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Designed for the Teacher of the Educable Mentally Activities DOCUMENT RESUME ED 046 180 EC 031 265 TITLE A Guide for Teachers of Educable Mentally Handicapped Children. INSTITUTION Oklahoma State Dent. of Education, Oklahoma City. riv. of Special Education. SPONS AGENCY Bureau of Elementary and Secondary Education (DHFW /OF) ,Washington, P.C. PUB DATE 70 NOTE 173p.: Vol I-rrimary EDRS PR7.CE EDPS Price MF-$0.6 EC -R6. FR DESCRIPTORS Agencies, Curriculum Guides, *Educable Mentally Handicapped, *Exceptional Child Education, Mentally Handicapped, Organizations (Groups), Placement, *Primary Grades, Ensource Guider, *Teaching Guilcs IDENTIFIERS Oklahoma ABSTRACT Designed for the teacher of the educable mentally handicapped, the guide presPatr a detailed outline of suggestionr, activities, and teachina aids useful in the instruction of mprtally handicapped children. The guide is the first of three volumes (primary, intermediate, and secondary) containing introductory and theoretical chapters plus detailed suggestions for the primary curricula, and an agencies and organiPations listing. Such areas Mr health, safety, social experiences, language arts, cumbers and science experiences, arts and crafts, and games are covered. Volume 2 is available as EC 01 26f. (Cr) A Guide forTeachersof -E.ducable Allemally Handicapped Children VOLUME IPR1MARY Prepared by I eachers of Mentally Handicapoed Children, School Administrators, and College Personnel under the direction of State Special Education Section in cooperation with Oklahoma Curriculum Improvement Commission OP All()%4 A Si ATI IPEPARTMENT OF EDUCATION Si ott 1 w. n, S..perintndent 19111 U I 01AISMfla Of NlIl1M. IDKATiON 1 UM WWIorIDUCATION EC031265 CO DOCOMIN1 IIAS HIM II1PODUCD flAMY AS Iff (NO ROM 1ml M /WON 01 OKAA111101 C1VNASINS ifPDIAIS Of MY/ 01 OPUMS VAUD DO 10111CISSAIRT 11.11f$1111 01f1(1 Of IDUCAtION "ds 10911011 01 POSI(A A GUIDE talmi FOR TEACHERS OF EDUCABLE MENTALLY HANDICAPPED CHILDREN VOLUME I PRIMARY Prepared by Teachers of Mentally Handicapped Children, School Administrators, and College Personnel in 1960 and revised by State Special Education Section Personnel Maurice P. Walraven, Administrator in cooperation with Oklahoma Curriculum Improvement Commission William D. Can, Chairman Clifford Wright, Executive Secretary OKLAHOMA STATE DEPARTMENT OF EDUCATION Scott Tuxhorn, Superintendent 1970 1) FOREWORD Educators are increasingly becoming aware that the earlier in a child's school life specialized training can be given for children with special needs, the greater the chance for success in the school experience for those children. There has been a concerted effort on the part of administrators, teachers, parents, and others to expand and improve special education facilities to care for all handicappedchildren who canprofit from a public school education. It is recognized that the educable mentally handicapped can become responsible, contributing members of our society. Itis also recognized that the degree of social adequacy and the extend of economic independence achieved by these children will depend largely on the skill of the teacher and the quality of special instruction available. This guid, has beenpreparedto provide information, suggestions for new techniques and methods, and materials that will be useful to the teachers of special education at the primary level. Itis my hope the guidt will be of value in providing the children in special education classes in Oklahoma with the most effective program to fit their special needs. Scott Tuxhorn State Superintendent of Public Instruction ACKNOWLEDGMENTS A number of agencies and individuals from all over Oklahoma made valuable contributions in the preparation of this Guide for Teachers of Educable Mentally Handicapped Children. The first Oklahoma Guides for Teachers of Educable Mentally Handicapped Children were published in 1959 and 1960. These publications helped meet a great need in this area of special education. Much credit is due all those who participated in the production of these guides; however, since their names appear in the 1959 and 1960 guides, it appears unnecessary to reprint them in this guide. The revision of this guide has been made by the members of the staff of the Special Education Section of the State Department of Education. The guide is an outstanding contribution to the welfare of mentally handicapped children. It is excellent in organitation and content. To all who participated in this production, I would like to express my appreciation. MAURICE P. WALK AVEN, Administrator State Special Education Section State Department of Education (This publication is made possible by funds from Title V, Section 503 of the Elementary and Secondary Education Act of 1965 through The Oklahoma Slate Department of Education.) t. TABLE OF CONTENTS FOREWORD ii ACKNOWLEDGEMENTS iii CHAPTER 1 INTRODUCTION 1 Purpose of the Guide 1 Use of the Guide 1 Educational Provisions for the Mentally Handicapped 2 State Laws and Regulations 4 CHAPTER 11 THE EDUCABLE MENTALLY HANDICAPPED 8 Definition and Description 8 Identification and Placement .8 The Special Classroom 10 Working with Parents 11 Terms Frequently Used I CHAPTER III AGENCIES AND ORGANIZATIONS 20 CHAPTER IV THE PRIMARY PROGRAM 42 Health 42 Safety 47 Social Experiences 52 Language Arts 62 Communication 62 Readiness 66 Reading 69 Spelling 77 Writing 79 Language Arts Unit ;13 Number Experiences 85 Science Experiences 105 The Arts 113 Music 113 Crafts 119 Physical Education 130 APPENDIX 138 Seasonal Units 138 Games and raythmic Activities 147 BIBLIOGRAPHY 160 Introduction CHAPTER I INTRODUCTION Purpose The purpose of theGuide forTeacixers of Educable Menially Handicapped Childrenisto present a detailed outline of suggestions, activities, and teaching aids useful in the instruction of mentally handicapped children. The guide is organized in a form consistent at three levels: (1) primary, (2) intermediate, and (3) secondary. It is published in three volumes. Each volume contains introductory and theoretical chapters common to all three levels, plus detailed suggestions for either primary, intermediate, or secondary curricula. The three volumes constitute an expanded revision of an earlier guide. The original material was considerably less detailed and was contair.ed in a single volume. The first publication was made available to all Oklahoma teachers of exceptional children and workers In related areas. As a result of this trial period of use, the committee responsible for the present revision received many valuable suggestions and materials. Many of these suggested activities and teaching aids were incorporated into the present guide. The first guide was never interied to be a final product. It was felt that all teac'ier. of mentally handicapped children should have the opportunity to partittpate in a production of this type. In spite of the greatly expanded contents of the present revision. these volumes remain tentative, and it is hoped that periodic revisions will be possible. Those who use these materials are urged to critically evaluate them in terms of new demands created by the state program for mentally handicapped children. Use of the Guide The various activities contained in each of these volumes should be of practical value since they represent the thinking of many teachers and are derived from actual classroom activities.Itis hoped that the materials contained herein will be useful in providing for the total academic, soc:al, and personal growth of children. Since the education of mentally handicapped children requires a highly individualized approach, many of the ideas found in this guide will require modification In order to be useful in a given situation. The guide is also developmental in nature, hence, there is an overlapping in concepts from one level to anothir. Many of the ideas introduced at one lis-t4 are continuous and should be modified in relation to the child's mental, physical, and social development. The function of the guide will be determined by some of the following factors: 1. Site and type of class. 2. Composition of the class. 2. Experience of the teacher. 4. Physical facilities. b. Availaoility of materials. 6. School and cos'nmsnity resources. 1 A Guide for Teachers of Educable Mentally Handicapped Children Classeswill vary greatlyrelative tosize, type, and composition. Curricula discuried at the primary, intermediate, and secondary levels are flexible. While grouping along similar lines, at least is desirable, schools vary greatly in their teaching practices. Naturally the greatest number of special classes for the mentally handicapped are to be found in the larger schools. Where a large number of classes exist in a given school system, more homogenous grouping is possible, and these classes are likely organized along the lines described above. Smaller programs, on the other hand, most frequently provide for the handicapped in one or two classrooms, The size of the program and the number of classes are determined largely by the finances available, the availability of teachers, and the number of children in the community eligible for special classes. The composition of theclassesrelativeto socioeconomic and educational experiences, sex differences, and interpersonal relationships within the group bears an important relationship to many of the activities covered by these volumes. Physical facilities and the availability of certain materials are major considerations In adopting certain procedures. Many of the ideas contained herein assume the availability of such factors a maximum space
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