaranty "Match Ups" weekly, or seasonally Measurements: Repairing appliances Appropriate amount of in- Discussion: gredients, etc. to be used Quality vs. price I/4cup soap. etc. Importance of every day maintenance Time Cycle: Danger of faulty equipment Reading the meter 103 Water meter Electric meter P.L.S. #4 Aims Center of Interest Units Introductory Discussions (4) MAKES USE OF APPRO- History of Communications Mock phones from the Telephone Company PRIATE MEANS OF COM- Commur.cation The telephone kit MUNICATION TO MEET Teleg- sph Bulletin Board HIS NEEDS AND THE Ca.E.,: Many modes of communication NEEDS OF OTHERS Wireless Film Hot line "Bell" Radio TV Telephone

(5) TAKES THE RESPONSI- Proper Use of the TV, Radio, Telephone Community Resource Person BILITY FOR THE PRO- Telephone service man PER USE OF THE How does a telephone help us in daily living VARIOUS MEANS OF Film COMMUNICATION "Proper Use of Telephone"

(6) MAKES USE OF AND DE- Modes of Travel Suitable to our Needs Display of Travel Posters VELOPS THE ABILITY Car Films TO SELECT THE MEANS Bus "Completion of the First Continental OF TRANSPORTATION Railroad Railroad" SUITABLE TO HIS NEEDS Airplane "Travel in the U.S. in 1840" "Travel in the U.S. Today"

SECONDARY C. Understands Interaction with the Physical Environment Aims Center of Interest Units Introductory Discussions (1) ADJUSTS TO ATMOS- Weather Factors: Film PHERIC CONDITIONS Temperature Type of storm Learns to distinguish Humidity TV weather report between various types Wind Bulletin board of weather and seasons Condensation Weather maps "Tom local papers Air Pressure Field trip Participates in activities Forecasting The local weather station appropriate to various Storm Areas: kinds of weather and Local storms seas ,,is General storms

104 Language Arts Number Concepts Related Activities

Reading: Time: Role Playing: Read the biography of Beil When all the modes were Telephone conversation Reference work in library on commzni- invented or discovered Social cations Phone Rates Emergencies Spelling: Extra phones Business All words in this unit Long distance calls Party lines How the phone directory is Discussion: set up Proper usage of the telephone Code numbers on bells How to handle zelephone in emergencies Police Fire

Writing: Money: Bulletin Board Make a list of our responsibilities in taking Operation of a pay phone Display the list made in Language Arts care of the various means of communi- Comparative study in regards Posters rarinn to dates when these various Do's and Don'ts in the use of the tele- Spelling: means of communications phone Words correlated with this unit prefix were invented Panel Discussions tele Radio vs. TV Telephone vs. telegram

Discussion: Comparative Study Make Models of Airplanes Wording telegrams in the modes of travel Scrapbook on modes of travel Business in 1840 and 1970 Mural Friendly Cost of a trip by Depicting the progress in the history of Car transportation Discussion Bus Role Playing Mode of travel each pupil would prefer Railroad Buying your ticket at a railroad station. and v. by Airplane bus depot, airport Imaginary journey across U.S. in 1840 - Trailer or 1970 Mobile home Mileage Reading: Miles per hour History and transportation Directions Important inventors Figuring the mileage on Spelling: maps (scale/ Words to correlate with unit, example: Time Transport How fast by car, bus,rail Transportinc and air Exports Imports Language Arts Number Concepts Related Activities

Discussion Air pressure Bulletin Boards Different kinds of storms found in local At sea level Pictures of types of cloud formations areastate, nation and world On surfaces of tables. etc. Crafts Hurricane Measurements Windicators Cyclones Barometer Barometers Typhoons. etc. Relative humidity ExperimentsDemonstrations Reading Tvnperature Evaporation of water Visitation to the Public Library. Each Water cycle pupil will get a book on storms Air pressures Reference work in school library on various Log kinds of storms Day to day log of local weather Writing Write a descriptive paragraph about each different kind of a storm Letter to insurance company asking about wind insurance Spelling Words in unit

105 P.L.S. #4 Aims Center of Interest Units Introductory Discussions (2) DEVELOPS AN UNDER- Material Resources Field trip to the Experimental Station STANDING OF ENVIRON- Located in local area. State. U.S. and Display on MENTAL CHARACTER- World Bulletin boards of various surface pictures ISTICS Physical Features of our City, County. State. hills, plains. forests, mountains. etc. U. S. and World Films Showing the terrain of other countries

(3) UNDERSTANDS THE Our Pl..net Mechanical model of the Solar System NATURE OF THE The sun Field trip to the nearest telescope UNIVERSE Our sky Other planets Trip to the moon

(4) PARTICIPATES IN VARI- Raising plants Field trip to slaughter house OUS EXPERIENCES IN- Products of Plants Display table of many products from animals VOLVING PLANT AND Raising Animals and plants ANIMAL LIFE Products of Animals Begins to Identify various kinds of plants and animals Helps to conserve and care for various kinds of plants and animals Use the products of plants and animals

(5) TAKES RESPONSIBILITY Signs and Signals School have a Fire Drill and Evacuation FOR APPROPRIATE AC- Drill TION IN RESPONSE TO Community resource person VARIOUS SIGNALS The fireman The ambulance driver

106 Language Arts Number Concepts Related Activities

Discussion Comparative Terms Scrapbook Why the people of other countries build Lakes Identification of many important physical their houses differently Great Lakes features throughout the world Grammar Size Mural Shape Adjectives to describe each of the physical Showing physical features of localarea features: or nouns rolling hills Interior Lakes Crafts Spelling Altitudes Relief maps Spelling geographical words: hill,plain, forest lakes, rivers. mountains, etc.

Discussion Comparative terms Role Playing Di..:uss the articles in the newspapers and Size of the earth and moon Plan an imaginary trip to the moon magazines about the progress on the trip Weight human Field trip to the Library to get books for to the moon Time elements space Composition of the moon Night and day Scrapbook Reading Circumference Begin scrapbook about the moon Read library books about space and pre- radius All articles found in newspapers and pare a book report Diameter magazines Writing Area of a circle Make model space crafts Keep an imaginary diary of the trip to. on and from the moon Spelling Words in unit

Discussion Percentage Bulletin Board Origin of the various products The amount of the different A mural depicting the stages from raw to What are the important uses of the materials in the finished the finished product products product Field trip to Consumer buying Cooperative study Milk drying plant Quantity and price rela- Ice cream factory Reading tionship Cheese factory Read Wisconsin the Dairy State Problems in consumer buying

Spelling Words that correlate with unit

Writing A letter asking permission to visit a cheese factory

Reading Charts Crafts Read directions on card about fire drills Keep an account of each Make minature signs and signals Evacuation drills in the school and in city drill, the minutes and Role Playing buildings seconds Various emergencies Ability to read these signs instantly Comparative study Using the fire alarm Danger Speed limits Call the Fire Department ambulance Caution, etc. Various seasons Emergency survival shelter Read pedestrian and traffic signs Winter Summer Plan and develop a display foc inclusion Read such signs as "No Smoking" Braking time in a bomb shelter When applying brakes Spelling Costs Be able to spell words like Various kinds of insurance Danger Caution Stop. etc.

107 , r 41111.'*a

.41

108 LEARNING TO KEEP HEALTHY P.L.S. #5 involves the essential habits, attitudes and skills necessary for developing and maintaining the body through nutrition, exercise, bodily care, rest and those necessary for the prevention and treatment of illnesses. Primary A.Begins to understand and practice good physical health (1) Our bodies (2) Good nutrition (3) Personal health and cleanliness (4) Rest (5) Good posture

B.Begins to understand heal :' - services

For specific teaching units related to this major objective, the reader isreferred to the following resource guides:

See Bulletin 15+A Potpourri of Ideas for Teachers of the Mentally Retarded, Vol. II The PracticalArts,pages 59-74,for games and activities at the primary level under the section KEEPING HEALTHY THROUGH PLAY. See Bulletin 21-B, Vol. I, pages 3-13, for suggested units on KEEPING HEALTHY and SKILLIE THE SKELETON: BASIC FOODS. Also see pages 15.18, for the unit WHY TEACH SAFETY AND HEALTH? In Vol. II,pages 84-89, see the activities on health and safety in THE HOME. Also see pages 116-119. for health concepts in the unit T'ETS. and pages 126-129, THE CIRCUS. 109 P.L.S. #5 PRIMARY A. Begins to Understand and Practice Good Physical Health Aims Center of Interest Units Introductory Discussions (I) OUR BODY Motor Function Identify and discuss each part of the external Arms, hands, etc. body Organic Function Identify and discuss each organ system Digestive Tract Need for good food, exercise, rest, etc. Circulatory System Skeletal System Ne-.ve System Keeping body working well Good food Rest, sleep and relaxation Exercise Recognizing illness and self care Cleanliness

(2) GOOD NUTRITION Animal and plant needs for good health What do we need for good health and and growth growth? Human needs for good health and growth Introduce concepts of body needs for vita- Good nutrition mins, minerals, oxygen, water, etc. Proper diet Basic good foods eaten daily Balanced meals Introduce idea of too much or too little of Good eating and chewing habits the right foods

(3) PERSONAL HEALTH AND Clothing Care of body, functions of body, prevention CLEANLINESS Proper seasonal clothing of sickness and disease Care of clothing Proper clothing and good grooming How lothing protects us Children washing, brushing teeth, etc. Health Proper seasonal clothing How doctor and dentist help us Correctclothingforboysandgirls,articles Prevention of diseases of good grooming (comb, toothbrush, soap, Reason for vaccination, innoculation, etc. etc.) Health habits Human body with labels Washing Bathing Brushing teeth Cleaning fingernw. Combing hair Use of handkerchief Toilet habits Proper diet (4) Daily inspection REST Importance of rest and sleep to good health Need for sleep, rest and relaxation Physical Education Relaxation Tnch "quiet" games Quiet games and soft music Music Tell a story What music isrestful

119 Language Arts Number Concepts Related Activities Discussion Daily, bi-weekly or weekly Have each student cc pose a "What I Am" Each part of external body and its function growth charts with height booklet containing height and weight charts, and weight color of eyes, hair etc..a photo if available Writing Couring toes, fingers, etc. and a set of fingerprints showing how each Simple body parts Addingfive fingers and five childisan individualregardless of apparent Labeling parts of body fingers, etc. similarities Reading scale and height Picturesof external andinternalbodieswith Discussion meazurements; learning student attached labels may also be in- Each organ system and its function pounds, ounces, feet, inches cluded Learning beat to music: one, Rhythm dances emphasizing each external body Writing two, three or other beat part and using that part Basic organ parts times Using biological samples to show internal structure of animallifeand how thesys- Labeling temsarebasicallythesame. Usefishto Organ parts show difference between lungs and gillsys- tem. Allowchildrentoexplore samples on Discussion theirown and answerquestionstheyask Body needs Begin introduce the student to good care andnutritionsection by giving them plants to grow and care for Discussion Counting time Eating together Naming of foods Cost of basic foods Setting a table Foods asso'iated with meals and special such as milk, bread, etc. Table manners occassions: picnics, parties Counting milk cartons, coins, Use of play or real food prepared, if etc. Good between meal snacks possible. and served by students Trying new foods Eating in a restaurant Avoiding waste of food Ordering from a menu (milk, cookies, etc.) Recognize and Verbalize Collect pictures of favorite foods from news- Names of common foods paper and magazines and to ''What I Am Nutritional value Book" Food containers Discussion Time Make good grooming chart Body care When to practice health Practice dressing and undressing Reasons for cle.n'iness habits Displays of good grooming articles Good health habits Frequency of practicing Displays of clothing for different occasions Good grooming habits health habits Scrapbook of clothing and grooming articles Recognition of danger from contagious Length of time to spendon Make seasonal clothing for paper dolls disease each health habit Dress and undress dolls Recognition of illness Money Cleaning up activities Self care when sick Cost of grooming articles Care of "sick" dolls Clothing prices (relate to Visit a doctor or dentist's office to observe Read and Write equipment, etc. Terms for parts of body proper care) Health habits Counting rixperience charts Names of articles of clothing Articles of clothing Names of grooming articles Grooming articles Stars, etc., on good grooming charts Discussion Make clock faces on paper Collect pictures of people and animals resting Good ways to rest during the day plates and sleeping How we feel if we don't get enough sleep Show time to go to bed Demonstrate comfortable resting positions and :est Time to get vp Form habit of taking regular rest period Why we need sleep Time for rest period Make name tag for rest mat or rug Growth Health and energy Group chairs for storytime Proper sleepir! habits relaxation Reading Count the chair: needed Oral reading of the chart story Writing 111 Pupils copy chart story Spelling relate. words Sleep. rest, play P.L.S. #3 PRIMARY A. Begins to Understand and Practice Good Physical Health

Aims Center of Interest Units Introductory Discussions

(5) GOOD POSTURE Good posture rules Posters Physical Education Display posters stressing good posture Play games or do exercises that aid in Magic Mirror developing good posture Look in the mirror to observe sitting, Hopscotch standing and walking Hopping along chalk line Strip film Stepping stories Show strip film stressing good posture and itsrelationship to good health Demonstrations How to sit properly How to stand properly How to walk properly

PRIMARY B. Begins to Understand Health Services

Aims Center of Interest Units Introductory Discussions A BETTER UNDER- Socio-dra ma Avisit from the school nurse, public health STANDING OF HEALTH Visit to doctor nurse or state psychologist SERVICES Children take parts of doctor, nurse A visit from a local doctor or dentist and patient Film of a child visiting a doctor or dentist House call by doctor. Children take parts How to get help of parents, doctor and patient When to get help

112 Language Arts Number Concepts Related Activities

Discussion Counting Make silhouettes of pupils Do we have good posture? Count steps, jumps or hops Observe posture How can we improve our posture? in physical education Collect pictures to use in making posters or Why do we need good posture? activities health booklets Health Make cartoons illustrating good posture and Appearance poor posture Music Writing Action songs Group contributes sentences about good "This is the way we walk and stand" posture for chart story to the tune "Here We Go Round The Dramatizations Mulberry Bush" Good posture habits Suit actions to the words How people look when they stoop or slouch Pointing toes straight when walking

Reading Read chart stories

Language Arts Number Concepts Related Activities Have chil..lren tell about their visit to a Number of visits Scrapbook of cut-outs of doctors, nurses, doctor or dentist Doctor for periodic checkup hospitals, ambulances, etc. Discuss public healthnurse visitsto homes or treatment Have children draw pictures of doctor, nurse, in the community DcntiN. for treatment or hospital, etc. Experience chart periodic check Why itis important that the community Visit to dentist for cavities has dcictors, nurses, dentistshospitals. clinics, en. Use relateu words like doctor, dentist, nurse, well, sick, germs, etc.

113 4 ' ( f. , 10 t .4 p C.0 ' fr E l *$ i q LEARNING TO KEEP HEALTHY

P.L.S. #5 involves the essentialhabits,attitudes anu shillsnecessaryfor developing and maintaining the body through nutrition, exercise, bodily ca-e, rest and those n wessary for the p' evention and treatment of illnesses. Intermediate A.Develops ability to practice good health measures (1) Our body (2) Good Nutrition (3) Cleanliness (4) Community health

B. Develops knowledge of health services

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides: See Bulletin 15 A Potpourri of Ideas for Teachers of the Mentally Retarded, Vol. II, The Practical Arts, pages 59-74, for games and activities at the intermediate level under the section KEEPING HEALTHY THROUGH PLAY.

See Bulletin21 -C,pages3-16.forsuggestedactivitiesin DEVELOPING GOOD HEALTH PRACTICES. Many of the r'ther sections of this resource guide have illustrative activitiesrelated to learning to keep healthy. Health concept. are considered on pages 43-57 in GOOD MANNERS AT THE TABLE and in other social situations. Pages 129-136, treat health in the unit GROCERY STORE. f1g P.L.S. #5 INTERMEDIATE A. Develops Abilityto Practice Good Health Measures

Aims Center of Interest Units Introductory Discussions (I) OUR BODY Motor functioning Moving the different parts of our bodythe muscular system Organ functioning What are organs in our body and whatare they used for Skeletal Circulatory Digestive Nerve Cell function What are the basic things which compose all of our organs? Structure and function of the cell Cell needs Keeping fit What good are exercise, good food, rest, relaxation and sleep for the proper functioning of our cells?

(2) GOOD NUTRITION Aspects of good nutrition Different kinds of food, preparing meals, etc. Social Studies Basic 7, balanced meals, people eating, con- Sources of foodwhere does our meat trast well-fed child with poorly fed child, come from, etc. etc. How food gets to us People who help with our food Physical Education Types of activities for good digestion Music What music is good to eat by?

(3) CLEANLINESS Science: Film Protective covering of animals Good Grooming Show how uncleanliness promotes germs Care of clothing and body Magnifying glass on skin Pi:tures of children in various types of clothes Germs in eating Start a morning inspection Experiment with decay Family Family activities in cleanliness Leaving the bathroom dean Health Measures which prevent disease Cleaning cuts and bruises Songs about brushing teeth

116 Language Arts Number Concepts Related Activities

Discussion Talk by nurse or biology teacher on the body The different parts of the body and how Experiments with plp-its involving importance they function of sunlight. w- food and carbon dioxide. How our senses work Show what happens to plants deprived for a The changes in our body perkof these necessary elemere.s (To be Understanding individual differences in used \ unit 3 on cell function) bodies Use bulkI board to list each child's height and weight Recognize and verbalize Make silhouettes of body shapes Body parts and organs and their function Read poems about the body and its functions Use movement songs to stress need for exer- Reading cise, fresh air, etc. Relevant picture stories Creative drawings of body and the shape of the body while in a particular position Writing Demonstratiolis in how to use the body in Short descriptive words on body parts giving lifting and carrying heavy objects simple explanation of function (may be used with drawings of pictures)

Make large posters showing the right foods Discussion Be familiar with terms of Collect pictures for a recipe book Good and bad appetite measurement: weight, size, Class mural on sources of food "It's smart to eat a good breakfast" amount, etc. Show slides and pictures on food Food in relation to good health Compute the cost of food for Take a trip to a store and purchase some Types of food and uses a meal. a week of meals, items Comparison of ph and tree growth etc. Plan a breakfast for the class Comparison of cafeteria meal with Basic7 Keep a record of height and Set a table properly Willingness to try new foods weight Play "eating out" Chart the time for regular Have a small -iegetable garden Read meal habits Prepare and serve raw vegetables Basic 7list favorite foods under each Visit a dairy to show importance of milk category Have a food-testing party Health books and pamphlets Newspaper articles about food Articles on diet

Write Balanced menues Grocery lists Rules of good eating habits List of food children eat for a week

Discussion Make a x.vell-balanged time Make a picture notebook of personal cleanli- How personal cleanliness helps prevent schedule for 24 hours ness habits sickness List hours spent for specific Collect and exhibit basic articles needed for Everyday practices in cleanliness habits cleanliness and grooming How to keep our clothes and shoes neat Compare and compute cost of Make a chart exhibiting a sound tooth and clean articles used Demonstrate Proper dress for the weather Record number of times teeth Kinds and care of toothbrushes Clothes for various activities brushed Cart of hands and nails Why is the dentist our friend? Care of cc:nbs Danger of gum disease Care of hair Make charts of suitable clothes for warm, Write cold and rainy days, school and parties A check list of desirable 'rooming habits Visit a laundry List of articles used in personal cleanliness Vil the nurse for a personal inspection Read Articles and books on good grooming Spelling Words relating to clothing and grooming 117 P.L.S. #5 Aims Center of Interest Units Introductory Discussions

(4) COMMUNITY HEALTH Science: Health department posterssanitation Sanitation guards against illness Films on community health Find source of water supply See bacteria under a microscope Social relationships People who keep our community clean How we can make the community a Lr..-cter place in whi:h to live Wnat we can do tol ecp our house clean

INTERMEDIATE B. antelops Knowledge of Health Services 1ims Cente- of Interest Units Inii-Auctory Discussions

HEALTH SERVICES Do a unit Visit from school nurse, public health nurse, About a hospital or clinic state psychologist, or speech correctionist Who the workers are Visit from a local doctor or dentist What they do Show film of child visiting doctor or c'^:.tist Visit to a hospital How do we get help How you get an appointment When do we need help Role of the drug store and pharmacist A medical clinic

118 Language Arts Number Concepts Related Activities

Discussion Take a sanitary survey of Visit Proper garbage disposal home and community Board of Health Using disposable tissue Time schedule ter cleaning Water supply Safe drinking water Garbage removal Correct use of drinking facilities Garbage disposal Diseases obtained from animals and rules Public hazards about it Swamps (mosquitoes) Ditches Read Invite the city superintendent of water and Rules about sanitation sewage to speak Habits of cleanliness Collect pictures of community protection for Ads of ,,rugs and their evaluation health Biographies of a few great scientists Make posters for "Clean -Up Week" Make a booklet "Stopping the germ Parade" Write Postersdangers of improper garbage disposal Chores done by mother to keep house clean Practice washing dishes Clean the classroom Community School Cafeteria Classroom Gym Washrooms

Language Arts Number Concepts Related Activities

Discuss Discuss Make a scrapbook of pictures of doctor, Children's visits to doctor or dentist Importance of keeping nurse, dentist, hospital, clinic Their personal reaction and general appointment Draw pictures of hospital, clinic experience of visit How often child should Make bulletin board display of various services Why a community needs doctors, nurses. visit dentist pharmacists, dentists Cost of services, dental, glasses, doctor, medicine, Writing activities etc. About their visit to a doctor or dentist Cost of insurance Related words: doctor, dentist, nurse, germs, Emergency use of telephone medicine, sick, healthy, etc. Keep record of important Name of their famil7 doctor or dentist phone numbers Experience chart Emergency identification What a hospital is like Use of calendar for setting up appointments Dangers involved in excessive use of drugs and medicines

119 LEARNING TO KEEP HEALTHY P.L.S. #5 involves the essentialhabits,attitudes and skillsnecessary for developire and maintaining the body through nutrition, exercise, bodily care, rest and those necessary for the prevention and treatment of illnesses. Secondary

A.Understands good physical health practices (1) Understands our bodies (2) Good nutrition (3) Hygiene and self care (4) Understands role in the community

B.Understands mental health (1) Self concept (2) Appropriate b 'savior (3) The emotions (4) Social interaction

For specific teaching units related to this major objective the reader is referred to the following resource guides.

See Bulletin 15- A Potpourri of Ideas for Teachers of the Mentally Retarded. Vol. II, The Practical Arts,pages25-26.forillustrativeactivitiesin HOME SANITATION and HOME LIGHTING. Also see pages 47-58, for secondary levelunits on BATHING. ITS WISE TO BE CLEAN. CARE OF THE FACE, NECK, HANDS, DENTAL HEALTH. CARE OF TEETH AND HAIR, and LOOKING WELL-GROOMED.

See Bulletin 21-D. pages 3-9. for suggested and illustrative units on HOW DO I KEEP MY BODY HEALTHY?. GROOMING PROBLEMS FOR ADOLESCENT GIRLS. and GOOD GROOMING. Also see pages 68-70. for related health concer..; in SPENDING THE FOOD DOLLAR.

121 P.L.S. #5 SECONDARY A. Understands Good Physical Health

Aims Center of Interest Units Introductory Discussions

(1) - UNDERSTANDS OUR Intensive study of the cell What is a cell? BODIES Characteristics of a cell Cell function: nerve, blood, bone, muscle cells Cell needs Intensive study of cell systems What is a body organ? The organs Identify organsheart, brain, kidney, lungs, etc. Characteristics and function Needs of organsoxygen, food, rest. etc. How do the organs work together to make a Intensive study of the total body body? Body functions Movement Eating Talking Thinking Seeing, etc. Homoestatics natural balance of the body under normal conditions Maintenance of a regular body temperature Food and oxygen requirements to maintain homeostatis Illness as disrupter of body balance Change in body temperature Nausea, etc. Maintaining good health How can we maintain healthy body and natural body balance? Good food Oxygen or good breathing Sleep and rest when needed Hygiene and self care Exercise

(2) GOOD NUTRITION Various types of nutrition What kinds of food does our body need? Oxygen and smoking Effects smoking on the body Cuts down oxygen Dulls senses Dulls thinking (lack of all important oxygen to brain) Cuts down muscle response ti me Creates excessive stomach acid flow which may crea:e conditions for development of ulcers Possible cause of lung cancer Upsets homeostatic balance of body Alcohol Alcohol as a depressant Physical Dulls senses and decreases reaction time Upsets homeostatic balance of body Psychological Decreases thinking ability and controls one has over the emotions Has deteriorating effect on self-concept Social Looses social inhibitions (one major cause of broken homes)

122 Language Arts Number Concepts Related ActivitieLi

Discussion Unit on child growth and development How does a body grow? First aid What does our skin do? Intensive study of muscular system particularly How do we feel things? voluntary and involuntary muscles Similarities and differences between bodies Muscle function and development with special Central importance of the brain and itsneeds emphasis on exercise and muscle tone. Assign students to write on favorite activity Recognize and verbalize and try to determine what muscles are Complex body parts and thei, function used and developed

Writing Assignments on individual organs to give students indepth knowledge of at least one organ

Spelling More difficult words

Discussion Have two plants which show the difference be- Why do cells need oxygen? tween sufficient and insufficient oxygen. They How does cellreact to insufficient oxygen? could be enclosed under bell jars no oxygen? Have students demonstrate and describe to How does smoking affect the body: follow class what happens when a person runs and smoke, step by step, from the cigarette does not have sufficient oxygen to the cell Have student explain in detail how he feels Writing immediately after running Have each student write detailed study of the step by step effects of smoking

Discussion Demonstrate physical effects of alcohol by What isinfluence of alcohol on the cells? slowly putting alcohol into fishbowl What specific organs are hurt by too much Use a dramatic setting to show how people alcohol? look when they are drunk What is an alcoholic? Driving a car How do they function in society? In police station Why isit bad to mix alcohol and driving? In the home (Eugene O'Neill's Ah, How do people act when they've had too Wilderness has an interesting dinner much to drink? scene with one man drunk) Discussindetailwhy youngpeople wantto Drunkenness and arguments try smoking and drinking. Str,ess that although Have students collect news stories on drunken being curiousisa normal human trait, using people and what they've done something that may be harmful is not sensible. Divide class into different groups and work Analogue: why don't we drink poison? with each group in preparing the dramatic presentation 123 P.L.S. #5 SECONDARY A. Understands Good Physical Health Practices Aims Center of Interest Units Introductory Discussions

(2) Drugs What is a drug and what is its effect on the GOOD NUTRITION body? (continued) Point out difference between drug and medicine Beneficial when used under direction of doctor to cure something wrong with the body Harmful when taken without doctor's orders Marijuana Heroin Opium, etc. Glue sniffing LSD STP Effects of drugs on body Disrupts organ functioning Brain, heart, etc. (particularly brain damage resulting from glue sniffing) Disrupts homeostatic balance Creates changes in cell chemistry Craving for drugs Addiction when body must have drugs to operate What happens when a drug addict stops taking drugs? Withdrawal (3) HYGIENE AND SELF CARE Personal hygiene Why should we practice person.'.. cleanliness and good grooming? Personal reasons Minimizeeffectsof germs andbacteriato maintainorimprove heakh and stopor control illness Periodicbathsor showerstomaintain clean body One way of minimizing skin problems Proper care of eyes, ears, teeth, hair & skin Proper cleaning and c,-,re of clothes Appropriate seasonal clothing Family and Social reasons Improve social relations Develop social confidence Economic reasons Job interviews Job advancement Job satisfaction

124 Language Arts Number Concepts Related Activities

Discussion Have students compile list of habit forming Why do people take drugs drugs Should there be laws against drugs? Collection of newspaper stories on drugs and What can be done about glue sniffing? users If we find out about some one who is selling drugs, what should we do?

Reading Books on drugs; factual biographical and autobiographical

Writing What is the important influence of curiousity in smoking, drinking and taking drugs

Discussion Develop consumer unit on various toothpastes, What isthe structure of the ear? teeth? deodorantf, soaps. etc. What effect does dirt hate on clothes? Recognize which is best and the best bargain What causes skin problems? regardless of "Sale signs What is expected of you in social situations? Have a class "Dress Up" day and work indi- What is expected of you at a job interview vidually in improving their grooming habits and on the job? Boysshow how to knot ties, choose color combinations, etc. Recognize and verbalize Girlsuse color combination ideas and Type of cleanliness problems and methods of show various ways of fixing hair taking care of them Teacher can bring hair style books and equipment and allow girls to fix hairdos Reading in class Books on cleanliness and good grooming Books on job interviews

Writing How important is cleanliness and good grooming to me? How important to other people?

125 P.L.S. #5 SECONDARY A. Understands Good Physical Health Practices

Aims Center of Interest Units Introductory Discussions

(4) INDIVIDUAL'S ROLE IN The home as a small community What can we do to make our homes healthy? THE COMMUNITY Sanitary water supply Periodic water tests to determine purity Garbage disposal inside the house and outside Sewerage disposal Health habits in t'-.e toilet and maintain functioning septic system Proper care of food Keep refrigerated How to identify spoiled food Freezing Keeping the house clean Daily or weekly cleaning chorestoilet, kitchen, other roomskeeping dirty clothes in specific areas, where to use disinfectant, etc.

Community health Why is community health as important as personal or family health? Control germs Minimize chances for spreading disease Ways community health is used School Cafeteriacleaning, cooking (pork- trichinosis) Classroomheated, clean, ventilated Gymheated, clean, showers, footbaths Washroomsheated, ventilated, cleaned, disinfectant Community Garbage disposal Water supply Food and drug inspection Grocery inspection Meat processing and wrapping Dairy products Drugs and medicine Eating places SECONDARY B. Understands Health Services

Aims Center of Interest Units Introductory Discussions

COMMUNITY HEALTH Doctors What groups in the community offer health SERVICES Dentists services? Clinics Food and drug administration Health department What do we have to do to use health List of emergency numbers Doctor services? Fire department Emergency identification Emergency use of telephone Use of calendar to keep appointments Regular visits to the dentists Yearly physical exams and chest x-rays Understanding, buying and using health insurance General coverage Catastrophe coverage 126 Language Arts Number Concepts Related Activities

Discussion Class project on community health and planning Why must we have city planning? Assigndifferent groups to do report onas- What do we have to do now to make a pects of community health in terms of their healthy environment for the future? own make believe community What is our responsibility to maintain com- Groups present plans to class for discus- munity health? sion;presentfinal cohesive community Where do we go with complaints about un- health planning platform sanitary conditions? Information from state and federal groups Visitstolocalhealthfacilitiescoordinated Recognize and verbalize with above project Common germs and methods of protection Economic effects of good or bad community against these health Common food contaminations Real estate value Diseases Medical costs

Reading Formation of groups to voice their opinions on Community health books communityhealthtolegislativegroups(ex- History bookssections on plagues, conta- ample: a student group on pollution) gions. etc. Collect newspaper articles on community health

Writing Reports on various aspects on community health Letters requesting information from local. state and federal health groups Thank you letters to people submitting information

Language Arts Number Concepts Related Activities

Writing Computing bills, insurance, etc. Each student develops a health services booklet Students' visits to doctors and dentists and containing visits to health services, location, how they reacted to the visits costs, medicine, etc. Health records Illnesses and doctors' and dentists'visits

127 ( c . .. , LEARNING TO LIVE SAFELY P.L.S. #6involves the essential habits, situations and skills necessary for safety in play, in work, in locomotion and in emergency. Primary

A.Begins to learn about safety at home (1) Prevention or accidents (2) Accident care

B. Begins to learn about safety at school (1) Safety in the classroom (2) Safety in the non-classroom areas C.Begins to learn about safety in recreation (1) Avoid dangerous objects (2) Avoid dangerous actions

D.Begins to learn about safety on streets and highways (1) Street and highway signs and signals (2) Safe meet or highway behavior

For specific teaching unitsrelated to this major objective, the reader isreferred to the following resource guides:

See Bulletin No. 2 - A Developmental Vocabulary Check-List for the Mentally Retarded for a listingof safety.protective and highway signsand words primarylevelretardedpupilsshould be exposed to. Also see Bulletin No. 15- A Potpourri of Ideas for Teachers of the Mentally Retarded. Vol. II- The Practical Arts, pages 67.69 for suggested musical activities with a focus on safety concepts.

See Bulletin 21-B, Vol. I, pages 14-18. for suggested and illustrative activities on LIVING SAFELY. Also see pages 64-65 and 71. for related units on THE USE OF THE TELEPHONE and SAFETY ON THE SCHOOL BUS. Vol. II also has a number of units with minor emphasis given to the objective of safety.

Special attention of the reader isdirected to two departmental publications related to the area of communication:Bulletin No. 19-Speech Development a.nd Improvement for the Mentally Retarded Child and Bulletin No. 26 - Language: A Curriculum Guide for Special Education.

129 P.L.S. #6 PRIMARY A, Begins to Learn About Safety at Home

Aims Center of Interest Units Iidroductory Discussions

( I ) PREVENTION OF Dangerous objects Do students know of someone who had an ACCIDENTS Poison accident at home what caused Hot liquids What arc other causes of accident? Small objects placed in mouth or ear Toys on floor Bathroom hazards Electrical equipment Gas stoves Dangerous actions Throwing things Running too fast Handling knives or sharp or dangerous tools Unsafe climbing

(2) ACCIDENT CARE Treatment of accident injuries Discussion of accident injuries and methods of Burr. treatment Cuts Demonstrations of treatments particularly mouth Poison to mouth resuscitation Broken bones What to do with Someone's clothes on fire Someone who is not breathing

PRIMARY B. Begins to Learn About Safety at School Aims Center of Interest Units Introductory Discussions

(1) Sitting How can we keep from having accidents in SAFETY IN THE Walking the classroom CLASSROOM Use of equipmcnt Correct behavior No horseplay Proper care and placement of toys and equipment Following directions

(2) SAFETY IN NON-CLASS- Participating in school activities Delineate the safe and unsafe aspects of ROOM AREAS Sports participation in school activities Social Disaster or fire drills General behavior Delineate safe and unsafe behavior in school Hallways Washrooms Lunchroom Outside school School patrols

130 Language Arts Number Concepts Related Activities

Recognizing danger signs such as symbol for Learning to dial phone in Actual demonstrations by students on how to poison, etc. emergency handle accidents. Emphasize first aid Learning how to follow directions both Using measurements in Talks by school nurse or other safety per- written and verbal medicine sonnel on home accidents and accide_nt care Develop enunciation and pronunciation with Regulating medicine taking group and individual with works on safety with dock Relating individual experiences with accidents

Language Arts Number Concepts Related Activities

Discuss Counting toys taken out and Taking students on guided tours of the school Accidents children have had in school put away until they are familiar with the areas and Dangerous behavior in school Counting days without a class- exits and know the important rooms Helping students who are hurt room accident Allow students to guide themselves around the Counting tokens or stars given school Read for safe and careful behavior Practice disaster and fire drillsuntil the stu- Stories on safety dents know what to do and where to go Proper behavior at school and at events Talk by school administrator on school accidents, what caused them and how they could have been avoided

131 P.L.S. #6 PRIMARY C. Begins to Learn AboutSafety in Recreation Aims Center of Interest Units Introductory Discussions

(I) AVOID DANGEROUS Learning to recognize dangerous objects How do children get hurt while playing? OBJECTS Old refrigerators What are dangerous objects? Fallen wires Selecting a safe recreation area Holes in the ground Rusty metal or broken glass

(2) AVOID DANGEROUS Running into streets Learning safe recreation behavior through dis- ACTIONS Throwing objects at people, particularly cussion and classroom dramatization or stones or metal game playing Playing near cliffs or quarries Ask students where they go for recreation or Swimming after eating play and talc,: them on tours of the crcrea- Jumping or diving into shallow water tion areas and also take to dangerous areas Swimming without lifeguard around or point out unsafe conditions.

PRIMARY D. Begins to Learn about Safetyon Streets and Highways Aims Center of Interest Units Introductory Discussions (1) STREET OR HIGHWAY Traffic lights or signs SIGNALS How do we know when to cross a street or stop? Red and green lights Walk or Do Not Walk signals Obeying traffic signs Do Not Cross, etc. Fotlowing lane, markings

(2) SAFE STREET OR HIGHWAY Learning safe behavior BEHAVIOR Looking both ways before crossing intersections, streets, highways or alleys Obeying traffic officer or patrol boys Don't play in streets Be careful when roads are icv Riding bikes on roads

132 Language Arts Number Concepts Related Activities

Discuss Counting number of unsafe Reading from Red Cross book or other material Proper use of outdoor equipment objects on water safety and taking children to pool Picking up and disposing of dangerous objects Counting number of significant to practice water safety Rcies for safe play characteristics on poison plants Learning appropriate behavior at playground or Counting number of flowers or on picnic Read trees seen on a trip Teach specialunit on sunburn and how to tan Books on safe recreation without getting badly burned. Also teach on Keeping areas clean poison plants and trees by taking children out Anti-litter material and showing them poison ivy, etc.

Language Arts Number Concepts Related Activities

Discuss Have children learn street and Walks thru the area and along side or across Meaning of traffic signs, etc. house number systems streets, highways or alleys Following directions given by police or patrol Learn highway numbering Createlife-likesituationsintheclassroomso boys systems children may directly experience safety measures Counting the number of streets i.e.mark out an 'intersection' and have child Read to school crossing street Books on street and highway safety Have other children acting as cars driving down Stories on unsafe conditions or accidents the street resulting therefrom Teach or another student can actas policeman or patrol boy Labeling Collections of stories or pictures on street accidents Pictures of unsaft. conditions

133 LEARNING TO LIVE SAFELY P.L.S. #6involves the essential habits, attitudes and skills necessary for safety in play, in work, in locomotion and in emergency. Intermediate

A.Develops knowledge about safety at home (1) Prevention of accidents (2) Accident care

B.Develops knowledge about safety at school (1) Safety in the classroom (2) Safety in non-classroom areas

C. Develops knowledge about safety in recreation (1) Avoid dangerous objects (2) Avoid dangerous behavior

D.Develops knowledge about safety on streets and highways (1) Traveling (2) Street signs and signals (3) Safe street and highway behavior

For specific teaching unitsrelated to this major objective, the reader isreferred to the following resource guides: See Bulletin No. 2- A Developmental Vocabulary Check-List for the Mentally Retarded for a listing of safety, protective and highway signs and words intermediate level retarded pupils should be exposed to. Also see Bulletin No. 15- A Potpourri of Ideas for Teachers of the Mentally Retarded,Vol.II, The Practical Arts,pages15-26for suggestedunitsin the area of HOME MECHANICS.

See Bulletin 21-C, pages 17-38 for suggested and illustrativeunits on SAFE BICYCLING and SAFETY AND FIRST AID. Also see otherunitsinthispublication which have incorporated concepts of safety in their overall theme.

Special attention of the reader isdirected to two departmental publicationsrelated to the area of communication:Bulletin No. 19- Speech Development and Improvement for the Mentally Retarded Child and Bulletin No. 26Language: A Currit,'....n Gui defor Special Education.

135 P.L.S. #6 INTERMEDIATE A. Dore lops Knowledge of Safety at Home Aims Center of Interest Units Introductory Discussions

(1) PREVENTION OF Dangerous objects Discussvariousaccidentsthathavehappened ACCIDENTS Poison in homes or could happen and how students Hot liquids couldavoid,help themselves or help others Equipment left on floor after the accident Bathroom hazards Discusssafetyhazardsinthestudents'homes Electrical equipment and how to eliminate hazards Gas stoves Discuss the frame of mind of the person who Unsafe equipment; old ladders, rotten steps usually causes accidents either on the highway, Dangerous actions in school or at home. What was the student Horseplay thinkingabout when she or he caused an Throwing things accident? Handling sharp knives Not thinking of other person is cause of accidents

(2) ACCIDENT CARE Putting out fire Science of fire and different ways of extinguishing Administering First Aid Helping injured people particulary those who have stopped breathing INTERMEDIATE B. Develops Knowledge of Safety in School Aims Center of Interest Units Introductory Discussions (1) Sitting Keeping from having accidents in the classroom SAFETY IN THE CLASS- \v /al king Correct behavior ROOM Use of equipment Proper care and use of material and equipment No horseplay Following directions

(2) SAFETY IN NON- Participating in school activities Delineate and discuss the safe and unsafe aspects CLASSROOM AREAS Sports of participating in school activities Assemblies Social Disaster or fire drills Delineate and discuss safe and unsafe behavior General behavior in school Hallways Helping smaller children Washrooms Lunchroom Outside school School patrols

136 Language Arts Number Concepts Related Activities

Discuss Keep track of the number of Checking out home to make sure it is safe includ- Handling of electricity around water accidents at home ing some fire extinguishers Carrying hcavv objects Count the number of injuries. Walking in dark, particularly basement what caused them, etc. in Master First Aid and mouth to mouth resuscitation Putting objects on shelves order to produce their own Make sure children never admit strangersinto Painting or washing walls or ceilings graph on home accidents house regardless of what they say about need- Fuse boxes and overloaded circuits Calling emergency numbers ing to get in Make floor plan of home showing exits in case of emergency Vocabulary Danger Caution Flammableinflammable

Language Arts Number Concepts Related Activities Discuss Counting toys taken out and Taking students on gaided tours of the school Accidents children have had in school put away untiltheyarefamilL'r with the areas and Dangerous behavior in school Counting days without a class- exits and know the important rooms Helping students who are hurt room accident Allow students to 'guide themselves around the Counting tokens or stars given school Read for safe and careful beha, for Practice disaster and fire drillsuntil the students Stories on safety Counting speed in leaving during know what to do and where to go Proper behavior at school and at events fire or disaster drill and keepingTalk by school administrator on school accidents, records to show slowness or im- what caused them and how they could have provement been avoided

137 P.L.S. #6 INTERMEDIATE C. Develops Knowledge of Safety in Recreation Aims Center of Interest Units Introductory Discussions

(I) AVOID DANGEROUS Learns to recognize and take care of dangerous How do children get hurt while playing? OBJECTS objects What are dangerous objects? Old refrigerator Selecting a safe recreation area Fallen wires Holes in ground Rusty metal or broken glass

(2) AVOID DANGEROUS Running into streets or across highways or alleys Learning safe recreation thru discussion and BEHAVIOR without looking classroom and outside demonstrations or Safe bike riding game playing Throwing objects at people, particularly stones Find out where students go to play and take or metal class to inspect areas and comment on safety Playing near steep dropoffs or quarries Show safe recreation areas Swimming without lifeguard around or after eating Jumping or diving into shallow water

INTERMEDIATE D.Develops Knowledge of Safety on Streets and Highways

Aims Center of Interest Units Introductory Discussions

(I) Behavior Safety while traveling In school bus TRAVELING Don't distract cir bump driver In car Don't block mirror On bike Correct behavior

(2) STREET SIGNS AND Learning more difficult street and highway signs Have students guess meaning of sign from just SIGNALS and signals showing shape Obeying signs and signals Stop lights and pedestrian controls

(3) SAFE STREET AND HIGH- Learning safe behavior in classroom play settings Basic safety rules WAY BEHAVIOR andintoursof streets,highwaysoralleys Look both ways before crossing street, highway or alley Obey traffic officer or patrol boys Don't play in streets Icy or slippery roads mean danger whether you're walking or riding

138 Language Arts Number Concepts Related Activities

Discuss Counting number of unsafe Reading from Red Cross book or other material Proper use of outdoor equipment objects on water safety and taking children topool Picking up and disposing of dangerous objects Counting number of flowers or to practice water safety Rules for safe play trees seen on a trip Learning appropriate behavior at playground or on picnic Read Teach specialunit on sunburn and how to tan Books on safe recreation without getting badly burned. Also teach on Keeping areas clean poisonplantsandtreesbytakingchildren Anti-litter material out and showing them poison ivy. etc.

Language Arts Number Concepts Related Activities

Discuss Have children learn street and Walks thru the area and along side or across Meaning of traffic signs, etc. house number systems streets, highways or alleys Following directions given by police or patrol Learn highway numbering Create life-likesituationsintheclassroomso boys systems children may directlyexperience safetymeas- Read Counting the number of streets uresi.e.mark out an 'intersection' and have Books on street and highway safety to school child crossing street. Teacher or another student Stories on unsafe conditions or accidents Counting number of cars using can act as policeman or patrol boy resulting therefrom different streets Collections of stories or pictures on street accidents Labeling Visits by driver education instructor or policeman Pictures of unsafe conditions to give talks on safety

139 Mik

140 LEARNING TO LIVE SAFELY

P.L.S. #6involves the essential habits, attitudes and skills necessary for safety in play, in work, in locomotion and in emergency. SECONDARY A.Understands safety in the home (1) Extending consciousness of dangerous, objects and actions (2) Safety in the home is a total family effort

B.Understands safety in recreation

C.Understands safety on the streets and highways (1) Highway rules and regulations (21 Proper behm :or

D.Safety at work (1) Proper handling of tools and equipment (2) Safe work behavior and attitudes

For specific teachingunitsrelated to this major objective, the readerisreferred to the following resource guides: See Bulletin No. 2- A Developmental Vocabulary Check-List for the Mentally Retarded for alistingof safety,protective and highway signs and words secondarylevelretardedpupils should be exposed to. Also see Bulletin II. A Potpourri of Ideas for Teachers of the Mentally Retarded. Vol.II. The Practical Arts. pages 15-26, for concepts of safety considered under a series of units under the topic HOME MECHANICS. Also see pages 31-40. for a comprehensive unit on BABY SITTING.

See Bulletin 21-D, pages 12-14 and 66-67, for related safety concepts in the units DO PARENTS HAVE TO BE STRICT? and WILL I BE ABLE .TO DRIVE A CAR?

Specialattention of the readerisdirected to two departmental publicationsrelatedto the area of communication: Bulletin No. 19 -Speech Development and Improvement for the Mentally

Retarded child and Bulletin No. 26-Language: A Curriculum Gruide for Special Education. 141 P.L.S. #6 SECONDARY A. Understands Safety in the Home Aims Center of Interest Units Introductory Discussions

(1) EXTENDING CONSCIOUS- Sources of potential danger in the home Name dangerous objects in the home NESS OF DANGEROUS 7nives OBJECTS AND ACTIONS Stairs Hot liquids or metals Slippery floors Rugs Bathroom hazards Electrical hazards Poisons Medicines All accidents result from individual neglect or Carelessness or neglect of dangers willresult in carelessness accidents: developing positive attitudes Picking up things r n the floor Handling hot, electrical or sharp things withcare

(2) SAFETY IN THE HOME IS Making conditions safe for clam as well as Roles of other familymembers inmaintaining A TOTAL FAMILY EFFORT yourself a safe home or in correcting unsafe conditions or actions SECONDARY B. Understands Safety in Recreation

Aims Center of Interest Units Introductory Discussions HANDLING DANGEROUS Fire safety How to build, control and watch a fire OBJECTS WITH SAFETY Gun safety How to handle a gun or rifle Boat safety Learning how to handle a boat Swimming Learning safe swimming practices Developing swimming ability Knowing characteristics of take, river, etc., you are swimming in Keeping an eye on others Don't eat before swimming Never swim alone Camping Obtain knowledge of area to be used and check forpossiblehazardssuchaswildanimals, dryness of grass and woods. etc. Proper careof equipmentparticularlymatches and rifles Using play or recreation areas Proper behAvior and use of equipment Cleaning up

142 Language Arts Number Concepts Related Activities

Discuss Frequency of accidents Intensive study of safety in the home with written Individual safety habits reports on unsafe conditions, means of rtrne- Good and bad dying conditions and different methods used Improving safety habits Allow students complete freedom in finding, c1.11- How to help younger members of family ing and giving information concerning an ao.i- practice safety in the home dent to the fire department, hospital,doctor, gas company, el:.i-Aric company and police de- Read partment Books on safety in age home Students should make lists of emergency numbers Reports on types and numbers of home and carry them on their person atall times accidents

Write Essay on safety conditions in the home Means of improving unsafe conditions Accidents in the home

Language Arts Number Concepts Related Activities

Discuss Developing graph on accidents Talks by public recreation and safety specialists Accidents occuring during recreational activities and their causes Actual visits to picnics or activities planned for A person's responsibility to others nearby recreation areas Importance of cleaningupparticularlyafter Check for unsafe conditions something is broken in area

Reading State recreation Department brochores on public safety: camping, fishing, etc. Learning rules

Writing Essays on rules and good behavior Storiesabout accidentsresulting from unsafe conditions or other's mistakes

143 P.L.S. #6 SECONDARY C. Understands Safety on the Streets and Highways

Aims Center of Interest Units Introductory Discussions

(1) HIGHWAY RULES AND Rules applicable to highways and other roads Bicycle rules and regulations REGULATIONS

(2) PROPER BEHAVIOR Expanding consciousness of safe behavior Playing near streets or highways Riding Bike Motorcycle Driving Tractor Car

SECONDARY D. Safety at Work Aims Center of Interest Units Introductory Discussions

(1) PROPER HANDLING OF Develop units on specific jobs students have or Safety as a housewife TOOLS AND EQUIPMENT will have and cover safety features on each Safety as a worker job Handling tools or equipment Proer care of tools and equipment (2) SAFE WORK BEHAVIOR Responsibility for other workers: Helping others work safely AND ATTITUDES Developing safe attitudes towards fellow workers and their jobs

144 Language Arts Number Concepts Related Activities

Discuss Assembling statistics on highway Talks by State, County or local police or safety Pedestrian safety and hazards accidents and highway use personnel Passenger safety and hazards Learning number concepts Intensive study of particular streetor highway Drivers' safety and hazards involved in driving situations Requirements for driving Developing space judgements on A student or group of students can make study Rules and regulations of the road distance and then report to class Proper speeds Unit on study of accidents with reports and pic- Reading tures of accident Books and pamphletson street and highway If school has driver education, work out unit in safety conjunction with driver education

Writing Essays or stories on personal experiences Public speaking On different aspects of safety

Language Arts Number Concepts Related Activities

Discuss Study of work hazards and types Visits to local businesses to view safety campaigns Types of jobs students are interested in of accidents conducted by companies Types of safety hazards involved in the jobs Making graph of number of Obtain safety literature and posters from companies How to handle these hazards and how to per- man-hours lost at one Have each student do an in-depth study of the form the job safely company work he or sheisplanning on doing after Read graduation anddetailthesafetyaspectsof Books on job safety this occupation

Write Experiences on presentjobs and information on parents' jobs Obtaining information from local employers on number of accidents, types, number of man- hours lost, etc.

145 *0 ----- Oil 0

---- 004400 =0 41.00 O 000 to 00*0

146 LEARNING TO EARN A LIVING P.L.S. #7 involves the essential habits, attitudes and skills necessary to be a good worker, knowing what jobs are available for him, preparing for and getting a job. Primary A. Begins to learn about training for a job (1) Work in the area (2) One's own abilities and limitations

B. Begins to learn about choosing and getting a job (I) Requirements for employment (2) Ways of getting a job (3) Service and agencies that assist in job finding

C. Begins to learn about working on the job (I) The rights of the worker (2) Benefits available to the worker (3) Responsibilities of the worker (4) Growth in social and personal skills

For specific v.:achingunitsrelated to this major objective, the readerisreferred to the following resource guides:

See Bulletin21 -B. Vol.II.pages 77.80. for suggestedunits on THE FARMEIZ--..; WORK and THE BAKER.

Itshould bekeptin mind that while the curricular emphasisisnotnecessarilyoccupationally orientedat the primary level, the pupils are exposed to the concepts and attributes required of successful, self-sufficient community workers from the time of their initial entry into the program. So the childis taught to clean up after spilling hismilk, not as a punishment. but as a natural consequence and follow-upactivity.Proper attitudes and habits are reinforced, so that this same behavior isreflected in the adult retarded. Thus, the worker on a bench lathe keeps his area clean and swept for the safety and protection of his fellow workers. 147 P.L.S. #7 PRIMARY A. Begins to Learn About Training For A Job Aims Center of Interest Units Introductory Discussions

(1) WORK IN THE AREA Family Workers Read to class - What They Do All Day IN THE HOME Father Mother Class discussion on the need of work Children Other members Picture display of workers at home and away

IN THE SCHOOL School Workers School Jobs Teacher Visit the entire school plant to find what Principal workers are necessary Librarian Filmstnp - School ground Discoverer - Nurse Society for Visual Education Custodian Use one of school workers as resource person Speech Therapist Bus Driver Student Helpers Cook (2) ONE'S OWN ABILITIES Develop anawarenessof eachchild'sstrong What we like to do and what we can do well AND LIMITATIONS areas - (art, story telling, athletics. etc.) at home and at school

PRIMARY B. Begins to Learn About Choosing and Getting A Job

Aims Center of Interest Units Introductory Discussions (1) REQUIREMENTS FOR Education Why we go to school EMPLOYMENT Advantages of going to school to staying at IN THE SCHOOL home Discussion on getting ready to go to school in the morning Personal appearance Se' fcare (teeth, hair, clothes, body, etc.) Movie No. 4005 - Kindness to Others Personality Friendliness (taking turns, sharing) Read stories of country's heroes (Washington, Lincoln, etc.) Character Honesty Courtesy Respectfulness (2) Punctuality WAYS OF GETTING A JOB Daddy's work Discuss how Daddy got his job IN THE HOME Requirements for parent(s) job(s)

Mother's work away from home Mother Work of -'der brothers and sisters Brother and sister Work I dO Discuss how I earn money (3) SERVICES AND AGENCIES School helpers Discuss how childgetshelpwithunfamiliar THAT ASSIST IN JOB Teacher school tasks FIND''IG Principal Other Students

148 Language Arts Number Concepts Related Activities

Discussion Counting members of the family Drawing pictures of different types of work How do you help at home? 1st. 2nd, 3rd - Filmstrip - Father Works For The Family Recognizing pennies, nickles, (Long Films Slide Service) Different types of work fathers do dimes Child interviews father regarding his work Days - when work is done tvlaking puppets for dramatization of work at Dramatize work mother does at home home Play corner of mother's work

Make a list of workers in the school and tell Room numbers Draw a map of the school what each does Number of people in room Filmstrip - The Custediam (Am. Films) Plan a daily schedule for classroom helpers Number of seats in room Song - The School Bus (Am. Singer Read - About School Helpers p. 184) (Malmont Pub. Co.) Days school is attended Filmstrip - School Helpers - (CBF) Film - The Bus Driver (CBF)

Test of rules for bus safety Tall- Short Make pictures or booklet of what they like to Read story Big -Little do at school, home and play Ugly Duckling Fat - Thin Crooked Colt Like -Unlike Lit/ le Engine That Could

Language Arts Number Concepts Related Activities

Chart story on Time of School Day Movie No. 1163 - Kitty Cleans Up Why We Go To School First, second, third, etc. Daily health inspection Dramatize getting ready to go to school in morning Group games involving taking turns List ways of being friendly Read story - Boy Who Called Wolf Chart Story - on importance of a desirable character

Chart story on discussion Time when Daddy goes to work Draw -pictures of and when he comes home Daddy's work List the types of work mother does away from Mother's work home Time when Mother goes to work Brother's and Sister's work and when she comes home Older - Younger Draw pictures of work "I Do" Bigger -Smaller Counting members of family

Tell class of work Discuss allowances Dramatize work done

149 P.L.S. #7 PRIMARY C. Begins to Learn About Working on the Job Aims Center of Interest Units Introductory Discussions

(1) THE RIGHTS OF THE Privileges involved in classroom duties Classroom appearance and duties WORKER

(2) BENEFITS AVAILABLE TO Rewards of a job well done Discuss jobs that children can and should do THE WORKER around the house and yard Each member of the family has aresponsibility for a successful home unit Jobs children are expected to do as their responsibility All jobs are not rewarded with money

(3) RESPONSIBILITIES OF THE Responsibilities at home Why you have to be a responsible person to have WORKER IN THE HOME Care of pets and work with pets Helping with household tasks Care of personal property Importance of care of personal property

IN THE SCHOOL Responsibilities at school Why we all have to be responsible for work Keeping school clean in classroom Caring for school property

(4) GROWTH IN SOCIAL AND Continue interests in activities started and How we can improve ourselves PERSONAL SKILLS broaden interests

150 Language Arts Number Concepts Related Activities

List classroom duties Days of the week Weekly assignments to jobs Number of days in the week Number of school days in the week

List jobs children do at home Spending allowance Draw pictures of their individual jobs

Discuss how to spend money wisely Value of money Chart stories on care of pets Number cards using sets of pets

Cost of personal items Number of kinds of pets in Movie No. 2931- City Pets homes of class members Write story on why we have to have room Cost of personal items Show - showing responsibility of caring for pets responsibilities "Many hands make light work" Film - Beginning Respcnsibility (Coronet) Read story - Little Engine That Could

Sharing of toys in classroom

151 .4. LEARNING TO EARN A LIVING

P.L.S. #7 involves the essential habits, attitudes and skills necessary to be a good worker, knowing what jobs are available for him, preparing for and getting a job. Intermediate A.Develops ability to train for a job (1) Work in the area (2)One's own abilities and limitations

B. Develops knowledge about choosing and getting a job (1) Requirements for employment (2) Ways of getting a job (3) Services and agencies that assist in job finding

C. Develops knowledge about working on the job Cl) Rights of the worker (2)Benefits available to the worker (3r Responsibilities of the worker (4) Growth in social and personal skills

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides:

See Bulletin No. 15.Vol.II. The Practical Arts. and pages 9-46 and 79-86. for suggested units and meaningful activitiesrelated to the world of work.

See Bulletin 21-C, pages 91-95. 99-113. 115-163. for suggested units on A CRAFTS PROGRAM FOR RETARDED BOYS. THE DAIRY. THE FARM. THE GROCERY STORE. THE POST OFFICE, RESTAURANTS, and THE SUPERMARKET in this area. 153 P.L.S. #7 INTERMEDIATE A. Develops Ability ;._o Train for a Job

Aims Center of Interest Units Introductory Discussions

(1) WORK IN THE AREA Community helpers: Series of Filmstrips Protection (For all helpers) Fireman Policeman Movie - #3715 The Policeman and #0708 Weatherman The Fire Engine

Communication jobs: Bell Telephone Company material Postman Newsman Newsy ; :r jobs Telephone and Telegraph Radio and T.V. Telegraph. telephone, radio and T.V. jobs

Food jobs: TV Guide Farmer Discussion Dairyman Stores Picture display Restaurants Food charts Movie - #3098 The Farmer Transportation jobs: Discuss other jobs Truck Train Movie - #0564 Development of Transpor- Airplane tation Taxi History of transportation Boat Auto Bus (2) ONE'S OWN ABILITIES Know limitations: Discuss individual differences in size. color of AND LIMITATIONS Physical hair and eyes, weight, etc. Mental Emotional INTERMEDIATE B. Develops Knowledge About Choosing and Getting A Job

Aims Center of Interest Units Introductory Discussions (1) REQUIREMENTS FOR Education List two reasons why we go to school- and EMPLOYMENT Importance of attending school regularly discuss SELF CARE !Personal appearance: Display of posters of proper and improper Grooming grooming health habits Filmstrip - Let's Get Ready For School Cleanliness (SVE)

Personality: Pleasant disposition Friendliness Fairness

SELF APPRAISAL Character: Discussion on why we like our friends and why Punctuality we disapprove of some children Honesty Self-control Loyalty Courtesy Dependability Respectfulness Co- operative

154 Language Arts Number Concepts Related Activities

Writing Expensc of trip Songs Arranging field trips Reading thermometer Drawings Class discussion Tape code of police and fire- Field trips Short stories after field trips men Fire station Book - Fireman Fred Telephone numbers Police station Teler hone bills Weather station Price of mail delivery Dramatization Filmstrip - Family Helpers (SVE) Write newspaper article for school paper Prices of food Telephone courtesy Stamp collecting Correct letter forms Money - have a store (change money concepts) News Bulletin Board Set up Post office Discussion of interrelation of farmer and stores Dozen, pint, quart, etc. Stories of value of food to our health Cost of transportation Filmstrip -Postoffice Workers and The Reading and understanding traffic signs (train, air, taxi, bus and Postman (SVE) Safety story on travel auto) Measurement mil es-ga!lons Scrapbook Spelling words involved in transportation Direct ions Make butter Read stories where handicapped people have Budgeting Trip to dairy farm succeeded in life - such as Helen Keller Computing wages from want ads Filmstrip - The Grocer (SVE) Pr 2sident Roosevelt Recognizing adequate wages Trip to airport Read want ads Mural of transportation Size -tall, short, big and small Short train trip Discuss handicaps of children in school and Strip films on handicapped people community Read the story: The Little Lame Prince Movie - Helen Keller

Language Arts Number Concepts Related Activities

Plan daily school day with children Hours Filmstrip - Good Day In The Third Grade Minutes Write dialogue for puppet show to illustrate Telling time Make puppets types of personality Puppet show Measurements Health inspection Inches Feet Filmstrip - Clean As A Whistle (Young Yards America)

Filmstrip - Getting Along With Yourself

Read to class Keeping appointments Picture of each dwarf showing character types Snow White and the Seven Dwarfs Filmstrip - Working Together Discuss names and traits of seven dwarfs

Conversation and Dramatization

Job interviews

Reading want ads Filling out application

155 P.L.S. #7 Aims Center of Interest Units Introductory Discussions

(2) WAYS OF GETTING A JOB Ways of getting a job: Discuss ways members of the family obtained Making inquiries their job or positions Friends Neighbors Teachers Relatives, (3) SERVICES AND AGENCIES Employment agencies: THAT ASSIST IN JOB Local FINDING State Private Want ads INTERMEDIATE C. Develops Knowledge About Working on the Job Aims Center of Interest Units Introductory Discussions

RIGHTS OF THE WORKER To understand privileges invt.!ved in classroom Teacher and pupil discussion on classroom duties appearance (2) BENEFITS AVAILABLE TO Rewards of a job well done Jobs that children can and should do around THE WORKER Family responsibility for a successful home the house and yard unit Jobs children are expected to do as their All jobs are not rewarded with money responsibility

(3) RESPONSIBILITIES OF THE Loyalty to classmates and instructors Discussion on what is meant by loyalty to WORKER classmates, teachers and school IN THE SCHOOL

IN THE COMMUNITY Pride in a job well done Why we should do a good job

Dependability in completing the job Filmstrip Our Job In School (EBF)

Care of personal property Story of the Boy and the Dike

Discuss importance of caring for possession

(4) GROWTH IN SOCIAL AND Accepted by classmates and adults Acceptable personal traits PERSONAL SKILLS Continue interest in activities started and broaden interests

156 Language Arts Number Concepts Related Activities

Language Arts Number Concepts Related Activities

List classroom duties Spending allowance wisely Monthly assignments to room jobs Value of money List jobs children do at home Budgeting allowance Draw pictures of their own job Discuss how to spend money wisely Plan a budget Make money charts Read and discuss the story of Benedict Arnold Filmstrip - Part Of The Team (EBF)

Draw pictures of Filmstrip - Jimmy Didn't Listen (Simmel- Before and After of Meserney) Jobs Plants Bookshelves Desks, etc.

Discussion of Boy and the Dike and The Boy Who Cried Wolf Cost of items owned Write chart story on characteristics of a good friend

157 -4: i I : .. t. 44

1 , "o,;' t ,t0 LEARNING TO EARN A LIVING

P.L.S. #7 involves the essential habits, attitudes and skills necessary to be a good worker, knowing what jobs are available for him, preparing for and getting a job. Secondary A.Understands about training for a job (1) Work in the area (2) One's own abilities and limitations

B. Understands about choosing and getting a job (1) Requirements for employment (2) Ways of getting a job (3) Services and agencies that assist in job finding

C.Understands about working on the job (1) Rights of the worker (2) Ber .tfits available to the worker (3) Responsibilities of the worker

For specific teaching unitsrelated to his major objective, the reader isreferred to the following resource guides:

See Bulletin No. 15 -Vol.II. The Practical Arts. and pages 9.46 and 79-86. for suggested units and meaningful activities related to the world of work.

See Bulletin No. 21-D. pages 40-51 and 64-65. for suggested units on LANDING A JOB. WHAT CAN I DO TO CET A JOB? WHAT TYPE OF JOB CAN I DO? WHAT MUST 1 DO TO KEEP A JOB. VOCATIONAL GUIDANCE. A PAPER UNIT, and WILL I BE ABLE TO DRIVE A CAR? in this area. 159 P.L.S. #7 SECONDARY A. Understands About Training fora Job Aims Center of Interest Units Introductory Discussions

(1) WORK IN THE AREA Survey of local job opportunities: Discuss jobs listed in want ads JOBS AVAILABLE Part or full time Survey friends and relatives of the class for jobs Location List jobs held by students Use of maps NATURE OF THE JOB Service establishments Food Cleaning and Laundry Maintenance Household Services Service Stations Baby Sitting Institutional

Survey of local industries to determine the Use yellow pages for names and number of nature of available work: concerns where specific jobs are available Wages Chance for advancement skilled or unskilled Active or sedentary

(2) ONE'S OWN ABILITIES AND My abilities and limitations Utilize aptitude. interest and achievement tests LIMITATIONS Discuss meaning of abilities and limitations SELF ANALYSIS

SELF APPRAISAL Personal appearance Discuss importance of appearance -clothing, self. etc. Film on good grooming

SECONDARY B. Understands About Choosing and Getting A Job Aims Center of Interest Units Introductory Discussions (I) REQUIREMENTS FOR Work Permit and how itis obtained General and specific requirementsi.e.driversli- EMPLOYMENT cense,age,vision,physical,mental,social. others Skills and assets needed Discusspersonalaspectsneededingetting and holding a job (2) WAYS OF GETTING A JOB Ways of getting a job: Discuss ways of getting a job PREPARATION Personal contact Film (BAUI#3040 Getting a Job) Written application Read and discuss a want ad Want ads Telephone Friends

APPLICATION Job interview How does one prepare for a job interview

160 Language Arts Number Concepts Related Activities

Letters to local employers Street and telephone numbers of Film - (BAVI) #1342 How to Investigate Job applications industries Vocations Types of jobs Know street numbering system Career Day Thank you letters Employment counselor speak to class Write descriptive paragraph about job visits Cost of transportation to job Filmstrip - on Factory Workers, (Ed. Discuss means of transportation to jobs Proj. Inc. 10 E. 40th St. N.Y. 17, N.Y.) Spelling names of local businesses

Read and report on different types of jobs Comparison of wage with typesVisit industries and other places of employment from the Finney Series Finding Your Job of jobs or other work series Range of wages Film - (BAVI) #1084 Introducing Mice Reports to class on the On The Job Training the Waitress Relate area jobs to number On the job training Interview employed students concepts needed Scrap books containing pictures and job infor- Have an employed student talk to class Sales slips mation Receipts Determine percentage of studentsFilm - (BAVI) #5465 When I'm Old employed Enough Goodbye Total hours students work Figure out average student wageBulletin board showing people at work in different kinds of jobs List job possibilities according to abilities and Analyze arithmetic deficiencies Review cumulative records with students aptitudes shown by test on achievement list Attendance Socio.dramas with designated liabilities, capabil- Analyze numerically classroom Health ities and disabilities records of attendance, comple. Theme on kind of work I am interested in and tion of assignments, etc. Study of report cards how I am fitted to do the job Compute time lost thru absence Compare citizenship grades with academic grades Theme on areas for self-improvement Read and discuss newspaper articles and Cost of work clothing and Filmstrip - (McGraw.Hill) Are You columns on grooming proper dress Adaptable? Analyze self thru Do you win arguments and lose friends theme listing strong and weak Cost of good grooming points in personal grooming What I want to be Scrapbook showing examples of good grooming Film - (BAVI) #070I Finding Your Lifework Role playing Good vs. poor grooming Utilize charts to discuss good grooming

Language Arts Number Concepts Related Activities

Socio-drama Age limitations to employment - Filmstrips in series occupational educational- Making application for work permit and -rionths, days, years. Physical (Eyegate House #2, 3, 4, 6, 7, 8, 9) steps involved factors: weight, height, vision, Write to same asking for prerequisite to hearing employment Analyze letters to find math. Finding your job (Finney Co. Minneapolis, required for specific job Minn.) Write requesting an interview Answer a want ad Cost of transportation and job Compilation of personal data record Fill in job applications hunting

Practice telephone usage Practice writing seven digit Film - #0700 (BAVI) Find the Right Job numbers from dictation Filmstrip - Job Interview (Eyegate House) 161 P.L.S. #7 Aims Center of Interest Units Introductory Discussions

(3) SERVICES AND AGENCIES Wisconsin and U.S. Employment Services Bulletin board display of employment agencies THAT ASSIST IN JOB FINDING Private employment agencies Discussion of agencies and services U.S.E.S. (Wis.) Vocational Rehabilitation Private agencies

SECONDARY C. Understands About Working on the Job Aims Center of Interest Units Introductory Discussions

(1) RIGHTS OF THE WORKER Labor unions Have students discuss unions as they see them ON THE JOB Closed and open shop Pros and cons of unions

Employee-employer relationships Discuss what are rights of worker Ask students what minimum wage means and Rights as union member how much it is - discuss

Safe working conditions Living wage What is it? Miniminum wage (legal)

OUT OF A JOB Unemployment compensation Discuss unemployment compensation and right employee has to same (2) BENEFITS AVAILABLE TO 0.A.S.I.: Discuss Social Security THE WORKER Benefits derived ON THE JOB How funds obtained Why necessary Find out if any one student now is on Social Who is covered Security OFF THE JOB Insurance Plans: Discuss student insurance and insurance in gen- Health and Accident eral Life IN RETIREMENT Pension and Retirement plans What is a pension? Bulletin board of ads about retirement

Workman's Compensation Discuss - What is Workman's Compensation? What does Compensation mean?

(3) Income Taxes What is Income Tax? RESPONSIBILITIES OF THE Local, State and Federal Why isit necessary? WORKER TO GOVERNMENT Obligations to employer Film - (BAVI) #2511You and Your Work TO EMPLOYERS Punctuality Care of tools and Discuss why employee has obligations toward equipment employer Film - (BAVI) #3414 Wrong Way Butch TO SELF AND FELLOW Safety Rules EMPLOYEES Discuss importance of safety in industry Bulletin board display on industrial accidents reported in paper Have representative from safety council speak

162 Language Arts Number Concepts Related Activities

Socio-drama - on job interview Number of people served by Visit U.S.E.S. U.S.E.S. Fill in U.S.E.S. forms Have U.S.E.S. counselor visit class Study cost of employment Movie on Employment Agencies Practice job interview with U.S.E.S. agencies Film - (BAVI) #1035 I Wait A Joe Cost or fees for job Discuss and/or write what agencies can do for one Percentage of salary Analyze fallacious advertising of corresponden..e and home study schools

Language Arts Number Concepts Related Activities

Write invitation to union leader to speak to class Dues for unions and their de- Union official speak to class duction from check Write to various unions for descriptive literature Determination of wages from Bulletin Board of newspaper clippings on union hourly and time employed activities Write essay on rights of worker Discuss cost of living and what it means Discuss living wage and why its different for Compare unemployment com- Film - (BAVI) #3046 Good Place to Work everyone pensation- amount one might collect Write to Bulletin board of clippings on unemployment Determine criteria of eligibility for unemployment problems compensation

Fill in O.A.S.I. form Percentage take', from salary Film on O.A.S.I. for O.A.S.I. Write for O.A.S.I. brochures detailing cost Obtain a Social Security card and benefits Difference between gross and take home pay Discuss insurance and kinds Cost and value of insurance Bring ads of various kinds of insurance and differ- Write to local industries and ask for benefits they Yearly premium for insurance ent companies extend to workers Cost of retirement plans Theme "What I want to do when I retire" What would it cost to live at Bring in policies and examine same 65 Write to Industrial commission to determine Survey of students' family and age of people who is entitled to workman's compensation Value of benefits derived from and why who have received Workman's Compensation Workman's Compensation

Reading a tax manual and tax form Computing tax Film - (BAVI) #1002 How to Keep a Job Write to local tax office for information Writing a check Reading a tax schedule Display of tools Demonstrations Speeches on care of hand tools Value of tools, parts, repairs, Film - (BAVI) #5307 ABC of Hand Tools Discussion on why a day's work for a day's pay etc. Discussion on why, is the habit of punctuality important? What is courtesy at work? Time and pay lost thru Visit local industries to see safety precautions Write safety slogan accidents and rules Why do we have child labor laws? Why are certain minimum wages necessary Check school for safety signs and precautions for some jobs? Make collection of safety signs 163 . t I I. 1 * * * I . Sf111101110,1.1...-- 4 -'4. 1 ;,11 ar r 133 a ". -:; 3 LEARNING HOMEMAKING P.L.S. #8 involves the essential habits, attitudes and skills necessary for the feeding, clothing, and housing of oneself and one's family. Primary

A. Begins to develop family relationships (1) Reacts to the family as a unit (2) Reacts to self-concept in the family

B.Begins to learn homemaking habits and skills (1) Uses of clothin- (2) Uses of food (3) Housekeeping processes (4) Child care methods

For specific teaching units related to this major objective, the reader isreferred to the following resource guides:

See Bulletin No. 15-A PotpourriofIdeasforTeachersoftheMentallyRetarded, Vol. Arts and Craftsforhomecraft and seasonalideasrelatedto homemaking concepts. Also see Vol. II-The Practical Arts.pages 28-30, for an illustrative primary unit on WASHING THE FAMILY CAR.

See Bulletin 21B, Vol. I, pages 19-25. for suggested and illustrative units on HAVING FUN WITH OUR FAMILY AND FRIENDS and THE FAMILY. Also see Vol. II. pages 81-91. for another unit onTHE FAMILY AND THE HOME.

165 P.L.S. #8 PRIMARY A. Begins to Develop Family Relationships Aims Center of Interest Units Introductory Discussions

(1) REACTS TO THE FAMILY Purposes of the family: Discussion to be held after playing house (or AS A UNIT Social-Cultural with a doll house) THE FAMILY PURPOSE Economic Subject - What things do we do as a family? Education Recreation THE FAMILY ROLES Activities of family members: Make a scrap book of the children's own Mother families and discuss who are the members Father of the family Sister, Brother Grandparent

THE FAMILY CUSTOMS General family customs: When a disagreement arises over family prac- Family celebration of holidays. etc. tices, differences in family customs may be discussed stressing that there is no one right way to do anything

THE FAMILY IN THE Responsibility of the family to the community: COMMUNITY Neighborliness Family helpers Institutions of the community (2) REACTS TO SELF-CONCEPT Privileges of family membership Discussne role of "me" in the family, after IN THE FAMILY Responsibilities of family membership discussing the other family roles

PRIMARY B. Begins to Learn Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions (1) Neatness and care s'urction and location of cloakroom, lcrkets, USES OF CLOTHING ...selves NEATNESS AND CARE Arrangement of coats, boots, umbrellas, scarves, etc. Daily, weekly, seasonal care of clothing: washing, mending, ironing.folding Equipment for the care of clothing: hangers, brushes. etc. SUITABILITY OF Suitability to climate and occasion Kinds of clothes during winter, summer CLOTHING Styles used for school, church. etc. Pointers to follor, in the choice of material: quality, color, etc.

166 Language Aris Number Concepts Related Activities

Read: Counting -list the activites of Make pictures of family activities Stories to children about families and what the family Make a bulletin board of the purposes of a they do How many men.'sers in the family family Discuss: Make lists and write of things children do Use of relationship words, e.g., Guess Who game of family members in their families big -little, old - young Songs about family members Things we learn at home Play house with appropriate props, characteristics List activities of family members and activities Importance of each role to the family; all Make pictures of different members in their activities are important activities Bring in and share family customs

Read: Dramatize some family customs Stories about famous family practices in history Poems and stories appropriate to each holiday

Discuss: Make a holiday calendar Celebrate the major holidays with parties Meaning .,f each holiday Sing holiday songs How eats. child's family celebrates each Make presents for the family for Christmas holiday Make Valentines How doctor, dentist, grocer. etc., help ru Make picture stories about holidays What good neighbors are and do Make holiday decorations for school and home The place of church. industries, etc., in the use community

List: Count contributions to charity Visit family helpers Things children could do to be better drives made by children Visit institutions of the community neighbors at school Make pictures of activities that a got..1 neighbor does Discuss: Guess Who game with family helpers Good manners Collect pictures of famil;helpers List: Role play family helpers Privileges and responsibilities of living in a Make a bulletin board about relation of .elf family Count number of relatives of to all family members each child Make pictures about a child's responsibilities to Dramatize: his family Good manners in different situations Role play and discuss how other family members feel when we act a certain way

Language Arts Number Concepts Related Activities Give words, phrases and then short sentences Size: Have pupils demonstrate proper way of hanging Example: a coat red coat, a heavy red Big - small coats, folding scarves or placing in an orderly coat; Joan has a heavy red coat Tiny -large way -articles kept in the lockers Light - heavy Have pupils demonstrate how these are kept in closets, shelves in their own room at home Court. OF_cts in the room C als inhe room wearing Recognize and verbalize types i..clothing red sweater. blue skirt Boys in the room wearing brown pants, black shoes

167 P.L.S. #8 PRIMARY B. Begins to Learn Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(I) Textiles Different kinds of textiles: Cotton, silk, wool, (Continued) etc. MATERIALS USED IN Which isbest for what occasion and season CLOTHING

SHOPPING FOR Shopping Discuss: CLOTHING How to behave when going shopping Emphasize use of courteous expressions such as-Please, may I, would you mind, etc.

MAKING OF CLOTHING Construction Display of common sewing tools Examine and identify tools Function of needle, scissors, etc. Using each properly Correct way of threading, holding the needle and making a knot Holding and passing the scissors Placing pins on a pin cushion and not in one's mouth

(2) USES OF FOOD Types of food The importance of family meals NEED FOR FOOD Food production for health A balanced diet Cleanliness in eating Health values of food Balancing diet Developing health habits Food from other areas (Various workers, cli- Sources of food (seeds, etc.) mate, kinds of products) Food habits of families in other places Foods produced in own community

SHOPPING FOR FOOD How to shop for food How to make shopping lists What to consider in buying food What to do in planning for a shopping trip What locations to consider in buying food Savings entailed in buying in large quantities Reading can labels for price and quality Safety in shopping Discuss and plan trips to creamery, bakery. etc.

PREPARING FOOD Preparing food: Mother's part in preparation of foods Cleaning Child's part in helping Recipes Community preparation of foods (restaurant, Right quantity factory workers) Grouping of ingredients and foods for cooking How to follow recipes Cookirg equipment Cleanliness in preparing foods Adequate quantity of food for certain number served

168 Language Arts Number Concepts Related Activities

Comparative terms: Discuss: Prepare a scrapbook and label properly what each Soft - hard Measurements dress isfor Rough - smooth Yardstick Use cutouts and ask them to identify the clothes Printed -plain Foot Prepare a scrapbook with the different kinds of Thick - transparent Inches cloth properly labeled Dramatize proper way of shopping Count: Number of objects displayed Field trip to a dry goods store Comparative term: Discuss size and shape of tools used Have pupils bring to class some of the sewing Hard -soft equipment discussed in class Dull - sharp Demonstrate u.nple,basicstitches and students Dull-shiny Compute: Cost of each sewing tool may be allowedtomake simple household Cost of complete sewing objects of their choice such as Placemats equipment Hankies Scarf (triangle, rectangle)

Dramatize: Count: Make food models and practice selecting nutri- Family at dinner Family at dinner tious meals Cleaning up for dinner Foods in each meal Make a hotbed or cold frame in early spring Fingers for washing Open grain of corn and find seed Write: Objects on face for washing Make a seed collection Foods necessary for health (mouth) Plant bean seeds near the window and watch New words learned in relation to unit Compare: them grow Size of foods Collect magazine pictures of foods and animals Read: Different types of apples, etc. related Food production Grouping: Go thru magazines for pictures and labels on Group foods into major food food groups (fruits, etc.) Group foods into three ma's Report: for a day On new foods they cried

W rite: Count: Write a shopping list Shopping list with prices Ingredients in foods Collect pictures of foods in a supermarket List ingredients in foods Foods needed on list Collect pictures, labels and types of super- Dramatize: Add: market!, Shopping in a supermarket The prices of foods Make maps of locations of bakery, etc. Report: Compare: Take trips to food areas (parent and teachers On whole trip (include safety) Labels included) Read: Size of cans, boxes Books on these various places (bakery, etc.) Size of solid objects (apples) List: Quantities: Foods or products from these places Pint, quart, pound, etc. Light - heavy Small -large Dramatize: Count: Manipulate and operate household utensils, Mother's role in cooking Household equipment used equipment and machines Play kitchen (make imaginary food) in cooking Organize class for sharing group work Write: Number of foods and ingre- Model or draw representation of foods used in Foods and ingredients needed in food pre- dients cooking paration Budgeting Time: Collect recipes in a self-made recipe book Make out or write up recipes How long to cook various foods 169 P.L.S. #8 PRIMARY B. Begins to Learn Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(2) USES OF FOOD PREPARING FOOD (Continued)

SERVING FOOD Serving of food How to set the table Practicing setting the table How to make the table more beautiful: dishes, Colors and textures used in table setting silverware, flowers. etc. Passing of food How to utilize good manners Correct posture How to treat a guest Cleanliness of appearance Polite table conversation Thinking of food needs of others Customs and situations in food serving Family and holiday customs Food situations (picnics, parties)

CLEANING UP AFTER Correct handling of dishes in clearance Discuss MEALS How to manipulate wash cloth, towels, etc. Clearing food away Ways to handle articles such as glasses Washing dishes Carefulness in approaching heated foods Handling of knives and sharp objects Safety principles Wiping off table and cleaning of work area Helping to dispose of garbage Cleanl principles Helping to keep the floor clean

PRESERVING FOOD Make-up and use of refrigerator Use of refrigerator in preserving foods Types of perishables and their placement in the Correct placement of perishables in the icebox (Meat at the top, under or in freezer) refrigerator Placement and convenient arranging of supplies Using cool, dark storage for root vegetables on shelves Using clean dry shelves for staples Placing correct sizes of covers on correct Using covered containers containers Kinds of foods to be stored or conserved

170 Language Arts Number Concepts Related Activities

Read: Measurement: Take trip to restaurant or bakery (observe Directions in recipes How much of what to add safety and sanitation utilized in cooking to make whole or finished and baking) List: goods Ways to use cleanliness in food preparation Subtraction: How much to take away Diagram and Label when too much is added A table setting Count: Set table for a social function Silver and dishes used List: Practice arranging flowers and blending colors Kinds of colors that blend well Formation of concept:. Practice correct way of serving others Kinds of flowers suitable on table Enough Carry over good conversation into everyday life Too many Collect holiday scrapbook and recipe book of Too little Dramatize: meals Good table manners in a serving situation Balance Size and shapes of objects (symmetry) List: Ways good manners are shown

Write: About a holiday celebration

Label: Concept of like objects placed Practice clearing away of dishes Various stacks into which dishes are placed together Practice washing dishes in cupboard Compare size of wash cloth and Practice safety principles towel Practice cleanliness principles List: Compare size of boxes of soap, Model or draw representation of model of work Popular brands of dish soap etc. area with labels for sections needing cleaning Ways of handling foods and objects safely Ways of safely cleaning appliances Ways of cleaning up

List: Inventory of supplies and perish- Diagram a refrigerator inside and outside Kinds of perishables placed in refrigerator ables Diagram shelves and sketch and label in sup. Foods appearing on shelf Concept of size and shape of plies containers Weight of containers

Discuss: Count money and make change Dramatize shopping experiences with play money Allowances Make out simple budget Take a trip to a store, bank, post office How to save money Dramatize family discussion about money What kinds of things to buy, other expenses matters Sources of family income

171 P.L.S. #8 PRIMARY B. Begins to Learn Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions (3) HOUSEKEEPING PROCESSES family finances Discuss: FAMILY MONEY What a budget is Who earns money at home, who spends it

TYPES OF HOMES Choosing the home Show pictures of different kinds of homes (different types, sizes, designs)

FURNITURE AND Furnishing the home What goes in a house FURNISHING Furniture Curtains Rugs Lamps Sheets, towels, etc. CLEANING AND Maintaining the home Discuss: REPAIRING Keeping own rooms straight and clean Daily, weekly, seasonal tasks of the home

HEALTH AND SAFETY IN Health and safety Health habits (baths, brushing teeth; eating THE HOME habits) Accidents, accitlent prevention Fire prevention Dangers of gas, guns, electricity Leaving toys on floor

(4) CHILD CARE METHODS Reproduction Pictures of plants LEARNING ABOUT NEW Book or story about a new baby LIFE

GETTING READY FOR A Preparing for a baby Advantages and disadvantages of having new NEW BABY baby in family How to help mother before baby is born

TAKING CARE OF THE Care of baby What new babies are like, what they do, what BABY mother does Helping with the baby

CARING FOR A YOUNG Care of young children Helping with younger brothers and scters CHILD

172 Language Arts Number Concepts Related Activities

Discuss the purposes of different types of Count number of houses Builddifferentkindsofhouseswithblocks, dwellings cardboard Walk around neighborhood to identify kinds of homes Trip to see houses being constructed

Discuss: Measure rooms, compare sizes F up doll house What kinds of furniture and equipment go Make simple floor plan Make furniture in different rooms in a house Material scrap for curtains and rugs Aesthetics in the home - color schemes Make scrapbooks of houses, furniture, appliances

List: Count silverware Assign cleaning jobs at school Chores at school Sill of silverware Water plants Chores at home Put away toys Discuss: lean doll house corner Appearance of home and surroundings Singing and games about home care Make scrapbooks of family members at their tasks

Discuss: Measure amounts of About accidents that have happened and their medication (number Gather first aid kit causes of aspirin, etc.) Dramatize About food we eat Being cut with knife Make: Play yard accidents Practice calling doctor, fireman, police on Simple charts on health and safety principles toy telephone Make scrapbooks Home accidents Accident prevention Food essentials

Discuss: Charts: time chart Growth of tadpoles into frogs Pets at home and their care Measure growth of plant Hamsters Baby animals (cat-kitten. dog - puppy) Watch egg hatch or visit hatchery Visit farm Read: Growth of plant; beans germinating Stories about animals

Discuss: Fetal development and show pictures Sizes of newborn babies (e.g. Dramatize helping mother when she's expecting Difficulties experienced by pregnant women withpresentheightand When mother goes to the hospital weight) Growth rates

Discuss: Feeding and sleeping schedules Doll house; dramatize care for dolls, wash clothes, How we feel about new babies, how we act feed, change diapers around babies Scrapbook of babies

Learn: How many brothers and sisters Scrapbook of games and toys for young children Simple songs, rhymes and finger plays for do you have? young children

173 174 LEARNING HOMEMAKING PL.S. #8 involves the essential habits, attitudes and skills necessary for the feeding, clothing and housing of oneself and one's family.

Intermediate

A.Develops knowledge of family relationships (1) Reacts to the family as a unit (2) Reacts to self-concept in the family

B. Develops ability to use homemaking habits and skills (1) Uses of clothing (2) Uses of food (3) Housekeeping processes (4) Health and safety in the home (5) Child care methods

For specific teaching unitsrelated to this major objective, the reader isreferred to the following resource guides: See Bulletin No. 15- A Potpourri of Ideas for Teachers on the Mentally Retarded, Vol. I, Arts and Crafts for homecraft and seasonal ideas related to homemaking concepts. See Bulletin 21-C, pages 93-96. for a suggested and illustrativeunit on HOME LIFE designed for the intermediate level.

175 P.L.S. #8 INTERMEDIATE A. Develops Knowledge of Family Relationships Aims Center of Interest Units Introductory Discussions (1) REACTS TO THE FAMILY Understands she family purpose: Display of pictures which involve the family in AS A UNIT Activiti' ,in which family cooperationisre- educational,social,vocational and recreational THE FAMILY PURPOSE quired pursuits Games and otherrelatedactivitiesthat the Show film on family living family as a whole or part can participate in Tell stories about families or family living Learning of various social graces Learning to cooperate and achieve similar goals Duties of all members in the family

THE FAMILY ROLES Understands the family roles: Film on the family engaged in various roles The rolesof father,mother, brother,sisters Slides on family members performing numerous and others living with the family i.e., grand- duties father and grandmother Who they are and what they do

THE FAMILY CUSTOMS Understands the family customs: Movie on local or national customs and holidays Community celebrations Discovering pupil's birthday Familycelebrationsrelativetoholidays Report of students' experiences within the family special OCCItSien2. group (birthdays, anniversaries) Folk dancing and social games Stories about celebrations and holidays

THE FAMILY IN THE Understands the family in the community Field trip to hos:,al, business section, post of- COMMUNITY Community agencies as related to health ser- fice, churches, police department, industries and vices, financial helpadvisory help, or social fire station and spiritual advice Movie or film strip on the family involved in community activities Visit from professional personnel describing their civic duties and what they expect from citizens

(2) REACTS TO SELF-CONCEPT Relationship of self inconjunction with those Report on duties in the home IN THE FAMILY in the family Movie or film strip on duties or problems that Work develop in the home Play

176 Language Arts Number Concepts Related Activities

Read: List six activities carried on in Collect photographs of family involved in family Book on family life the home and then compare activities activities that have been put Make puppets and dramatizefamilyexperience Write: on the list relative to cooperation in home Experiences in achieving family purposes

Discuss: Learning to cooperate in planning and working together; examples of cooperation in the family Read: Number in family Keep record of individualduties carried out in Book on family life Age the home Write: Weight Collectpicturesof familymembers performing Short report on each member of family and Size various duties -xplain what each one does; names of family Birthdate of members in the Learn and practice home activities which ca.' be members family carried over into the home Old-er-est Draw members of family going about performing Discuss: What each member in the family does; com- Young-er-est various family functions pare activities of members in various families

Read: Dates of birthdays, holidays, Bulletin board on special events Storiesabout customs,holidaysand celebra- anniversaries and other Listen to records concerned with special events tions special events Make and wrap gifts for different occasions Write: Sing birthday songs relative to holidays or Ways family celebrates special events; list and other events compare all events celebrated Dramatize: Performing and showing family customs

Read: Locations of buildings by streetMake a map of community showing where stu- How to be a good neighbor; what organiza- and numbers dents live and where major buildings are tionsdoforusand what we should do Phone numbers of hospital, Collect pictures of local groups in action for them;safetyrulesin home and com- doctor, police, fireman, Draw pictures of people serving the community munity friends and home Bulletin boards which display danger and warn- Write: ing signs suchasstop, high voltage, school Listsafetyrulesin the community; recognize crossing and exit signs(stop, R.R. crossing, danger) About people who live near you Discuss: How to help ones neighbor About people in the community who serve us such as the milkman, fireman, policeman and postman Dramatize: Role play the policeman, doctor, nurse, postman, milkman and fireman Read: Students list a number of Bulletin board showing numerous duties per- Articlesonfamilyliving;booksonfamily activities done in the home formed by students while at home living and then compare activities Pictures showing family doing things together Write: with others Keep record of duties carried out in the home Duties towardfather,mother,brothersand sisters; what the family should expect from you and what you should expect from the family Discuss: The role of the self and others in selecting planning and carrying out leisure time activities;differentiate between'.,inuretime and time for duties and tasks 177 P.L.S. #8 INTERMEDIATE B. Develops Ability to Use Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(1) USES OF CLOTHING Neatness and care Discuss classroom Lockers or cloakroom; location; NEATNESS AND CARE arrangementofarticles;brushoffexcessive dust or snow Discuss home care daily; weekly; seasonally Discuss dry cleaning

SUITABILITY OF Suitability to climate and occasion Choosepupilsappropriatelydressedforschool. CLOTHING Discuss and analyze the reasons for the choice: simplicity; comfort; quality;fit;etc. SHOPPING FOR Shopping Discuss past shopping experiences CLOTHING Discuss the different types of stores: department. shopping center, clothing (men or women), shoe store

MATERIALS USED IN Textiles Discuss how clothismade: :pinning; weaving- CLOTHING plain and variations;finishes applied after Pupils judge materials being worn in class,ts to probable ease of upkeep

CONSTRUCTION OF Construction Discuss safetyrules: cut thread with scissors, not CLOTHING teeth; put pins in pin cushion, not teeth; pass handle of scissors

(2) USES OF FOOD Need for food: Uses of food to the human body NEED FOR FOOD Health habits The specificfunctionsof eachinthe human How toselectwellbalancedmealtokeel body(simpleidealcarbohydrates.proteins. healthy fats, vitamins, minerals and water Basic seven foods High and low caloric foods A unit on food from other areas Source and kinds of food Various workers Need for local and food from other areas Climate Type of products

SHOPPING FOR FOOD. Shopping: Factors influencing the price of food markets Selecting a market to make shopping Selecting fresh or good stored foods Selecting foods from the store Comparison between the prices of different Budgeting markets Shoping list use

178 Language Arts Number Concepts Related Activities

Reading: Count: Locker insi-T.ttion duty by pupils taking turns Identify locker by name; color; object 2 gloves; boss; rubbers Class go to laundromat Names on articles like boots Sizes of shoes; half sizes Use of drawers; closets for hanging clothes Labels on boxes which have seasonal clothes Change at the laundromat Polish shoes packed in them

Vocabulary: Vocabulary: Make postersof cutoutsfrommagazines,old Old or new clothes 2 meaning pair patternbooks. todemonstrate:part;school; casual; downtown; sleep wear Time: Length of seasons; more winter or summer clothes Directions: North, south, east, west

Reading: Count: Take a shopping trip by using a mail order Labels of brands, sizes, etc. of sizes catalog personal sizes Dramatize: Situation of mother and pupil on shopping List amount of each article A skit in which shoppers show the right and trip to be nurchased wrong attitude and actions Point up possibilities,conflicts and difficulties Make list of clothes and check Discuss ways of improving costs Totaling cost of wardrobe

Spell: Measurement: Principal weaves illustrated with drawings and Fabrics used in clothing Number used to designate samples such as: satin; pile; basketweave; Cotton. linen, wool, nylon, orlon, rayon, thickness of thread plain; twill dacron Types of textiles Study fabrics in relation to easily soiled surfaces; colors which showsoil;washable or require dry cleaning Vocabulary: Time: Necessaryt,tools for sewing: needles; thread Sharp and dull Work schedule for completion thimble Pair, pear, pare of weaving Correct way of threading, holding needle, making Not, knot Count weaves completed each knot day to see if on schedule Weave pot holder and other similar projects Measurement: Measure or estimate length of yarn to be used in the weaving Discuss: Counting daily grams, calories Films on "Food and Human Body" What is this picture for daily requirement for Suggesting meals and reporting on these meals Classify kinds adult and child Grouping plants and p.oducts Read: Collecting magazines, newspapers and special About food production, magazines, newspapers, journals on food malnutrition cases Book on foods eaten daily Write: Count: Food lists Number of each kind needed Spell: Price of the food bought Names of foods after shopping Tell: About your home meal and evaluate Discuss: Problems on shopping Trip to the local market Price lists of different markets Formation of concepts Sending letters to big stores to have their lists Small, some, light, heavy, Preparing personal shopping lists;for a day, or Reading: for a week Store ads ounces, pounds, pints, Checking store ads Write: quarts, etc. Foods to buy; for a day, for a week Compare: Lists of food and prices

179 P.L.S. #8 INTERMEDIATE B. Develops Ability to Use Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions (2) USES OF FOOD (Continued)

PREPARING FOOD Preparing food: Patterns of food in day meals Planning simple menu for simple meal Planning menus for meals Sharing in cooking a simple meal,inclass- Class tea party room or in home Cooking Kitchen facilities and usage Effect of cooking on food and procedure to follow to prevent destroying and discarding of nutrition Customs from different foreign countries in cooking, preparing the different kinds of food Service schedule discussion Cleanliness

SERVING FOOD Serving food: How to set the table Arranging table General appearance of the room Serving a guest on the table, a meal, party Placement of table, chairs, tools Customs Decoration of table Where guests and hostess can sit How to serve Handling different plates Bread, biscuits, cakes Filling glasses or cups CLEANING-UP AFTER Cleaning up: Cleaning MEALS Cleaning up equipment from the table Removingplates,spoors,knives,forksfrom Cleaning equipment and tools after use the table Arranging table and kitchen after use Washing equipment Using soap Removing grease from pots, stove Check on equipment after use PERSERVING FOOD Conserving food: What kinds of food can be stored Vegetables, eggs, cheese, meat, for a period The causes of food spoilage of time in Molds, yeast, bacteria Home Prevention of spoilage Class Cooling,sterilization,removal ofmoisture, Using refrigerator exclusionof air,refrigeration,usingvine- Shelves gar, sugar, salt Containers Correct placement of food for preserving

(3) HOUSEKEEPING PROCESSES Family finances Discusswaystoearnmoney by workingfor FAMILY FINANCING AND Ways in which a family earns money others,owningabusiness,rentingproperty, BUDGETING or receiving aid from social agencies Discuss selling homemade articles, keeping roomers and boarders, working part time

Things that influence family expenses Study and discuss how following items influence familyexpenses:food,clothing,utilitybills, rent, upkeep, medical expenses, insurance, transportation, education, organization memberships, recreation anti

How a family should plan its spending Discuss the meaning of budgets, planning bud- getsinfamily conference and recordingindi- vidual contributions

180 Language Arts Number Concepts Related Actilities

Reading: Problems to count weight. Visits to school restaurant or cafeteri, Recipes and current home making magazines. size and different measure- Preparing sandwiches. simple cakes, quick bread. cooking books and discuss ments biscuits, eggs, bacon, soup. vegetables, cookies. Report: Budgeting time for cooking salads, potatoes, macaroni, desserts, holiday food Ways to prepare a particular kind of food different kinds of foods Make a class tea party Washing Watching clock or using an Compare and discuss the difference between class Cutting alarm clock meal and commercial one Pupils may record their meals and evaluate Vocabulary: Kitchen terms Use lists Matching, completion, multiple choice questions Discuss: Count: Have pupils make diagram of cupboard arrange- Decoration for several purposes Number of tools, equipment ments. Labeling and locating each niece of Use charts and pictures of table setting going out to table for a equipment Table etiquette particular number of people Demonstrate waitress services Check number of tools and Setting table and decoration Read: equipment in cupboard be- Serving Read in etiquette books fore and after serving Use quiz games to promote learning Names and uses of utensils Demonstrate table etiquette and sitting

Discuss: Check number of tools and Rotateresponsibilityforthedifferentcleaning Report different equipment and tools used equipment out for a meal choresuntileachchildisfamiliar withall in a m. a party after use or a party and back to the the rb.--s of cleaning up kitchen Refrigc use and cleaning and arranging afro:

Read: Count: Put some kinds of food in hot place and observe Changes infood such as milk, meat, bread. Inventory of supplies and after a time fruits,if not stored by a good way perishables Slides of .nolds. yeast. bacteria under microscope List food placed in refrigerator, on shelves Formation of concepts Trips to companies to observe canning, freezing. Volume adding chemicals Size Arranging exhibition of containers and other sup- Weight plies needed for home conserving Problems of conserving

Write: Count: Dramatizeafamilyconferenceregarding ways Short stories about experiences in earning money Keep record of income and of earning and spending money "The Family Pocketbook" expenses Show waystoreducecostsandsavemoney (home canning, mending. decorating. re- Tell: pairing, etc:) About experiences in the family's working hours. placesof work and the earningsafamily receives

Drs uss: -low the following items influence family spending Amount family has to spend Size of family Choose a budget plan and com- Collectpicturesof thingsfor which afamily Age and health of family members pute totzl income and list ex- spends money Spending habits of friends p,:.-es from a "family" Take a trip to the utility companies Learn to make simple household repairs

181 P L.S. #8 INTERMEDIATE B. Develops Ability toUse Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions (3) (Continued) Learning about the home Discuss what is available in housing TYPES OF HOMES Things to consider when choosinga home Discussvaluesof singlehomes,incomeflats and bungalows, housekeeping flats. light housekeeping rooms Discuss the adjustmentsthatfamiliesrrAke to inconv..niences in homes

fur- FURNISHINGS AND What thingsshould be considered when Discussthingsneededfora home:furniture, 'FURNITURE nishing a home? drapes, curtains, pictures. floor coverings, household appliances, cleaning implements, kitchenutensils,dishes,silverware,bedding, linens Discussefficient provisionandutilizationof storage shelves Discuss the efficientkitchen, dining area,effi- cientarrangementof clothingandcleaning closets

How can we make a home more serviceable, Discuss general art principles acceptable and attractive? Discuss following a color scheme Study colors and the use of a color wheel Discussplacingfurniture so the room willbe more attractive

CLEANING AND Learning about the home Care and appearance of buildings, lawns, yards P-AIRING Maintaining the home and fences Keeling the home clean Division of responsibilitiesinthe care of the Keeping the home in repair home -routines in caring for the home and for the doing of laundry Efficient methods of performing household daily tasks: Bedmakir.g Preparing meals Setting tables Serving meals Washing dishes Weekly tasks: Cleaning Caring for the refrigerator and stove Yearly tasks and monthly tasks: Washing walls Draperies Windows, etc. Discuss the values of simple household repairs; techniques and needed equipment, costs of doing own work contrasted withhi-, ig repairman, money saved by keeping things in good repair, hazards reduced by keeping things it: good repair

Discuss home decorating technique aut: needed equipment Discuss house-old repairs that can be done by the family safely

182 Language Arts Number Concepts Related Activities

Discuss: Measure rooms of a model home Make a house and furnish i Make an experience chart on ways to arrange and compare the sizes with Make ascrapbookoffurnishings,appliances, a home for greater convenience own home home equipment Compute cos--, of various fur- Crafts and construction: make model furniture Study: niture and furnishings and and equipment from clay or wood Make alistof names of rooms withthe make estimates of the cost of Make-aperies, towels. pot holders, pillow slips, correct furnishings. etc. furniture for each room dresserscarves, lamp shades, shoe bags,slip Labeldiagramsofhouses androomsand covers,book ends,shelves,tieracks,show match furnishings and equipment with the cases, towel racks proper rooms Make window boxes for plants

Make an experiencecharton ways to obtain correct lighting

Study: Compete the cost of buying Visit department stores to see model rooms Room backgroundandtypesandstylesof drapes, compared with Plant carrot tops and beet tops to make furniture making them growing table center pieces Add interestas beauty to rooms with simple, Discuss: inexpensive growingplant arrangementsusing Things one can make to beautify the home discarded glass containers Types of furniture arrangements Make book shelvesusing plywood and building blocks Write: Frame prints from magazines Letters to get directons for making household Decorate the classroom to make it attractive articles Letters to obtain information on color schemes, decoration, etc.

Care and use of appliances andfurniture, the Choose rolesand dramatize thediffereri:tasks moneysavedbytakingcareofappliances, usually performed by family members theusefulnessof theapplianceifhandled Show members of the family at their household properly jobs "Family discussion" on division of work if Make a "time chart" s lowing Show ways to simplify or eliminate household both members of the family are employed the division of work in a tasks Ways children can help when both parents work. housewife's day and week Delegateresponsibilitiesinthe cleaning of the Interesting activitiesmade ; ,ssibleas the result Make a schedule for monthly classroom: dusting, sweeping, scrubbing of the time saved byefficienthousekeeping and yearly tasks Demonstrate bedmaking, setting tables and pre- (needed rest and relaxation, hobbies, improve- paring muls ment of a person's appearance) Learn to use cleaning supplies and equipment Have pantomimes showing household taskslike Write: Learn to measure amounts of washing dishes, stretching curtains. etc. About good housekeepong procedures soap for laundry and other Collect commercial advertisements and labels de- Ways for caring for appliances and fur- cleaning agents used for gen- scribing cleaning products nishings eral washing and cleaning Choose roles and dramatize the work or workers Duties of family members to the care of who come to the home to make repairs, to each room build or to decorate Show how one can have more fun time if Workshop: Go to a fuse box and !earn how o work it planned change a fuse Satisfactions gained from working efficiently Compare costs of repairing and Learn torepair cords,fixsteps,repiace decorating one's self with the can of storm windows and screens tha. of hiring workmen

183 #8 INTERMEDIATE B. Develops Ability to Use Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(4) HEALTH AND SAFETY IN Learning about hone safety Common causes of home accidents:fires,elec- THE HOME tricalhazards,falls,sharp instruments, clean- ingfluids and poisons, excessive wax, use of chairsfor climbing, careless smoking, etc.

Recognize safety hazards and preventing acci- Family provisions for safety dents The responsibilities of older members of the family for preventing home accidents

Steps to take in case of accidents;first-aid and getting assistance

Health The importance of a clean house Sanitation in the home: Killing insects, fly traps, spray, fly swatter, killing rodents with mousetraps and poison Importance of clean and unspoiled food Medications in the home Develop an understanding of family illness Caring for the ill Ways to help family when there is an illness in the family

15) CHILD CARE METHODS Reproduction Show pictures on plant and animal growth and LEARNING ABOUT NEW discuss LIFE Human fetal development Birth PREPARING FOR A NEW Preparing for baby Discussfuturebirthof youngerbrothersand CHILE sisters, students' hopes and reactions

TAKING CARE OF A Care of Baby Discuss the saying "as helpless as a baby" BABY Why does a baby need so much care?

CARING FOR A YOUNG Care of young children Discuss babysitting responsibilities CHILD

184 Language Arts Number Concepts Related Activities

Write: Determine saie heights for Have a fireman come to the school to discuss Causes of home accidents and ways to avoid ke.ping undesirable objects fire hazards and home safety them away from children Make scrapbooks of ways to prevent and avoid Posters of various aspects of home safer, accidents and what safetyrules and measures List housekeeping practices that would make should be used in the home home safer How to treat someone who took a poison Caring for burns or injuries

Make: Make a list of important Practice on a toy telephone calling the fire de- Guide tosuggest how accidentsto children telephone numbers partment, police, doctor and the gas and elec- may be avoided tric company A set 3C common safety rules for the home Find our where thefire alarm boxisin your Have home inspection inventory to check on neighborhood existing hazards and plan ways to make the Practice the school fire drill home safer

Enrich the vocabulary with health and safety Learn to measure medicine Demonstrate how good cleaning practices are re- terms lated to health Learn to use a thermometer Have a sanitation officer tellthe class what is Discuss: done to keep the city clean Ways to guard against acquiring and spreading Keep a record of a child in the Examine superstitions about health practices germs class while he has been ill Have amother come todiscuss"FamilyRe- sponsibility for Good Health" Write: Arrange a rnedirine cabinet About the relationship rif food that has spoiled Have a skit on desirable and undesirable visitors and food poisoning and the relationship be- in the sickroom tween disease and dirty food Make favors for hospitals Paragraph on the value of boiling sickroom Have a public health officer discuss public health articles services Listapproved home remediesfoundinthe medicine cabinet plus medical supplies Label bottles containing harmful drugs

List,station times for various animals Measurement of growth of Germina...--. of seeds plant Tadpoles Hatching of egg Growing own plants Baby -babies film Twins, triplets Fetal development chart Discuss Visit to hospital maternity and nursery ward How a baby effects the family -finance, etc Layettes ..ad equipment preparation

Dramatize care of baby Feeding and sleeping schedules Sterilization of milk Write Weight and measure Scrap book of baby care Story about what life of baby is like Bring in a baby: how to hold, bathe, feed, change clothes

Discuss: Ages Have a party for a group of small children Interesting stories to tell to children Rhymes How younger childrenactatdifferentages (expect different behavior at different ages)

185 er 1 "g1 11' LEARNING HOMEMAKING

P.L.S. #8 involves the essential habits, attitudes and skillsnecessary 'or the feeding, clothing, and housing of oneself and one's family. Secondary

A.Understands the Development ofFamily Relaionships (1) Reacts to the family asa unit (2)Reacts to suf-concept inthe family B. Understands the Development ofHomemaking Habits aDSkills (1)Uses of clothing (2) Uses of .bod (3) Housekeeping processes (4)Child care methods Forspecificteachingunitsrelatedtothismajor objective, thereaderisreferredto thefollowing resource guides:

SeeBulletinNo. 15 - A Potpourri of Ideasfor Teachers of the Mentally Retarded, II - The Practical Arts, for a fairly comprehensive coverage of homemaking skillsat the junior and senior high levels.See pages 5:27for suggested and illustrativeunits in the area of HOMEMAKING AND HOME MAINTENANCE. See pages 31-40 for a unit on BABY SITTING. See pages 41-45 for a UNIT ON SEWING. And, see pages 47-58 for units in the area of GOOD GJOOMING AND GOOD .HEALTH. See Bulletin21 -D.pages 40-51,forrelatedknits on LEARNING TO EARN A LIVING. Alsoseepages52.67forsuggestedandillustrativeunitson CONSUMER EDUCATION, WHAT IS A GOOD HOME? and HOMEMAKING AND FAMILY LIFE.

187 P.L.S. #8 SECONDARY A. Understands the Development of Family Relationships Aims Center of Interest Units Introductory Discussions

(I) Family purpose News report of families REACTS TO THE FAMILY Activities and goals of the family Show film strips on family life AS A UNIT Discuss the purpose of the family THE FAMILY PURPOSES

THE FAMILY ROLES Family roles Bulletin board with pictures of familie: Roles and duties of each person in the family Show slides or make home movie with families performing different duties

THE FAMILY CUSTOMS Family customs Have resoince parson discuss national customs Celebration of special events Discuss national customs and holidays of different countrieas related to tke family Have student; tell about special events

THE FAMILY IN THE Family in the community Have a movie on the family involved in com- COMMUNITY Relation of family to community agencies munity activities Invite resource persons from various civic r - ganizations (2) REACTS TO SELF-CONCEPT Understand the relation of self to the family Discuss problems of the teenager in t;:c family IN THE FAMILY Report on duties in the home

SECONDARY B. Understands the Develoimentof Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions (1) Neatness and care Posters illustrating well:kept closets and storage USES OF CLOTHING Cleaning clothes areas NEATNESS AND CARE Making necessary repairs Bulletin board on proper and improper care of Proper storage clothing Trip to dry cleaners, shoe repair, laundry

SUITABILITY AND Suitability to climate and occasion Field trip to department store to have woman APPROPRIATNESS OF Seasonal clothes discussand exhibitproper stylesand acces- CLOTHING Appropriate dress for work, sories for various figures leisure Examinepatternbooksorcatalogsforbasic Suitability to individual dresses and appropriate styles figure

188 Language Arts Number Concepts Related Activities

Discuss Family schedules as they relate Dramatize Learning to cooperate with family group to work, play Family working in coo;,,on with the com- Movie on family life munity Read books and magazines on family life Plan activities"..m- family use of leisure tiny;

Report on therolesof thefamilyandtheir Use measurements in making Keep recor "; of duties carried out in the home importance table cloth. place mats for by family member table setting Haveacollectionofpicturesshowingfamily performing various duties

Discuss the customs in your community as they Figure cost of holiday meals Make a bulletin board on special events relate to the holidays eating in and out Plan. tarty for a special event Read books and magazines on customs and special Compare the two events Write dates of birthdays, holidays, anniversaries and other special events Compute cost of special event project

Write safety rules in the community Space concepts Field trips to various community avacies Discuss being a good neighbor Locate streets and buildings Make a map of the community Knnw numbers of phone you Art project on traffic sign and signals could call in case of emergency Dramatize Plan and budget teenage Make a bulletin board showing duties et Teenage leisure time allowance teenagers Read articles on family living Clothing Write what parents or brother; or sisters Recreation like or dislike in students Management of time

Larguage Arts Number Concepts Related Activities Discuss: Compute: Sewing projects: Keeping an orderly clothes closet Costs of cleaning agents Mending How to properly store all types of clothing Costs of cleaning winter Darning for daily or long tcrtn use clothes Sewing buttons "A stitch in time saves nine" Compare cost of professional dry Patching Write: cleaning and coin operated Demonstrate all Rulesfor daily, weekly and seasonal care of cleaners Proper cleaning agents and techniques for clothes types of materials, emphasizing safety Lit of safe cleaning agents Techniques in pressing special fabrics Removal of stains Make a notebook on care of clothing: Shoe care Hanging clothes up Correctly wash various types of clothes and use Cleaning proper method of completion(spin dry, drip Ironing dry. ironing) Discuss: Use correctmethodsof handling.puttingon Relation of colors, designs and sizes of clothing Compute cost of basic wardrobe and taking off clothes and accessories to individual figure Compare cost of ccstume jewelry Collect pictures illustrating combinations of cloth- Fad vs. style ing according to season, occasion and style Suitable clothing Work out acitable n,inimum wardrobe for When applying for a job e..eir age When working in varioLs businesses Analyze what makes clothes pretty Prepare an individualnotebook on most appro- Try ondifferenttypesofaccessoriestofind priatestyles.colors and patternsof clothing most becoming and accessories Experiment with colors tofindattractive combination 189 P.L.S. #8 SECONDARY B. Understands the Development of Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

SHOPPING FOR CLOTHING Shoppii g: Film on techniques in buying Wise buying Display various clothing labels and tags Understanding advertising Trip to clothing store

TEXTILES USED IN Textiles: Bulletin board of fabrics, illustrating type of CLOTHING Use of materials rment Care of fabrics Try to retail store specializing in all types of fabrics Film on modern fabrics

CLOTHING CONSTRUCTION Construction: Trip to store to see sewing demonstration Ability to use basic sewing tools Speaker on choosing and using patterns Construction of simple garments

190 b er ."_its Number Concepts Related Activities

Discuss principles of wise shopping, Compare: Develop ability to read and analyze modern ad- Importance of labels. brand names Prices from newspaper ads or vertising techniques Types of stores catalogs Show relatjon of cost, maintenance and durabil- Guarantees Out of season and in season ity with longevity, appearance and comfort Quality vs. quantity buying Examine expensive and inexpensivedress.com- Characteristics which determine value Make a clothing budget pare quality and price Meanings of various sizes

Compile guides for buying (brand names. quality grading) Make change Dramatizewhzttoconsiderwhenpurchasinga Compute savings gained by wool sweater. nylons. shoes. etc. Prepare inventory of wardrobe needs purchasing at sales and discount prices Disc 11.55 "What isa bargain?"

Discuss: Compare cost of materials: Speaker withsamples of naturaland synthetic Uses of the various materials (synthetics, Price per yard fibers to explain qualities and uses cotton, wool) Price of finished product Demonstrate Ease in care of various materials (wash- Effect of heat of iron on different fabrics wear. city clef n) Color fastness and shrinkage Show importance of finishing processes inrela- Prepare notebook on proper laundering techniques tion to ease in care (Sanforized, sunfast, cuzase- for each type of fabric resistant)

Vocabulary Names of common fabrics

Discuss: Take correct measurements Choose a simple garment to construct Most desirable materials (cost, ea ;e in Adjust patterns Use appropriate tools and equipm.. nt correctly handling, design) Estimate materials. equipment in project Problems in sewing and costs of project Demonstrate Selecting a prttern Different methods of marking Safety in sewing Preparation of fabric for cutting Types of seam finishes Clarify meaning of pattern symbols Faults inpressing (shine, seam edges, homemade look) List minimum sewing supplies

Vocabulary Sewing terms

191 P.L.S. #3 SECONDARY B. Understands the Development of Homemaking Habits and Skills Aims Center of Interest Units IntroOuctory Discussions

(2) USES OF FOOD Learning about need biscuss how the human body utilizes food FOOD VALUE AND NEED Recognizes a well-balanced meal Film to show function of carbohydrates, protein. Understands basic food ..:harts fats. vitamins, minerals to body Health Pictures to show contrast in bodies of well nour- Growth ished and undernourished children Prevention of disease Discuss relation of food to adolescent devel- Develops nutritional habits opmeat

SHOPPING FOR FOOD Learning about shopping: Discuss Selection of markets Comparison of prices of various Selection of food Qualities of foods Budgeting Different types of markets False or misleading advertising Economical size of package Seasonal buying Make a display of labels explaining information given Film on shopping techniques

PREPARING FOOD Learning about preparation: Plan menus for fa:nay meal and special occasions Use of kitchen facilities Discuss foreign cookery and cultural patterns Menu planning Demonstrate p,inciples involveditpreparing veg- Proper method of preparing foods etables and fruits Preserve vitamins Filmstrip and demonstration on baking. including Color and texture package? mixes Discuss overweight and underweight; fad vs. well- balanced diet

SEtt ..NG OF FOOD Learning about serving: Demonstrate Arranging the table How to set a table and evaluate according to Serving guests at meal or party general. appearance Proper etiquette Discuss How to serve guests and family Films Setting a table Etiquette

CLEANING-UP AFTER Cleaning after preparation: Demonstrate use of work areas PREPARATION AND MEALS Techniques in cleaning work area, dishwash- Make check list for desirable work habii; and ing, laundry for keeping kitchen clean

PRESERVING AND PRO- Preservation and processing: Read and discuss history of food preservation CESSING OF FOOD Methods of canning fruits and vegetables, pre- Discuss factors to consider in determining whether serving. pickling and jelly making or not to preserve food for Proper food storage Economy Short and long term Diet improvement Providing creative satisfaction Film on canning fruits and/or vegetables Visitfrom home economics teacher todiscuss sanitarymeasuresinrelation to food preser- 192 vation Language Arts Number Concepts Related Activities

Read about malnutrition Compile calorie charts for Films on foods and body family depending on type Plan balanced meal Discuss Basic Seven food charts of person and activity Obtain booklets or pamphlets on malnutrition Analyze sample menu as to supplying nutritional Count calories Films on nutrition and disease needs Spelling: Carbohydrates Protein Vitamin Mineral

Read: Magazines about new foods and shopping Problems of weight and meas- Trips to various types of food stores interest urement Prepare shopping list according to planned Discuss: Compute amount of food needed menus Wise buying to avoid waste for specified family for day or week Compare ads to decide best buys Compute cost of food per day Compile guides for buying (bland names, Problems in making change quality grading) Read: Homemaking magazines, cookbooks for new ideas Report ways to prepare foods Problems of weight, size and Plan a guest meal and other family meals Discuss what makes food palatable, digestible. various cooking measure- Evaluate above meals attractive: ments Read and discuss Determine time to be allotted lunch and dinner Types of cakes for preparation of food on Plan proper sequence of preparation of various Methods of mixing menu meals Fieldtriptogas Vocabulary and/orelectric companyto Kitchen terms observe home economist demonstrate cooking techniques

Read and discuss Determine amount of room Arrange kitchen equipment and supplies for most Table etiquette needed for a table setting efficient operation Make up a chart of basic rules of etiquette Compute number of pieces of Set anattractivetable and include an appro- Read about table planning and serving for special china and silverware needed priate centerpiece occasions for certain number of guests Role playing Serving food Practicing good table manners Prepare bulletin board to illustrate proper table manners and table setting Field trip to a restaurant

Report on need for cleanliness in preparing food. Compute cost of cleaning agents Demonstrate effectiveness in the use of cleaning both before and after according to size and quantity agents List cleaning agents and utensils Prepare bulletin board on cleaning agents Science Experiment showing effect of bacteria on food Read recipes Make a time chart required for Use several methods to can fruits and vegetables Discusscauses and prevention of food spoilage processing various foods Make scrapbook of favorite recipes jSpell words needed in unit Compute cost of project Science Formulate list of supplies needed Heat and temperature and theirimplications for cooking Make a scrapbook of menus for breakfast.

193 P.L.S. #8 SECONDARY B. Understands the Development of Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(3) HOUSEKEEPING PROCESSES Family finances and budgeting Visit from graduate to describe his job and how FAMILY FINANCES AND Earning money he uses income BUDGETING AND Influences on spending Students show ads representing articles they want BUYING Keeping a reasonable budget to obtain Film on saving Have insurance agent work out a family savings plan

Installment buying Speaker from credit department to explain various When to use credit plans Types of credit Display of various credit forms Consequences of not meeting payments

TYPES OF HOMES The home: Choosing a certain design Use newspapers to find out what type of housing Construction is available (cost,. size) Location Trip to Parade of Homes to see types of homes Design and construction

194 Language Arts Number Concepts Related Activities

Listitemsinabudget and proportionaterole Plan, prepare and keep a Planahypotheticalbudgetforvarioustypes of each personal income a:id of families(single,married with and without Discuss effective financial adjustment to expense record children) Lay-off from job Compute costs of various Display posters and pictures showing various sav- Fired from job leisure-time activities ings plans Long-term illness Visitbankandobservedeposits,withdrawals. Loss of home (fire) credits Reduction in income (job transfer)

Discuss Demonstrate ways of "stretching the dollar" "Planning for saving" vs. "Saving what is Good planning left over after bills are paid" Wise buying Advantagesand importanceof varioustypes List ways to earn money of insurance Curbing impulse buying Vocabulary Compute extra costs due to Illustrate circumstances where borrowing is Credit terms and concepts credit on various purchases required Discuss (service charges, interest) Fillout and understand terms of several credit Necessity vs. luxury contracts Cash payments vs. time payments Dramatize shopping and credit experiences Discuss necessity of Regular payments Restricting total obligations Procedures for dealing with inability to pay Keeping receipts for proof of payment Write Basic information for credit application

Discuss advantages and disadvantages of renting. Compare Illustrate andlistadvantages and disadvantages leasing and purchasing Costs of various housing of apartments, houses and trailers Discuss Buying vs.rent Make small group visits to apartments and houses Functionaspects of a home(utilities,space) advertized for rent Qualities of beauty in and about a -home Report on available facilities Location of home in regard to convenience Individualplanfor searchingforplacetolive Responsibility to landlord, neighbors and Reasons for selecting ad community List things they would ask realtor about the housing

195 P.L.S. #8 SECONDARY B. Understands the Development of Homemaking Habits and Skills Aims Center of Interest Units Introductory Discussions

(3) (Continued) Furnishing for function and beauty: Discuss "harmony" in color, textures, styles Basic furnishings for establishing a home Go window shopping and report onprinciples FURNITURE AND of color and arrangement used FURNISHINGS Field trip to furniture store, drapery shop

HOMECARE AND Process for maintenance: Demonstrate some basic home repair techniques MAINTENANCE Cleaning Visit shops of the vocational school Repairing Demonstrate efficient methods of performing Good home management daily household tasks

HEALTH AND SAFETY IN Reasons for health and safety: Bulletin board on safety THE HOME Prevention of accidents Discuss home accidents which can be prevented Recognization of safety hazards Film: accidents, prevention and emergency What to do in emergencies treatment Invite instructor to teach basic first aid procedures

(4) CHILD CARE METHODS Reproduction: Film: Reproduction LEARNING ABOUT NEW Simple study of main organs of body and their Have school nurse talk with class LIFE functions

LEARNING PRENATAL Prenatal care: Demonstrate use of doctor's apparatus (school CARE Importance of balanced diet nurse) Personal appearance Discuss physical care of the mother Dental care Exercise Rest CARING FOR THE Care of infant: Pediatric nurse discusses physical and mental INFANT Helping mother care for baby growth pattern of pre-school child Film on infant care Display of books from State Department of Health on health and proper infant care Display of baby pictures

TAKING CARE OF A Care of a young child: Demonstration by nurse onare of young child YOUNG CHILD Prevention and care of Bring in young child diseases List the different things he does in a given Health and cleanliness length of time

196 Language Arts Number Concepts Related Activities

Write Plan expenditures needed to Illustratestylesof furniture and equipmentin Letters for materials on interior decoration furnish apartment for young the home and home projects couple Applybasicrulesof colorinchoosingitems List bask furnishings for establishing a home Furniture forfurnishing and decoratingvariousrooms Appliances Discuss: Improve furnishings by making practical low-cost Efficiency in determining furniture and layout Accessories accessories Obtaining good value at low cost Write: Estimate materials, tools and Choose several simple home repair projects Methods of preserving home equipment for costs for home repair Carpentry, plumbing, etc. greater use and little expense project Display home repair tools and equipment on peg- Compare home repair cost with board Read: professional service Study types of cleaning solutions, waxes, Directions for operating and maintaining appli- Comprte polishes ances Standard service charges for Experiment and evaluate various appliances Demonstrate ways to simplify or eliminate tasks Discuss: Plan work schedule for Practice cleaning procedure by actually cleaning When to call repairman cleaning (daily, weekly, Ways of improving outside appearance monthly) Appropriate duties of family members in caring for house Report: List important telephone num- Identify some of the common problems in safety; Precautions for safety in the home bers for emergencies accidents, poisons, etc. Discuss: Compute cost of medical Dramatize accidents which occur in the home Obligation to protect yourself and others expenses Decide which could be prevented from hazards Determine desirable heights for Sanitation in the home keeping undesirable objects Illustrate value in knowing safety rules and poisons away from Carefully planned work schedule children Strict observence of directions Keeping mind on job

Write on the health of the mother Compute cost of laboratory Collect literature concerning various agencies and Write letters to send for company-distributed services, hospital and doctor, make a file kits and insurance plan Project on health and accident insurance Read book on physical growth and development Visit community facilities available to familyin time of need Report on doctor's apparatus Compute and compare costs of Film: Prenatal Care Discuss: Medicine Role playing Importance of physical examination Doctor What to do in case of serious illness Following doctor's orders Insurance Attitude of parents and other children

Discuss: Chart heights and weights of Study art of baby-sitting Acceptance and responsibilities of new sibling infant Prepare bulletin board displaying various materials Helping with new baby Prepare a time schedule for pertaining to child care, baby-sitting and play Read magazines or articles about infant care baby activities of babies and pre-school children Make a notebook about information learned Figure cost of baby food, medi- Use life-sized doll to practice washing, dressing, about care of babies cine, doctor, etc. feeding and handling of child Financial responsibilities connected with an additional member in family Write: Compute: Visit communityfacilitiesavailabletofamilies Places where family may obtain help Cost of life insurance, in time of need or emergency Family agencies hospital insurance Display of books Medical and health services Make a growth chart of a Role playing Free clinics and hospitals young child Calling a doctor Discuss: Asking a neighbor for help What to do in case of serious illness Read a body thermometer Read: Handling emergencies Names and symptoms of communicable 197 diseases L

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198 LEARNING TO MANAGE ONE'S MONEY P.L.S. #9involves the essential habits, attitudes and skills necessary for budgeting one's income to gain the maximum advantages from expenditures. PrimaryPrima

A.Begins to become acquainted with the nature and value of money (1) The purposes of money (2) Types and proportions of money

B. Begins to learn of those activities dealing with acquiring money (1) Individual and family money activities (2) Earning money (3) The concepts and practices of unearned money

IC.Begins to direct thinking toward adult financial world (1) Promotes understanding of values in spending or giving money (2) Investigates ways of saving money (3) Explores responsibilities and rewards of donating to charities, others. etc.

For specific teaching unitsrelated to this major objective. the readerisreferred to the following resource guides:

See Bulletin No. 46 - Readiness Activities for Mentally Retarded Children for activities designed to stimulate quantative thinking and other higher mental processes of the pre-primary and primary level. Also see Bulletin No. 15 - A Potpourri of Ideas for Teachers of the Mentally Retarded. Vol. II, pages 27-30, for an illustrative unit on CAR WASHING.

See Bulletin 21-B. Vol. I. pages 43-63. for suggested activities and AIDS IN TEACHING FUNC- TIONAL ARITHMETIC VOCABULARY to primary levelretardates. Also see pages 70 and 74. See No. II, pages 142-145, for an illustrative unit on OUR SCHOOL STORE. Other persisting life objectives in this resource guide cover related number concept activitiesfor the primary level.

199 P.L.S. #9 PRIMARY A. Begins to Become Acquainted with the Nature and Value of Money Aims Center of Interest Units Introductory Discussions

(1) THE PURPOSES OF MONEY Money identification collections Discuss money: Ie. 5e. 106. 25e, 506 $1.00 Money uses: Discuss varieties of money For products Paper bills For services Checks Money orders Stamps Credit cards Play money

(2) TYPES AND PROPORTIONS Money and different combinations Increasing ability to identify and use money OF MONEY Developing shopping responsibility: Price or bills and money needed to pay Remembering items wanted Getting or making change Choosing correct items Handling money safely Checking costs and receipts

PRIMARY B. Begins to Learn of Those Activities Dealing with Acquiring Money Aims Center of Interest Units Introductory Discussions

(1) Individual and family finances: Sources of individual and family income INDIVIDUAL AND FAMILY Income Allowances a MONEY ACTIVITIES Expenses Work earnings Savings Expenses Food Clothing Rent Earning a living in the community Supplies, etc. (2) Community workers EARNING MONEY Policeman, fireman, etc. Shopkeepers Food stores, clothes stores, etc. Semi-professional people Office workers Management Skilled Laborers Truckers Mechanics Plumbers 200 Carpenters Teachers Language Arts Number Concepts Related Activities

Discussion: Concrete counting with coins Showing and telling of shopping experiences Money experiences or play money Shopping and use of money Chart stories Simple addition Buying and selling with real or play money: Recognize and verbalize:. Simple subtraction "sell" treats for play money Types of money Basic adding Games Reading Monopoly Labels or price tags Easy Money Newspaper ads Stories involving money with both teacher and pupil participation Writing: Lists of purchases Price lists (store purchases) Stories involving purchasing Discussion: Addition and subtraction School store activity Money for lunch, candy, etc. Different combination for same Collecting items Purchasing things amount Pricing items Writing: Measurements: Quantitative grouping Interpreting parental list dozen, pound, etc. 10 each Writing list for purchases 3 for a quarter Spelling: Ability to choose correct items Penny, nickel, etc. Amounts Varieties Value (best value for cost) Added school activities Concepts developed by organized games Recognizing Counting Adding Subtracting Equating (teams) Estimating School lunch program Buying tickets Counting places needed Distribution of utensils needed Language Arts Number Concepts Related Activities Discussion: Advanced addition and sub- Classroom allowance with play or real money to How to earn money traction with money teach child how to budget. "Sell" child milk, Steady job Basic multiplication candy, treatsfor set amounts so student will Odd jobs have to decide a choice and manage allowance Allowances Teacher explain her budgeting Should they be given and how much Counting money collected: Classroom "jobs" to earn money Writing: UNESCO How I help the family Red Cross Arts and Crafts March of Dimes Scrap books Discussion: United Fund Drawing How their parents earn money Church collections Shadow boxes Chart work Counting money earned Paper mache figures Teacher reading Paper drive Scenes for exhibits Reading: Jobs (home) dioramas Pupil reading Stout cookies Participation in organized community drives such Oral Refunds (bottles) as Scouts, Red Cross, etc. Silent Writing skills: Writing stories Manuscript Cursive Vocabulary: Written Oral 201 Spelling P.L.S. Aims Center of Interest Units Introductory Discussions (3) THE CONCEPTS AND PRAC- Receiving money gifts Receiving and giving money as gifts TICES OF UNEARNED Christmas Money MONEY Birthdays Bank account Mother's and Father's Day Bonds (U.S.) Religious occasions Gift certificates Contributions Finding money Classroom Correct procedure Community Inform parents or authorities National and International Place money in official hands Finding money Child claims if not claimed by orieinal owner Allowances Allowances Family circumstances Differences in allowances Peer groups Family differentiations

PRIMARY C. Begins to Direct Thinkikig Toward Adult Financial World Aims Center of Interest Units Introductory Discussions (1) PROMOTES UNDER- Individual shopping: Discussion of personal needs STADING OF VALUES IN Desires and needs Independent SPENDING OR GIVING Personal Peer group MONEY School Discussion of family needs Supplies Discussion of community need Lunch money Keeping up with peer group Family shopping Differences in shopping habits Socio-economic level Good-versus-poor budgeting Community contributions: Classroom collection for child in need Classroom collection for P.T.A. Scouts Red Cross

(2) INVESTIGATES WAYS OF Banks: Accumulating money SAVING MONEY Personal (piggy banks) Saving part of allowance Family (group saving for item) Saving gift money Federal (Christmas Clubs) Ways to save Savings bonds Banks Saving merchandise stamps Penny bank Budgeting Allowance (3) EXPLORES RESPONSI- School participation School BILITIES AND REWARDS Donations Toys OF DONATING TO CHAR- Junior Red Cross Treats ITIES, OTHERS, ETC. March of Dimes Home P.T.A. Toys Drives T.V. programs Goodwill clothing Church Bake sale (school-P.T.A.) Contributing to funds Candy sale (school-P.T.A.) Activities White elephant sale Community Donations 202 Language Arts Number Concepts Related Activities

Discussion: Depositing money in .bank (with Field trip to bank Receiving and giving gifts parental assistance) Children's parties with gifts of money Social amenities: please, thank you Sociodrama Reading: Receiving - giving gifts Teacher-pupil story Free play Independent reading of stories Play bank Writing skills Play house with getting allowance Thank you notes Arts and Crafts Simple letter writing Poster signs Letter Drawing Addressing env.ilope Making a bank

Language Arts Number Concepts Related Activities

Discussion: Keep track of school and home Arts and Crafts Experiences in shopping spending Store construction Stories and poems read by teacher 10 to $1.00 Pictures Visual and auditory observations on Adver- Counting items on list SCh.p books tising Counting change known Items from store Billboard advertisements Budgeting Signs T.V. Boxes Radio Price tickets Newspapers and magazines Wi-;tten Communication Story related to shopping Preparing detailed shopping lists:foods, drugs, etc.

Discussion: Keeping record of savings Arts and Crafts Field trip to bank Additions Construction of individual banks Using a savings deposit book Withdrawals Making play money Reading: Concept of interest Construction of bank with property Individual Scrap books Pupil to pupil reading Sociodrama Teacher reading Saving Writing: Budgeting Story related to savings Discussion: Counting Arts and Crafts Experiences with giving Milk Make posters Need fcr donation Treats Make gifts for sale or giving Reading: Straws Veteran contributions Individual Napkins Socio-drama Pupil to pupil Coins Giving People who need help for medical research Sorting and counting objects Contributions Written communication Clothes Visit to needy or crippled in area Story writing related to giving Books, magazines, papers List of charities Candy and cookies

203 LEARNING TO MANAGE ONE'S MONEY P. L.S. #9 involves the essential habits, attitudes and skills necessary for budgeting one's income to gain the maximum advantages from expenditures.

Intermediate

A. Develops knowledge about the nature and Yalu( of money (1) The history of money (2) Develops an undetstanding of the purposes of money (3) Recognizes types and proportions of money

B. Develops knowledge of activities dealing with acquiring money (1) The roles of the individual and his family (2) Widens understandings of experiences dealing with earning money (3) Enlarges concepts and practices of unearned money

C. Develops knowledge about the adult world of financial living (1) Values involved in the spending of money (2) Investigate the ways of saving money (3) Explores responsibilities and rewards of donating to charities. etc.

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides:

See Bulletin 21-C. pages 57-61. for an illustrative unit on A CLASSROOM PARTY FOR PARENTS AND FRIENDS. Also see pages 146-163. for units on RESTAURANTS and SUPERMARKETS. Other persisting life objectives in this resource guide cover related number concept activities for the intermediate level.

205 P.L.S. #9 INTERMEDIATE A. Develops Knowledge Aboutthe Nature and Value of Money

Aims Center of Interest Units Introductory Discussions

( I ) THE HISTORY OF MONEY Displays Origins of Money Pictures, magazine ankles, items, collections Our Country's Money (Historical Development) Filmstrip, movies (Historical de,,elopment) Who uses money (from past to present) People (and money) around the world

(2) DEVELOPS AN UNDER- Gold stored in vaults (Store of value) Money buys goods and services STANDING OF THE PUR- Paychecks (Right or claim) POSES OF MONEY Barter, trade (substitute forms of money) Money as medium of exchange Money in other lands (universal need) Exchange of money for work Needs with stress on part money plays Exchange of money for goods or services Intercontinental and I ntra-World Trade Amount of money circulating determines value (Interdependence for existence) Inflation (too much money) Deflation (not enough money)

(3) RECOGNIZES TYPES AND American currency Variations in money PROPORTIONS OF MONEY Differences Coins Similarities Paper Foreign currency Pictures Differences Words Similarities Money in other lands

INTERMEDIATE B. Develops Knowledge of ActivitiesDealing with Acquiring Money (1) THE ROLES OF THE INDI- It:dividual and family money VIDUAL AND HIS FAMILY Individual income Source of family income Services in lieu of wages Family expenses Cash jobs: paper route, snow shoveling, Individual income and expenses etc. Keep records of income andexpenses Family income Sources: father, mother, siblings Incidental income: roomers, working for rent, etc. Family expenses Distribution of income Who spends what (2) WIDENS UNDERSTANDINGS The ways people earn money Family OF EXPERIENCES DEALING Jobs Individual WITH EARNING MONEY Interest Jobs Investments Wages -salaries Property income Fair pay rate/amount of work done Cash or cash equivalents Full time - part time Different jobs students have done How to apply How to succeed

206 Language Arts Number Concepts Related Activities

Reading: Money substitutes and what they Field trips (Museum, banks) Articles on money (Encyclopedia, magazine. purchased (in terms of then Art work (Peoples and money in natural newspapers) and now) settings around the world) Advertisements re money and equivalents Compare face value with col- Sociodrama Playlets Picture reading lection value of coins in coin Writing: collection For information and catalogues Money values from barter to To arrange field trips symbol usage Parents' permission Thank you Write-ups on trips

Discussion: Intermediate Classroom Economics - have students earn, spend Gold in Ft. Knox Adding. subtracting and or save play money earned in classroom duties. Effects of deflation and inflations on pur- multiplying Determine prices on goods to be bough (treats, chasing power Computing prices for objects to milk,etc.)and have each studentor small Reading: Le sold group budget for day to day or week to week Ads (money buys goods and services) Budgeting "living" Stories and articles on purposes of money I ncom Expenses

Reading and discussing money characteristics Cardinal numbers Field trips to stores General desirability Ordinal numbers Handling money Great value in small bulk Understanding and manipulating Remembering items Durability numbers Making lists Uniform quality Symbol usage Choosing items Divisible without harming value Equivalent values Using items Easily recognized Money substitutes School collections and drives Stability of value Social usages Games (Monopoly) Can be exchanged for other types of wealth Measurements Comparing weights Weigh ten silver dollars Weigh ten pr per dollars

Discussion: Introduction of graphs and pic- Sociedrama - Play roles of family members Financial problems torial symbolization Bulletin board: Student-made graphs Helping family Who earns money income Choosing what to spend money on (pie graph) Writing: Where family money comes What budget is best from Students' financial needs Discover relationship between family size and operational expense

Discussion: Compute earnings at hourly Concept development Students' jobs rates, weekly rates Direction (Money coming in or going out) Finding a jab Compute amount of money Motion (How fasti( money coming in or What students would like to do needed to support family for going put) Writing: one month (a year) Time (Applying, on job, waiting for pay) Job experiences Fundamental processes-actual Comparison (jobs and returns) Fair wages for different types of work problem situations Prepare class booklet (illustrated) Job application Rebudgeting Jobs in community Spelling: Description Material to be put on application Availability Reading: Conditions and pay Material on job description Job histories (actual student histories)

207 P.L.S. #9 Aims Center of Interest Units Introductory Discussions (3) ENLARGES CONCEPTS AND Unearned money Obtaining money without working for it PRACTICES OF UNEARNED Gifts - donations (stress legal while avoiding getting involved MONEY Borrowed with non-legal means) Benefits Gifts of money children have received or given Charity Inherited money Relief Relationship of money to other gifts given or Damages received Inheritance News items (local paper, TV)concerninggifts, Contests-Prizes inheritances, etc. Rewards - awards Allowances Lost - found INTERMEDIATE C. Develops KnowledgeAbout the Adult World of Financial Living Aims Center of Interest Units Introductory Discussions (I) Family - Individual spending Listen to speaker on taxes or budgets VALUES INVOLVED IN THE Necessary Wisely Necessities See film on family spending SPENDING OF MONEY Unnecessary Unwisely Luxuries Recreation - Travel Discuss role of parents as family purchasing Dues -incidental agent Taxes Budgeting Bank visit for both spending and saving in-. formation

(2) INVESTIGATE THE WAYS Savh.gs: Why save? OF SAVING MONEY Savings program Family Formal (banks, savings and loan, credit union) Poster: Bank interior with many people putting Personal money into a huge "piggy bank" or posters Class project: planned savings for picnic or of animals saving nuts for future needs outing Individual: real savings programmed for desired purchase;' Christmas, birthday, self

(3) EXPLORES RESPONSIBILITIES Films, conducted activities of charitable agencies Local and National Agencies AND REWARDS OF DONAT- Newspaper promotions of local campaigns Why do they exist? ING TO CHARITIES. ETC. Photos of people in want - local, national, What do they do? universal How do they get the money to do it? Visit local agencies Conduct class or school campaign for support of a recognized fund Personal contributions in school and out

208 Language Arts Number Concepts Related Activities

Read newspaper articles describing gifts or prizes Basic concepts Bulletin board preparation Write story of most unforgettable gift Value and damages By students and teacher Tell of planning for giving a gift Profit and loss Pictures and stories dealing with previously de- Listentoappropriatestoriesaboutgiftsfrom Compute value of gifts re- scribed activities more difficult books ceived on birthday or other occasion

Language Arts Number Concepts Related Activities

Discussion: Sales tax - what itis and how Cafeteria spending practices Film on family living to live with it Buying as economic voting - wants and choices individual spending Budgets - short and long term of wants Written preparation for visits to bank, loan individual and family Consumer vs. producer company - parental permission, arrangements, "Select" and "buy" some de- Planning, budgeting and buying for a class what to look for, how to act sired article for cash and on picnic Written follow-up -reports, thank you notes time Sample buying of necessities and luxuries using - ads and Ayers Payment receipts. sales ;lips, bills DiFiuss: Planned savings program Use tokens for special work or as recognition and How to conduct savings program Relationship between amount have students save tokens for different desired Writing: deposited per unit of time.... activities:watchingaspecialmovie,speical "Ads"forclasssavingsprojectsformsand. for a given time period - games period, etc. financial reports month, semester, year Keeping savings budget Compute total and individual costs of picnic or outing.... Phone arrangements for visits, reports, or what is the money goal? How evaluations of savings programs can we reach that goal?

Plan fund campaign Discuss financial reports of Make posters, bulletin boards showing progress, P.A. announcements agency stimulate response Ways to stimulate interest Keep account of class or Have speakers on charities Write "throw away ads" school contributions Prepare and give talks to other classes Prepare master report large Keep running records and summary of results graph Appreciation announcements Discuss films from charitable organizations

209 tau

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5 LEARNING TO MANAGE ONE'S MONEY P.L.S. #9 involves the essential habits, attitudes and skills necessary for budgeting one's income to gain the maximum advantages from expenditures. Secondary

A. Understands the nature and value of money (1) Understands history of money

(2) Understands the purposes of money ' (3) Understands types and proportions of money

B. Understands activities dealing with acquiring money (1) Clarifies, compares and computes the roles of the individual and his family in acquiring money (2) Understands experiences concerned with earning money (3) Understands concepts and practices of unearned money

C. Understands the adult world of financial living (1) Understands values involved in spending money (2) Understands ways of saving money (3) Understands responsibilities and rewards of contributing to charities. etc.

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides:

See Bulletin 21-D. pages68-74. forillustrativeunits on SPENDING THE FOOD DOLLAR. WHAT IS A BARGAIN?. 'W!IA.T SHOULD I DO WITH THE MONEY I EARN? and INSUR- ANCE. Also see pages 52-61. for relatedunits on CONSUMER EDUCATION. WHAT IS A GOOD HOME?. and HOMEMAKING AND FAMILY LIFE. Other persisting life objectives in this resource guide cover related number concept activitiesfor the secondary level.

311 P.L.S. #9 SECONDARY A. Understands the Nature andValue of Money Aims Center of Interest Units Introductory Discussions

(1) UNDERSTANDS HISTORY OF Origin and development of money MONEY Bartering Origin of terms such as "pin money", "not worth Early medium of exchange a continental", "not worth his salt", "salary" Money Barter Early mediums of exchange Wampum Values of coins Wages of early times compared with present day wages

(2) UNDERSTANDS THE PURPOSESEveryday uses of money Personal money needs in school: OF MONEY Cafeteria School fees School activity plan School functions such as Parties Homecoming Graduation Book store Clothes and upkeep Transportation k3) UNDERSTANDS TYPES AND Types of money Naming currency PROPORTIONS OF MONEY U.S. U.S. Foreign Foreign Proportion of money SECONDARY B. Understands ActivitiesDealing with Acquiring Money Aims Center of Interest Units Introductory Discussions (1) individ,11 CLARIFIES, COMPARES AND Ways pupils may earn money COMPUTES THE ROLES OF Family Ways pupils; parents and friends earn living THE INDIVIDUAL AND Importance of earning a living Various local job possibilities HIS FAMILY IN ACQUIRING Personal needs Military service MONEY Recreation Security (present and future)

(2) UNDERSTANDS EXPERIENCES Getting a job Discussions of the following concepts concerning CONCERNED WITH EARNINGHolding a job employment: importance of teamwork; organ- MONEY izing and completing a job; good habits, such as completing a job; good habits, such as punctuality, consistency and good grooming; the importance of good personality traits for success on the job

(3) Unearned money UNDERSTANDS CONCEPTS Kinds of "unearned money"; gifts, borrowed, unemployment compensation, inheritances, contests AND PRACTICES Social Security benefits OF UNEARNED MONEY Saving surplus unearned money

212 Language Arts Number Concepts Related Activities

Read and report on articles concerning hist- Comparison of values of early Films ory of money money with present values Trip to museum Panel discussions Reading and writing of Roman Bulletin board Written reports numerals I-XV Scrap books Simple outlining using Roman numerals and Ideftification and adding and subtracting nf coins Display of coin catalogue Arabic numerals Telling time -clock with Roman numerals Talks by pupils having coin collections Starting classroom or individual coin collections

Reading Bulletin board School paper Sociodramas Local paper (ads and news) Use of book store and cafeteria Magazines Further development of under- Shopping trips standing and use of cardinal and Books Games -learning to make change Oral ordinal numbers Making change: real money - quan- Improving and acquiring better business titive values of money Chart -listing and describing briefly kinds of vocabulary Keeping account of weekly income U.S. coins Reports on expenses and expenses Make out a menu within certain monetary limit- Writing and spelling ations skills on business themes Study making of money Improvement of ability to make simple Coin collections outlines

Writing chart with type of U.S. coins and Reading and writing of cardinal paper money and their value numbers Exercises both oral and written on Comparative values in buying changing prices into different numbering Estimating amounts of materials combinations 2% 5 nickles and 4 pennies Eg. bulletin board etc. Language Arts Number Concepts Related Activities Reading Accounts and records of money Display of pictures and materials rclocal industries Books, pamphlets about various kinds of jobs earned Map showing public transportation routes Newspaper and ma.;,-tine articles for jobs Scrapbooks of various kinds of jobs Writing Comput: proportions of income Arrangeactual earning experiences in school To various indistrial concerns for occupational deducted for income tax, so- Eg. - selling programs, tickets, snow shoveling information cial security, union dues, etc. etc. Reports concerning field trips Figure hourly, daily, weekly, "Thank you" notes monthly and yearly pay Figure individual income tax Compute wagesfor various Reading familiar jobs Newspaper and magazine articles relating to employment Estimation of distances to variousTape recording of employer employee interview Writing business places Chart on good grooming Write want ads and how to find a job Concepts of time Sociodramas on jobs and job interviews Requirements for various jobs Figuring earnings Obtaining jobs in school or neighborhood Fill out application forms Difference in cost of doing own Games figuring out best and shortest way to get to Speaking laundry versus having done work "The Kind of a Job I Would Like" Clothing costs Exhibit of proper letter forms "What Are the Reasons for Job Failure"

Reading Budgeting of an allowance Sociodrama - Getting unearned money: "What would Application for social security card or social Keeping of records you do " security benefits Talks from Social Security and Unemployment Writing Compensation people Record of school drive or community drive Saving for a rainy day - unit with posters on differ- Application for social security card or social ent forms of savings or investments security benefits Speaking Reports on newspaper and magazine articles 213 P.L.S. #9 SECONDARY C. Understands the AdultWorld of Financial Living Aims Center of Interest Units Introductory Discussions (I) UNDERSTANDS VALUES Budgeting Discussions INVOLVED IN SPENDING Credit and credit cards Budgets and records for an individual and family MONEY The Bank Gettingyour money's worth Personal, property or auto loans Buy from reputable dealer Checking accounts Careful examination Paying bills Comparison of items Suitability of goods for individual Taking advantage of sales Buying on credit Obtaining credit Desireability of good credit rating Costs of installment buying Borrowing Where, when, how and costs Ways of sending payments (checks, postal money orders, registered letters, express money orders, tdegraph money orders, bank forms) Caution against mailing cash Importance of saving receipts and cancelled checks Buying a home Advantages and disadvantages in buying and renting Risks Costs Hospital and doctor bills

(2) UNDERSTANDS WAYS OF Savings accounts Discussions of savings programs SAVING MONEY Savings on good buys Purposes of saving Various ways of saving Savings accounts Banks Building and loan assoc. Credit unions Governmental aids in saving Postal savings Bonds Life insurance Services How to open an account How to withdraw Importance of not accepting checks from unidentif- ied strangers What to do if a check islost What to do if check is no good Importance of saving cancelled checks Ways to save by wise buying Proper care of household items and clothing as a saving (3) UNDERSTANDS Charities School, local and national charity drives RESPONSIBILITIES AND Helping others Purposes REWARDS OF Organization CONTRIBUTING TO How money obtaircd CHARITIES, ETC. Importance of -7 good citizen doing his share Individual responsibility in time of disaster Effort materials Our interdependence frar a happy life

214 Language Arts Number Concepts Related Activities

Reading Price comparisons Panel discussions Newspaper ads Comparisons of articles according A good shopper Labels and directions on various items to size, quality and quantity Why Rent (or why own) a home Statements of account Cash versus credit buying Cost of borrowing A good second hand car Homes for rent and for sale in thepaper Importance of knowing annual Going steady Telephone directory rate Role-playing Car ads in the paper Avoidance of debts that cannot Store-keeper and customer Munus be paid without taking money needed for living Registering in a motel Writing Costs of owning a home Ordering a meal Budgets Taxes Making a phone call for an appointment Budget a vacation Insurance Making a date with a boy or girl Filling out replicas of such iems as checks. Upkeep Depreciation Practical problems on money orders Interest Installment buying Letter forms Cost of traveling by car Mileage between various points Menu selections Compute cost of union dues and Gas mileage Fill out car acci' lent forms various insurance programs Cost of doctors, medicine and Sales tax on various items hospital Budget for a wedding Make out receipts Log and financial report of family vacation Show insurance policy Plan an imaginary teen-age party Map exhibit and cards received by students Displays Pamphlets and material from Telephone Co. Pictures of homes and costs Floor plans of "dream home" Merchandise catalogues Various kinds of cars along with corresponding prices Reading Simple percent Material on checks, signature cards, etc. Practical problems Further proficiency in adding, Problems on figuring money returned fromsav- Recipes which utilize left -over foods or are econ- subtracting, multiplying and ings ical dividing Problems on amount saved by buying for cashon Newspaper sales ads to determine amount of Savings by buying quantity but sales items saving after careful examination of Amount saved, plus the satisfaction, by makinga Writing labels and according to pizza at home A list of items for which a student would have to practibility Displays save Understand of liquid and dry Deposit slips, bankbooks, signature cards, with A list of items for which a family might have to measurements used in food drawal slips from local banks save preparation Movies A Christmas shopping list Saving by planning a home Bank services Improvement of writing skills by filling out sig- party rather than going out Filmstrip on opening an account nature cards, deposit slips, withdrawl slips, Bar graph showing how money regularly deposited checks, etc. grows throughout the years A listof family emergencies which could be Booklet on suggestions to baby sitters handled by savings Booklet on "economy meals" Grocery list showing economical food buys

Reading Concept of sharing Examine pledge cards Newspaper and magazine articles concerning local drives How monies are allotted Displays Accounts of disasters and how agencies helped Simple percentage. Red Cross, Care, Community flund, etc. Posters Writing Simple fractions Articles and pictures showing people in need and Description of work done by some charitable Record keeping what is being accomplished siency Costs of disaster Large map showing locations of variousagencies List of local agencies and their locations Charts showing progress of drives Ways to help in times of disaster Comparisons in progress ofdrives Speaking Graph showing how money is used Reports on progress of drives Demonstrate proper way of wrapping and Talk concerning experiences as a member of a addressing a package group, I.e., scouts, Y.M.C.A. or Y.W.C.A. Role-playing Talk concerning individual experiences and accom- Soliciting for drive plishments in a drive

215 ,

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216 LEARNING WISE USE OF LEISURE TIME P.L.S. #10,involves the essential habits, attitudes and skillsnecessary for locating desirable sources of recreation and participating in wholesome activities. Primary

A. Begins to learn about selection and location of appropriate activities

B. Begins to learn about participating in a socially acceptable manner

C. Begins to learn about proper use of equipment and facilities

D.Begins to learn about selection of desirable companions

For specific teaching unitsrelated to thismajor objective, the reader isreferred to the following resource guides:

SeeBulletinNo.15- A Potpourri of Ideasfor Teachers of the Mentally Retarded, Vol. L Arts and Crafts. Also see Vol.II, The Practical Arts,pages 59.62.for activities related to KEEPING HEALTHY THROUGH PLAY, and pages 63-74. for MUSICAL REC- REATION FOR THE MENTALLY RETARDED attheprimarylevel.

See Bulletin 21-B. Vol.I.pages 66.68 for anillustrativeunit on OUR LIBRARY BOOKS. Also see pages 20.21 for a related unit on HAVING FUN WITH OUR FAMILY AND FRIENDS.

217 P.L.S. #10 PRIMARY A. Begins to Learn About Selection and Location of Appropriate Activities Aims Center of Interest Units Introductory Discussions

TYPES OF LEISURE TIME Group Activities Teacher reads stories ACTIVITY Fishing Utilize pupil comments for discussion AT HOME Family barbecue Holiday Activities Individual Activities Colorbooks Cut and paste Backyard swings Watching TV AT SCHOOL Group or individual Teacher reads stories Out-of Doors - Utilize pupil comments for discussion Seasonal games, etc. Display pictures Indoor Activities Puzzles Building Blocks Bead Stringing Drawing Play house Play school

THE COMMUNITY Group Activities Community activities . Playgrounds Swimming pools or beaches Camping out Ice skating Cub scouting PRIMARY B. Begins to Learn AboutParticipating in a Socially Acceptable Manner Aims Center of Interest Units Introductory Discussions (1) Group activities Show pictures of well mannered children LEARNING APPROPRIATE Games At table PATTERNS OF BEHAVIOR Picnics While playing games AT HOME Parties While watching TV When Guests Visit While playing records Introductions Teacher reads stories Good manners Discussion Children with adults Children with children Eating

AT SCHOOL Acceptable Behavior What is acceptable behavior in school Classroom Playground Cafeteria Hallways

218 Language Arts Number Concepts Related Activities

Writing Comparative Concepts Snow sculpturing Good manners large - small Singing Oral expression big-little Playing re,:ords Talks by children old- young Dress -up -play Dramatization Time Good manners clocks Reading calendar Stories about home Counting Life and activities TV channels Writing Comparative concepts Sand table modeling Rules of games tall- short Paper cut-outs Word rhymes many - few Drawings and paintings Oral expression late - early Paper sculpturing Discussion old - new on good sportsmanship winlose on sharing Keeping score on use of materials Reading Stories about school fun Poems Writing Clock Preparing for camping by writing lists of necessary items Rules to observe at pools, beaches, playground. Hours activities are Invitations available Visits to community facilities Seasons for activities Counting Safety Oral expression Swimming Pupils talk about experiences Ice skating Discussions on suitable apparel and regulations Camping

Language Arts Number Concepts Related Activities Writing Comparative sizes Drawings Good manners Times of TV shows Paintings Individual name and address Dramatization Listening Collect pictures of proper clothing Talks by pupils Cut out pictures of family and guests Stories Oral Expression Dramatication Songs and poems

Writing Number who can play Rules for games Comparative sizes Rules for conduct in the building Counting Listening Keeping score Pupil talks Stories and poems Oral expression Dramatize games, rules Dramatize indoor conduct

219 P.L.S. #10 Aims Center of Interest Units Introductory Discussions

THE COMMUNITY Groups Beaches Manners at activities Pools Appropriate apparel Playgrounds Activities to enjoy at beach, pools, etc. Zoo Skating rinks

PRIMARY C. Begins to Learn AboutProper Use of Equipment Aims Center of Interest Units Introductory Discussions AT HOME Outdoor Show pictures Use of swings and backyard playthings Bulletin board display Use of toys: bikes, sleds, etc. Utilization of pupil comments for discussion Indoors Table games Cutting and pasting Puzzles - clay Record player (use of)

Al SCHOOL Outdoor What are the schoolfacilities Use of playground equipment How does one properly use then. Use of balls, bats, etc. Indoors Use of indoor equipment Demonstrate use of equipment

THE COMMUNITY Use of swimming pools and beaches What facilities are available in the community Conduct at a zoo How does one properly use them Neighborhood ballgames Grandstands at sports events Rest rooms at public places Demonstrate use of facilities PRIMARY D. Begins to Learn About Selection of Desirable Companions Aims Center of Interest Units Introductory Discussions BEGIN TO DEVELOP AN Active games that show proper behavior What isa desirable companion AWARENESS OF ACCEPTABLE Parties What isa friend PEER GROUP BEHAVIOR A guest How dopeople exert pressure in a group PATTER NS A host How dowe choose a companion or friend Introductions How dowe act Why we like certain people (apparel) At a theater. Musical sports activity Unsupervised activities

220 Language Arts Number Concepts Related Activities Writing Time Plan beach, camping, etc. activities with list. of List good manners Calendar items and costs Experience charts Clock Listening Cost of admittance Pupil talks on clothing Cost of clothes and equip- Oral expression ment Dramatization Pupil talks Say name and address

Language Arts Number Concepts Related Activities Writing Number able to use Use record player Rules for safety at home equipment or toys Make picture collections Listening safely Drawings Talks by children Paintings Talks by teacher Paper sculptor Stories read Oral expression Dramatization Songs Poems Talks by children Discuss Counting Dramatize school activities Rules of school Keeping score Visits to school facilities Conduct Learning opening and Dress Closing times and Safety Class hours Write Care of equipment Rules

Discuss Hours at facilities Dramatize community activities and use of Community facilities Number of activities facilities Rules of each Depth of swimming pools, Vists to Community facilities Dress rivers or lakes Safety Write Rules

Language Arts Number Concepts Related Activities Writing Dress-ups Lists of good manners and conduct List of characteristics of people one likes Puppet shows Listening Play-parties Pupil talks Teacher talks Poems (Wise Old Owl) Oral Expression Talks by children Dramatization Comparative terms friendly-unfriendly kind - unkind pleasant-unpleasant quiet- loud slowly- quickly costs - comparatively 221 222 LEARNING WISE USE OF LEISURE TIME P. L.S. #10 involves the essential habits, attitudes and skillsnecessary for locating desirable sources of recreation and participating in wholesome activities. Intermediate

A.Develops knowledge about selection and location of appropriate activities

B. Develops knowledge about participating in a socially acceptable manner

C. Develops knowledge about proper use of facilities and equipment

D.Develops knowledge about selection of desirable companions

For specific teachingunitsrelated to this major objective, the reader isreferred to the following resource guides:

SeeBulletinNo.15- A Potpourriof Ideasfor Teachers of the Mentally Retarded, Vol.I.ArtsandCrafts.AlsoseeVol.II.ThePracticalArts,pages41-45-fora UNIT ON SEWING pages 57.58, for A 4-H CLUB FOR GIRLS. pages 59-62. for activities related to KEEPING HEALTHY THROUGH PLAY, and pages 63.74. for MUSICAL RECREATION FOR THE MENTALLY RETARDED at the intermediate level.

See Bulletin 21-C. pages 97-113. for a related unit on a CRAFTS PROGRAM FOR RETARDED BOYS.

223 P.L.S. #10 INTERMEDIATE A. Develops Knowledge AboutSelection and Location of Appropriate Activities Aims Center of Interest Units Introductory Discussions

AT HOME Outdoor games List of all those available, name favorites Indoor games Bulletin board of family fun Watching TV Films showing family fun Making a garden Show newspaper ads for equipment Painting (furniture) Using tools Reading

AT SCHOOL Dolch Reading Games Pictures of children playing together Arithmetic Bulletin board of children in school Art and Crafts Location of games Card Games (Old Maid, etc.) Outdoor game Equipment

THE COMMUNITY YMCA - YWCA - PYC - CYO Community activity brochures Bowling alleys Notices from service agencies Lakes, rivers Purpose of Community Chest Bicycle routes Parks and playgrounds Scouting INTERMEDIATE B. Develops Knowledge AboutParticipating in a Socially Acceptable Manner Aims Center of Interest Units Introductory Discussions AT HOME Group activities Pictures of happy families, conforming behavior Thoughtfulness Social studies books Awareness of other's rights Family living Honesty Fair play Children dressed appropriately for various activities

AT SCHOOL Good sportsmanship, courtesy on playground and Pictures of friends in schoolroom Films of children playing Unselfishness Meaning of popularity Sharing Desire for popularity Attentiveness

THE COMMUNITY How to find out what rules prevail Proper dress for activities in public places How does one act at a picnic, dance etc. Good behavior

224 Language Arts Number Concepts Related Activities

Discussion of equipment Timing, taking turns Cut pictures from magazines Find equipment in catalogs Cost of equipment Catalogs to show and interest parents Read and explain rules How to order from cata- Learn tongs to sing at home Books on using equipment logue Plan a home picnic with parents Measuring - height of basket, length of rope Keeping score Counting jumps, etc. Using TV Guide

Read, interpret game directions Grouping concepts (couple, Bring games from home to share team, pair, some, too many)

Read newspaper accounts and announcements Where money comes fromto Map location of specific activities of activities support YMCA, etc. Plan bicycle trip route Look at city maps, locate activity Scoring, cost, distance Read street names Pattern of street naming, Learn to ask directions building numbering in your community

Language Arts Number Concepts Related Activities Choose reading story Time length of turn Fun pictures of do's and don'ts Discuss which points itillustrates Keep score correctly Act out troublesome family situations Role playing Write legible numbers Choosing sides Remembering sequence of play Reading and speaking Trading equipment of equal value Find and read story to illustrate points in Dividing materials Plan and execute a class excursion social studies Size of groups Invite another class to a contest or party Role playing (Good manners) Keep areas in use clean Write and read classroom and playground rules

Role playing Know money available Practice standing in line paying at window Write stories Borrowing from friends Make zoo using puppets and act out zoo visit List ingredients of proper conduct Discuss estimates and Recodnize and obey signs in public places guessing distances Reporting lost and found articles

225 P. L.S. #10 INTERMEDIATE C, Develops Knowledge About Proper Use of Facilities and Equipment Aims Center of Interest Units Introductory Discussions

AT HOME Proper use and care of Pictures of equipment - point out valuable parts Tools Outdoor equipment Lawns, gardens Indoor equipment Home installations (pipes, fixtures) Safe use of equipment

AT SCHOOL Proper care of Inspect leisure time equipment damage - discuss Games how it happened Materials Inspect areas used for abuse Building Safety in the school

THE COMMUNITY Proper care of Discuss damage to bicycles, game equipment, etc. Game equip:.ent Desirable appearance of areas Walls, floors, windows Visit of a policeman, fireman. etc. Personal property of others Natural resources Rest rooms Waste materials Safety in the community

I INTERMEDIATE D. Develops KnowledgeAbout Selection of Desirable Companions Aims Center of Interest Units Introductory Discussions DEVELOPS AN AWARENESS Elements of friendship Pictures of harmonious groups OF ACCEPTABLE PEER Sharing Films in lift situation areas GROUP BEHAVIOR Courtesy Newspaper stories of juvenii! troubles PATTERNS Fair play Discuss what led to them Helping others Personal experiences How to aind and choose friends Visit of police officer Know others first Be a friend What to do if a mistake is made Fighting group pressure

726 Language Arts Number Concepts Related Activities

Make a check list chart for home use Cost of equipment and repair Use home equipment in class Read and discuss instructions accompanying equipment

Make, post signs to insure greater care Proper speed and needle Repair damaged articles for records

Make a check list of don'ts for child to take with Money required to repair, re- Plan a tour to really look at aplace well cared him when he goes to one of these places, observe, place damaged facilities for and one that isn't report Measuring water depth Sponsor Clean-Up Committee or Week

Language Arts Number Concepts Related Activities List desirable traits Time telling - what time to Find pictured examples of approved behavior Write stories about the do's and don'ts of friend- be home Make chart using pictures and traits ship List vocabulary appropriate to picture - Read magazine stories about activities of congen- relate to language arts ial children Use puppets for role playing Write an article for a newspaper about something Dramatize group pressures exerted to bet individ- you and your friend might do ual to do something he or she doesn't like, Tell imaginary experience drinking liquor, smoking, stealing,destroying property, etc.

227

LEARNING WISE USE OF LEISURE TIME P.L.S. #10 involves the essential habits, attitudes and skills n cessary for locating desirable sources of recreation and participating in wholesome activities.

Secondary

A.Understands the selection and location of appropriate activities

B.Understands about participating in a socially acceptable manner

C.Understands about proper use of facilities and equipment

D.Understands about selection of desirable companions

For specific teaching unitsrelated to this major objective, the readerisreferred to the following resource guides: See Bulletin No. 15 - A Potpourri of Ideas for Teachers of the Mentally Retarded, Vol. I, Arts and Crafts. Also see Vol. II, The Practical Arts, pages 57-58, for a 4-H CLUB FOR GIRLS.

See Bulletin 21-D, pages 25-29. for suggested and illustrative units on OUR PARKS and HOW CAN 1 USE MY LEISURE TIME?

229 P.L.S. #10 SECONDARY A. Understands the Selectionand Location of Appropriate Activities Aims Center of Interest Units Introductory Discussions

AT HOME Table games Demonstrations Physical games Name Parties Different table games Hobbies Physical games, etc. Let students explain hobbies Display of hobbies of students, parents or teach- Crafts ers Display crafts Display of crafts Teaching crafts Teaching crafts Watching TV Reading Listening to records

AT SCHOOL Display of educational games Educational games Reading Visit to library to show books and records Types of clubs Discussion of clubs Types of sports available in the school Activities and sports

THE COMMUNITY Recreational facilities Visit any available in community Outdoor activities Display of equipment used in pursuit of an outdoor activity Films Equipment catalogs Watch demorstration

SECONDARY B. Understands AboutParticipating in a Socially Acceptable Manner Aims Center of Interest Units Introductory Discussions AT HOME Group activities Newspaper Unit on manners Human interest stories Respect for parent Travel section Respect for property Entertainment section Respect for neighbor Film strips Parties Movies on manners Books on family customs Television and radio AT SCHOOL Study of clubs Awareness of different school activities Req,arements Purpose Cost Location and time Making choice for participation THE COMMUNITY Study community organizations Community organizations Requirements Guest speaker Purposes Field trips Cost Location and time Movies Selection of choice Social activities 230 Language Arts Number Concepts Related Activities

Read and discuss rules Counting (keeping score) Have games tournaments for girls and boys Planning for activities Consideration of cost of Hobby Day for students with hobbies Writing invitations equipment and supplies Craft Day for students with crafts (let crafts Appropriate refreshments Consider time allotment student teach other interested students the Party games Cost of party craft) Rm.] directions Prizes for games Give reports Refreshments Discuss 33 1/3, 45 and 78 r.p.m. Decorations

Reading and following instructions and rules Dominoes Picture puzzles Map puzzles Quizzmo Checkers Dolch word games Cost of membership Rutgers Reading Research in library Use of membership funds Plan with high interest-low vocabulary books Rules and regulations at clubs Learning to time and score Rules and regulations of sports Collecting Club Square dancing Rifle club Intramurals

Use newspaper to determine where and when ac- Fees required Community centers and other activity groups tivity takes place Consider transportation cost Classroom planned community activities Filling out order blanks Time involved Rules and regulations involved Order from catalog Number Postage Total cost C.O.D. Weight

Language Arts Number Concepts Related Activities Keeping notebooks Playing Flinch Hobbies Family pictures Cost of equipment Records List of manners Time allotment for activities Reading Types of games Budgeting Serving-girls Planning for activities Using TV Guide and radio Model building-boys Invitation listings Dancing Communicating by phone Introductions Reading information pertaining to clubs Cost Intraumurals Writing for information Dues Assembles Seeking information by conversation Equipment U-e of library Critical listening Budgeting Time Puzzles Size of group Checkers Dancing Civic and church organizations Reading information pertaining to clubs Cost of transportation Theaters Writing for information Dues Fairs Seeking information by telephone or conversation Street number: directions Sports Events Critical listening Budgeting of time Concerts Independent city traveling Spending Library Bus schedules Voluntary Service Clubs 231 P.L.S, #10 SECONDARY C. Understands About Proper Use of Facilities and Equipment Aims Center of interest Units Introductory Discussions

AT HOME Construction of series of cartoons showing regard Use of newspaper accounts and pictures of personal and disregard of safety in use of facilities and injuries and accidents equipment Using difficult or hazardous equipment

AT SCHOOL. Construction of models, use of pictures as they Demonstrate, discuss rules for use of equipment, appiy to school rules for understanding safety safety rules and reasons for same Unit of First Aid Talk about any accident that occurs Discussion of First Aid facilities

THE COMMUNITY Use of city map Safety films on bicycling, swimming, etc. Location of facilities Use of various other safety films as they relate to Traffic signs and their meaning safety in the community Field trips

SECONDARY D. Understands About Selection of Desirable Companions Aims Center of Interest Units Introductory Discussions

TO DEVELOP AN What to look for in a friend: Films AWARENESS OF Courtesy Dating ACCEPTABLE PEER Fair play Clubs GROUP BEHAVIOR Respect Discuss: PATTERNS IN GROUP Honesty What types of people join what activities and LEISURE TIME ACT- Consideration of others display what actions IVITIES IN HOME. Why do we have friends SCHOOL AND COM- How to choose your friends Read newspaper articles of MUNITY Know person well Ability to give and take "Successes and Delinquents" and discuss rea- Allow for mistakes sons for each Have more than one friend Pictures showing teenage friends participating in variety of acceptable activities, display them Bulletin board of appropriate and approved behavior

232 Language Arts Number Concepts Related Activities

Reading directions Income lost due to personal Make safety posters Giving directions accidents Minor repairs to objects abused Develop rules for personal safety as it appliesto facilities or equipment Numbers in relationship to oper- Make written list of safety rules ation Cost of repair to equipment Time lost in regard to use of equipment

Make and post warning signs in dangerareas Keep playground, lunch room any space used for Verbal and written description of specific situa- leisure time in addition to equipment free of safey tions that occur as they relate to school rulesre- hazards garding safety. Give rewards for student reporting unsafe cow& tion or equipment

Read traffic, other precautionary,public signs Safe depth of water-concept of Read and interpret regulationsgoverning city fa- Incidental to field trips- point out hazards cilities 5ft.,etc. Read and discuss safety rules andregulations ap- City travel and itsuse plicable to various community facilities Time allotment Reports on field trips Cost Reading city maps Distances Directions

Language Arts Number Concepts Related Activities

Write or discuss The do's and don'ts of friendship Time Dramatization of a play illustrating friendship Puppet show About what you and your friends havedone For meeting friends "Who's your favorite friend and why" For picking up date (don't discuss by name) To be home Different types of activities thatcan be shared with friends Money and use of itasitreit.-es to activities Read or make available for reading,stories and articles of true friendship Cost of show Cost of bowling Other examples Keeping score Bowling Miniature golf Archery Other examples . . ."---1111.111101610.11110WWWRIsetoPI0090 .,.1 .,..:,..., .5',... If,

234 LEARNING TO ENJOY, APPRECIATE AND CREATE BEAUTY P.L.S. #11 involves the essential habits, attitudes and skills necessary to develop and maintain an attractive invironment, to develop and maintain an attractive appearance, and to express oneself through a variety of media (crafts, music, art, dancing).

PRIMARY

A.Begins to learn about enjoyment of beauty

B. Begins to learn about appreciation of beauty

C. Begins to learn about creation of beauty

For specific teachingactivitiesand unitsrelated to thismajor objective. the readerisreferred to the following resource guides:

SeeBulletinNo.15-A Potpourri of Ideas for Teachers of the Mentally Retarded, Vol.I.ArtsandCraftsforactivitiesrelatedtotheprimarylevel.AlsoseeVol.II- ThePracticalArts, pages63-74,andthesectionMUSICAL RECREATION FOR THE MENTALLY F ETARDED.

See Bulletin 21-B, Vol.I. pages 67.68. for a suggested and illustrative unit on OUR LIBRARY BOOKS. Also see Vo.II,pages 92-93, for another unit on TREES AND LEAVES. See pages 83-91 for a related unit on beauty in THE HOME and page 114 for a unit on ANIMALS OF THE WOODS. Refer to otherunitsinthisresource guide which have suggestedactivitiesdesigned to stimulate primary levelpupils to enjoy,appreciate and create beauty in theirlives.

235 P.L.S. #11 PRIMARY A. Begins to Learn About Enjoyment of Beauty Aims Center of Interest Units Introductory Discussions

ENJOYING THE BEAUTY Enjoying nving thing Animals: pets, cats, dogs, rabbits, fish, frogs, etc. AROUND US Enjoying non-living things Materials that can be shown in the classroom: and Color sponge, money, blocks, rocks, glass, cork, cloth Texture Color Shape Texture Enjoying the seasons and their various beauties Shape Enjoying nature Students' preferences and why Enjoying food Temperature Snow or rain Sunshine Leaves Nature walks listening to song birds and outdoor sounds. Trip to the zoo Tasting .1:ff:rent foods and liquids

PRIMARY B. Begins to Learn AboutAppreciation of Beauty Aims Center of Interest Units Introductory Discussions APPRECIATING BEAUTY IN Foods Present objects with different odors SIGHT. SOUND AND ODOR Music Sounds of different instruments in the rhythum An - can go along, with-any unit topic band. Making music Discuss pictures-their beauty, humor, action

PRIMARY C. Begins to Learn About Creation of Beauty Aims Center of Interest Units Introductory Discussions

CREATING BEAUTY Colors - Creating beauty Forms -blocks on drawings Col, r Textures-paints or cloth Form Growing plants Texture Health and appearance How to care for plants See Bulletin 21-B pp. 66-68 Give each child a flower plan Neatness in dress and body care

236 Language Arts Number Concepts Related Activities

Discussion Counting number of pets the Make pictures of pets Differentpets, listadjectives describing char- children have. How many Make a scrapbook of pictures of 'lets found in acteristics of different pets times are they fed? magazines and newspapers Compose a story about your pet How many objects shown? Various materials. See if others can guess what Make collages of various textured materials How many are smooth? soft? Make booklets showing how people dress for diff- itemisdescribed by what has been said. hard? erent temperatures Discuss where you would go to get each Numbers on the thermometer. item What do they measure? Draw or find pictures of what animal or thing had How temperature effects you: Hc-N does the How many different sounds made the sounds discussed room feel when comfortable? What clothes did you hear? What sounds are warning soundsTake snapshots do you wear in ,fifferent temperatures? The sound of a woods, a storm, of different Did they sound far or near? of animal at the zoo animals Above you or below? Make a booklet of favorite foods. Identify foods by Discuss the sounds made in a kitchen when Count the cooking and eating taste, touch and color foods are being prepared utencils in class or at home Plan food for a party

Language Arts Number Concepts Related Activities Discussion Countdifferent smells in dif- Use of hand lotion Smells in the kitchen ferent situations Pictures of how odors help safety How the different inst-.;.nents sound Count the instruments in the Learn several songs using instrumen . Play them Why the pictures zie pretty, humorous. Make band. Which are big, little? for another class. a story about the picture Heavy, light? Make a class collection of interesting and pretty Count the different subjects in pictures the picture, colors, shapes Make a color chart. Make a chart of shapes - and pictures that contain the particular shape

Language Arts Number Concepts Related Activities

Discussion How many colors, forms or Make charts showing colors, and pictures that Colors as being used or seen around the room textures do you see? contain the particular color and in pictures How many times do you ste Make pictures of do's an,' don'ts in regard to Dramatize good painting or work and play habits the same color, form or work habits Discuss neatness - evaluate room, self, etc. texture? Have the nurse come intd discuss neatness Number of "rules" that apply to good work habits How many things and tools help us in keeping neat?

237 . (I re kilefu oPrue 24: 1:%. /1' t. Tr) 5,1 tliic,7 dh r p akce e r - IC e4plC24), 1'1.'1.1 isr r.otters an, .reallreef U.Letano,,1 2 10..0 ,e,r4 r r?, 1,1' >, Jay re be t t.0 red fleC. y prailef,urC of:t(bc ' 1.1 ci/r. jun us gwvply 01 p: I jtee.tti, et,ern,F, _ ?IT pa ...is at' pc.ff- er MX ee, peeltin tx ft4e ^,;' 11S 10N..) LI wAr rj ++,et, 14 PiS

ungiosmst <

238 LEARNING TO ENJOY, APPRECIATE AND CREATE BEAUTY P.L.S. #11 involves the essential habits, attitudes and skills necessary to develop and maintain an attractive environment, to develop and maintain an attractive appearance, and toexpress oneself through avariety of media(crafts,music,art,dancing.)

Intermediate

A. Develops ability to enjoy beauty (1) Greatcr awareness of enjoyment of nature (2) Greater awareness of enjoyment of sounds and music

B.Develops ability to appreciate beauty

C. Develops ability to create beauty

For specificteachingactivities andunitsrelatedtothismajor objective, the readerisreferred to the following resource guides:

SeeBulletinNo.15 - A Potpourri of IdeasforTeachersof theMentallyRetarded. Vol.I.Arts and Craftsforactivitiesrelated tothe intermediatelevel.Also see Vol.II - ThePracticalArts, pages63-74.andthesection MUSICAL RECREATION FOR THE MENTALLY RETARDED.

See Bulletin 21-C, pages 98.114.for a suggested and illustrative unit on a CRAFTS PROGRAM FOR RETARDED BOYS designed for the intermediate level.Also,refer to other unitsin this resourceguide whichhave suggestedactivitiesdesignedtostimulateintermediatelevelpup- ils to a greater appreciation of beauty in their lives.

239 P.L.S. #11 INTERMEDIATE A. Develops Ability to Enjoy Beauty Aims Center of Interest Units Introductory Discussions

(I) GREATER AWARENESS OF Natural sounds and color Nature studies field trip. ENJOYMENT OF NATURE Field trips to the zoo, city parks, etc.

(2) GREATER AWARENESS 01: Manmade sounds and color Attend school band concerts ENJOYMENT OF SOUNDS Listening to orchestra recordingd.. well as re- AND MUSIC cordings of harbor sounds, city sounds, popular music The Basic Pure colors Mixing colors

INTERMEDIATE B. Develops Ability to Appreciate Beauty Aims Center of Interest Units Introductory Discussions (EACH STUDENT TO APPRE- Store and community Trip to a supermarket CIATE BEAUTY IN COMMON Farms and community Discuss what we a ant to see and do PLACE, EVERYDAY ASPECTS Foods Trip to the dairy OF COMMUNITY LIFE Home and community Plan to discuss what awill see and do Health Take a walk thru a residential area and a business Listening district Audiometric tests

INTERMEDIATE C. Develops Ability to Create Beauty Aims Center of Interest Uiiits Introductory Discussions TO ENCOURAGE THE CHILD Crafts Plan and conduct a craft stow, demonstrating TO FOLLOW HIS OWN Arts items which they have made themselves MEANS OF EXPRESSION The utilization of songs, stories or poems Listen to tape recording of poems, songs or stories IN THE CREATION OF pertaining to the current unit topic Discuss how the class can make their own recording BEAUTY

240 Language Arts Number Concepts Related Activities

Discussion of trips How many kinds of animals Listening to bird sounds, sounds of wind and What you liked best, writing a story or poem about and birds did you see? How sounds made around us. Try to imitate. Color the visit many city parks are there in pictures of birds and animals. Write a thank you letter to the host your town? How far did we Doing imitations of sounds and recording. Re- Discussion have to go? How much did cording soundsin the classroom.Identifying the trip aost? Trips and things student liked sounds of classmates voices from tape recordings How many instruments in a Finger painting Why students like certain things b;_ r orchestra? How Mixing colors Types of sounds and instruments. Identification of man, instruments can you sounds on records. How they make up city life name? e.g. What do we need buses for How many colors are Different cities and which ones students likethere?

Language Arts Number Concepts Related Activities Discussion of different colors, arrangements and Comparison of prices, of to- Using pictures, of foods, make an attractive imag- tastes tal amounts spent on imaginary store display Write or tell a story of the visit inary shopping tour Make a "movie" of our trip to the farm Discussion of types of homes and buildings Discuss numbers of animals, Draw a picture of a home you would like to live in Write "What makes a home beautiful" and "what number of quarts of milk A building you would enjoy working in I liked about the building" fromone cow and from See film or filmstrip on ears and hearing. Play Discuss why hearing is important herd listening games How can we save our hearing How many homes in one block Were they large or small homes. How many people work in the stores and buildings

Language Arts Number Concepts Related Activities Plan what they would like to make and at the show Keep itemized account of the Actual construction of model boats, planes, doll tell the class how they made it cost of items such as glue, clothes, etc. Actual recording and practicing of class poems, paint, etc. Creating music or sound effects on tape. Play the songs and stories on the recorder Have each child keep track recordingsforanotherclassor the parents of the hours spent on the ?roject.Discussmeasures used Timing on tape, how much each child can haw: on the tape, how long is total tape. What is the linear length of the tape

241 LEARNING TO ENJOY, APPRECIATE AND CREATE BEAUTY involves the essential habits, attitudes and skills necessary to develop and maintain P.L.S. #11 an attractive environment, to develop and maintain an attractive appearance, and to expre.s oneself through a variety of media (crafts, music, art, dancing.)

Secondary

A. Understands. enjoys, appreciates and creates personal beauty

B. Understands, enjoys. appreciates and creates beauty in the home

C. Understands. enjoys, appreciates and creates beauty in the community

For specificteachingactivitiesandunitsrelatedtothismajor objective. thereaderisreferred to the following resource guides:

SeeBulletinNo. 15 - A Potpourri of Ideas for Teachers of the Mentally Retarded, Vol.I.Arts and Craftsforactivitiesrelatedto the secondarylevel.Alsosee Vol.II - ThePracticalArts, pages 63-74. and thesection MUSICAL RECREATION FOR THE MENTALLY RETARDED.

See resource Bulletin21-Dforunitswhichhavesuggestedactivitiesdesignedtostimulate secondary levelpupils to agreater appreciation of beautyintheirlives.

243 P.L.S. #11 SECONDARY A. Understands, Enjoys, Appreciates and Creates Personal Beauty Aims Center of Interest Units Introductory Discussions

UNDERSTANDS, ENJOYS, Clothes Current and out of date styles APPRECIATES AND Styles Field trip to clothing stores or clothing manufac- CREATES PERSONAL Dressing for the ocassion turer BEAUTY Body proportions and styles Flannel board presentation of materials and color- texture combinations Colors Effects of various combinations Textures Personal grooming and its value Appropri ate combinations of colors, materials and Display of items used in grooming (boys and girls) textures Display and demonstration of musical instruments Personal grooming Films and monis Display and demonstration of musical instruments Demonstrate various kinds of art: (graphic, per- Fine art forming, structural, decorative) Discussion with examples illustrating discipline of successful artists

SECONDARY B. Understands, Enjoys,Appreciates and Creates Beauty in the Home Aims Center of Interest Units Introductory Discussions UNDERSTANDS, ENJOYS, House painting: interior, exterior Movies or slides illustrating aspects of architect- APPRECIATES AND Household maintenance ure, home care and gardening which add beauty CREATES BEAUTY Arrangement and selection of tastefulfurnishings Interior decorator as guest speaker IN THE HOME Fieldtripordiscussionwithlandscapeartist and accessories Demonstrations of tool and appliance care and Home decoration for special events maintenance Gardens, trees, shrubbery, etc. Care of car, appliances. tools

SECONDARY C.Understands, Enjoys, Appreciates and Creates Beauty in the Community Aims Center of Interest Units Introductory Discussions UNDERSTANDS, ENJOYS, Appreciating and preserving natural resources Interview with Ranger. policeman, etc. APPRECIATES AND Op; ytunities for entertainment Movie on conservation CREATES BEAUTY Developing anappreciationof the community Civic newspaper IN THE HOME Local historical material presented as askit by teachers or selected pupils

244 Language Arts Number Concepts Related Activities

Read current magazines and papers Prices of new items Scrapbook Oral and written reports on styles Price discounts and sales Movies and slides Letter to guest speaker Savings through alterations Student model Reports on history, source and origin of various Clothing budget Make color wheel fabrics and dyes Comparison of cost of various Displayof matchingr -d contrasting materials Job interview skits (dress for ocassion) fabrics Movie on origin and manufacture of fabrics, etc. Read, report and discuss health materials Cost of good grooming Demonstration of various grooming practices Movies and slides on grooming and health Practice good grooming Hair setting Shoe polishing Supportive helps in personal hygiene from physical education department Personalrequest for demonstration of musical The mathematical basis of Correlate with assembly ,r TV program instruments rhythm Learn foik and social dances Read and report on origin of dances, music and Time line for development of Take and develop pictures musical instruments and art forms and musicians music instruments Learn to play instrument and artists Value of artist's work Join a vacal group Discuss the development of writing from an art Amount of time needed to to a skill produce a symphone, paint- Work in various art media Create or find captions for pictures ing, book or sculpture Participate in photo contest or display Themes, skits and panels on What beauty means Mathematics in photography Join photo club, annual staff, square dance club to me (distance, f stops, shutter speed, etc.)

Language Arts Number Concepts Related Activities Write for instruction manuals on gardening, etc. Yield of garden Scrapbooks and models Newspaper garden section Scale plan of garden Classroom garden Use of color chart Growing season Scale model of rooms in home News ads and auction or sales catalogues for used furniture Costs of paints and equipment Furniture refinishing Invitations to visitors, ordering supplies Budgeting party expenses Hosting a party Interpretation and use of written directions and Cost of purchasing and Visit to an open house guarantees maintaining Keep records of auto expenses Cost of car operation and repair

Language Arts Number Concepts Related Activities Create and maintain a current activities calendar Costs involved in camping Assemble collection of programs from community Write or produce a skit related to civil responsibility hunting and fishing activities Report of visits to places and performances ",sts of different kinds Print program for skit or play How to use a newspaper of entertainment Field trips to park, nursery, fish hatchery Field trips to stores

245 I

I LEARNING TO BE A RESPONSIBLE CITIZEN P.L.S. #12 involves the essentialhabits,attitudes and skillsnecessary to understand one's heritage, to understand and participate in government and its xocesses and to understand and exercise one's rights, privileges and responsibilities as a citizen.

Primary

A.Begins to develop an understand of ourAmerican heritage (1) Family heritage (2) Our country's heritage (Recurring holidays) (3) Our natural resources then and now

B.Begins to develop an understanding of the structure and function of our Government (1) Develops an appreciation for Democratic rules and procedures (2) Simple structure of government

C. Begins to develop an understand of our privileges and responsibilities as a citizen (1) At home (2) At school (3) In the community (4)As a member of society

For specificteachingunitsrelated to thismajor objective,the readerisreferred to the following resource guides:

See BulletinNo. 2- A Developmental Vocabulary Check-List for the Mentally Retarded whichincludesvocabularyandunderstandingsrequiredbyresponsibleprimaryagedcitizens in their communities.

See Bulletin 21B, Vol.I. pages 14-18. for a suggested and illustrative unit on LIVING SAFELY. See pages 21-25for arelatedunit on THE FAMILY which suggestsresponsibilities and privileges of aprimary levelpupilin the familysetting.Also, see pages 66.68 for arelatedunit on OUR LIBRARY BOOKS. See Vol. II, pages 146-161, for specific units related to this major objective including HELPING RETARDED CHILDREN BECOME GOOD CITIZENS IN THE SCHOOL. BEING GOOD CIIZENS IN OUR HEIGHBORHOOP and THE NEIGHBORHOOD 4

247 P.L.S. #12 PRIMARY A. Begins to aavelop an Understanding of our American Heritage Aims Center of Interest Units Introductory Discussions

(I) FAMILY HERITAGE Local special days Local persons to give talks about special days, Ancestors visits to old country, etc. Nationality Pictures Race (2) OUR COUNTRY'S HERITAGE ColumbusDay andIndians HowColumbus discovered America STUDY OF RECURRING Thanksgiving Reason for Thanksgiving HOLIDAYS Filmstrips Movies

George Washington's birthday Stories Filmstrips Recordings Bulletin board display

Abraham Lincoln's birthday Who was Abraham Lincoln

Memorial Day Discussion of pictures Military, flag, parades

(3) OUR NATURAL RESOURCES Water and land Use of maps THEN AND NOW Observation of practices of soil conservation; source of local water supply

Forests, plants and animals Trip to zoo Trip to farm, woods, school, forest, tree nursery, game preserves

248 Language Arts Number Concepts Related Activities

Discussion of immediate family relatives and learn- Counting persons in family Dances and costumes ing names of family members and.close relatives How long ago ancestors came Displays of things from other countries (stamps, - family t:ee, using chart stories and chart Birthdates-as many as possible money, etc.) illustrations Recognition of American money Simple family tree chart Word recognition with pictures and foreign money Visit local celebrations to watch for things discussed Read story of Columbus to students 1492 - as being very long ago Puppetry showing Columbus' three ships sailing Act out landing of Columbus Number of people making trip the ocean Dramatization of landing of Pilgrims Thanksgiving Day on Calendar Indian dance Puppet shows Films (Month and day) Weekly Readers Prepare Thanksgiving foods Vocabulary Miniature Indian homes of that area Read stories Calendar -Feb. 22 Making Pilgrim caps and collars Making Indian headdress Weekly readers Date of Birth -year, month Pipe cleaner figures Discuss type ofschooling andl ^rials used then day Act out cherry tree story 13 colonies Dances of that time Pictures of Washington's home and George Wash- Scrapbooks on Lincoln Things Lincoln did at various ington costumes Teaching of ideals Lincoln practiced years of age Songs about Lincoln Honesty As a boy Make Lincoln silhouettes Kindness As a young man Dances of that time Dependability As a young adult Dramatize Lincoln stories Humbleness, etc. When he lived Monthly calendar pointing out February 12

Honoring the dead May 30 Parade- -Field trip and participation Participationin ceremonies and other types of Count -March time (4 4) activities Date started

Discussion Comparing land and water Songs Conservation of water as a useable thing areas Table-top paper mache relief map Chart stories Some idea of mileage on Visiting local historical sites and plaques Poems a map (county, state. township)

Discussion Grouping and counting plants Smokey the Bear materials Animalandplantcharacteristicsidentification, and animals Planting seeds, bulbs, bushes growth needs, adaptation to surroundings Measure growth of plants Making booklets-plants, animal Seasonal changes and animals Paper-mache Telling age of trees Dramatizations Comparison of sizes of Animal sounds plants and animals Chart of forests and their uses Higher -taller Shorter - longer Use of ordinals

249 P.L.S. #12 PRIMARY B. Begins to Develop an Understanding of the Structure and Function of our Government Aims Center of Interest Units Introductory Discussions

( 1 ) DEVELOPS AN Home ruler Why we need rules APPRECIATION FOR School rules Who makes the rules DEMOCRATIC RULES Fair play AND PROCEDURES Bus rules Community

(2) SIMPLE STRUCTURE OF Office of thePresidentof the UnitedStates What does President do GOVERNMENT How elected Requirements

Senate What do they do House of Representatives How elected

Supreme Court What does Supreme Courtdo Howchosen PRIMARY C. Begins to Develop an Understanding of our Privileges and Responsibilities as a Citizen

Aims Center of Interest Units Introductory Discussions

) AT HOME Family Who is in your family Individual family roles What do the,' do Duties Duties Care of pets Privileges Care of possessions Activities Sharing How to care for baby Time Rights and privileges of the individual Ideas Possessions Acceptance of individual differences Emotional control Safety Learning to pick up toys Fire safety Bicycle safety

250 Language Arts Number Concepts Related Activities

Discussion Number of people following rules Dramatization of rules and safety When and how rules should be altered to fit a Takingturns(use of ordinals) Drawings to illustrate rules particular situation Numbering the rules listed on chart Scrapbooks Story and picture chart to show what happens Songs when rules are not followed Apply democratic procedure in solving a classroom situation

Discussion Size of government unit Scrapbook Past Presidents Age of President Acting out voting procedure My Weekly Reader Required age of President Trip to polls Writing a simple skit demonstrating voting pro- Number of people in President's cedures family Number of Presidents our codilt., has had

Discussion How many Senators and Repro-Classroom Senate and House Function of legislative sentatives Diagram of legislative How many justices Utilize classroom as model of r-overnment: Student Number of cases each year President, Senate, House ar.d Supreme Court (perhaps the teacher)

Language Arts Number Concepts Related Activities

Make a book: All About Me Number and ages of family Recognition of home furnishings through use of Dramatizations mem bers model homes, charts, etc. Role playing Birthdates Songs Telling or reading stories Address Performing mother's, father's, brother's, etc, duties Sp.11ingan.', vocabulary Telephone number Use of clock Bus time Bed time Setting table

251 P.L.S. #12 Aims Center of Interest Units Introductory Discussions

(2) AT SCHOOL Individual school roles Consideration of and respect for others Pupils Respect for authority Teachers Acceptance of individual differences Janitor Emotional control Keeping a time schedule Safety Bus Fire safety and drill Lunchroom, etc. Bicycle safety Lavatory Bus safety Readiness for Class Learning to pick up materials Assignments Correct use of play equipment indoors and out Equipment and materials In the lunchroom Manners and courtesy Handling food Acceptance of lunchroom routine Neatness Care of possessions Care of equipment Wise use of materials On the school bus Seating Courtesy

(3) IN THE COMMUNITY Community helpers Preparations for field trips The worker's role The Where and the Why of trips The citizen's role Community regulations Obeying signs Road Building Public transportation

(4) AS A MEMBER OF SOCIETY Traffic signs Develop rules for behavior Other signs Field trips Litter problem Grocery store Community safety Fire station Sanitation Post office Protection (seek individual help) Library The meaning and importance of rights, responsibilities and privileges with respect to all races and creeds

252 Language Arts Number Concepts Related Activities

Role playing Number, ages of classmates Recognition of school furnishings through models Telling or reading stories Address of school Silhouettes of students, principal, teachers, janitor, secretary(includeassociationof names with Flag School telephone number above) Care, salute, stories and history Use of clock Pictures of school and staff Bus Discussion of Songs Lunch 'Sanitation America Handling food Recess Star S?angled Banner Handwashing Special classes (art, music, phy. America the Beautiful Making signs about safety, travel, etc. ed.) God Bless America Care, display and history of flag Dismissal Battle Hymn of the Republic Other flags Calendar Recordings such as Stars and Stripes Forever Discussing and setting up rules Days of week Daily display of flag Make a book: All About School Birthdays Developing evaluation techniques Flag Behavior Number of stars, stripes, colors Work Understand and follow a time Product schedule Construct a time schedule Construct a calendar Lee-ch money

Role playing Location of community agencies Songs Chart stories Bus fare Filmstrips Planning fii id trip Cash Records Evaluation of field trip Tokens Practice in use of public transportation Work of individual helpers

Dramatizations Films Practice correct telephone usage Bus travel Stories Draw pictures of individual and responsibility in Developing listening skills family, school. community and society Chart cries Rights and privileges of the individual and of the group leading and telling stories

253 1111111111111.111, LEARNING TO BE A RESPONSIBLE CITIZEN P.L.S. #12 invulves the essentialhabits, attitudes and skills necessary to understand one's heritage, to understand and participate in government and its processes and to understand and exerc:se one'srights, privileges and responsibilities as a citizen.

Intermediate

A. Develops knowledge of our heritage (1)The significance of holidays (2)Appreciates differences between democratic and other ideologies (3) Appreciates natural resources and conservation (4) Respects various minority and religious groups (5)Evaluates past and present standards of living

B Develops and understand of the structure and function of our government (1)The democratic group processes in the family (2)The democratic group processes in school (3)The various local governmental services

C. Develops an understanding of our privileges and responsibilities as citizens (1)Accepts written and unwritten social standards (2)Privileges P,nd ethical obligations of a ciizen (3)Learns and practices written and enforced laws

For specific tm kingunitsrelated to thismajor objective.the readerisreferred to the following resource guides.

See Bulletin No. 2- A Developmental Vocabulary Check-Listfoithe Mentally Retarded which includes vocabularyand r nclerstandings required by responsibleintermediateaged citizens in their communities.

Soc.BulletinNo.15- A Potpourriof Ideasfor Teachers of the Mentally Retarded, Vol.II, The Practi'l Arts,pages 79-80. for a related activityentitled A DUTY ROSTER.

SeeBulletin21-C.pages167-185.fcrsuggestedandillustrativeunitson RESPONSIBLE SCHOOL CITIZENSHIP and LEARNING ABOUT I.00AL GOVERNMENT.

255 P.L.S. #12 INTERMEDIATE Develops Knowledge of our Heritage Aims Center of Interest Units Introductory Discussions (1) THE SIGNIFICANCE OF Holidays The background and meaning of each holiday HOLIDAYS Columbus Dav Seasonal decorations Thanksgiving Teacher-read stories and poems Washington's birthday Lincoln's birthday Labor Day veteran's Day h; emorial Day Flag Day Fourth of July Other historical personages and events

(2) APPRECIATES DIFFERENCES Democracy What is Democracy? BETWEEN DEMOCP.nTIC Communism Communism? Totalitarianism? AND OTHER IDEOLOGIES Totalitarianism

(3) APPRECIA l'ES NATURAL Water conservation What does conservation mean? RESOURCES AND THE Forest conservation What are some conservation programs? CONSERVATION Mineral conservation Where are some major conservation areas? Soil conservation Geographical study of conservation with State map

(4) RESPECTS VARIOUS Social Studies Brotherhood week MINORITY AND RE) .IGIOUS Location of ethnic groups Posters GROUPS Local Radio and TV programs Wisconsin (state) Ethnic groups National Music (e.g. Marian Anderson) Folk songs Negro spirituals Folk dances Costumes Cultural exhibits Holidays and Festivals (5) EVALUATES PAST AND Transportation- Then and Now Antiques PRESENT STANDARDS Communication - Then and Now Question on conditions in each area "then and OF LIVING Education . Then and Now: now" Buildings and facilities Curriculum Teachers Textbooks Home life: Housing Clothing Foods Appliances Industry Farming FaCt3ries Sanitation and Health Pure Food Laws 256 Language Arts Number Concepts Related Activities

Oral Expression Comparative Concepts Drawing pictures Discussi(m Earlier-later Painting murals Talks by students Before -after Sketching scenery Listening Now - then Dancing (tie in with time) Records Long ago - today- tomorrow Sculpture Talks by others Many -few Mapmaking Reading All- none Table models Spelling vocabulary words pertaining to holidays Past-present- -future Tape recording Stories: High interest, low level Time Play production Creative Writing Calendar - make one Slide production Chart stories Time line Notebooks Poems Songs Letter writing School newspaper Reading Distances Puppets Stories of Children of other lands Standards of living (economic Games involving taking turns and choosing partners Listening comparisons) Field trips Talks Map making Poster display (pupil made) Reports (e.g. pupils and others) Map reading Oral and written reports on ways individuals and Graph making and reading Salt maps theirfamilies have contributed to democracy, Map making and reading (scale) Model farms conservation, minority groups Distances Camping program Debate on conservation Time concepts (century) Trees for tomorrow Play writing Money Collections Experience chart stories Measurements Dramat:Lations Liquid measure Childmade movie Dry measure Linear measure Discussion Population ratio Role playing (e.g. taking the part of a child who Each student's natic....ality, background Fractions is different) Foreign expressions adopted by Americans Music activities Good morning Listening God bless you, etc. Folk dancing Sewing Cooking Manual arts Compiling foreign cookbook

Trips to Writing Comparison of living costs Museum and Historical sites Chart stories Coin Collections Historical sites Poems Stamp Collections Business places Reading Comparisons of travel Airport and Railroad station Poems and communication time Post Office Atorie: Means of marketing Snpermarket Old Publications Recipe reading and measuring TV station Interviewing senior citizens Dramatizations Study local historical sites Drawing pictures Painting murals Sketching scenery Bring items from home Teacher Demonstrations Soap making Butter churning Ice cream making 257 P.L.S. #12 INTERMEDIATE B. Develops an Understandingof the Structure and Function of our Government Aims Center of Interest Units Introductory Discussions (1) THE DEMOCRATIC GROUP Family Recreation What is the role of each person in the family PROCESSES IN THE FAMILY Family Responsibility How can decisions be made Sharing responsibilities and privileges Should children have a role in decision making Care of pets Acceptable family behavior( respect) Courtesy Cooperation among siblings Discussing problems Making decisions Privacy Respect for property

(2) THE DEMOCRATIC GROUP Cooperative Planning and Sharing Discuss PROCESSES IN SCHOOL Teacher-pupil p'anning Cooperation Creating a good public image Building Health Tour of building Good mental attitude toward learning to obey Kindness, loyalty and respect rules, for games, subject matter, obedience Following School rules Shouldstudents havea rolein deciding some school rules

(3) VARIOUS LOCAL GOVERN- Government structure Trips MENTAL SERVICES Local Court house State City-County building, National Police station Governmental Services Fire station Library Post office Sanitation rolls Police Department Fire Protection Schools Courts Public Assistance Health Services Post Office

(see Bulletins 15 and 21c)

258 Language Arts Number Concepts Related Activities

Plan meals Sequential Order Cooking planning menus Courtesy (see Que puzzles) Housework Introduction Budgeting Odd jobs Taking turns Money e.g.. mowing, raking Telephone Courtesy Allowance Table Manners Creative Writing and Speaking Family money (conversation) Furnish endings for stories Time Simple Repairs Clothes ca re Personal Dramatization of family problems and discussions Family

Developing rules for safety Schedule Duties Buildings Budget time Plan and carry out schoolparty and program Playgrounds Promptness Games Streets Club meetings Use of equipment and facilities Planning sessions Conveyances School newspaper Sports Entertaining Conducting and participating in a business meeting Discuss role of school employees Wrir'ng articles for school newspaper

Vocabulary: Taxes Mock elections Quorum Salaries Visiting polls at election times Majority Tuition Mock trial Minority Costs Construct play)st office Plurality Election Returns Construct model community Election Postage Pclls Fine Ballot Traffic Platform Library Candidate Licences Citizen Civil rights Campaign Letter writing Reading newspapers Listening speeches

259 P.L.S #12 INTERMEDIATE C. Develops an Understanding of our privileges and Responsibilities as Citizens Aims Center of Interest Units Introductory Discussions

(1) ACCEPTS WRITTEN \ ND Health What are social standards? UNWRITTEN SOCIAL Goodfood Dress STANDARDS Cleanliness Behavior Rest Personal hygiene Acceptable group behavior Acceptable individual behavior Buses Lunch program in school building To and from school Home Church Community Sports Safety

(2) PRIVILEGES AND ETHICAL American Constitution What is a privilege? OBLIGATIONS OF A Privileges Whatis anobligation? CITIZEN Bill of Rights Civil Rights Obligations Bill of Rights Civil Rights Military Privileges Obligations Significance of Patriotic symbols Flag Eagle Flag salute National anthem

260 Language Arts Number Concepts Related Activities

Oral Expression Ordinals (first, second, etc.) Role playing Group discussion Page numbers Daily group feedback Completion stories Money Puppets Various social situations-protocol Tips Games Written expression Change Dramatization Completion stories Time Scrapbooks Request stories Promptness Telephone courtesy Thank-you letters Appropriateness Sympathy letters Duration Invitations Seasonal adaptations Regrets Clothing Courtesy

Oral Expression Recreatiwsal fee tax Speakers Ciear conveyances of ideas Luxury tax Military personnel (former classmates) Reports of various experiences Property tax and income Red Cross News reports tax and uses Civil Defense Conducting simple business meeting Money Congressmen Written expression Expense involved in Classroom _elections Reports of experiences field trips Mock election Clear conveyance of ideas Duration of elected offices National Letters to former classmates in service Military services State Listening Dates of election Local Tolerance of others Fund drives Listening to oth,.. Gas tai: Sekctive sales tax (put across from tax benefits point of view)

261 P.L.S. #12 INTERMEDIATE C. Develops ?.a Understanding of our Privileges and Responsibilities as Citizens Aims Center of Interest Units Introductory Discussions

(3) PRACTICES WRITTEN AND Federal Laws Hypothetical situations., appropriate and inappro- ENFORL EL) LAWS Constitutional Amendments priatedriving,drinkingandhuntinghabits Services

State Laws Major laws Day in Court Employment TV Shows Marriage Newspapers Driving Traffic Manual Hunting Drinking Child labor Family welfare Family court Divorce Custody of children Foster placements Adoption G uardians hips

&Ate Court. Legal courts Policeman and traffic officers Judge Jury Law y.r.r Truant off,cers Probation officer Welfare worker Game warden

Local Ordinances Sanitation Humane regular!..dis Fire Water Licences Tax Permits Buildings Parades and public assembly Soliciting Distributing literature Liability Financial Property (See Bulletin 21 -c)

262 State of ITAIiconsin \DEPARTMENT OF PUB LIC INSTRUCTION William C. Kohl State Superintendent Archie A. Buchmiller Deputy State Superintendent

DIVISION FOR HANDICAPPED CHILDREN JOHN W. MELCHE' ADMINISTRATOR & ASSIST/ NT SUPERINTENDENT WISCONSIN NALL. 126 LANGOON STREET MADISON. WISCONSIN 53702

August 27, 1970

Dear Colleague:

We are pleased to be able to share with you the accompanying publications, "A Persisting Life Needs Approach To A Curriculum For The Educable Mentally Retarded" and "Teachers Handbook ior Implementation Of The State Curriculum For Educable Mentally Retarded". These materials represent the combined efforts of over 250 Wisconsin special education teachers and administrators, and numerous curriculum committees organized at the local district, county, and university levels. The publications were developed under the auspices of the Division for Handicapped Children, Wisconsin Department of Public Instruction and funded by Title VI-B, Elementary and Secondary Education Act.

Further information about these publications or related publications may be obtained from EAR Curriculum Project Consultant, Room 616, Division for Handicapper Children, Department of Public Instruction, 126 Langdon Street, Madison, 53702. Copies of this material may be purchased from Publications Order Service, 126 Langdon Street, Madison, Wisconsin, 53702 at a cost of \42.00 for the Curriculum and $.50 fof the Handbook.

Sincerely,

DIVISION FOR HANDICAPPED CHILDREN

BY YV:ft/1(-)_,.Y./Ittei KOnneth.R. Blessing, Ph.D. Director of Bureau/for Special Education

By ohn W. Helcher sistant State Superintendent Administrator of Division for Handicapped Children Language Arts Number Concepts Related Activities

Written Expression Dates Visit Permission notes Due time Courts Thank you notes Meters and Guages Legislature Mace pamphlet on ordinances Stories Gas meters Drawing Forms Speedometers Driving Thermometer Collecting Pictures Social security Parking meters Mock Trials Reading Light meters Role Playing Traffic manual Naturalas meters Policeman Court news Money Game warden Bills-interpreting Budgeting Panel discussion Oral communication Credit Talks by legal personnel Telephone Ratings Filling out Federal, State and local forms: Tax, Payments -interest licence applications, etc. Credit of company Better Business Bureau

263 .4 -11P-, r.

s,-WITH A SI {,

a .

/ .

a ' ..' LEARNING TO BE A RESPONSIBLE CITIZEN P.L.S. #12 involves the essential habits, attitudes and skillsnecessary to understand one's heritage, to understand and participate in government and its processes and to understand and exercise one's rights, privileges and responsibilities as a citizen.

Secondary

A.Understands our heritage (1)The customs and traditions of our local community (2)Our states' heritage and growth (3)Understands events leading to the birth and growth of our nation (4)The interrelationship between nations

Understands the structure and function of our government (1)The processes involved in a local democratic activity (2)How the state government serves its citizens (3)The fundamentals of national government (4) How the United Nations performs governmental functions among the nations

C. Understands our privileges and responsibilities as citizens (I)Achieves active. positive participation in local community (2)Respects and observes the laws of the state (3)Develops concepts necessary for adult citizenship (4)Respects other countries and the loyalities of their people

For specific teachingunitsrelaed tothis major objective. the readerisreferred to the following resource guides:

See Bulletin No. 2- A Developmental Vocabulary Check-List for the Mentally Retarded whichincludesvocabularyandunderstandingsrequiredbyresponsiblesecondaryagedcitizens in their communities. See Bulletin 21-D. pages 75-85. for suggested and illustrative units on CITY GOVERNMENT. WHY MUST I OBEY THE LAW?. CITIZENSHIP AND LAW AS IT AFFECTS THE MEN- TALLY RETARDED. and LOCAL. STATE AND FEDERAL GOVERNMENTS

265 P.L.S. #12 SECONDARY A. Understands Our Heritage Aims Center of Interest Units Introductory Discussions

(I) THE CUSTOMS AND TRAD Origin,purpose and method of observing local Relationships of daily living of students with tra- 1TIONS OF OUR LOCAL celebrations, traditions and customs ditions in community COMMUNITY Biographic study of community leaders Utilize guest speaker well versed in community Study the origin of community names e.g. the folklore community streets,buildings, geographicfea- Utilize student ancestry tures, etc. Use antiques as a center of discussion Founding and settlement of the community Development of industry

(2) OUR STATES HERITAGE Founding of the state Bulletin board of interesting pictures AND GROWTH Settling of the state Newspapers and magazines Indian history, art, crafts and stories Imaginary journey through Wisconsin before its Famous Wisconsin citizens settlement Historical places of interest Wisconsin industries Lumber Fur Mining Agriculture Recreation Transpottation Manufacturing

(3) UNDERSTANDS EVENTS Famous American What is history? LEADING TO THE BIRTH Leaders Why study U.S. 1-fictcry7 OF OUR NATION George Washington Patrick Henry Samuel Adams John Hancock Paul Revere Ben Franklin Abraham Lincoln and others Wars Revolutionary Civil World War I World War II,etc. Famous Documents Declaration of independence Constitution Bill of rights Mayflower Compact Monroe Doctrine Louisiana Purchase and others American Flag (4) Story and meaning UNDERSTANDS THE INTER- How we in Wisconsin benefit from cultural ex- Wall map with strings connecting nationality (its) RELATIONSHIP BETWEEN change with foreign nations and or products we use with the country they NATIONS What we in Wisconsin have to offer to foreign come from nations Recordings of foreign folk music What agencies are active in making possible ex- changes with other foreign countries Preparation for travel in foreign countries, especially Canada

266 Language Arts Number Concepts Related Activities

Discussion Develop a dateline of import- Use public library Family traditions and community events Folksongs, games and dances Family and personal participation in local holi- Use line graph to show populationDisplay national costumes days changes Prepare national dishes Write Comparative numbers Develop classroom museum Story of the student's family coming to the Dates community Living Costs Descriptions of places of interest Rate of travel Reports of special events Read books, pamphlets, newspaper articles,etc. related to community history Discuss how each family uses Wisconsin products Time lines Visit places of historical significance Read Paul Bunyan stories Graphs on population and area Booklet about state flower, bird, motto, emblem, Write reports or original stories concerning Wis- Finding distances on a map song, flag, tree, etc. consin lore Learning to calculate board Product map feet Make electric matching boards with items significant to our heritage e.g. dates, events, sites, locations, etc.

Discuss Explorers Historical time line Create Settling and living in colonial America Comparisons Clay or soap models of Famous Americans Wars Bar and line graphs: Prices then Wood carving Frontier homes and now. Wages then and now Models of historical buildings Pioneers Population then and now Models of Inventors Inventors and Scientists Maps Symbols America Today Guide lines Flag Wisconsin's contribution to the growth of the Size of states Great Seal and other U.S. Areas Folk songs and dances Read stories of Distances Drama Our Country's Beginnings Dramatize a historic event Pioneer Life Impersonate a famous early American Indians Let the class guess Our Country's Leaders War Heroes Write Letters of Request Hook Reports Accounts of Historical facts Labeling scrapbooks

Theme: Could any country survive without the rest Construct bar graphs compar- Make a display of pictures of outstanding world of the world ing the amounts given to scientists, artists and world leaders, noting their Write pen pal letters as individual or group project different countries in foreign accom plishments Listen to recordings of plays or music and discuss aid Make a display of advertisements of foreign prod- how they are representative of the countries of Construct bar graphs compar- ucts that we are all familiar with such as Volks- their origin ing exports and imports of wagon. Write Wisconsin manufacturing companies to get the United States English. Bible, sewing machines, radios, etc. lists of raw materials imported as well as pro- Utilize local residents and visitors who have a good ducts exported background on certain countries, e.g. ex-GI's, tourists, missionaries, etc.

267 P.L.S. #12 SECONDARY B. Understands the Structure and Function of Our Government Aims Center of Interest Units (1) Introductory Discussions LEARN THE BASIC Study maps of the community What is the purpose of community government PROCESSES INVOLVED IN Develop organizational charts of localgovernments What is a community A LOCAL DEMOCRATIC Study types of local governments What is local government ACTIVITY Study duties of township, village, city and county officals Role of the neighborhoodinthe community

(2) HOW THE STATE Study of the six constitutional officers Pictures of the state capitol and officials currently GOVERNMENT SERVES ITS Governor CITIZENS in office Lieutenant Governor Discuss some law that affects students such as Secretary of State compulsory school attendance, traffic rules, etc. State Treasurer Attorriei General Superintendent of Public Instruction Function of various departments Conservation Public Service Motor Vehicle Industrial Commission Personnel Public Instruction Health Welfare etc. Law making Political Parties (3) Courts THE FUNDAMENTALS OF Washington D.C. Teenager's role in federal government (pageboys, NATIONAL GOVERNMENT Capitol lobbying, etc.) White House Stimulate interest through a colorful travelogue National Monuments and other points of interest of Washington, D.C. supplemented witha large U.S. Constitution map of the area How a bill becomes a law Discuss the everyday activities, services,etc. Structure of our Federal Government that are linked to the national government Executive Utilize current events as a springboardto unit Judicial planning Legislative Political Parties National elections Federal money system (4) HOW THE UNITED The world as a family of nations with the General Bulletin board display of pictures of U.N. at work NATIONS PERFORMS Assembly as a family council, etc. Films on U.N. GOVERNMENTAL U.N. Agencies FUNCTIONS AMONG THE U.N. member nations NATIONS Purpose of the U.N.

268 Language Arts Number Concepts Related Activities

Discuss Figure local property tax from ass- Visit such places as City, town or village hall Necessity for rules toprotect allcitizens essed valuation and tax rate Police station Write thank you notes to classes and to hosts Understanding use of numbers inFire station at places visited Street and road numbers Post office Read local newspapers Zone numbers County Court House Study the terminology (mayor, citycouncil, Zip code Talks by police chief,fire chief or other trustee town board, etc.) Phone numbers local officals Written topics and scrapbooks Study local budgets including ex- Role playing penditures and revenues using Traffic Court graphs, charts, diagrams, etc. Mock trial Council meeting

Discussion Graphs on state finance Visit State Capitol Contemporary issues such as sales tax, voting Solving problems o- sales and in- Role playing: How a bill becomes a law age, driving age, etc. come tax Mock trial Use of Blue Book Make booklets on current Wisconsin news Reports on current events within the state Develop chart on structure of government Simple parliamentary procedures

Study and conduct a non-partisan election Number of members in Styrofoam, soap and clay modeling and sculp- Campaign speeches Cabi net turing Judging merits of candidates Congress Replicas of party symbols Gather information about the president's family Supreme court Donkeys First Lady Compare our state's representation Elephant Children, etc. with that of other states Securing election ballots Identify offices of President and Cabinet Salaries of federal officials U.W. map (making and studying) members Social security Visit polls on election day Contrast living in a democracy with living in a Federal taxes dictatorship Voting ages and requirements Percentages and graph problems pertaining to representation, voting records, etc. Construct a large outline map of the world and Write letters to the U.N. requesting publica- Make a time line showing the im- indicate the U.N. member nations tions and information portant events in the history of the Make a displayof theflags of the U.N. Punctuation exercises on sentences dealing with U.N. members the U.N. Count the possible number of votes Make a flag of the U.N. Theme or discussion on "How Does the U.N. that may be cast in the U.N. Make an organizational chart of ,he U.N. Compare with How a Family Should Work What is a majority, minority, a List accomplishments of U.N. agencies Together" plurality? Abbreviations, how and why they are used Examples W.H.O. U.N.E.S.C.O. U.N.I.C.E.F. 269 P.L.S. #12 SECONARY C. Understands our Privileges and Responsibilitiesas Citizens Aims Center of Interest Units Introductory Discussions (1) ACHIEVES ACTIVE. POSITIVE Voting responsibility What is my role as a citizen in PARTICIPATION IN LOCAL Attending meetings My family COMMUNITY Keeping our community clean My school Community health and safety My community Aid to fire and police department Respect for public property Obeying signs in public places Bus etiquette Taking advantage of recreational facilities, equipment and programs Support of volunteer agencies Red Cross Red Feather Clothing Drives Christmas Food Baskets March of Dimes, etc. (2) RESPECTS AND OBSERVES Hunting and tishing regulations Discussion of newspaper articles on law breaking THE LAWS OF THE STATE State park regulations Compare the need for laws in our state with the Boating regulations need for laws in a Robinson Crusoe society Water sports regulations Motor vehicle laws

(3) DEVELOPS CONCEPTS Comparison of Use stories or experiences in which there are ex- NECESSARY FOR ADULT Democracy amples of either good or bad national citizenship CITIZENSHIP Monarchy such as behavior of people when the national Fascism anthem is played Communism Socialism Dictatorship Social Security Workmen's Compensation Unemployment Compensation Respect for country Voting procedures Serving ones country (armed forces) Proper courtesy to Playing of national anthem Flag passing by Government offical (4) RESPECTS OTHER Internationally known people How each child differs from his brothers and sis- COUNTRIES AND THE World religions ters: from his friends LOYALTIES OF THEIll Loyalties to one's country How children have things in common with each PEOPLE Effects of transportation and communication on other world citizenship How these differences and similarities are found How geographyaffectspeople's way oflifeas among people of various countries shown in their dress, dances, foods, sports and industries

270 Language Arts Number Concepts Related Activities

Letter writing to local editor game warder: agencies Meter reading (water, gas, Develop a scrapbook on the community to be ex- for brochures electric) changed with a similar class group in another Prepare a listof outstanding qualities of good Computing utility bills comm unity citizens Use graphs, fractions,etc. basedVote using regular sample ballots on newspaper articles Role playing, scenes showing good arid bad civic Oral or written discussion of Number problems in following pro- attitudes School spirit gress of charity drives Prepare tapes.slides or photos of above role Community spirit Family budgeting playing Need of following good leaders Develop school or community slogans which in- Why regular school attendance is good spire good civic attitudes citizenship Responsibilities to one's family

Read handbooks and brochures Problems involving fees and Films from various state departments about reg- Write to various state departments for related I icenses ulations under their control brochures Problems about costs ro Wisconsin Map work for parks and conservation Location of state parks, reservations, etc. Dollar fors in state thru carless- Speakers ness(fire, crime, accident) Game warden Insurance costs On water safety On hunting Mural and ;taster making on good citizenship practices Report about life and customs of people of other Graphs and percentage charts Develop a correspondence program with a class countries Population comparison from another country Write composition on "If I were from.... "(state Nationalities Films and filmstrips on lifein another country or country" WhyI am Proud to be an..." Industries Collecting stamps from foreign countries (American or Wisconsinite) Religious preference Arrange for talks by foreign students "A Well known International Figure" Races Display Write to pen pals Pictures depicting scenes from foreign countries Prepare antonym and synonym worksheet Books about foreign countries on terminology used to discuss citizenship e.g., ancient-modern rural-urban, etc.

Read stories (fiction, biography, etc.) about other Number of years of existence of Pictures of foreign leaders past and present countries different types of government Pictures showing servicesprovided by national Read about and report on foreign election returns Number of countries with differ. and foreign government Listening to recordings, radio and TV programs of ent types of government Exhibits of informational material published by addressesbyleadingAmerican and foreign Tax problems federal agencies citizens National debt (number reading) Mock elections Charts and graphs showing how Display of election posters and pictures of foreign tax money is spent candidates

271 APPENDIX A PRESCRIPTIVE TEACHING*

BACKGROUND

Approaches and techniques used in devising a systematic trols were includedin .these interim evaluations to eliminate language development program for those with communicative or reduce the possible confounding of results by the Haw- disabilities vary as a function of the underlying rationale and thorne effect. Children's Apperception Test pictures were used orientation of the special educator. The Peabody Language in standardized three-minute sessions to elicitvocalencoding Development Kitmaterialsemploya"shoigun"approach. behavior, and their tapedresponses were analyzedin terms the major purpose being the elevation of the overall language of the criterion measures. abilityof the treatment group or individual.Othershave Mean gain score differences between groups were sub- employed a profile or remedial approach aimed at devel- jected totests of statisticalsignificance byvse of analysis oping a subject'sabilityto encode, decode or associatelin- of varianceand,inaddition,covarianceanalysiswith the guisticsymbols.Thesubject'spsychr...inguisticprofile. as effectsof initialperformance levelsheld constant. The .05 measured by atest like the Illinois Test of Psycho linguistic level of significance was used in testing the major null hy- Abilities(ITPA).,provides the language clinician with clues pothesis. as to relative strengths and weaknesses. Resultsindicated thatthenullhypothesis wasrejected In the summary of the study to follow, the latter approach for significantpost treatment differences consistentlyfavoring was employed. The purpose of the investigation was to test the treatment group on 'the vocal encoiding measure. These the major hypothesis that amelioration of a specific psycholin- findings may be said to. provide substantial evidence of the guistic deficit (vocal encoding) in an educable retarded popu- efficacyof remediating a singlepsycholinguisticdeficit and lationisfeasible as a function of intensive small-group reme- of using pretest profiles of educable retarded children in plan- diation.Vocalencoding was operationallydefinedasthe ning remedial programs. At the end of treatment the experi- ability to express one's ideas in spoken words when presented mental group was equaling or exceeding mental age expectancy with meaningful visual stimuli. The investigator sought to de- levels. A precautionary commentisinterjected withrespect termine whetherthevocalencodingabilityof elementary to convertingvocalencoding raw scoresinto language age aged retarded children could be significantly improved asa. norms at the upper limit of the ITPA, since lack of equal age resultof asupplementary treatment program conductedin increments restricts the specificity and accuracy of age norms hourlysessions,three times weekly overaperiod of four near the ceiling of the test. months. Group languageprofileswereusedtodevelop a Thisstudyprovidesforspecialeducationcurriculum differentiated program of language remediation. makers a comprehensivelistof clinicalteaching suggestions The subjects conststed of 40 educable retarded children for implementation in the developmental language program. chronologically 8 to 15. with IQs from 50 to 80. mental ages In the remaining pages. interested readers willnote an between 4-7 and 8-10, who were found to be one or more attempt to organize an approach to linguisticdeficitidentifi- years below M.A. in vocal encoding on the ITPA. cation andprescriptive teaching designed to remediate these disabilities.Perusal will Children were randomly assigned to control and treatment reveal that the most extensive listing of clinical groups of 20 each following group matching on the variables teaching suggestions occurs in the vocal encoding of sex, sibling order, and parental occupation. Each remedial area, since this was the deficit concern of the above study. The suggestedactivitiesin group of 3 to 5 subjects received weekly instruction from two theother psycholinguistkareas have been extracted from various research reports, papers and languageclinicians.Anecdotalrecordsweremaintainedof the activities and teaching techniques used and are included articles dealing with other aspects of language usage and defect. in the report for subsequent use in curricular implementation The intent of this section isto prdvide special educators with an outline of the testfactors themselves and aparallel and research replication. beginning listof practical ways in which these factors may All ITPA evaluations were conducted by qualifiedpsy- be strengthened and/or remediated. Others workinginthis chological examiners trained by the co-author of the instru- area of linguistic disability will wish to assess the feasibility ment.Interimempiricalevaluationsonclassicalcriterion and validity of these prescriptive approaches and will want to measures wereperiodicallyadministeredinablind-fashion supplement thislistingfrom their own empirical experience throughout treatment and as long-term retention checks. Con- with psycholinguistic remediation.1

Mfrs. Eunice Key. Coordinator of Special Education. C.E.5.A. #11. LaCrosse. recently expanded this Written by Kenneth R. Blessing. Ph.D.. Division for Handicapped Children's Services. work in her Master's paper. Readers should contact her directly for limber information.

272 REMEDIATION OF A PSYCHOLINGUISTIC DEFICIT IN EDUCABLE RETARDED CHILDREN

Inthe followingsectionthereader willencounter a description of the areas the ITPA probes an3 paralleling these descriptions, some simple. practical ways in whii.h special educators can plan and carry out specific remedial programs. Most of these techniqueshave been developedinclinical settings on a tutorial one-to-one basis. Along with trying out these suggestions in a classroom setting, the task of the special educatorwillbe toexplore ways of grouping pupilswith similardisabilitiesfor economy andefficiencyin the time available for instruction. The long range goal is the development of language abilities, comparable to the grouping prac- ticesfor the development of languageabilities. comparable to the grouping currently employed in the reading and arithmetic phases ofthespecialeducationcurriculum. Once achieved,itmay be possible to provide developmental and remedial language programs which enable retarded pupils to function.linguisticallyspeaking.somewhatmore closelyto their current levelsof intellectualfunctioning. The nine subtestsof the batteryarebrieflydescribed below. The numbers (1 through 9) correspond with the numbers in Figure 7. These descriptions with some modifications are taken from Kirk and McCarthy (1961).

FIGURE 7 Representational Level Automatic-Sequential Level THE REVISED PSYCHOLOGINGUISTIC MODEL OF LANGUAGE ABILITIES 1. Auditory Decoding 7. Auditory-Vocal Automatic (After McCarty and Kirk, 9611 2. Visual Decoding 8. Auditory-Vocal Sequencing

Decoding Association Encoding 3. Auditory-Vocal Association 9. Visual-Motor Sequencing 3 4. Visual-Motor Association Representational Level 5. Vocal Encoding 5 6. Motor Encoding

7 Automatic-Sequential 1 I. Tests at the Representational Level Level This. representational or meaning level mediates activities a requiring the meaning or significance of linguisticsymbols. The tests at this level all have one thing in common: they assess some aspect of a child's ability to deal with meaningful 0 symbols. i.e., to understandthe meaning of symbols (decoding). AUDITORY & VISUAL STIMULI MOTOR & VOCAL RESPONSES Representational Level Automatic-Sequential Level Thus, when a child learns to say "ma ma" to the appropriate mother figures. heisoperating at the representational level. 1, Auditory Decoding 7. Auditory-Vocal Automatic There are 6 testsat this level. 2 concerned with decoding, 2 2. Visual Decoding 13. AuditoryVocal Sequencing 3. AuditoryNocal Association 9. Visual-Motor Sequencing with association and 2 with encoding. 4, Visual-Motor Association 5. Vocal Encoding 6. Motor Encoding PICK UP FIGURE 7

The RevisedPsycholinguisticModel of LanguageAbilities (After McCarthy and Kirk. 1961)

273 ITPA PSYCHOLINGUISTIC AREAS SUGGESTED INSTRUCTIONAL ACTIVITIES

Activities:

Al THE DECODING TESTS. Decodingat thislevel is 1.Identificationoffamiliar sounds.e.g..recordof train measured by the two following eubtests: whistles, household sounds (Scott-Foresman). "Muffin records." Test1. Auditory decoding 2. Try out the child's knowledge of prepositions. e.g.. under. in. out, up. etc. Auditory decodingistheabilityto comprehend the spoken 3. Recite part of a nursery rhyme;pause to letthe child 'word.Thisprocess istappedby"yes"or "no"answers finish it. to such questionsas "Do applesfly?"Since decoding and 4. Have the children listen out of the window or to the notencoding is theprocess beingmeasured. ifthe child radio and identify sounds. cannotsay"yes"or "no"agestureresponseis accepted. 5. Have the class make up games with words. 6. Have the childtellif apair of words(e.g..see. she. life,left) sound the same or different. 7. Have pupilsidentifyobjectsor situationsdescribedby the teacher. 8. Require pupilsto answer questions aboutmaterialread aloud to them. 9. Use auditory memory span for sentence types of activities. 10. Check understanding of material read orally. Have pupils choosethecorrect word fromseveralpresentedorally tomeaningfullyreplaceaparticularphrasefromthe story. 11. Use detailedconversationsbasedonspecifictopicsof interestto the pupil and requireresponse to comments made by the teacherin order to demonstrate decoding. 12. The teacher can define a word and have the pupil recle- fii.eitin his own words.

Test 2. Visual Decoding Activities:

Visualdecodingistheabilityto comprehend picturesand 1. Display a picture and ask a child to find certain items written words. In this subtest the childispresented with a or name incomplete items in the picture. stimuluspicturefrom among asetoffour. The correct 2. Have children look out the window and identify objects. choiceissemanticallyidenticalto the stimuluspicture but 3. Have children pick out objectsin terms of shape. color isnotphysicallyidentical.e.g.,a silverknife and a jack- or size (e.g.. "the green car ". "the large boy"). knife. 4. Ask a child to identify action inpictures.in the room. etc. ("show me the girl running"). 5. Utilize a systematicphonicapproachinreadingwith pupils in this area.

B) THE ASSOCIATION TESTS.Association is assessed Activities: by two testsutilizing different channels. Test 3. Auditory-vocal association 1. Have thepupil name allthe things he can think of Auditory-vocal association is the ability to relate spoken words when you say (orange). ina meaningful way. In this subtest the auditory percep- 2. Ask childrenquestionslike"Inwhat way is ahat tionand the vocalexpressionrequire minimal ability while like a coat?" the association processistested by items of increasing dffi- 3. Ask children to explain verbal passages, e.g.. "God Bless culty.Thisanalogiestestisa"controlledassociationtest America" or -The Pledge of Allegiance." utilizing a sentence completion technique;" for example. "Fa- 4. Ask children about groups of items: "Which one doesn't ther isbig, baby is belong?" 5. Ask forinterpretationsof phrasesor paragraphs orally read to class, 6. Ask pupils questions involving verbal absurdities: "Would Ifind a bed on the roof?" 7. Have pupils choose from severalobjects the one which the teacher has verbally described in terms of the uses

274 or characteristics of'the object. Verbal descriptions should progress from simple descriptive phrases to complex sentences. 8. Utilizeactivities which require pupils to associate sounds with visual cues. Discuss the relationship among certain concepts such as letters. words. sentences and paragraphs. 10. Have pupils supply a missing word in a sentence presented verbally. 11. Have pupils supply a word opposite in meaning to one word which was emphasized by theinflectionof the teacher's voice while reading a sentence aloud. 12. Have pupils choose and repeat the one sentence. from several read to them. which was most relevant to a visual cue presented earlier.

Test 4. Visual-motor Association Activities:

Visual-motorassociationistheabilitytorelatemeaningful 1. Have pupils sort and match like objects(e.g..red and visual symbols. This processistapped by apicture associa- white buttons). tion test. The child is piesented with a single stimulus picture 2. Show pupils a picture. e.g.. of a boy eating. Ask. "Show and a set of four choice pictures. one of which isassociated me what the boy is going to do next." with the stimulus picture. The childis asked, "Which one 3. Start a sequence of action;get the pupils tofinishit of these (pointing to the set of choice pictures) goes with this (e.g.. dress a doll. set table). (pointing to the stimulus picture) ?" The child is to point to 4. Presentanumber of pictures:ask childrento choose the one picturefrom among the choicesetwhich hasa all those which go together. conceptual communality with the stimulus picture. 5. Provide a box of zbjects and a box of pictures. Children match the imns. 6. Have pupilspair concrete objectsas to use or function e.g.. needle and thread. ball and bat. etc. 7. Usereadingreadinesstypematerialwhichrequire the drawing of a line from a word to a correct choice among a group of pictures. 8. Use of some of the Frostig materials for the development of visual perception would be helpful here. (C) THE ENCODING TESTS. Encoding atthe repre-Activities: sentational levelis assessed by two subtests. one requiring vocal, and the other motor responses 1. Elicit vocal sounds and babbling through the use of a rnotorkinestheric method with the aid of a mirror. Imi- *Test 5. \iocal encoding tate the child's sounds and have the childim;_ate the teacher'ssounds.Actions.objects.and picturescan be Vocal encoding is the ability to express one's ideas in spoken labeled by the teacher and children can be encouraged words. In this test, the childis shown a series of similiar toimitate these labelsvocally. Spontaneous speech can objects like a ball, or a block. or a piece of chalk, or a piece be encouragedbyhaving the children givepreviously of celluloidandisasked to"Tell me about this." The learnedlabelswithout prompting. When familiarindi- score is the number of discrete descriptions. vidual words are utilized. the teacher can encourage the combination of these two-word sentences. 2. Displaypictures on door outside of classroom and get 'Specific factor the study was desirted to remediate. pupilsin the habit of studying these carefully. During the language activityrequest them torecallsuch characteristics of the picture as: a. the centralfigures;names of the people. animals. objects. etc. b. the number of people. animals. etc. c. the action involved; what the individuals were doing d. shapes. sizes. composition; other physical characteristics e. thefunctionsof people.animals.objectsinthe scene

275 f. the colors of objects. animals. people in the picture g. the emotional tone of the scene;happy. sad.etc. 3. In group discussion of the picture permit other pupils to elaborate on the story and suggest items omitted or not recalled by the original story teller. 4. Bring the picture to the group and discuss variousele- ments;attempttodevelop transference of observational principles from lesson to lesson. 5. Bringtoys.gadgets.bric-a-brac.and other articlesfor observation;manipulation,touch.smellanddiscussion. Have students talk about these objects.i.e.. their shape. size,color,andfunction.Occasionallyincludesimilar items. e.g..(a) soap granules and a cake of soap; or (b) letter opener. ink pen. ball point pen. in order to bring out similaritiesas wellasdifferencesin appearance and function.Stress attendance to details and transfer of ob- servationalhabits andprinciplesfrom lessonto lesson. 6. Take short neighborhood fieldtrips and utilize observations from the classroom window to stimulate or develop ideas for discussion. 7. Use JudySee-Queessetsandselectedcartoonstrips mounted on tagboardto stimulate group interests,discussion and story telling. Vary the length of the picture stories in terms of the group's ability to recall and relate storiesincorrect sequentialorder.Have pupilsverbally explain the significance and sequence of events following a separate or combined verbal-visual presentation. Attempt to extend individualabilitiesin sequential picture placement and recall of the previously discussed story. 8. Presentvarious See -Queer sequences to groups of pupils and follow up with removal of one of the picturesin the series.Have individuals identifyan,,italk about the missing picture. 9. Use gestural-vocaldemonstrations of action depictedin variouspicturesor the vocalimitationof sounds and noisesof animalspresentedpictoriallyandasobjects. 10. Have pupilspresentoralbook reports and accounts of simple stories read in school or at home. 11. Utilize slide projectors. View-Masters. hand puppets, cut- outs.realistic models, globes. maps. pictures and flannel- boardmaterialstostimulategeneralconversationand expand language concepts. 12. Useverbalclassificationandcategorizationofobjects asanother means of stimulating speech and discussion. For example.pictorialcards depictingvarious household items can be provided childrenina group. Members c ?n discuss each object portrayed and tell which room the itemisusually associated with. e.g.,appliances, furniture.foods,clothing,recreationalitems can beclas- sifiedas to function. location, origin.etc. 13. Use of modified TV-type quiz shows to stimulate ver- balresponsiveness in pupils.Illustrative approaches might include "What's My Line"in which panelparticipants attempt to guess the particular "community worker" pan- tomimed orportrayedbythe contestant. The playing of a modified "Charades"in which song titles. TV ads andjinglesareportrayedisanothervariationof this technique used to elicit verbal expression. 14. General conversation requiring vocal expression about any

275 topicof generalinterestto the group.e.g.,vacations. death of a pet, holiday activities, etc. 15. Elicitation of vocal responses through the use of nursery rhymes, 'poems.riddles,rhymingactivities,fingerplays. songs. TV commercials. phonograph recordings. and choral speaking. Pupilresponses can be recorded and fed back foradditionalverbalstimulation.Illustrativeactivities might include: a. action rhymes and rhythmic exercises b. teacher-read poems with pupils completing the final rhyming word c. singing songs with accompanying gestures d. participationin"Cookie .far"; game involves clap) ping of hands to rhythm as words are changed by pupils e. acting out nursery stories.e.g.. "Three Billy Goats Gruff." using hand puppets f.use of a toy telephone to elicit spontaneous speech 16. Use tape recorders in "Show-and-Tell" periods when pu- pilsare reportinginterestingevents, newsreports.role- playing and similaractivities.Playback of these record- ingsenablespupilstohear their own vocalresponses and further stimulates interest on the part of the children. 17Activitiesfordevelopinggeneralvocalencodingabiliy in individual pupils might include: a. imitation of vocal sounds, expressions. phrases and statements made by the tutor. b.filling in of sentences; teacher reads a phrase and the subject completes a sentence using thisphrase c. listening to verbal absurdities; short story presented and pupilpicks out the absurd word, then repeats the statement inserting a correct word d. listeningto the presentation of aseries of words. pickingout the word thatdoesn'tbelonginthe series, and telling why e.use of the "Wordy Game" to build sentences f. teacher-readstoriesfollowedbyquestions on content and meaning g. givingof shortspeechesfrom a classroomstage 18. Sociodrama, role-playingandhandpuppetrycanbe especiallyeffectiveinstimulatingvocalexpression.See Fliegler (1055). LaValli and Levine (1954). and Koenig (1951) for excellent suggestions in this area. Approaches willneedto be modifiedto conform to theabilities, needs. and interests of the group. Teachers can describe and structure imaginary social or problem situationsfor thechildren,assignindividualstovariousroles,and havethem,act out the parts. In later discussions members of the grotiP can evaluate the responses and actions of thevariousrole-players.Typicalsociodramasmightin- clude such situations as: a. learning to meet people. respond to. and make introductions. etc. b. going to the grocerystore and making purchases c. answering the telephone d. answering the doorbell and responding to strangers. salesmen. etc. e. being a radio or TV announcer f.asking directions g. welcoming a friend

277 19. Utilizecharades.visualpantomiming.and such games as "Simon Says"and "Follow The Leader"toelicit verbal expression. 20. Combine visual-verbal techniques to encourage verbal descriptions of auditorially stimulated concepts. For example. pupils might observe a new hospital wing under construction from their classroom window. Then. closing their eyes and through sound clues alone. they can be asked to describe what the workmen are going. what is occur- ring. etc. 21. Pupils can present a number of covered objects to the group and provide verbal clues as to the identity of the objects.Other pupils can attempt to guess the identity of the item. 22. Utilize memory series games. e.g.. "I went to the farm and on the farm I saw a ." This can be re- peated orally by each pupil in the group and new objects can be added to the sequence as the game progresses. 23. Duplication of activitiesdescribedin No. 4 above but with emphasis upon olfactory or tactile reception to provide clues and elicit verbalization. 24. Havepupilsidentifyanimals,toys.andotherobjects with theireyesblindfolded. Emphasis again woild be upon their verbalizing the cues and the identity of the object. 25. Have pupilsdiscusssimilarities and differences between various items, presented for tactual and/or olfactoryex- ploration with the pupils being blindfolded to eliminate visual cues. 26. Use of variouskinesthetic teaching aids suchascacti- form pictures.symbols.letters.raised maps and globes to stimulate interestindiscussion of specific educational topics. Test 6. Motor encoding Activities:

Motor encoding s the ability to express one's ie., in ges- 1. Tell pupils to point to a specific picture in a picture book. tures. At the representational level, motor encodingis tapped 2. Have thepupils draw aman,a woman, an animal. by a manipulation test. An objectis shown to the child and an object. etc. he isasked to. "Show me what we should do with this." 3. Have pupils imitate teacher action like clapping. stirring. The subjectistosupplythe appropriate . motions. suchas jumping. etc. Label these vocally for the child. drinking from a cup. or fingering a piano keyboard. 4. Try to elicit spontaneous motor gestures after working on imitation.e.g..gesturesindicating"large"or "small". 5. Have the pupils follow instructions. e.g.. "close the door." "stand on one foot.""put theballunder the table." 6. Tell the pupils to walk like different kinds of aminals. 7. Play "Simon Says" and "Follow the Leader". 8. UtilizeKephart'slaterality.directionality.spacialorien- tation and/or body image activities with the pupils.In- cluded would be specific exercises in right and left body parts on self,instructor, and on pictures;use of trampo- line,andrailboardactivities;thedrawingof various figures,i.e.. stick, human, and geometric, and the print- ing or writing of thealphabet. 9. Use finger plays and nursery rhymes with accompanying actions. 10. Use charades to encourage gestural and motor expressions. 11. Tella story;have the childrenactitout;watchfor children who have difficulty in expressing themselves in gestures.

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OAK' II. Tests at the Automatic Sequential Level Thislevelmediateslesscomplex. more automaticpro- 12. Pantomiming of imaginary activities using either a verbal cessesthan therepresentationallevel.Thisisillustratedby orvisualstimulus.e.g..rakingleaves,hammering.etc. the abilityto recite poems and sing songs without conscious effort.Defects at this levelinterfere with sequential initiation and the ability to retain sequences of visual and/or auditory automatic test, an auditory-vocal sequential test, and a visual- motor sequential test.

(A) THE AUTOMATIC TESTS. Auditory-vocal processes are measured by the following subtests: Activities: Test 7. Auditory-vocal automatic Auditory-vocal automatic ability permits one to predict future 1.Stressthe pluralnature of objects.For example. show linguistic events from past experience. The processisassessed apicture of some men and say. **Here isa man: here by a grammar test. The child is shown a picture of a ball and a are three ."Startwith the simplestformsusing picture of two balls as an ancillary aid to the auditory-voca. those which just add ansand then increase the com- task. The examiner says, "Here's a ball. Here are two plexity of the task. The childcompletesthesentence.Thetestincreasesit Stress the actiontenses. For example. the teacher might difficultybyrequiringthecorrectuse of increasinglyless say. "Ieat:yesterdayI ."Useful here are items familiar English inflections. used with deaf children at the primary level. 3.Utilize the developmental sequence to be found in curri- culumfor teaching grammar; nouns,verbs,tenses,adjectives.suffixes.etc..keeping in mind the maturational level of the group and the individual. 4.Utilizechoral speaking typeactivitiesto enable certain sequences of sounds and words to become somewhat more automatic in nature. 5.Use word associationapproaches whichrequire closure and one-to-one contiguity learning. 6.Have pupils identify the sentence which was structurally correctfrom severalsentences which were allidentical in meaning. Presentation can be both auditory and visual.

(B) THE SEQUENCING TESTS. Activities: Sequencingabilityismeasured by thefollowing two 1. Use digit span type activities.For example. the teacher subtests: says. "3. 7. 9" and aks a pupil to repeat her stated digits. Test 8. Auditory-vocal sequencing She can also ask the pupils to repeat them in the reverse Auditory-vocalsequencingisthe abilitytocorrectlyrepeat order. a sequence of symbols previously heard. The process is tested 2. Have pupils carry outaseriesof verbal commands in with a digit repetition test. The test differs from that of the sequence. Stanford-Binetinthat the digitsare presentedattherate 3. Havepupilsrestorethecorrectordertophrasesand of two per-second and the childisallowed two trials with sentences in which the order of words was orally presented each sequence of digits before the task isfailed. incorrectly, e.g.. "The ran boy." 4. Play such games as "I went to the farm and on the farm I saw a ." described in Test 5, No. 21. Another version is "I'm packing my bag and in it I'm putting 5. Use auditory sound blending in units of varying length. 6. Have pupils complete human. stick. and geometric figures which have parts missing. 7. Have pupilsreproduce aseries of movements presented auditorially, e.g.. the Kephart. tapping pattern. 8. Have pupilsrepeatthespellingof words which were spelledaloudtothem.Alsohave the words written from memory of the oral spelling. 9. Have pupilsfillinthemissinglettersor numbersin

279 such auditoriallypresentedactivitiesas, "A-CDE," -10, 11. l3, 14. 15," "10, 20. . 40, 50." 10. Sentence completion activities would also be applied here since this requires contiguity learning. 11. Use memory for words and sentence sequences activities keepingin mind thatsentencesalsoinvolvemeaning. 12. Have pupils relate the sequence of events in a story read aloud to them. Test 9. Visual-motor sequencing Activities: Visual-motor sequencingisthe abilityto correctlyreproduce 1. Sequences of geometricfigures can be copied or done a sequence of symbols previously seen. The processis assessed from memory,e.g., using bead by atestrequiringvisual sequential memory. This taskre- stringing,flannelboardorpictorial 'design.Variations. quiresthe childtoduplicatethe order of a sequence of e.g..animalsequences. can also be used. The Frostig picturesor geometricaldesignspresentedbytheexaminer visual perception materials could be used here. and then removed. 2. Use of Montessori-type activities.For example;a circle tile design of alphabet blocks and of tile number blocks can be painted on the floor. 3. Sorting of objectsfor size,color, shades, or sequences. 4. Have pupilsrepeatfrom memory simple paper folding sequences. 5. Lay out dominoes in sequence and ask pupils to repeat the sequence. 6. Utilize various maze type activities. 7. Have pupils follow various sequences of letters, number. or "follow the dots," although these activities often become representational in nature. 8. Utilize some of the activitiesin the Fernald Kinesthetic Method of teaching reading in thisarea. This includes labeling.tracing,writingfrom memory andevaluation procedure.

The above examples indicate that discrete tests have been It should be apparent that thereisa need for further constructed which attempt to differentiate defectsin:(a) theexplorationof additionalinstructionalapproachesinallof three processes of communication;(b) the levels of languagethepsycholinguisticareasunderconsideration.Currentre- organization; and (c) the channels of language input and out- medialactivitieshave been somewhat crudelyoutlined and put. Inadequate performance on specific subtests of this ITPA agooddealof refinementisneededbefore adefinitive batteryshould,therefore,suggestthe existence of languageanswer to the question of psycholinguistic deficit remediation deficitswhich may be subjectedtolanguageremediation. isforthcoming.Practitionersin the fieldare .encouraged to For example. vocal encoding deficiencies might be considered experimentwiththese approachesintheirclassroomsand similar to those diagnosed by clinicians as expressive "aphasia"attemptamorerigorout applicationof thedevelopmental while motor encoding problems may be related to "apraxia."approach to language development. For a fairly complete and A resultingtestprofile should indicate to the clinicianordetailed set of lesson plans for language development. spqc,ial instructor a possible course for language remediation. educators are referred to Smith's 1962 monograph. Effects ofa Group LanguageDevelopmentProgramuponthe PsycholinguisticAbilitiesofEducableMentalRetardates.

REFERENCES McCarthy. J.J. A testfor the Identification of Defects in Language Usage Among Young Cerebral Palsied Children. Reprintof paper readatAnnual ScientificSession,10th Anniversary Con- ference. U.C.P. Assoc. Inc. Miami Beach. Fla.. Nov.. 1959. Bateman. B. Suggestions for Supplementary Diagnosis. Unpublished material. Inst.Res. Except. McCarthy.J.J.,and Kirk,S.A.,IllinoisTestofPsycholinguisticAbilities:Experi- Child.. University of Illinois. 1.17. 1964. mental Version Urbania: Institute for Research on Exceptional Children. Blessing. K.R.. An Investigation of Psycho linguisticDeficitin Educable Mentally Retarded Children; Osgood, C.E. A Behavioristic Analysis. In Contemporary Approaches to Cognition. Cambridge.: Detection. Remediation. and Related Variables. °inert. Abstr. 25. 54.10, 712. 1964. Harvard University Press. 1957 A. Fidget-. L.A. Play Acting with the Mentally Retarded. Except. Child. 1956.60. 1952. Motivational Dynamics of Language Behavior, In Nebraska Symposium on Motivation. Frostig. M. and Home, D.. The Frostig Program for the Development of Visual Perception. Lincoln: University of Nebraska Press. 1957 B. Chicago: Follett Publishing Co., 1964. Shaffer.M. (recorder).DiagnosisandProgrammingforala.Brain-InjuredChild.Newsletter- Hem, MG., Kirk, S.A., and Kirk, W.D. Remedial Reading Drills Ann Arbor. George Division 16, School Paychologisu, APA, 18, 10-15. Fail, 1963. Wahr.Publishing Co., 1940. Sievers, D.J. The Development and Standardisation of a Test of Psycholinguistic Growth in Preschmi Hirsch. E. Training of Visualizing Ability by the Kinesthetic Method of Teaching Reading. Unpub- Children. Unpublished Doctoral Dissertation, University of Illinois. 1955. lished Master's thesis. University of Illinois. 1962. Smith. J.O. Effects of a Group Language Development Program Upon the Psycholioguistic Kephart. N.C. The Slow Learner in the Classroom. Columbus: CharlesE. Merrill, 1960. A.ilities of Educable Mental Retardates.Nashville:Peabody College ResearchinSpecial Koenig. F.G. Implicationsin the use of Puppetry with Handicapped Children. J. Exert t.Child., L. ...anon Monograph, Series No.1.1962. 17, 111.117, 1951. Taylor, L. Excerpts from a Report on an Investigation of Psycholinguistic Processes in Hearing 1,,,p.tired Kirk, S.A., Kass, C.. and Bateman. B. The Educability of Psycholinguistic Functions in Retarded Children. The Wisconsin Times, 1.3, 1964, Children.Unpublished progress reporttotheIllinoisPsychiatricTrainingand Research Wepman, Jones. L.V.,Bock,R.D., andPelt.D.V.StudiesinAphasis:Background and Authority. Illinois State Department of Mental Health. for the period of July 1.1961 to March 1. 1962. Theoretical Formulations. J. Speech and Hearing Leis., 25, 323332. 1960. Lavalli.A., and Levine, M. Social and Guidance Needs of Mentally Handicapped Adolescents as Wiseman. D.. Program Planningfor Retarded Children with Psychblinguistic Abilities.In Selected Revealed Through Sociodramas.Amer. J. Meat. Defic., 58. 544-552, 1954. Convention Papers, 42nd Annual CEC Convention Chicago, 241-252. 1964.

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