DOCUMENT RESUME

ED 093 831 SP 008 199

TITLE The Best of Challenge. Volume 2. INSTITUTION American Association for Health, Physical Education, and Recreation, Washington, D.C. NOTE 177p. AVAILABLE FROM AAHPER, 1201 16th Street, 2.W., Washington, D.C. 20036 ($4.25)

EDRS PRICE MF-$0.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS Activities; *Anthologies; Athletics; Booklists; Camping; Films; *Handicapped; Leadership; Physical Education; Physical Fitness; Recreation; Research

ABSTRACT This volume is a collection of articles, practical information, program anecdotes, book and film reviews, and research abstracts on helping handicapped persons help themselves that appeared in 15 issues of "Challenge," September 1970 to May 1973. The volume has been divided into eight sections. Each art:;le has teen placed according to its major emphasis and concern. Section 1 is entitled ',Philosophy and Editorials." Section 2 has t:he general heading "Activities" and is divided into the following subsections: "Arts, Crafts, and Games"; "Athletics and Sports"; "Core Correlated"; "Motor and Perceptual-Motor Development"; "Physical Education/Fitness"; "Swimming"; and "Wheelchair." Section 3, "Programs," has these subsections: "Adults," "Camping," "Moderately and Severely Retarded," "Ongoing," "Recreation," and "Scouting." Section 4 is entitled "Leadership." The remaining sections are as follows: Five--"Cross-Country Challenges"; Six--"Books"; Seven--"Films"; and Eight--"Research." A subject index is included. (JA) BEST COPY AVAILABLE

The BEST of Challenge Volume II

PE uvissIoN TO REPRODUCE Tri5 U S DEPARTMENT OF HEALTH. copyRP0-1 0 MATE R,AtBY MICRO- EDUCATION & WELFARE FICHE QN S BE. N GRANTED By NATIONAL INSTITUTL. OF EDUCATION THIS DOCUMENT HASBEEN REPRO DUCED EXACTLY AS RECEIVEDFROm To ERIC AND 04GAN:ZATIONS OPERAS THE PERSON OR ORGANIZATION INC. UNDER AGREEMENTS Al Tr TIE NA ORIGIN A TiNG IT POINTS OF VIEWOR OPINIONS SIGNAL INST, TOTE OF EDUCATION STATED 00 NOT NECESSARILY ,uR T PER RE PRODUC.TION OUTSIDE REPRE SENT OFFICIAL NATIONALINSTITUTE OF v-E ERIC SYSTEM REQUIRES PEASSIS EDUCATION POSITION OR POLICY SION OF IMP COpyRIG. I CANER

AMERICAN ASSOCIATION FOR HEALTH, PHYSICALEDUCATION, AND RECREATION

A National Affiliate of the National EducationAssociation 1201 Sixteenth Street, N.W., Washington, D.C. 20036 aahper publications

Copyright 1974

AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION

A National Affiliate of the National Education Association 1201 Sixteenth Street, N.W., Washiugton, D.C. 20036

Order from AAHPER Publications-Sales 1201 Sixteenth Street, N.W., Washington, D.C. 20036 All orders other than those on ofticial purchase order forms must be accompanied by payment. Preface

Willingness to share ideas, stories, practices and experiences the book's ideas stimulate the reader's innovation, creative- long has been characteristic of those who are dedicated to ness, originality and resourcefulness. Although many ideas in helping handicapped persons help themselves. Thus, contribu- this book have been developed to meet special needs and tions to Challenge always have come unsolicited from persons problems of handicapped persons, they emphasize the fact involvedin programs atalllevels. This attitude has made that sound development programs based on logical sequences possible The Best of Challenge, Volume ll. and appropriate progressions are the foundation for successful Included in this volume are articles, practical information, programs and approaches. Furthermore, these same ideas are programanecdotes, hook andfilmreviews and research quite appropriatefor any physical education, recreation, abstracts from 15 issues of Challenge, September 1970 to May motor development, or related program for individuals func- 1973. The best of the first eight years of Challenge is now tioning at comparable levels. With increasing emphasis on available through Volumes l and II. This book can be used by normalization, mainstreaming and integration based on partici- physicaleducationteachers,recreationpersonnel, special pants'similarities,theseareimportant considerationsin educators, administrators and supervisors, nurses, physicians, implementing programs for persons with various handicapping psychologists,optometrists,therapists,socialworkers, conditions. students, volunteers, parents all those interested in physical Many resources arc availableto readers. In addition to education,recreation,and related areasfor handicapped listings and reviews of books, journal articles, films and other (especially mentally retarded) persons. The reader might find audiovisual materials, people and program contacts abound in this publication useful as a text for college or high school thesepages.Research and demonstration project reports courses and in workshops, seminars, orientation activities and emphasize application of results rather than theoretical im- in-service programs. plications. As in the case of Challenge itself, this compilation is Each article has been placed carefully according to its major of, by and for the practitioner at the grass roots level. emphasis and concern; a subject index also has been included. Today when so much lip-service is given to interdisciplinary' Items dealing with training opportunities, legislation and other cooperation and multiagency teamwork, it is refreshing to see topics applicable for a specific time period have been omitted dedicated individuals put growth, development and progress of so that all inclusions are current. those they serve above personal gain and professional recogni- While many activities, methods and devices can be used tion. Continued sharing, exchange, and interchange of the type virtually as presented, readers who follow this limited ap- represented by this book offer hope for future progress. Every proach will miss much. The reader should look at each article source should be tapped to enable impaired, disabled and critically to determine how and why he might use the specific handicapped persons to help themselves and function as activities and methods. Then he can adapt, modify and apply independently as possible in every community. The Best of these activities and methods with participant, %,ri his program. Challenge is dedicated respectfully to the people who made Additional uses become evident according to each reader's the book possible and to the individuals the book is designed background, experience, interests and abilities; the key is how to help. Contents I. PHILOSOPHY & EDITORIALS Ideas ;fora our Readers 48

Teaching & EvaluatingPhysicalEducationfor Shape Up! Neil Stoller 49 Severely & Profoundly Retarded... .Hollis Fait Motor Development Susan Radabaugh 50 Separation, Integration Matthew E. Sullivan 6 Physical Education/Fitness Editorials 1, 4, 5, 7, 8, 9 Rope Skipping Dennis Meyer 52 II. ACTIVITIES Towel & Stick Isometrics 54 Arts, Crafts and Games This Is the Way Fun Is Going To Be 55 Ideas from our Readers 10, 11, 12 Ilow To Use the Bike 58 Games for Winning Edna Engberg 14 Focus on Abilities, not Disabilities 60 Indoor Croquet Marshall IL Peterson 16 Continuous Exercise Routines 61 Sock I t ! Block It! ..Thais Boer and Wesley Cragin 18 Two Training Techniques 62

Fun & Games with Bean Bags .. Beti Havard-Jones 19 Swimming Change & Adapt & Substitute.... /Wow Bowman 20 Success Breeds Success Betty Wright 63 Athletics and Sports Small Crzft Safety Susan J. Grosse 64 Expanded Opportunities for Athletic Participation 2I No One 'fold Them They Couldn't Judy Newman 66 Try It! Rebound Tumbling George Patrick 29 What You See happening Is called HOPE Ken Meet Brad Paul R. Ross 24 Judith Brooks 68

Core Correlated Teaching the Mentally Retarded To Swim Barbara Richards 70 Following Directions Joe Frederick 25 Wheelchair It All Adds Up R W. Douglas 28 Wheelchair Bowling Lois Kendall Project Prime :30 and Jack 1). Hollingsworth 72

It All Adds Lip. Part II R Douglas 31 Wheelchair Square Dancing Arthur Jentsch 74

Walks, Rambles and Strolls Tont Edson 34 III. PROGRAMS Motor and Perceptual-Nlotor Development Adults Think Jack Capon 36 Using a Group Approach E. Chigier 75 Adventures in Nlovernent Carolyn Hickey 39 Take Action Wayne Nichols 78 Fun Tunnel Tom Edson 4(1 Camping The Height of a Line Wendell P. Liemoh a and Stephen D. Frederick 42 Operation Challenge 79

Try It! Marshall Peterson 44 Camp America 80

That All Might Grow Ambrose Brazelton 46 Evaluation Program 81 Needed: Summer Therapy Together 111 Ernest P. Hoff, Lois Nordwall Twelves, La Donna Bires Kenny 89 State Funds for the Mentally Retarded 112

Organization + Interest + Involvement + Innova- NARC Resolution 113 lion + Facilities Murray C. Fried 84 Scouting Ingredients for a Successful Camp 87 A Scout Is Kevin Gunny Foster114 Moderately and Severely Retarded Hey! Let's Have the Boys Climb Hooknose! VTR Ellen KahanandBillThompson 88 Alvida Williams117

Nlicro-Pacing Track Richard A. Ness 89 IV. LEADERSHIP

Shape Him! Melanie Hampton 92 Gladly Would They Learn and Gladly Teach Lane A.Goodwin 119 Guidetines 9:3 What Can you Du... Karen Lee Close 121 I Cul' Janet Marsh 94 A Physical Education & Recreation Program With- Programmatic Research 95 in an Interdisciplinary Setting Ernest L. BundschuhandSusan J. Gooch122 Developmental Training 95 A Sign of Trust Deborah Matylewicz123 Ongoing Student To Student Joseph Graber Try It! Ernest 1'. Hoff 96 andRobert11'. James124

Adapted Physical EducationFlorence T. Erickson 98 111111(1k:tipped? Not IlardIv! Mark D. Eaton126

Keystone 100 How To Tell A Pro From an Amateur 127

The Most Important Part of Each Child's School Day Milton Pettit 102 V. CROSS-COUNTRY CHALLENGES 128

The Ranch Richard Schad105 VI. BOOKS 141

Recreation VII. FILMS 156

We Know You're There! 108 VIII. RESEARCH 164

vi BEST COPY AVAILABLE I. PHILOSOPHY & EDITORIALS

EDITORIAL EDITORIAL An old Indian prayer admonishes, "Great Spirit, grant Traditionally the new year is a time to reflect upon the that I may not criticize my neighbor untilI have walked a past and look to the future. While there has been progress mile in his moccasins." Borrowing from this theme, how inphysical education, recreation, camping, outdoor edu- many who work diligentlywith impaired, disabled, and cation, and related programs for the mentallyretarded, handicapped persons trulyunderstand and appreciate the much still must be done. Many questions still remain un- inner feelings and frustrations of those served? How often is resolved: apparent differences of opinion existin many what isthoughtto be appropriate andbest for special crucial areas. Still debated are such issues as populations imposed or even superimposed upon them with Should the retarded be programed for physical education little if any consideration for what they really want? So often and recreation in separate or integrated settings? we are influenced by categorical generalizations that have no relevancefor activities, individuals, or groups. Too many How and when are the most effective and productive ways adults are inclined to sympathy while children and youth arc to prepare physical education teachers and recreation more likelyto empathize with their peers. Youngsters see specialists to work with the retarded in these areas? each individual as a person of worth and dignity in terms of What is the role of the paraprofessional, volunteer, and aide what he can do, while many adults see only conditions and in physical education and recreation for the retarded? what people cannot do. In addition to taking a lesson from What is the basis for placing and guiding the retarded into the many successful teenage volunteers who reach youngsters physical and recreational activities? with all types of handicapping conditions it is time that we involve and listen to the consumers served. How many handi- What are the physiological effects of participating? capped people actually serve on the advisory hoards, plan- Whatarethemajorcontributionsofparticipating- ning groups, orevaluationteams whichinfluence their physical? emotional? social? intellectual? destiny? Organizations thatfailto include constituents in In what ways do the adapted physical education and thera- these important aspects of programs and activities are not peutic recreation processes differ? providing opportunities for those served to become as inde- pendent as possible. People who say it can't be done are These are just a few of the nitty-gritty problems facing lettingtheirnegative expectations show. Individuals and us. As we move from the old to the new, each one of us groups can make impossible dreams come true. Participants needs to grapple with them in terms of the following ques- want to be and must be involved in decision-making pro- tions.* cesses that influence their present and future lives. An excel- How can we eradicate the categorical, generic labeling con- lent case in pointisthe position taken by many groups cept from our thinking? planning nature trails, fragrance gardens, and touch museums How can we retrain our thinking into creative ways regard- for the blind. These specialized facilities tend to segn:gate ing physical education and recreation programs, activ- blind people and perpetuate stereotyped thinking and mis- ities,methods. and approaches for the handicapped conceptions about them. Visually impaired persons them- and mentally retarded? selves, speaking through the American Foundation for the Blind, recommend that nature trails, gardens, and museums be How can v,e put aside our provincialisms, our empires, our petty ego defenses inall agencies, organizations, and designed with rionvisual as well as visual experiences in mind groups to interact meaningfully to build educational for the enjoyment of everyone. Advocacy at all levels for those and recreational programs based on the participant's who have in the past been ineffective in fighting for their own characteristics? causes has been important to progress in these areas. Recent trends to involve consumers are helping to give greater impetus Based on "Educational Services Based on Learning Characteristics of and impact to advocacy activities. It's time to take stock and Pupils." WilliamF'.Hall (Changing Patterns of Professional Prepara- tion and Services in Special Education, Western Interstate Commission take action. for Higher Education, P.O. Drawer P. Boulder. Colorado. June 1970) HOLLIS FAIN/ University of Connecticut, Storrs

HE emphasis was on providing good programs for the mildly and moderately retarded during the early stages of programing in physical education for the mentally retarded. It is understandable that this should have been the case because of recognizable similarities between responses of mildly and moderately retarded children and those of nonretarded youngsters. Mildly and moderately retarded children are able to run, jump, catch, and throw a ball in much the same way these skills are performed by their contemporaries. Severely and profoundly retarded, en the other hand, have few motor characteristics in common with nonretarded children. They do not respond in ways that are familiar to teachers ac- customed to children in ordinary classrooms, The severely or profoundly retarded child does not listen well, if he listens at all. His responses, if he makes any, are vague and mean- ingless. He cannot catch a ball or execute similar motor skills nor does it appear that he cares one way or another. It was, therefore, some time after physical education programs for mildly and moderately retarded had been established that physical educators began to investigate the possibilities of improving the motor skills and physical fitness levels of severely and profoundly re- tarded. In initial studies and experimentation, a large percentage of these children were found to show positive changes in motor ability as the result of participating in well planned and well presented physical education programs. The range of activities in physical education programs for severely and profoundly re- tarded is necessarily limited. Experiences offered should be ones that develop basic, every- day skills such as lifting the feet over objects and going up steps. The way in which ac- tivities are presented by teachers is extremely important in achieving good results. In teaching severely and profoundly retarded, two or three different activities may be presented in one class period. If a child refuses to participate in one kind of activity, he may take part in another. Participation in any one activity should be rather short. Re- tarded children often perform best the first few times they try a skill. Consequently, it is to their advantage to end practice periods before boredom or frustration occur. After leav- ing one activity teachers may return to it in a few minutes or at some time before the period is over; activities should be presented every day until learned. After the skills of an activity have been mastered, new activities may be introduced. Skills already learned should be reviewed briefly from time to time. Teaching these students requires great patience and kindness. Teachers should never resort to pressure tactics to achieve improvement. They must realize that improvement may come very slowly and that they must work patiently with students until it comes. Firm control of students must he exercised without resort to threats and punishment. Discipline must take a form that the child is capable of comprehending. Punishment and withdrawing privileges have very little meaning for these children. Praise for good conduct and withholding approval for poor conduct are more effective because most children understand these. Praise should he offered generously for any efforts students make. The effort may not result in successful performance, but the fact that it was made should be recognized by teachers and favorably commented upon. Verbal praise has its limitations, however, because many of these children do not com- The article en these pages prehend the spoken word, so other means of rewarding successful behavior should be con- is based on a paper presented sidered. An effective method of operant conditioning, using candy as a reward, was used atthe SPECIAL EDUCATION effectively in teaching motor skills in physical education in research at Mansfield Training School (Connecticut). WORKSHOP, Dr. Joseph H. Operant conditioning is a behavior modification technique utilizing reinforcement: re- Ladd School, Exeter, Rhode ward of some sort is consistently given for a specific behavior immediately after the action. Island. March 12, 1970. For some students, praise or knowledge that the attempt was successful is sufficient rein- forcement, For others, especially those low on the scale of retardation, a reward of candy is effective. When using reinforcement, the time between reinforcement and desired be- havior must be as short as possible: otherwise the child is not always certain why he is being rewarded. The reward should he given consistently and given only for performing at maximum capacity. Teaching41k evaluating physical edu 2 EDITOR'S NOTE: Another study to provide a means of evaluating motor ability in the severely and profoundly retarded is being conducted by Jean Calder, UniversiZy ofQueensland,St,Lucia, A movement that is made up of two or more parts must be broken into its compo'.ients Brislmne, Queensland, Aus- and each taught separately. For example, the movement pattern of reaching for and pick- tralia, under thedirection ing up a ball may be broken into these components: 11) make a movement in the direc- of Hollis Fait. Miss Calder tion of the ball. (2) touch the ball. 131 place the fingers around the ball, and (4) lift up is attempting to establish a the ball. The child is first en "ouraged to reach for the ball: any effort to do so is rewarded MOTOR AGE classification. with candy and words of praise. Thereafter, the reward is given when the child reaches the The term MOTOR AGE for same distance or a greater distance than his initial effort. Whenever he reaches a greater this project is a composite distance, bringing his hand closer to the ball, the new distance becomes the point of rein- score from motor skill tests forcement. When the child finally touches the ball, this becomes the point of reinforcement; that indicates the age level likewise, when he grasps it and when he picks it up. After the child has mastered the skill, at which certain motor abil- itiesgenerallydevelopin the candy reinforcement is gradually withdrawn. Praise and approval continue to be given normal children 0 to 5 years for successful effort: eventually, they can be used entirely as the reinforcer. of age; or, if the results of Although physical education programs for severely and profoundly retarded are being testing indicate that a com- developed, little attention has been given to means of evaluating the results of these pro- positescorecannot be grams. Itis, of course. absolutely essential to determine the progress of the children in achieved, the term will be order to know what activities and methods are most successful. applied to the age level at One method of evaluation is subjective anal sis based on careful observation by the which a specific skill is gen- teacher of the quality of performance and the behavior of each student during the physical erally developed in normal education class. Observations are recorded in brief form as soon after class as possible; children. The MOTOR AGE, when determined,willbe- these notes can then be used in writing up evaluations of each student's progress at the come a standard for evalu- end of designated periods. These notes will also reveal a good deal about the effectiveness ating motor ability and for of the teaching methods and the Liaterials used. programing physical educa- Use of objective tests is limited by the lack of suitable test instruments. However, experi- tionforthe severely and mentation and research are under way to develop them. profoundly retarded. A test developed at the Mansfield Training School serves as an example that can be used The rationale for the proj- to objectively evaluate progress inspecific motor skills. Test items were developed to ectis based upon the fol- lowing: normal youngsters measure progress in certain core ac!ivities: t1I crawling, 12) rolling. 13) walking up and down stairs. (4) running. (5I grasping objects. (6) throwing. ( 7) catching. al) balancing, tend to develop certain mo- during (9) jumping off obstacles. (10) stepping over and into objects.( II) bouncing, (12) climb- torcharacteristics specificperiodsoftheir ing over, upon, and off objects, and1 131 kicking. For each test item the range of possible childhood so that the mean responses was determined and each response assigned a numerical value according to its characteristicscan.be de- degree of difficulty. Each test was constructed so that a child making a specific score would termined for any given age. be able to make all responses with a lesser value. For example. a child who scored three on If the specific motor skills crawling would be able to perform responses from zero through three. A score of two rep- that develop at certain age resents average ability to perform the motor skill of students whose IQ is in the range of levels in normal youngsters 0.3.1 and who are not physically handicappod. A total score may be calculated by adding also developinthe same the scores of test items and dividing )7y the number of test items administered. orderinretardedyoe:Ng- sters, if they are developed A study by Crampton in the early part of this century showed that highly trained and at all, but at a later age well conditioned athletes had lower pulse rate differences between lying and standing posi- as would probably be the tions than those not in good physical condition. Later studies did not confirm his findings, case since retarded young- so that this measurement as a means of evaluating eardiorespiratory efficiency was aban- sters do mature more slowly doned. Recent reinvestigation of this measurement indicates that. although pulse rate dif- scores can he determined ferences are not good indicators of physical condition when comparing those in average ra from a battery of motor skill condition with those in superb condition, they may he reliable indicators when measuring, tests that will indicate the those who are extremely sedentary, as the severely and profoundly retarded usually are. motor age level of the re- Although my study is not complete. I have found some observable lessening of pulse tardedindividual.Ifthe differences in extremely sedentary retarded youngsters after they have been conditioned in specific motor skills for the an exercise program consisting mainly of running. In some cases, basic pulse rate is lower retardates do not develop in after a conditioning program. If this finding proves to be true in subsequent examination, the same order as that of normal youngsters,itwill and we can reasonably expect that most extremely sedentary severely and profoundly re- nevertheless be possible to tarded will respond in this manner, then we will have a valid test of conditioningmore develop a Motor Age Pro- specifically, a test of cardiorespirator endurance. Such a test will he extremely useful to file Chart that will show the teachers who wish to determine the effects of any specific physical education activity upon motor age for each indivi- the cardiorespiratory endurance of anchild in the program. dual activity. cation for severely & profoundlyretarded 3 EDITORIAL

Every generation must learn through experience that fire burns! Unfortunately this painful truth often limits edu- cational progress and restricts programs. Many of us are reluctanteven refuseto draw from experiences of others to enrich and expand programs and activities. After facing the same problems, suffering the same frustrations, traveling the same route, and finally reaching the same conclusion, we sheepishly say, "Well, they were right after all!" We need to project from the shoulders of our predecessors, go from the known to meet new challenges and expand horizons. Our own growth, development, and progress, as well as that of those we serve, are dependent upon this process. It is ironic that despite great advantages and being close to primary sources of scientific and technological advances we fail to use and apply specific data and use the processes involved. We too often are afflicted with hardened cate- gories, professional myopia, petty jealousies, personal em- pires, and mind claustrophobia. For example EDITORIAL: A Word about Competition Generalizations still abound that the retarded are two to six Competition, like play, progresses through definite and years behind their age peers in motor development, physical identifiable stages in which a youngster strives to attain a performance, and in related movement activities! goal that is important to him. He Generalizations continue about relationships of gross and fine Competes with himself to improve his own performance motor skills, physical activities, and movement patterns, not as he tries to do more sit-ups or push-ups, jump rope recognizing their rather specific nature and that transfer oc- longer, or throw a ball higher into the air and catch it. curs only under definite conditions. Competes with himself against his own best performances as he tries to run the 50-yard dash or swim the 25-yard Contributions of personal attention, feeling important, and freestyle faster, and jump higher or further. success are not considered prime factors. Tries to attain specific goals to receive a medal, certificate, Integrating or separating retarded and handicapped is still in patch, ribbon, points, other recognition, or the personal terms of either-or placement, not based on specific activities satisfaction of accomplishment. and an individual's abilities, interests, and experiences. Cooperates with others to achieve a mutual goal such as winning a relay, simple game, or lead-up activity. Information from other disciplinesnutrition, special edu- Competes with others to win a position on a team or in a cation. psychology, medicine, neurologyis overlooked and group in which only a certain number can participate ignored in determining cause and effect relationships of an and/or compete against other teams or groups. individual's success or failure in specific programs and ac- tivities. Individual and group competition parallel individual and group play in other ways. Individual activities can provide Interdisciplinary and multiagency teamwork must spell retarded youngsters with individual challenges and the inner A-C-T-I-O-N, not simply be words in a hollow sermon. Great satisfaction of success and accomplishment. This motivates strides have been made in implementing normalization prin- many of these youngsters to try harder and to do better as ciples in the Scandinavian countries and in other nations of they strive to improve their previous best performances. the world through such cooperation and coordination. It's Help each youngster learn to play hard and to compete to time we come out of our cocoons, to see what our friends the fullest in everything he does so as to create a success and neighbors all over the world are doing. Let's face it cycle. Help overcome the pattern of failure and frustration fire does burn, so we can get on with our job of harnessing that often plagues retarded youngsters who have not had and corraling fire for the benefit of all mankind. opportunities to play, participate, compete, and achieve. One successful experience usually leads to other achievements which in turn help develop self-confidence and belief that "I can" and "I will" rather than "I can't" and "I won't." It is important to tell youngsters that they may do their best to win and still not come in first. Even though they 111111 practice hard, take part in every class or workout, and run as fast, jump as high, or throw as far as they can in com- petition, they may lose, When they understand this, they have won a victory for themselves, over themselves. Al- though someone else finishedfirst, active participation in sports, athletics, physical education, and recreation activi- ties has become a truly educational experience. This ap- proach will inspire youngsters to try harder next timedo not insult their intelligence by telling them they've won when it is obvious they haven't! When retarded youngsters become active participants. tryers, and doers rather than passive spectators, sitters, and watchers, they've started to develop confidence which leads to success in all walks of life. Constructive competition con- tributes mightily to participation, achievement, and victory.

4 EDITORIAL

Traditionally impaired, disabled, and handicapped individuals have been classified according to specific physical, mental, emotional, or social conditions. Basic to a categorical approach is the assumption that all persons with the same condition have identical needs, interests, abilities, and disabilities. To characteristics influence involvement, success, achievement, plan one program for all individuals with a specific condition is and satisfactionfromphysicaleducationand recreation no more valid and justified than planning one program for all activities. A non-categorical approach deals with real people, children of the same chronological age, the same sex, or from not conditions which may or may not affect ones ability to the same state. Failure to recognize the uniqueness of every perform certain movements, physical skills, motor activities, or person negates and contradicts the concept of individual to participate in recreational-leisure endeavors. differences. However, basic understanding of the nature of The very essence of non-categorical philosophy is part and specific impairments, disabilities, and handicaps isan im- parcel of the definition of adapted physical education that has portant prerequisite to implementingnon-categorical been accepted by the profession for over 20 years. The key approaches. While the focus of many individuals, programs, question to special programming in physical education and and activities is non-categorical, itis recognized that some recreation for persons with various handicaps is his ability to individuals, programs, and activities have to place greater participate safely, successfully, and with personal satisfaction emphasis upon categorical approaches. in activities and programs with his peers. This in itself stresses Specifically applied to physical education and recreation each participant's motor ability, physical proficiency, recrea- programs, a non-categorical approach focuses on the individual tionalskills,as well as other aspects of his total mental, as he functions in various types and levels of programs and emotional, psychological, and social development. The fact activities.Ilistotal physical, mental, emotional, and social that he is handicapped may have no relevance or affect his ability to take part in physical education, recreation, athletics, and relatedactivities. As is so basictotheseactivities themselves, emphasis is upon ability, potential, and his positive characteristics arid traits. Put another way, a difference is a difference only when it makes a difference!

EDITORIAL

And the controversy r=oes on...and on ...and on! Do thementally retarded benefit more from placementin special programsor from opportunities to participate in regular programs? More specifically, should the mentally retarded, especially the moderately retarded, participate in special physical education and recreation programsor should they be integrated and assimilated into regular pro- grams and activities? Answers cannot be generalized on the basis of categories or labels. Because an individual has an IQ ( whatever that is!) that legally classifies him as men- sonic generic category or label. Thisreflectsthe great tally retarded, we must not assume that he functions at this American tragedyhardening of the categories! level in everything he does. Just as no single person is The major criterion for placing an individual in physical gifted in every area, no individual is retarded in all activ- education and recreation activities should rest on his ability ities. Many retarded youngsters perform atlevels com- to function safely. successfully, and with satisfaction in the mensurate with or better than their peers and contempo- activity of immediate concern. On occasion it isnecessary raries. This is especially true in physical activities. to adapt or modify activities and techniques for the re- The American education system is predicated upon the tarded, but this does not provide carte blanche endorsement principle that programs, activities, approaches, and pro- of special classes and separate programs that take there- cedures are governed by each individual's needs, abilities, tarded away from the mainstream of society. interests, and limitations. But often, educational decisions The breadth of activities in physical education andrec- are based upon highly specific conditions and criteria which reation is so great that discriminate and intelligent inte- are not relevant to the activities of immediate concern: gration can be used to accomplish desired goals for the often, decisions are made indiscriminately on the basis of retarded. But we cannot achieve this when hound by tradi- tion, shackled to convention, or guided by models from other disciplines.Physical educators and recreation per- sonnel have opportunitiesand the responsibilityto take the lead, to exert initiative, and to show the way in break- ing the status quo. We must have the courage of ourcon- victions to do and say what we know and feel are best for the retarded and society.

5 Louis County, Missouri. and my own personal experience as a physical education consultant for the district. Voters of St. Louis County created the district in 1957 to include some 496 square miles and serve 26 individual school districts. Ithasits own school board and supervisory admin- istrative staff. The district has a tax base of 3 and !.-1 billion dollars with an operating levy. of 35 cents per one hundred dollars assessed property evaluation. Eight special education buildings and two technical high schools are currently operated by the district. Children are assigned to programs only after educational. psychological, pediatric, and communication specialists individually examine and collectively staff them. It is our contention that many who oppose special classes are opposing the worst that too frequently has characterized such classes 3 to 6 years in age range MATTHEW E. SULLIVAN substandard locations Physical Education Consultant substandard teachers Special School District of St. Louis County. Missouri substandard materials and supplies 9020 Manchester Road, Rock hill, Missouri 63119 grossly inadequate diagnostic data and continuity of programming. This topic of separation or integration would probably be There would be fewer critics if all EMR classes were of less professional interest were it not for controversy related within 12 month age span to classification and labeling, especially of mentally retarded in a standard or superior physical plant persons.There seems tobe little controversy concerning supervised by competent personnel separate programs for orthopedically handicapped, biind, deaf, composed of individuals admitted and assigned after and hard of hearing. If by some stroke of magic all labels were psychological, pediatric, and communication specialists eliminated, needs of boys and girls youid not be altered in the had individually examined, and collectively, with social least. Are we not, in reality then, discussing the pros and cons worker intake, staffed them of homogeneous grtuping in meeting the individual needs of part of a system in which the board of education is boys and girls? Assuming that the most important area of dedicated to the education and training of youngsters concern is with the integration or separation of the educable with special needs arid says, "We want the best possible mentally retarded, the focus of this article will be in that program, and we're willing to pay for it. direction. part of a system where job placement specialists aid in Because physical education is such an integral part of the thetransitionof EMR pupils from schoolto job. total educational program, it is important to look at this topic Follow up studies of our graduates over the past ten asitrelates tothe education of impaired, disabled, arid handicapped persons as a whole. Concern for differences relevant to the integration and grouping of youngsters for regular classrooms are also basic to integration and grouping for physical education differences in motor ability, peer NTEGRATION group acceptance, conceptualization, and emotional stability. Concernforthese differences compels us to show some consideration for homogeneous grouping. Rejection of the principle of homogeneity would lead to advocacy of random grouping. A class might have children 19 25 to 150 and ages 5 to 20. A physical education class might include children at both ends of the ability continuum. If the educable mentally retarded do not need homogeneous grouping, can we not apply similar logic for trainable retarded, blind, and gifted? I want to discuss a progrtm which separates youngsters for educational purposes.A program designed to serve youngsters so different in mental, physical, emotional, and social char- acteristics that they can not achieve full potential in regular school classes. The rationale for this article is based on the philosophy and success of the Special School District of St.

6 years show 81% successfully winked, i.e., housewives, working, armed services, and trade school. Other feature:,of the Special School District could he mentioned, but let its move to the specific area of physical education. Would there be less criticism O if every child took part in a physical education program staffed by dually certified (special education and phy- sical education) teachers committed to working with handicapped youth? EDITORIAL the physical education program had an overall curric- The combination of AAHPER's Project on Recreation and ulum which included perceptual motor development, a Fitness for the Mentally Retarded and the Unit on Programs strong emphasis onphysicalfitness, developmental for the Handicapped is well into its seventh year. In retro- spect, we can say that interest, oppertunities, methods, tech- games and activities, rhythm and dance, tumbling and niques, and involvement in physical education, recreation, gymnastics, swimming instruction, lifetime sports, and and related areas for the impaired, disabled, and handi- experiences in camping? capped have all increased tremendously. Programs now exist the physical education program included intramurals, where none previously were found; existing programs have extramurals, and interscholastic competition and con- expanded and been enriched. Without implying that enough is going on, we believe a most significant finding in these ducted them as curricular activities in order to assure last six years is the great amount of programing that is that desired outcomes are realized? going onand in many cases has been operating for years the physical education program worked toward a stated and years! objective of developing within each youngster a positive Many dedicated individuals have been so busy meeting self-concept through successful achievement in physical the needs of those they serve that they have had little if any time to let others know about the exciting and productive education activities? things in their programs. Success stories abound and prom- Some educable retarded youngsters in St. Louis County are ising practices are plentiful; these need to be shared with assigned to special classes in regular schools. These schools others. Increasingly, the most pressing need in the field is then provide physical education. It was in this type of setting to stop, take stock, and see where we are and where we that Ifirst became involved in working with mentally retarded need to go. A systematic state-by-state search of what's going youngsters. I was the physical education teacher ;11 a regular on is long overdue. Total information communication among all concerned school. Although the idea of integrating these youngsters into individuals and groups is sadly lacking, despite existing regularclasses was avery noble one,inrealityitwas federal programs responsible for collecting, storing, and questionable whether many of the retarded children would distributing materials and information. Unfortunately, in actually profit from the experience. The situation was much these collection and dissemination efforts, little if any em- improved by creating a special class for those children whose phasis has been given to physical education, recreation, needs could not be accommodated by the regular class. This camping, outdoor education, aquatics, dance, and related areas. There is unnecessary and unwarranted duplication of model is followed in most cases in St. Louis County where a effort and activity, because interested individuals and agen- specialclassis located in a regular school. The success or cies fail to have opportunities to benefit from the efforts of failure in these situations is contingent, primarily upon the others. Wheels spin as personnel, facilities, time, effort, and attitude of the administration and members of the faculty. funds are used inefficiently and ineffectively. For example, Secondly, the physical education teacher must have some similar or identical problems are researched and individuals propose "new and innovative approaches" that have in fact empathy for, and an understanding of, the needs of limited been used successfully for years! children.These two prerequisites are not always found. Baby, we have come a long way together! But, Baby, we Physical proximity does not mean integration. have a long way to go! The task could be eased greatly A physical education program directed toward attaining the by implementing machinery to collect, store, and distribute usual stated objectives for each individual can tilt dlr. balance information and materials about programs and activities. In infavor of the successful integration of youngsters having many states the framework exists through state audiovisual, media, or materials centers linked to every community. But about 3/4th the normal abilityinto vocational as well as someone in each state must assume the leadetship, take the recreational endeavors. Let us all work together to remove the initiative, and get the ball rolling. The staff of the AAHPER MR labelfrom children whose potentialisfor blending Unit on Programs for the Handicapped stands ready and imperceptibly into the general adult population. But let us not willing to cooperate with those willing to take this step. deprive them of the overalladvantages of homogeneous grouping in special classes. Let us work to improve special classes, not abandon them simply because some arc less than ideal. And above all,let us not abandon them without a constructive alternative.Ourspecial classes pay dividends!!

7 EDITORIAL In recent years the Scandinavian countries have pioneered and refined normalization principles in programing for all mentally retarded persons regardless of their ages or func- tional abilities. Sonic of the things normalization means are:

.. .patterns and conditions of everyday lifewhich are as close as ... an opportunity to undergo thenormal developmental experience of possible to the norms and patterns of the mainstream of society. the life cycleas children, youth of school age, adolescents, adults, and

.. . anormal rhythm of day inwhich one gets out of bed and gets aged. dressed and eats under normal circumstances, even when profoundly ....standards of physical facilities.Hospitals, schools, group homes retarded and physically impaired. Sometimes the individual may eat and hostels and boarding homes should be thesameas those regularly in large groups, but mostly in family situations which implies rest, applied in society to the same kind of facilities for other citizens. harm may, and satisfaction. A normal daily rhythm also means not having to go to lied earlier than one's peers or younger brothers and Successful implementation of normalization principles in sisters, or because of lack of personnel. the Scandinavian countries has been possible because of ...a normal routine of in one place, working or attending radical changes in laws predicated upon a Bill of Rights for schoolsomewhere else, andhaving leisure.time activities in a variety the Mentally Retarded. These laws cover a wide range of of places. community services, reflect developments which have actu- ally taken place, and show a new line of thought concerning ... anormal rhythm of the rearwith holidays and family days of per. sonal significance. Most people change their life situations and refresh what communities must do to bring about radically im- their bodies and minds at least once a year by going on vacation. In proved conditions. Community agencies, volunteer groups, Scandinavia, travel. including travel abroad, has proved meaningful parent associations, and special interest organizations put and valuable even for the severely and profoundly retarded. aside their provincialisms, removed their petty ego defenses, and relinquished their empires to make interdisciplinary cooperation and multiagency teamwork real,viable, and operative. The personalrights,individualdignity, and abilities of the mentally retarded have been major criteria upon which programs and activities have been based. For information contact Bengt Nirje. Ombudsman, Riksforbundet FUR, For Utveeklingsstorda Barn, David Bagares Gam 3,11138, Stockholm, Sweden, or Jean Edwards, Special Education Department, University of Portland, Portland, Oregon.

EDITORIAL. The world isfull of paradoxes and inconsistencies. The virtues of interdisciplinary efforts and teamwork are loudly acclaimed, but the in thing is to do your area thing! Some advocate separating the retarded and handicapped from the mainstream of society, while others are staunch in their sup- port of integrationin regular and community programs. Relevant contributions from our own areas are over- Many programs overemphasize cognitive/academic develop- looked and ignored, but the situation is worse when it comes ment of youngsters despite evidence about child growth that to using and applying research results, empirical evidence, stresses the importance of early physical/motor develop- and gut level feelings based on experience tempered with ment as a base upon which other traits and characteristics good judgment from others areas and disciplines. Literature are built. Much lip service is given to working together, co- going hack at least 50 years shows low statistical correla- operating with persons from other areas and disciplines, and tions among various fine motor acts, insignificant relation- letting each contribute his unique and special competencies ships between gross and fine motor acts, and even low re- to improve programs and offerings for consumers, but what lationships among gross motor activities. But we stillin- actually happens is that individuals and groups continue to sist on generalizing an individual's potentialincertain travel the same territory and engage in the same trial and physical /motor characteristics and traits from performances error process as others before. on certain physical/motor tasks. Even basic characteristics We fail to use and capitalize upon the experience, the such as strength are being shown to he specific in terms of good and had things, the plusses and minuses from the pio- the range of motion and the angle through which move- neering efforts of others: too many of us start at the shoe ments are made, yet programs and methods indicate failure tops of our predecessors rather than climbing on shoulders to recognize and admit the specific nature of motor ac- to project our vision. tivities. Cultural, motivational, psychological, and emotional factors affect an individual's performances and achieve- ments, but to what extent is this new information used to guide persons responsible for physical education, recrea- tion, camping, outdoor education, and related programs? In an era of relevance and accountability each of us is charged with the responsibility of applying information, knowledge, and facts from all areas and disciplines to reach those for whom we are responsible.

8 EDITORIAL EDITORIAL. Federal, state, and local legislation and litigation emphasize As we embark on another school year, all those interested education for all with special attention to equalizing opportu- and involved in programs for the mentally retarded need nities for exceptional children. Approaches and activities stress to reflect on the past, project to the future, and recognize an advocacy philosophy to assure the rights of all children trends whichaffectandinfluencephysicaleducation, with handicapping conditions, increase the number of children recreation, and related programs.Increasingly,there- enrolled in pre-school special education programs, provide tarded are being kept at home so that new and compre- services for all children with low incident conditions, and hensive services are becoming the responsibility of many expand and enrich educational services for impaired, disabled, different community organizations and agencies. The men- and handicapped children in elementary and secondary pro- grams. Assurance of thorough and efficient educational pro- tally retarded who function at lower levels are increasingly grams is proposed for all special children in locally operated found in the residential facilities; many more severely and programs. In some legislative mandates physical education, profoundly retarded and multiple handicapped are in resi- recreation, camping, outdoor education, and related areas arc dence. Programs, activities, and approaches must concen- specifically designated in goals, guidelines, and criteria estab- trate on meeting the diverse needs of all these individuals. lished to meet needs of children with various handicapping conditions. In some situations and circumstances where no No longer can we accept or be satisfied with custodial special mention is made of physical education, recreation, and types of programs. Several centers have done amazing related areas, implications for these areas are found through direct and indirect interpretations. Children with handicapping things with these groups, especially in physical activity, conditions arc to be provided activities and opportunities on recreation,camping, outdooreducation,andrelated an equal basis with their non-handicapped peers and class- programs. mates. Research, empirical evidence, and program reports continu- More efforts must be focused on breaking communication ally suggest the importance and rote of movement, perceptual- barriersbetweenteacher-leaders and thoseinthese motor development, physical proficiency, and motor ability in categories. Ways tocapitalize upon movement, body educating,training,habilitating, and rehabilitating all im- language, and other types of non-verbal communication paired,disabled,and handicapped youngsters. Classroom teachers, parents, volunteers, and involved members of the lay must be explored and fully exploited. public have long recognized these needs, requested and even demanded ideas, suggestions, and assistance in these areas for Creative, original, innovative, inventive, and resourceful these kids. Strides and progress have been made, opportunities ways must be used to reach these groups. Tradition, con- improved, experiences enriched, and programs expanded. vention, and the status quo cannot be allowed to justify While much more is going on and being done than anyone or rationalize lack of efforts and activities. We must realizes,the surface has stillbarely been scratched. With get these individuals off their chairs, out of the wards, peopleasking,legislationauthorizing,andlitigationde- and into activity. Behavior modification techniques need manding, the die has been cast. General and specific mandates and applicable litigation make it necessary for professional to be incorporated into these programs where appropriate leadership to initiate programs and activities where none now and applicable. exist and to expand and enrich existing ones. It behooves all physical educators and recreation personnel, especially those Ways to extend services of staff in clinical situations need involved in adapted and therapeutic programs, to heed the to be explored; ways to apply and adapt clinical methods signs of the times, take the bull by the horns, and initiate and approaches to group situations need to be introduced. appropriate action now, Differentialstaffingin which professional, paraprofes- sional, and volunteer personnel work as a coordinated whole has much to offer. The role of foster parent and grandparent programs needs further exploration.

4/: . . do not wish to be a kept citizen, humbled le and dulled by having the state look after me. I want to take the calculated risk; to dream and to build, to fail and to succeed. I refuse to barter incentive for a dole, I prefer the challenge of life to the guaranteed existence; the thrill of fulfillment to the stale calm of Utopia. I will not trade freedom for beneficence nor my dignity for a handout. I will never cower before any master nor bend to any threat. It is my heritage to stand erect, proud and unafraid; to think and act for myself, enjoy the benefit of my creations and to face the world boldly and say, this I have done. For our disabled million, for you and me, all this is what it means to be an American. CREDO, Abilities, Inc., Albertson, Long Island, New York, Henry Viscardi Jr., President.

9 IL ACTIVITIES

Arts, Crafts, and Games

IDEAS FROM OUR READERS

JEANNE ACKERMAN 6117 Tilden Lane Rockville, Maryland 20852 DAVID D. CANTLEY Physical Education Instructor Pointers forParents: Specific Suggestions for Introducing Royal Palm School 375 North De Soto Road Activities: West Palm Beach, Florida 32304 1. Make instructions short and simple. Give a child time to comprehend instructions before repeating them. Leap Frog Tires are easy to build and can be used for shoulder-arm development, timing, experience in transferring 2. Simplify an activity so that success is assured on the first weight, as part of an obstacle/confidence course, or for just trial.Itis easy to increase difficulty after a pattern is plain fun. Sink a sturdy post into the ground two to three feet started. with the part above the ground as high as the tire being used. 3. If possible, reduce distractions such as loud wall coverings, Pack dirt and rocks tightly around the post. Cut a hole in the decorative objects,radio or TV, and non-participating tread surface of the tire large enough to allow the tire to slide people. down over the post. Make sure the hole is large enough to 4. Keep activity at a level of progressive success. allow proper drainage of rainwater. Secure the tire to the squared top of the post with a long nail and washer. Place five 5. Begin with a structured situation with clearly defined rules to eight leap frog tires in a straight line spaced approximately and boundaries. Proceed toward a less structured program 30 inches apart. Smaller 13-inch tires can be placed 24 inches as the child is able to define his own limits. apart for younger children. 6. Encourage variations of activities as devised by a child. Accept his suggestions as indications of his ability to The Tractor/Road Grader Tire Vaulter can be assembled by perform. Praise good performance and never criticize poor rolling a tire into a hole making sure it remains straight and performance. then packing dirt firmly around the bottom third of the tire. Students can use the apparatus to vault and perform most 7. Treat your child with politeness, tolerance, friendliness, and other activities done on a side horse. Let young children crawl respect. under, over, and through the tire. The tires can be painted to 8. Recognize the possibility that you may find playing with niake them more attractive. Use latex paint since it cleans your child so much fun that you forget both are trying to easily with soap and water and oil base paint does not adhere learn something! to rubber. Note: Although these pointers are aimed at parents, they are appropriate for anyone working with children.

10 Collection of Alley Games ERNIE DAVIS CROWLEY SPECIAL SCHOOL 82DELOS, ST. PAUL, MINNESOTA

TRASHMAN (same as Red Light). Player who is it stands at a goal and turns his back to the group who are at another line some distance away. It counts, "1.2.3.4.5.6-7.8 - 9.10 trashman!" While the count is going on the players advance by kicking cans(be sure there are no sharp IDEAS FROM OUR READERS edges) toward the trashman. At the call, "trashman," all players freeze (stop) ; cans cannot be moving. If the trash- man turns and catches someone or a can moving, that player has to return to the starting line and begin over. Russian Handball The first player crossing the trashman's goal becomes the Tint EDSON, CONSULTANT new trashman. Encourage children to avoid long kicks and COUNSELING, GUIDANCE AND PHYSICAL EDUCATION to keep the can under control. RIVERSIDE COUNTY SCHOOLS, RIVERSIDE, CALIFORNIA Russian Handball was presented to summer playground ALLEY CAT. One player is the cat or it. He pulls a rope directors in Los Angeles three years ago. The activity can approximately six to eight feet long behind him as he runs from one goal to another. When another player grabs be readily adapted to the mentally retarded,it can be the rope, he becomes the new cat and the old one lets go. modified to meet the needs of children at different levels No one can step on the rope to catch it; the rope must be of physiological development, andit can be playedin- dividually, by teams, or in tournaments. Flexibility is the dragged on the ground (beware of rope burns). keynote of the game. Children will have a lot of fun play- ing, arid as they successfully complete each routine they MONSTERS AND BATMAN. One person is the batman should show more confidence in activities requiring various it) . He attempts to catch someone else. When successful, kinds and degrees of eye-hand coordination. he loops a rope around the waist of the one caught and takes him to prison and then chases another monster in the OBJECTIVE: to complete successfullyall 14 skill progres- same manner. Vary the game by letting prisoners be freed sions. when another monster tags them after they have been RULES: If a player misses one of the skills, he has to start taken to prison; by preventing monsters from being caught all over again. He continues to the next skill as he succeeds if they are touching wood, cans, or pipes or if they play in each one. It's a miss if a player drops the ball or doesn't dead (lie on the back with legs and arms in the air). perform the right movement. EQUIPMENT: any rubber ball but preferably one as large 1-2.3 SCOUT. Player who is it (scout) tags another player as a volleyball or eight-inch playground ball; handball wall by holding him and touching him lightly on the back or school wall. three times counting, "1-2.3-scout!" This makes the player PROGRESSIONS AND SKILLS: (Players should stay about four caught a scout who then assists in making other players to six feet from the wall.) scouts. The first scout is the only one able to count. The 1. Throw the ball with both hands against the wall and last one caught becomes the first scout for the next game. catch it with both hands; do not let the ball bounce. 2. Throw the ball with the left hand against the wall MAD DOG (same as Chinese Tag). The one who isit and catch it with right (left) hand; no bouncing. is the mad dog. When the mad dog tags another child 3. Throw ball with right hand against wall and catch it this is a bite and the one tagged holds that spot with his with left (right) hand; no bouncing. hand. Players are the postman, milkman, billcollector, 4. Throw the ball with one hand against the wall and magazine salesman, etc. The one bitten holds the spot and catch it with both hands; no bouncing. (Note: Player may becomes the mad dog and chases others. use either overhand or underhand throw in each of the skills thus far mentioned.) 5. Usc both hands, bounce the ball once off the wall and catch it with both hands; no bounce on the rebound from the wall. 13. Use both hands. throw ball against wall, clap once 6. Bounce the ball off the wall with left hand and catch in front of body and once behind body before catching the the ball without bouncing with right (left) hand. ball; no bouncing. 7. Bounce the ball off wall with right hand and catch 14. Use both hands, throw ball against wall, clap once the ball without bouncing with left ( right) hand. in front of body, clap once behind back, and clap once 8. Throw ball aginst wall using both hands, letthe again in front of body before catching the ball; no bounc- ball bounce once and then catch it with both hands. ing. 9. Throw ball against wall using left hand, let the ball bounce once and then catch it with right (left) hand. Each skill leads to the next so that the sequence pro- 10. Throw the ball against the wall using right hand, vides a sample of one way in which activities and move- let the ball bounce once and then catch it with left (right) ment patternscanbe broken down and presentedto hand. children who need such minute steps. Additional modifica- 11. Use both hands, throw the ball against thewall, tions and variations can be introduced. Do each skill a clap hands once before catching the ball; no bouncing. certain number of times (two, three, four, five)before 12. Use both hands, throw ball against wall, clap hands moving to the next one. Have children devise and develop twice before catching the ball; no bouncing. their own thing.

11 xS IDEAS FROM OUR READERS Takeaninch ofsugar,

FOR YOUR ARTS & CRAFTS PROi.RAM Wood Projects Wood Plaques USING SCRAP LUMBER USING OLD CHRISTMAS CARDS MATERIALSScrap lumber, small pieces and shapes (can be MATERIALSShapes of wood (scrap lumber will do fine) in obtained from lumber companies, home workshops(, rectangleslong, short, squares; stain; old Christmas sand paper, coarse and fine, glue, white shellac, paint. cards: white gluemixture; white shellac,bottle-cap METHOD FOR PLAQUE: opener (nail can be used for opener ); brushes. 1. Sand pieces to make smooth edges. Glue to plywood back like an abstract collage. Dry. METHOD: 1. Distress boards withbottle opener ornailuntil 2. Shellac. Put hanger on back of plywood. boards are roughed up with deep scratches. METHOD FOR BLOCKS: 2. Paint on wood stainwipe off quickly to bring out 1. Take larger sizes and turn them into large wooden wood tones. Dry. puzzle blocks, for example, a house. 3. Tear edges of cards todistress.Using rag with 2. Sand edges. Paint bright colors. stain, fade out white edges. Glue to board. 3. Paint windows on two large pieces, make a door 1. Shellac as many times as you canat least four. from third piece. Make a roof. Dry. Put adhesive hanger on back. 4. Cover back with flannel to make a learning situation. RESULTA beautiful product that almost all children and Make -flannel windows and door which the child can severely retarded young adults can do. A basic form of put on. decoupage. METHOD FOR SMALL PLAQUES USING SMALL SCRAP PLYWOOD: 1. Use Christmas cards or other pictures in same way Horns of Plenty as wood plaques.Stain the plywood. Glue picture. Shellac repeatedly. Can be made in sets using groups MATERIALSNewspaper section cut inhalf, wheat paste. of related pictures. colored tissue paper, aluminum foil, white glue mixture, brushes, and shellac.

METHOD: Papier Mache Flower Jars 1. Make a wheat paste mixture. Use brushes or hands FILLED WITH HOMEMADE BATH SALTS and coat each newspaper piece with mixture. Roll into horn shape. Stuff crumpled aluminum foil into MATERIALSWheat paste, paper towels, poster paint, small horn to hold shape. Dry. odd shaped jars (with wide mouths, such as coffee, 2. After drying, additional shaping can be done. Then cherry, or mustard jars), white shellac. Epsom salts, cover with yellow and brown tissue paper cut into food coloring, perfume. strips, both inside and out. Dry and then shellac. METHOD: 3. Make fruit by shaping aluminumfoilintofruit 1. Mix wheat paste and warm water. Tint paste mixture shapesapple, orange, banana, etc. Cover with two with poster paint. Use small amounts until desired layers of appropriately colored tissue using white color is achieved. If too dark, a color will stain, so glue mixture. Dry. Shellac and before dry, place in use rubber gloves. horn. The fruit will stick to horn and to each other. 2. Turn jar upside down and mold whole sheet of paper RESULTSSome students will need help shaping horn. They towel around it. Bring paper up around mouth and will sometimes squeeze too tightly on fruit, but this flair slightly out. to form petal shape. Cover top of can he controlled by putting a less able with a more jar with small pieces of towel or with felt or ma- able student. This project has been done with all stu- terial. dents above the mental age of two years. 3. Dry and then trim top into petals.

12 some scraplumber, oldnewspapers,and...

4. Shellac. PENALTIES 5. Fill with mixture of bath salts, made by mixing ep- Player who hits ball outside the court goes to the end of som salts, drops of food coloring, and perfume (store the line. mixture three weeks before using 1. Player failing to hit the ball on the first bounce goes to RESULTSMost young people can do this except for the the end of the line. most profoundly retarded. It makes attractive gift for Player hitting ball which lands on a line goes to the end any holiday. The small jar is used simply to cut the of the line. cost of the bath salts. Player hit by a ball going to another squ Ire goes to the end of the line. All preceding information and ideas for your arts & era /1s programs came fromPatricia Hudson, Director, Player hit by a ball that bounced in someone else's square Providence Center for Exceptional Children, 1790 Lincoln goes to the end of the line. Drive, Annapolis, Maryland 21401. If by chance there is an argument, the majority-rules. NOTE: When a player goes to the end of the line, all others move up one square to fill vacated square. First player in Eight Square line H moves to that square. When only eight play, all par- ticipate continuously. 50' 5" 4 Developed by children of Room #14, Cahuilla School, Palm Springs, California.

A B C D From Sugar to Spelling T We developed a game from a tray of sugar for a 14-year 25' 4" old brain-injured boy with poor motor coordination. We filled a 6" x 12" aluminum tray with about an inch of sugar and then showed him how to trace letters with his fingers. H G F E Starting with any finger atfirst, he soon was using his forefinger to trace with. He traced letters, then numbers, and finally words and number facts. Every correctly formed ef- fort was rewarded with a lick of the finger until only the <-12' 9"-- shiny metal showed. This was fun! Then another 'joy who had rejected various approaches to GENERAL PLAYING PROCEDURES learning joined. He had been eyeing the experiment for Eight or more playersone in each square; players in sometime but had been too shy to ask to play. An extra excess of eight remain in line by H. tray just happened to be handy, and then we had a working team. At times, some competition evolved between the Rubber playground ball is best for play. two boys. Player in A serves by bouncing the ball and hittingit Gradually the transfer was made to the chalkboard. Each underhand to player in H. boy succeeded in printing letters, and saying them to his Player in H does not have to accept the serve; he may partner; they continued to have fun. Later a large 12" x 24" receive two more serves before accepting it. piece of newsprint was used for large pencilled letters, Receiver may hit the ball to any square; ball must land words, or problems for a scrambled race. The boys ex- inside court and in a square. changed papers, and points were kept to determine day-to- Ball remains in play until someone misplays. day winners. Ball must be hit on the first bounce; any player failing to --Submitted by Jennie Denutte, 51.5 South Hard Road, do so goes to the end of the line by H. Benld, Illinois.

13 TRY IT! Fire Engine Steal the Bacon Shuffleboard ...games Games provide excellent opportunities for all children to develop understanding of and respect for individual differences. However, real competition exists only when opponents of reasonably equal capabilities are matched. It's no fun to play a game if one knows he is qoing to lose because he can't run as fast or throw a ball as well as his opponents. Neither does one experience the genuine satisfaction of success if he wins because he is bigger or much more skilled than his opponents. A teacher who makes In games such as bowling and golf, handicaps are little or no allowance for established to compensate for differences in skill individualdifferences among contestants. Many games for children can be intheclassroomisan adapted so that all players who make an all-out individual who makes effort have a chance to win. T he following are little or no difference in examples of ways to equalize competition among the lives of his students. players of unequal skills due to age, physical capabilities, or other relevant factors. William A. Nark;

FIRE ENGINE Children stand on a starting line numbered by threes (using colors. shapes. sizes, or similar items). The appointed Fire Chief stands on the side of the playing area and calls out Fire Engine Number 112 or 3: red, green, or blue: large, medium, or small: circle. square, or triangle engine) . At the signal all children with the appropriate designation race around a marker and back to the starting line. The first one back is the winner. The Chief watches carefully to determine the winner, who then becomes the new Chief.

1 2 3

11 ADAPTING GAMES FOR THE MENTALLY RETARDED SO CHILDREN WITH A BROAD RANGE OF MOTOR SKILLS CAN PARTICIPATE

EDNA ENCBENG METCALF SCHOOL ILLIN0IS STATE UNIVERSITY forwinmn NORMAL, ILLINOIS

FIRE ENGINE VARIATIONS STEAL TH E BA CON Equalize differences in running speeds among players by Two teams form on opposite lines as shown in the diagram. staggering starting lines according to how fast each player When the leader calls a number (letter, shape, color, size), can run. Each player races around the marker and back to the player from each team with that designation races to the his own starting line when his number is called. center, attempts to grab a club (bean bag or ball), and re- turns to his place without being tagged by his opponent. If he returns to his place safely he wins one point for his team.

1 2 3 4 5 0

Still another variation is to have players start at different points and race to the same finish line. 5 4 3 2 1 STEAL 'rim BACON VARIATIONS Give balls or bean bags to a player who is unable to run because of a physical impairment and to his corresponding opponent and see who can knock the center pin down first when their designation is called. Or require designated op- ponents of players with slow reaction times to run to a base and get their ball or bean bag before they can throw at the club.

SHUFFLEBOARD VARIATION Permit players who because of physical impairment lack sufficient power or accuracy to compete with players of aver- Add another dimension to this game by requiring players to age or above skill to take their turns from an area on the go through an obstacle course with more skilled players court where they can be successful in getting discs into the given more challenging and/or larger numbers of obstacles. scoring area.

15 CROQUET is an excellent leisure time activity for the handicapped, and it can easily be adapted for indoor participation. In teaching croquet, as with any activity to be taught to handicapped children, one must con- sider: (1) basic concepts to be developed,(2) necessary motor skills involved, (3) basic rules involved, and (4) motivational techniques to be included for successful participation by all children. Extensive experimentation has shown that indoor croquet lends itself to all hand- icapped children. However, it was found that a light weight mallet and ball were necessary in order for a child with muscular dystrophy to par- ticipate successfully. Relatively low expenses are involved.

EQUIPMENT: Equipment for indoor croquet can be constructed out of quart bleach bottles, wooden dowels, fleece balls, coat hangers, and 2 x 4 inch pieces of wood.

MALLETS: The mallet consists of two quart bleach bottles attached to a wooden dowel rod. Use the bottom half of one bleach bottle and cut two holes large enough for a dowel rod to fit through on opposite sides near the rim: Cut a hole in one side of the body of the other bottle as large as the diameter of the bottom half of bottle number one:

Insert bottle number one into the side of bottle number two, like this: Insert the rod through the top of bottle number two and through the holes cut near the rim of bottle num- ber one, thus securing bottle number one inside bottle number two. The dowel rod can be held in place by driving a nail into it from the bottom of bottle number two:

16 BALLS: A dyed fleece ball is recommended. The lightness of this ball allows it tc be propelled easily, yet the texture prohibits exces- sive rolling to provide better game control.

WICKETS: Wickets are made by bending coat hangers into the correct shape and placing them in supporting 2 x 4 inch pieces of wood.

STAKES: Stakes may be constructed by inserting a pointed dowel rod into a 2 x 4 inch base of wood. Cut front edges at an angle of 30 degrees so the ball can roll up and strike the stake.

RULES: Each child must progress through wickets sequentially. With primary age handicapped children, place a number card on top of each wicKet to aid in playing the correct sequence. If chil- dren do not possess necessary number concepts of 1-14, an appropriate color coding can be used. A player is entitled to another shot for every wicket through which his ball travels. When a player hits another ball, he may play his ball where it lies, getting only one shot; play his ball a mallet head's distance from the other ball and take two shots; or play his ball so that it touches the other, and drive both balls away. The winner is the first player to complete the course and strike home stake. Various adaptations of these rules may be necessary de- pending upon the disabilities and functional levels of participants.

MARSHALL H. PETERSON Pennsylvania State University, State College, Penn. Indoor Croquet

17 THIS GAME has been extremely popular with children regardless of their abilities, levels of skill, or diagnostic categories. Aside from being fun, the game aids in develop- S ing movement efficiency, muscular strength and endurance, it! cardiorespiratory endurance, reaction time, flexibility, agil- ity, and power along with laterality, directionality, and spa- tial relationships.

MATERIALS 131 BALL:Volleyball or rubber playground ball, depending on kit! age and ability of players. COURT:The game was originally designed for a trampo- line which has the four pockets and required playing area. If a trampoline is not available an appropriate area can be constructed by stretching taut a piece of canvas, net, or other material over a frame; cut a pocket at each THAIS BETER AND WESLEY CRAGIN BETER AND CRAGIN SCHOOL FOR CHILDREN corner. WITH LEARNING DISABILITIES 5524 BEATY STREET, FORT WORTH, TEXAS PLAYING PROCEDURES

SINGLES:Players position themselves beside the trampo- line midway between two scoring pockets at each end of playing court. Ball is put in play by rolling or socking it with one or both hands in an effort to get it into one of the scoring pockets at the opponent's end of the court. As a ball comes near a pocket it is blocked and rolled or socked acrossthe court back toward theopponent's pockets. The game continues for a designated length of SINGLES time or until one player scores a certain number of points. Player scored against puts the ball into play. If a ball rolls off the playing surface, player retrieving it puts it into play from his end of the court. As ball is played back and forth players may hit it back as they block it or the ball may be caught and put in play by hitting or socking it x ni with one or two hands. A point is scored even when a de- fensive player accidentally lets the ball go into one of his pockets. Regulation game consists of 10 points, but this may be modified to suit players' ability.

DOUBLES:Two players are positioned at ends of the court as in singles, with partners positioned near middle ofand on opposite sides of court. Ball is put in play by anend DOUBLES player and continues as in singles with these exceptions: A Side player can intercept or block a ball and can score X by socking the ball into the opponent's pocket. Ball which rolls off playing court can be retrieved by one of side players and put in play from a side posi- tion; balls put into play after a score must be from end position. CO X X > Regulation game consists of 20 points.

MODIFICATIONS

X UNSKILLED PLAYERS:Use a ball slightly larger than a 8 volleyball or one that does not move so quickly, such as a partially deflated ball or a plastic/beach ball; start with doubles.

HIGHLY SKILLED PLAYERS:Throw or bounce ball into pockets instead of rolling or socking it.

18 WITH ONE BEAN BAG FOR THE IMAGINATIVE (SIMPLE ACTIVITIES) Sit(kneel), push bean bag on floor FUN84Throw (toss)upward and catch (use around body Stand, drop bean bag two hands, one hand) Throw very over head to one side; keep feet still, high and catch high (low near floor) pickitup( repeat to other side) Throw very long, run pick up, and Swing arm around back of body, toss GAMES return to start Hold in hand and bean bag up, and catchitin front make biglittle) arm circles (squares,Toss bean bag through legs to partner

triangles ); increase(decrease)speed (gradually increasing distance) Stand likewindmills Toss acrossbody about 12 feet away from partner; toss WITH with rhythmical swing from hand-to- bean bag high to partner who catches it hand keeping palms downI up) :per- and slides it along floor back to partner; form with eyes open (closed) ). continue in this manner Place bean bag on back and bunny jump trying to dislodge it Place bean hag between BEAN WITH A PARTNER: feet and bunny jump kicking bean bag Throw( toss)underhandI overhand) backwards to partner Stand, throw and catch Throw highI low Iand bean bag high into air; lie down quickly catch highI low ) Throw to unex- and catch bean bag Lie down, throw BAGS pected positions and catch Throw bean bag high in air; stand quickly and and catch two bean bags Throw catch bean hag Lie on stomach: two bean hags from same hand. push bean hag in circle around body The activities with bean bags Lie on stomach; lift bean bag with arms presented here have been straight in front Lie on stomach; arranged in order of difficulty. WITH ONE BEANBAG: lift bean hag high and look under it The list is by no means (MORE DIFFICULT ACTIONS) Lie on stomach; throw and catch with partner Lie on stomach;throw exhaustive; many more Toss overhead from hand to hand Toss overhead out of reach, run side- bean bag as far as possible Lie on activities can be created by ways, and catch Throw forward,stomach one behind the other; toss bean the youngsters themselves. run to catch Start to throw forward bag back over head (lonc, throw) to Encourage, motivate, but make a quick turn and throw to part- partner. challenge, and stimulate ner Place on instep and walk them to develop their own Swing leg forward and backward with Circle leg with WITH BEAN BAG ON HEAD bean bag movements, bean bag on instep bean hag on foot Swing leg to toss Walk (change speeds, vary kind of walk) patterns, and routines. bean bag off foot and away from body Run (change directions) Toss Swing leg to toss bean bag off foot bean hag into hands Toss bean hag as far as possible across the room forward into hands Spring and toss Swing bean bag up from foot and catch bean bag forward Toss bean hag Place bean bag between feet and backward(sideways) Liedown spring forward Place bean hag be- keeping bean bag on head; stand up. tween feet, jump upward, release bean hag. and catch Toss bean hag into big hoop (tire, waste basket, box) Kick bean bag from foot to partner.

WITH BARE FEET: Lift bean bag with toes Lift bean bag with toes and place on line (in circle) Lift bean hag with toes and place in waste basketI box) Hold bean hag inhandwitharmsextendedwaist This article was written by BET! If AV ARD. (shoulder, head) high and swing leg up JONES of Swansea College, Wales. Many of to touch bean bag Place bean bag the activities have been used successfully in between feet, toss it up behind body, and the Newton (Massachusetts) Public Schools, catch Hold bean bag at head height, Department ofPhysicalEducation,Helene drop it, and catch with same hand before Breivogel, Directorof ElementaryPhysical ittouchesground;keep palms up Education. Additional materials on bean bag (down) Throw high, bend to crouch activities can be obtained from Elliott Morris position and catch. Co., Lynn, Mass.

19 BULOW BOWMAN LIGHT WEIGHT BASKETBALL BOWLING Let youngsters CHARLOTTE-MECKLENBURG PUBLIC SCIlooLs Purchase goals that can bowl from wheelchairs; CHARLOTTE, NORTH CAROLINA be placed over doorsuse others can sit on a chair, for indoor goal shooting kneel, or sit on the floor. and basketball lead-up Use light weight balls, PLASTIC FUN BALLS WITH voLLEYBA1.1.Let youngster activities. plastic pins, and other easily LONG CORD ATTACHEDTie throw for serve or serve obtained devices for free end of cord to closer to net: have him RUNNING RELAYSHave introducing bowling in wheelchair, belt, or crutch participate in wheelchair, physically limited youngster classroom, gymnasium, or practice throwing or on crutches, or in brace be the one runners tag or on a blacktop area. batting: retrieve ball by with little if any other get objects from at a goal Substitute bleach be ttle or pulling string. modification or adaptation. line. Divide several milk cartons for pins; use Let youngster catch and physically limited youngsters PLASTIC BAT. BATTING TEE. various types of balls in throw ball rather than hit in the same class among place of plastic bowling balls. AND PLASTIC BALLUse bat and volley it; use lighter, different squads so each has with ball tied to itretrieve easier to control ball such as a youngster in a wheelchair, CROQUET GOLFSubstitute own ball. Use tee so both plastic ball or balloon. on crutches, or in braces stakes for wire wickets so hands are free to bat: use who competes against youngster simply hits stake. these items in combinations DANCESHave youngster another. Let youngsters Make wickets from various according to individual's move in his own way in who are not physically size automobile tires or ability and skill. wheelchair, on crutches,. ith limited take turns :n a coathangers according to braces instead of running, wheelchair or on crutches if ability and skill of INDOOR StrUFFLEI30A1M jumping. skipping, or Use equipment that is necessary to even up squads.youngsters. gaPoping; let each devise Conduct other relays and smaller, lighter. and easier his own movements for each EXERCISES AND CALISTHENICS for youngster to control than locomotor pattern. activities so everyone Modify according to outdoor equipment: play on participates on gym scooters. movement potential of each ALI. GAMESLet youngsters a smaller court. Adapt KICKBALLModify so youngster. For example. shuffleboard for table-top who cannot stand take part physically limited youngster some exercises can be done play. in games and activities kick:, but does not run or with little adaptation or sitting or holding to some runs only to first base where change in wheelchair, on INDOOR /OUTDOOR RUBBER support. For example, if crutches, or with braces: 11ORSES110ESUse he is replaced by a courtesy necessary, let physically runner. other exercises can be done horseshoes that are light limited youngster be a on the floor rather than and place rubber mat and permanent tree in Squirrels standing: still others can be peg at desired distance. in Trees. done according to the individual's interpretation.

MODIFICATIONS OF ACTIVITIES FOR MENTALLY RETARDED WITH PHYSICAL LIMITATIONS C"AtIGEtill API Athletics and Sports

EXPANDED OPPORTUNITIES FOR ATHLETIC PARTICIPATION

THE TEXAS UNIVERSITY INTERSCHOLASTIC LEAGUE (UIL) recently amended rules governing the eligibility of men- tally retarded students so that they can now participate in all levels of interscholastic athletic competition spon- sored by the league. Special students will now be allowed to compete when they participate in Texas Education Agency approved secondary school programs; when the student shows progress consistent with his ability; when he is approved each year by the district executive com- mittee: and when he meets all other rules and require- ments for eligibility. A special education student may include one-half day in the Occupational Job Training IOJT) program as two of the half-unit credits toward de- termining eligibility: students need only one more half- unit credit to be able to ...ompete. This change does not alter the philosophy of the UIL that participation in com- petitive events is a privilege that must be earned by a The CEC Information Center on Exceptional Children student's acceptable performance in a public school curric- distributes two selective, annotated bibliographies of spe- ulum designed to meet his needs and prepare him for the cial interest to Challenge readers. Physical Education and future. However. it now makes it possible for the retarded Recreation and Arts awl Crafts can be obtained free by individual to be eligible to compete and to represent his requestingthemfromInformationProcessingUnit, school when he is capable and has earned the privilege. CEC/ERIC Information Center on Exceptional Children, David Sloane. executive director of the Texas Association Jefferson Plaza, Suite 900, I.1II South Jefferson Davis for Retarded Children, has been instrumental in bringing Highway, Arlington, Virginia 22202. about the change through efforts that date back to the fall of 1066. In discussing the UIL ruling he said, "Although this problem does not affect a great number of children, the struggle epitomizes the tenacity required of citizens interested in eliminatin:, discriminatory rules, regulations, and laws that adversely affect the retarded."

THE 56TII ANNUAL. JULY 4 CELEBRATION AT LIMA (Oltio) State Hospital was an occasion on which 300 to 00 pa- tients were able to exhibit their athletic skills for their fellow patients and at the same time earn a little extra spending money. Male patients competed in several dash events. low hurdles. three-legged races, wheelbarrow races, softball throw. sack races, and a tug-of-war. Female pa- tients competed in some events of their own, such as sack races, softball throw, and tug-of-war. Those under 15 years of age ran the 75-yard dash while those over .15 ran a 10- yard dash. About 8300 in prize money was given to pa- tients placing first anq second in the events. Those placing first received a 82 prize while second place was worth 81: money was taken from profits of the patients com- missary. Between events the Lima State Hospital Band. consisting of patients. serenaded the spectators.

21 TRY IT! Rebound Tumbling

GEORGE PATRICK AcTivrry DIRECTOR HERMAN M. ADLER ZONE CENTER FOR CHILDREN CHAMPAIGN, ILLINOIS

ONE IMPORTANT VALUE of rebound tumblingtrampo- lininglies in its contribution to the organization and con- trol of bilateral movement patterns. The integration of the two halves of the body promotes more effective and efficient bilateral movement and more adequate visual-motor control through the teaming of eyes, arms, and legs in a totally co- ordinated effort. Jumping is not an easy skill for a child to gain and master. A very young child spends many active hours learning to move and control his feet; in the months before walking he learns, by many thrusts and kicks, to move both legs at the INTRODUCING same time. Once he stands erect, leg movement is alternate for walking, running, and trike or hike riding. Two-footed TRAMPOLINE jumping is a necessary developmental prerequisite for su- perior control of all leg movements. Skippingthe free and TO YOUNG jovous movement of childhoodcannot be achieved unless a child can first jump with both feet simultaneously and then EXCEPTIONAL hop on one foot. Gravity and body weight hinder jumping ability and many children take every opportunity to bounce CHILDREN on beds in the attempt to overcome their weight. It is better for an 18- to 24-month-old child to use a bed for this practice than to wait until he is so large that the bed is damaged. A fair substitute for a trampoline can he devised with two discarded but unbroken coil bedsprings and a cotton pad mattress. The springs are placed on top of one another and wired securely together; the mattress is then placed on top of the springs. This furnishes a bed-size jumping surface upon which any child can learn the fundamentals of jump- ing. The device can be placed in basement playrooms or on the ground in the backyard; it is also quite suitable for class- rooms with low ceilings. A jump hoard is a satisfactory bouncer for children who weigh up to 40 or 50 pounds. Obtain a full eight-foot strip of % or 3/1 inch plywood, or flexible wood such as ash 12 to 14 inches wide. Support the board at each end with large cinder blocks, small boxes, tires, or innertubes of sufficient height so a child can bounce on the middle of the board without bumping the floor or ground.' Full-size trampolines are not necessarily the best for young children. Some companies make models which are smaller, less costly, and even have nylon beds. Small trampolines are easy to compress (make bounce), to put up, take down, and store; they accommodate youngsters up to 150 pounds and are low to the ground which makes mounting easier and dismounting safer.

' Other improvised devices which can be used for trampoline kinds of activities include a life raft that is tightly inflated and turned upside down; innertuhe trampolets in which jumping beds are developed in the middle of the tube by securing canvas or interlacing rope to make a webbed.

22 Safety rules for use of trampolines include: is difficult for an individual, gently support him by holding his elbows and/or hands from the front or back.) Have the child remove all objects [ruin his pockets before mounting a trampoline. Learn how to stop jumping motions by bending your knees to halt the motion of the bed. I Practice this on the floor.) Allow only one child at a time on the trampoline except for a special activity fur skilled performers. Jump on the trampoline with a smooth and continuous rhy thin: use the front edge of the frame as a point at which Have children wear sneakers or tennis shoes on a trampo- to look to help stay in the center of the bed and to give line with a nylon bed: if the bed is canvas. the child should an orientation point. Do not look at your feet. at the jump in his bare or stocking feet since shoes have a high ceiling, or the sky. (When the leader is standing in the wear coefficient on canvas. front bed area. it IM; be better to have the juniper look Make each activity period on the trampoline short: allow at him. Use points of focus for exploration-discovery learn- as much time fir rest periods as for active jump periods on ing experiences where the child is asked to explore various the trampoline. Several short turns arc better than one focus points and discover which is more efficient. ) long turn. Count or even shout in rhythm with each jump to help See that balance and simple controlinjumping are continue jumping.( Children waiting at the sides can do achiey (41 before advanced moves. stunts. or patterns are this too. attempted. High bouncing is an advanced skill. S%ying arms as a part of the jumping.( Arms swing up Explain to the children that the trampoline is different when going up and swing down in returning to the bed.) than any other surface upon which they have walked or Use such words as up-down. ofl-on to describe jumping junnped.it'sbound. Ile 1p children learn about the trampo- positions as soon as jumping is in rhythm and with con- line. its use. and how to enjoy it. tinuity. (Concepts of size. distance. direction. shape. in- The following suggested steps-instructions for children tensity.. and time ran all be jumped out on the trampoline arid suggestions to teachers-are presented in an increasingly hed.I complex sequence that assures visual participation and prac include orientation activities and bounces--quarter, half, lice in a developmental order. These activities may be done full. and greater turns: tuck. straddle. and pike bounces: with individuals or in groups of less than ten children. various rolls: and combinations of these stunts. As chil- dren gain more control and confidence leaders may wish Stand beside the trampoline- feel the bed: press on it -- to challenge them with traditional stunts: knee. seat. hand how does itfeel? What (Inesit do? titis flexible and and knees. front. back drops: knee. three quarter and elastic.) Walk around it- --how bigisthe trampoline? standing flips. swivel hips. turn tables. activities in swing Creep ( crawl) tinder it--how high is it? time, high bouncing. required and creative routines. Get on and off by yourself. (Step off carefully or sit down and slide off' the edge without using the springs as sup- NOTE: Two sources for helping leaders are: ports. Never allow a child to jump off the trampoline after This Is Trampolining. Frank Lanue and Jim Norman. bouncing on it.) Cedar Rapids. Iowa (20)) A Ave.. N.W. I: Nissen Trampo- Lie on the trampoline on your stomach (side. back )at line Co.. 1956. different places on the bed( center. ends. sides).The Trampoline Tumbling Today. George Griswold and Glenn surface of the bed is hardest at the edges anti softest in the Wilson. New York: A. S. Barnes and Co.. 1970. middle. Leaders may have to be with younger or fearful children when they are (in the bed.) Roll on the trampoline front side to side lend to end). This helps a child learn the size of the bed and that the best position for balance is in the center of the bed----mark the renter of the bed with tape. paint. contact paper. or some similar substance.) Sit in as many different places on the bed as you van bounce on your rear end ( seat. buttocks) . Crawl to different positions on the bed to locate all edges and the distances from the edges to the center of the bed bounce on the bed on all fours I hands and knees). Walk to all positions on the surface of the bed.I This helps a child to feel through his feet when he is at the center of the bed.) Lie in the center of the bed to be bounced up and down. flow does this feel? What kind of surface is this?I It is soft and will not hurt when one falls upon it. I Lie on the bed and bounce yourself by thrusting (pushing) against it with your hips. Stand in the center of the bedjump by bending your knees and pushing against the bed with your feet.( If this

23 KEN MEET BRAD Ken Jones, a 14-year old educable Brad Harrison, San Marcos, Texas, has mentally handicapped student at Lincoln served as the state poster child for the State School (Lincoln, Illinois), effectively Texas Association for Retarded Children. demonstrated the abilities of mentally Daily doses of love, understanding, and retarded youth during last spring's track patience administered over a 12-year and field program. period have produced a sociable, Three years ago Lincoln State School gregarious, outgoing boy. Brad has been gained admission into the Illinois fortunate enough to grow up in a home

OMNI INIMir and community envircr.ment that has Elementary School Association (IESA) GSM MIMS =MD so that residents might compete in OM MINIM caused his personality and capabilities structured athletic activities with students to flourish. in area public schools. Lincoln was the During a recent convention of the first and remains the only school for I Texas Association for Retarded Children mentally retarded belonging to this Brad was given a special booth in the hotel interscholastic association of over 325 lobby so he could show his bowling schools. Competition within the IESA trophies. His first howling trophy was for program is divided into two divisions regular attendance, but since then he has which were established on the basis of a won about every prize for which he has point system determined by the age and been eligible. His average is 159 and he has height of competitors. Class A consists of rolled a high game of 246! And, he adds his larger youngsters. Class B of smaller ones. own scores and series correctly! 0 Ken, competing in Class A, was Brad is like many other mentally undefeated in the high jump during the retarded children who excel at sports. His 1971 regular season. In adapting his own interests are sports oriented. His mother version of the Fosbury Flopmade has done everything possible to encourage famous by Dick Fosbury, Olympic high him in this area. For his twelfth birthday jumper from Oregon- Ken improved Brad asked to be allowed to bowl as steadily through the season. Included in many games as he wanted. Since he is also his victories were dual meet wins and hyperactive, he breezed through 16 championships in the ISSCS Relays straight games! And, he still wasn't tired! involving seven teams and in the IESA Too few retardates have been given the district and sectional meets. He established opportunities Brad has he is a fortunate a new county record which bettered the one. There should be more of these mark that had stood since 1967. Ken opportunities for all mentally retarded to participated in the IESA state finals become happy, successful, productive and placed fifth with a leap of 5'5". human beings. Active participation in Although the high jump was Ken's sports, athletics, physical education best event, he was also quite successful in activities, and recreation programs is the shot put and in the 120-yard low helping many retarded live more hurdles. He scored consistently in both independent lives. events and placed fourth and fifth respectively in the IESA sectional meet. Ken has been confined to the state facility at Lincoln since 1967. Through rigorous training and an enormous amount of self-determination he has managed to compete successfully with his non-retarded public school contemporaries. -PAUL R. Ross LINCOLN (ILLINOIS) STATE SCHOOL

Two mentally retarded boys emerge champions in competitive athletic programs 1101;+.-

24 Core Correlated

JOE FREDERICK Physical Activities Coordinator Lucas County Program for the Mentally Retarded 1155 Larc Lane Toledo, Ohio 43614

IN working with mentally retarded youngsters in physical education, physical fitness, or motor development programs, as in any area, many frustrations are experienced by teachers and pupils alike as a result of communication problems and misunderstandings. Too often the child does not understand a request and is unable to follow directions. sy This article discusses this most basic of all learnings, the ability to follow directions, and its influence on other actions and behavior. Learning to understand arid follow directions is approached in connection with develop- ^gr4..14. ing an awareness of body parts, executing basic body movements, and 11111Msse combining body movements into an organized program. Following Directions

41111kL__- Before directions involving body perception and movement can be understood and carried out, an individual must know his body parts and be able to move them. A youngster must be able to point out on himselfand 4,7 then on others the various body parts.

\-"<"- As a youngster becomes aware of his body parts, he applies and reinforces this by touching various body parts with other parts such as finger to nose, or one foot to the other foot. After an individual canpoint to his own body parts, he points them out on other members of the group.For instance, "Mary, touch Johnny on the head." Awareness of the environment can be increased by having a youngster touch his nose to a wall or feet to a chair. Various calisthenics and specific exercises can be used to teach concepts and movements. It must be kept in mind that basic body movements are just thatbasic body movements. For instance, trunk rotation is little more in the beginning than bending forward at the hips and looking at the floor, bendingback to look up at the ceiling, going to one side, and then to the other. Many movements can be used as a basis for body exercise or calisthenics. These include rotations of the trunk, head, arras, or legs. When rotatingthe arms, emphasize one side and then theother, introduce right/left labels, and have the arms work separately,together, inward, and outward. Other exercises which can be used are running in place, touching toes,performing sit-ups while holding arms in various positions and with legsextended or knees bent, or jumping jacks (side straddle hop). One cannot expect meaningful learning in physical/motor From activities done sitting in circle formation, introduce activities unless youngsters can understand and follow direc- simple directions, gradually making them more difficult an tions. To accomplish this an orderly approachis needed. complex and in various combinations. Initially directions an Consistency in using particular words is of utmost importance. for activities to be carried out within the circle itself, gradual! For example, if the desired behavior for an individual is to extended to the environment around the circle, and the stand up, these words should be exclusively used. Get up or throughout the immediate area. rise should not be used until stand up is understood and Games and activities can be used to help each youngstc correctly acted upon by students. recognize and state his name. In one such game each child say Many techniques and approaches are appropriate and his name. as a leader in the middle of the circle points to hirr effective for developing ability to follow directions. Adapta- This game helpstoimprovea youngster'sself - concept tions, motivational techniques, and specific application of self-image, and self-assurance and helps him recognize hi principles, procedures, and materials are left to the creativity, individuality as a person. Bean bags, bowling pins, balls, an resourcefulness, and innovativeness of each teacher/leader. other pieces of equipment can be used in this process b At the lowest developmental stage, some individuals are having each child get the item with his name on it. Thes incapable of following any directions and display diversified devices can also be used in the structured circle setting and ca behavior. Working in a group setting requires planned structure gradually be used in exploratory exercises. Whether activitic for these youngsters such as conducting activities in a closed are structured or unstructured, simple or complex, an individt circle of chairs. This offers security and routine for students, al's ability to pay attention influences his degree of success. A allows eye contact between teacher and students and among the same time the attention spanis being developed an students, and restricts activities of students so they initially are refined itself. more likely to pay attention. Group participation can be used to take advantage o BODY PARTS, BODY MOVEMENT, FOLLOWING 11

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26 younger and lower level children's tendency to imitate others. Finally, it is all put together, and all efforts combined. Each This also promotes and stimulates ability to attend to a task, child is given two, three, or more directions according to his perceive, and follow instructions. However, it is important for present capabilities. For instance, have Johnny stand up, pick teachers to work with youngsters so that they associate words, up a bean bag from the toy box, give it to Mary, dose a commands, and other instructions with appropriate responses window, and return to his chair. Not only can colors, shapes, and activities. Some find it effective to have the entire group and solving problems be incorporated into this process by work together in response to the teacher's commands, giving placing different symbols on various students or locations in special help to individuals in need of assistance. Gradually a thearea,but visual memory and discrimination can be student leader can be selected to give commands and eventu- promoted and improved through "see and do" activities. ally every youngster can give different directions for the As ability to follow directions successfully increases, many group. new activities can be introduced as youngsters have more As students' abilities improve and they can cope with less confidence, understand more of what is expected of them, and structure, they can be moved from chairs to a more abstract are less afraid to act. circle or to lineformations. Often the very fact that an It is desirable to begin a program such as this with young individual has achieved and succeeded in doing even the most children so simple and less complex directions are learned at basic and simple tasks provides additional interest, motivation, earlier ages, and more difficult and complex ones integrated and willingness for him to listen and follow directions. With with formations, skills, and activities of older groups. Knowl- this growth, a youngster's horizons expand as he explores his edge of body parts, skill in moving them, and ability to direct environment. For example, having the child go to a window, one's own behavior provides meaningful ways for youngsters open adoor, aridcarry out other simple commands is to improve their attention span, patience, arid ability to follow beneficial at this stage. directions. In short, it helps each become master of his own ship! ECTIONS AND LEARNING

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1V-41. 46111. As the students' ability to follow directions improves, they can progress from a closed circle ,t.e.eaw of chairs to more 0 hst ract foroustions. roil. 1 3311191 1131)1,7813

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97 R. W. DOUGLAS, PRINCIPAL time for teams with one less member). BALDWIN ELEMENTARY SCHOOL Give each child a letter or number r.LINTON, IOWA which he must remember. On the command Go,the leader of each squad runs to the stand, finds his The physical education program forletter or number, picksit up, and specialeducationchildrenthose runs ba k to his line touching off the with IQ's between 60 and 75atnext player who repeats the process, Baldwin Elementary' School (Clinton, which continues until each player has Iowa) emphasizes motor and percep-had his turn. The first team to finish tual activities that complement class- wins the game, providing each player room learning activities. A curricu-has returned with the correct num- lum based on body control, coordina-ber or letter. tion, endurance, strength, flexibility, VARIATIONS: Give each member of a sports skills, recreational activities, team two numbers which he must add and positive health habits along with or subtract and then bringback the activities that correlate with or re-correct answer. Give each squad a inforce classroom learning situations word so that each member must bring was developed by a special team con- back a letter contained in the word. sistingof classroom teachers,the Make this more difficult by having let- school psychologist, a physical thera-ters brought back in the correct order pist, elementary school physical edu- to spell the word. Place words instead cation staff, and the school principal. of letters on tagboards or cards so This team devised and improvised to that each member of the squad re- team up physical activities with learn- turns with a word that helps make a ing experiences in the classroom. complete sentence. Specific games, relays, and other activitiesweredevelopedaround Circle games using 8 x 11 cards or classroom learning units. For exam- rubber playground halls were used ple, as young children concentrated to reenforce listening abilities.For upon such things as listeningactivi- example, children were given cards ....111 ties, identifying letters, and identify- or balls withletters/numbers/words ing numbers, certain activities wereprinted on them. The teacher, stand- carried on to reinforce these learn- ing in the center of the circle, softly ings. One of the popular games which gives commands. He may ask for the accompanied the emphasis on acquir- letter A and then have the child with ing letter and number concepts was this letter stand up, turn around, sit a relay. down, stand up, and bounce a ball three times and then sit down, ad in- finitum.

Games like SIMON SAYS and MAY I? require children to listen and then MIAMI& act. Verbal commands and movement problems have also been used effec- tively to develop body awareness. For example, the teacher may give a com- mand and have the child perform the action. Once students can follow sin- gle and simple directions, a variety of complicated tasks and combinations can be introduced.

NUMBER OR ALPHABET One of the first goals is for young LEARNING RELAY children to recognize their names, ad- FORMATION: Single file lines: Any dresses, and telephone numbers. This number of children may participate. goal was reenforced during the phys- EQUIPMENT: Tagboard squares (8 x ical education period in a number of 11) with numbers or letters printedways. One effective approach was to on one side and astand for holdinggive each student an 8-inch play- the tagboards. ground ball marked with his name, PROCEDURE: Dividechildreninto address, and telephone number. Balls FUN WAYS ARE squads or teams with equal numberswere stored in a largebasket. Stu- LEARNING WAYS (leader or team captains run a second dents were required to find their own 28 opponent. H the runner carrying the run to the first circle and pick up the bean bag reaches his goal safely, his blue disc; each continues to the next team scores one point; if he is tagged, circle, picks up the blue discs, and the opposing team scores. If either runs back to the starting line where player touches the bean hag or picks he hands the three blue discs to the it up and drops it, the opposing playernext player who repeats the process can score by tagging him before heexcept he lays down the blue discs reaches the goal. If both players stall and picks up the white ones; continue and neither one picks up the bean bag, in this alternate manner until each other players may count aloud in uni-child has had his turn. son to 10, If neither player has taken the bean hag by the count of 10, both retire to their sides and no point is scored.

balls and accept responsibilityfor Other games requiring use of names them during units involving ball han-which can be played include RED dling skills and activities. Two popu-ROVER and SPUD. lar games included were It's Your Name and Snatch. Another learning sequence for young children involves recognizing IT'S YOUR NAME colors. A number of activities were EQUIPMENT: 8- x 16-inch tagboard or developed or adapted to reenforce col- cardboard cards, each with a stuor concepts and recognition. GamesFIND THE COLOR dent's name individually printed on previously described can be modified EQUIPMENT: An assortment of small It so that colors (shapes, sizes, and re-colored discs and three large circles FoRMATION: Single line facing the lated concepts) are emphasized. Fol-cut from tagboard or cardboard. teacher. lowing are additional physical activi- FORMATION: Single file lines. ties designed to reenforce color recog- PnocEntutE:Divide theclassinto PROCEDURE: Instruct students con- nition. cerning method c) of locomotion to squads or teams with equal numbers. Place the large circles about 10 feet he used when names are called; stand COLOR RELAY about five feet in front of and facing from the starting line with assorted students. Pick up two cards and hold EQUIPMENT: Three large colored cir- colored small discs in each. Tell each them up.The two students whose cles cut from tagboard or cardboardteam member the color disc he is to and six small discs names are on the cards jump up and I about 31 /,-inch pick upleader pick up blue discs; diameter) made from the same ma- more tothefinishline using the second runners get yellow discs; each terial and colored: three of the small team member is assigned a different stipulated movement. Repeat this pro- cedure until all children have moved discs are blue and three white withcolor. On the command Go, the first to the finish line: repeat, moving in one set for each team. runner in each line moves to the large the opposite direction. Keep points, FORMATION: Single file lines. circle, picks up his disc, runs back with the winner being the one to PROCEDURE: Divide childreninto to the starting line, and touches off accumulate the greatest number ofsquads or teams of equal numbers. the next runner who repeats the proc- points. Place large circles at 10-foot inter-ess by picking up his color disc, re- turning, and tagging the next player. V xervrioNs :Uselast names, ad- vals in front of each team with one dresses, and telephone numbers in blue and one white disc on each of VARIATIONS: Increase the number of various ombinatinns. the large circles. Instruct teams ascircles so that each runner picks up to color discs to he picked up"Lead- discs from two or more circles. In- SNATCH ors pick up blue discs only!" On the crease the number of circles but place eon-Inland Go, leaders of each team small discs so that each large circle EQtArmKNT; One bean bag. does not have every color of small FolINIATIoN: Two single lines facing discs. Flash the name of the color each other. each child is to pick up just prior to Paocian,RE: This game is exactly like his running the course. SNATCH THE BACON except name address, telephone number) cards Color recognition can also be re- are used instead of calling names. Di- enforced through games such as RED vide group into two teams and line LIGHT. The generalrulesof the them up about 12 feet apart. Place game are followed but red, yellow, the heart bag between the two teams. or green discs are flashed. This also Flash two cards--a player from each introduces children to the concept of team whose name is flashed runs to traffic signals. The words red, yellow, the center and tries to get the bean and green can he substituted for the bag and carry it safely across hisown colored discs as youngsters gain abil- goal line without being tagged by his ity. PRIMEPROJECT

AN EXCITING APPROACH TO LEARNING FOIL ALL CHILDREN

Project PRIME was designed tocoordinate remedial reading, music education, and physical education to deter- IT ALL ADDS UP mine the effectiveness of this combination inachieving objectivesand overcomingproblemsoftenrelatedto remedial/corrective reading activities for educationally dis- ACTIVITIES TO RELIEVE TENSION advantagedchildren. This approach was based onthe Many children demonstrate anxieties and conflicts through premise that the success of a learning process involving their behavior and actions, especially during the first few human beings must be measured by the extent to which days of school. A variety of activities were tried out at Bald- human objectives are attained: the emotional, intellectual, win Elementary School to help relieve children's tensions. physical, social, aesthetic, and creative growth of every Successful techniques include having the teacher lead chil- child in accord with his aptitude, capacity, and aspirations. dren in the following actions: The development of these attributestarget: human being STAND by the deskbegin shaking the wrist lightly, and was considered a prime reason for and a logical function continue by using the whole arm. Next, shake the right ankle of the learning process in public schools. Music and physi- and continue by including the entire leg; repeat this action cal education were selected to coordinate with the reading with the left leg. program because of the group contributions they could make STAND by the deskraise the arms overhead, take a deep toward achieving desired educational aims. breath, lower the arms, and expel the air by blowing out; Broad objectives for Project PRIME were to promote repeat this several times. improvement infactors considered essentialforatotal STAND by the deskbend the trunk forward, let the arms learning process: hang free and downward; hold this position for several Attitude toward learning, confidence, self-image seconds and then return to the standing position; repeat Motivation, attention span, concentration several times. a Motor development, coordination, rhythmic expression SIT at the desk with forearms on top of the deskclasp Perception, compwhension, interpretation, following hands and tighten them, relax, tighten, relax; sit straight directions with arms dangling at the side of the body, rotate the head Health, musicality, reading in small circles; repeat the entire exercise several times. The human organism needs training tofunction ade- Free movement activities also help to alleviate tension- quatelyinlearningactivitiesinorder topromote be- anxiety problems. Orient these activities to each individual havior that can adjust to life in a complex environment. by having little instruction or structure. A visual, auditory, Development of the human organism is not a priority need or olfactory stimulus can be given so that each studentis restricted to handicapped or underprivileged children.It encouraged to use his imagination to produce actions unique is a prime essential for all children. The complexities of and meaningful to him. Although initially, certain individ- modern society have forced elementary school curriculums uals usually become leaders while others become imitators, to be concerned so much with the cognitive that the human each child should be continually encouraged to move about needs for growth toprepare forand to cope with the in his own way and do his own thing. Later, the early imi- mental aspects of the learning process are often neglected. tators can be chosen to initiate a movement or perform an Project PRIME points to an educational approach that activity for the entire group. This approach promotes indi- can balance the cognitive with the developmental aspects vidual thought and action and soon pays off as most children of the total educational process. It contains the possibility demonstrate patterns of movement which are purposeful, ex- of continuity, K-12 and even further, and can establish a pressive, and nonconforming. foundation for the development of activities useful in leisure time at any stage of life. Project PRIME demonstrated, to the satisfaction of all concerned, and within its limited scope, that the coordina- tion of language arts (reading in this case), music, and physical education can serve effectively toward overcoming some of the problems and achieving some important objec- tives in the education of children who cannot: As opportuni- ties for further experimentation present themselves,itis anticipated the scope of cordination will include appropriate phases of the visual arts, dance, and drama. A pamphlet, Report and Evaluation 01 Project PRIME, is available from the State Agency for Elementary and Secondary Education, Roger Williams Building, Hayes St., Providence, R.I. 02908.

30 Drill and a great deal of repetition are necessary for some children to master certain arithmetic concepts; this is especially true for children who learn slowly. Drill can be fun and interesting; it should be used in situa- tions that relate to the needs and in- terests of children. The teacher must relate concepts to the children in such a manner that the students realize SMALL that they are using and applying arith- metic concepts during play. Many physical educatorsfailto grasp teachable moments to reenforce specific classroom skills and concepts because they are unaware of these opportunities or insensitive to all of a child's needs. Some may feel it un- necessarytomention such minor points, taking it for granted that their students have already gained this knowledge about games and related activities. When working with older BIG. normal children one often assumes thisbasic mathematical knowledge has been acquired, but when direct- ing the very young or the very slow learner, numbers can play an impor- tant part in understanding the rules of certain games. Ad111.. Numerical insight seems to follow adefinite progressionlearning to put numbers in sequence seems to be the first step in this pattern of learn- ing. However, repeating numbers in a sequence is only a memory feat in which a child often associates little or GREAT BIG! no meaning to values of numbers. For a physical education class to reenforce H. W. DoucLAs, PRINCIPAL more than memorization of numbers, BALDWIN ELEMENTARY SCHOOL games have to be used which help to 96 MAIN STREET associate numbers and their values. CLINTON, IOWA 52732 A variety of dexterity games can be used to reenforce this learning process Counting, numbers, and arithmetic as well as to develop an awareness of concepts can be strengthened throughbody parts and their control and to physical education when fundamental help improve hand-eye coordination. mathematical concepts are incorpo- As children become proficient in rated into these programs. In fact, re-counting, the skills are extended to enforcing these concepts may offerother areas. For example, jump rope one of the greatest potentials for re-activities have a great value in reen- lating classroom activities to the gym-forcing counting, numbers, and arith- nasium and playfield. Numbers and metic concepts. A jump rope unit can counting are essential to keep scoresbegin with several ropes made from _ms of games; measurements are basic in #10 sash cord laid on the ground; no many games; and counting sequencesmore than four students are assigned PART are incorporated into mass exercises,to a single rope. Each student stands squad activities, and other aspects ofwith his right side toward the rope daily physical education classes. Phy- and jumpsovercounting"one." sicaleducationinstructorsshould When a student demonstrates he can ARITHMETIC CONCEPTS work closely with classroom teacherscontrol his body during the jump over so that counting skills and conceptsa still rope on the ground, he is al- REENFORCED THROUGH used in the classroom are the oneslowed to jump back and forth over a PHYSICAL EDUCATION emphasized during the physical edu-raised rope held about three inches cation periods. above the ground. The rope still re- 31 mains still and the student counts asa 1; second base with a 2; third base Students must be able to identify he jumps back and forth over the with a 3; and home plate with a 4.couples in the set to follow directions rope. Each student is encouraged toPlayers can he reminded of the nu- of the caller. For example, if the caller develop rhythmjump, hop, jump, merical value of each base. calls, "First couple lead to the couple hop. Balls and strikes also have numer-on your rightsecond coupleand The next step is to jump a swinging ical value and significance with en-circle four," the number one couple rope. The ropeisnot turned, but tirely different meanings. Three halls must realize they are the ones to move swung hack and forth about twoare quite different from three strikes; to their right, join hands with couple inches above the ground. The jumper two strikes and one ball require differ- number two, and move in a circle to- stands beside the rope which touches ent reactions to the next pitch than gether. For beginners, numbers and his right ankle; to begin, swing thetwo balls and one strike. Numerical arrows taped on the floor can be help. rope away from the performer and value also determines how long a ful. then back. The performer jumps over team stays at hat three outs and the Warm-up exercises or calisthenics the rope moving toward his right side batting team goes into the field and provide additional repetition in count- and counts "one." The rope is swung the fielding team comes to bat. The ing. Counting is a means of keeping back toward the performer who again length of the game is also determined the class together and also provides jumps over the rope moving toward numericallyseven innings, unless, ofgoals for the number of repetitions for his, leftas he counts "two." Thiscourse, there happens to be a tie! each exercise. Have youngsters count action continues until the performer Older children can learn the num-aloud as they perform various move- has jumped ten times or until hebers of each fielderpitcher, 1; catch- ments and activities. misses. If the jumper stops or stepser, 2; first baseman, 3; second base- Games which involve numbers are on the rope before the count of ten, man, 4: third baseman, 5; shortstop,numerous and should be included in or if he miscounts it is considered a6: left fielder, 7: center fielder, 8; the physical education program. Many miss and he must take one end of the right fielder, 9. Numbers can be worn new games can be created by using rope. Encourage all jumpers to keep to identify players and their positionsdifferent types of equipment and im- the side of the body toward the rope on the field. provising rules from established and watch the person swinging the Square dancing provides many ex- games and activities. For example, an rope. cellent opportunities to reenforce nu-old standby can be an even more ex- Rope jumping activities then pro-merical skills, but again the physicalciting game when played under a gress through usual skills, patterns, educationteachermuststressthe parachute. and progressions:(1 )juiiip a long arithmetic concepts. rope: (2) front-doors and back-doors Eight persons are required for each PICTURES: Toe LEFT As class members become aware of their extremities and how using a long rope; (3) single juniperset: there are four couples in each set to control them, counting games are in- with a short rope: (4) partner jump- with two head couples and two side eluded.Ontofthese gamesiscalled ing with long rope; (5) partners us- couples. Couples also have numbers- COUNT THE BALLS. ing short rope. Encourage youngsters 1, 2, 3, 4; they can wear numbers on A little ball, (Use thumb & index finger) to develop their own patterns, verses, their hacksforeasy identification dur- A larger ball, (Both hands form circle) A great big ball, I see. (Raise hands over- and counting games with both long ing a dance. Students should also head and form circle) and short ropes. realize that two couples have odd Can you count them? (Repeat motions Equipment used in physical educa- numbers and two have even numbers; Are you ready? and count as different sires One, Two, Three. of circles are made) tion can he numbered. For example, odd number couples face each other number bases for softball and asso- BELowA jump rope teaching unit has and even number couples face each great value in reenforcing counting con- ciated lead-up gamesfirst base with other. cepts. (See text)

She must begin with a still rope ... first on the ground and then raised. Next she learns to jump a swinging rope.

32 NUMBERS EXCHANGE The teacher holds up each piece of Our physical education program is equipment and children respond withgeared for learners who have IQs be- EQUIPMENT: One parachute and whis- the name and number of what is being tween 65 and 75, with chronological tle. shown. For example, two softballs areages between six and eight and mental held up and the class responds, "Two ages of four or five. We do not claim Fo itmATioN: One large circle. softballs." The procedure is repeated this program and approach will per- after the class returns from the play- form miracles, but it has improved PROCEDURE: After a circle has been ing area. This not only provides athe general learning experiences of formed around the parachute, have repetition in counting objects but also slow learners. At the same time a the class count-off by sixes (1, 2. 3, 4,helps the teacher keep a record ofgreat deal of improvement in coordi- 5, 6), more if the class is very large: equipment that has been checked out nation, control, physical fitness, and ead. most remember his num-from his room. fundamental motor skills have been ber. Students hold the parachute up Other waysinwhich numbers, developed by children who have taken with both hands. The teacher calls acounting, and arithmetic concepts can part in this type of physical education number and students having the called be incorporated into physical educa- program. It should be pointed out that number must change places with onetion programs include: the physical education program at another by going under the raised Baldwin School is based on the objec- parachute. Number squads with each child tives and procedures of sound elemen- responsiblefor remembering his tary physical education. The coordi- VARIATIONS: When a number is called, number and the number of hisnation and correlation between class- the parachute is tossed into the air. squad. room and gymnasium and playfield Any runner touched by the parachute Keep score during certain activi-are in addition to, not in place of, asitdescends has a point scored ties and various games. broad-based and comprehensive phys- against him. When a student has six ical education. points he is out of the game for three Incorporate a variety of arithmetic Our staff sincerely feels that reen- turns at which time he returns to the concepts into movement exploration forcing classroom learning can be ac- game with zero points. activities. complished through physical educa- A variety of locomotor movements Use weight lifting as a means of tion provided a conscientious elemen- can be assigned when playing the handling multiple arithmetic proc- tary physical education teacher is in game.For example, creep,crawl. essese.g., subtract the weight ofcharge of the physical education pro- walk. run. jump. hop. skip. gallop, the bar from total weight to be lift- gram. Games must be analyzed and slide, leap when changing positions: ed to get amount of weight to go on the teacher able to identify valuable reenforcement perform animal walks or other imita- thebar:dividethe amount of pointsthatcanbe tive activities when moving under the weight to go on the bar in half to stressed during various games and ac- parachute. determine the amount that goes on tivities. Reenforcement activities must Numbers also provide a good way each end: locate and place weight add to teaching, fun, and the general of keeping check on equipment that on bar in various combinations or objectives of the game or activity; is sent to a playing field or to the gym- sets. they should never be carried to the nasium. This procedure takes only a point of distracting from the general few minutes and can be done orally Compute batting averages. won-loss objectives of physical education itself. and in unison by the class just before percentages. and related activities The approach has been productive it leaves for the physical education from physical education participa- and successful for ushow about for class or for the playground for recess. tion. vou ?

Here is the church, Open the door Here is the steeple . And see all the people.

This dexterity game acquaints students with their lingers and how to conrol them. Fingers laced tightly together become the church. Forefingers point upward to represent the steeple. Then wrists turn forward with lingers faring the performer. Wiggling lingers imitate the movement of the people.

33 By TOM EDSON

Thomas Huxley once commented, "To a do different sounds make you feel? What Have a smelling bee by collecting a person uninstructed in natural history, a types of movements show different number of small bottles that can be country stroll is a walk through a gallery sounds? What is the difference between corked. Put a few drops or pinches of filled with works of art, nine-tenths of a fire alarm sound and a church bell? various well-known liquids or solids with which have their faces turned to a wall." Do birds and animals have a special distinctive smells in each bottle: label A multiple-sensory approach can bring alarm or warning sounds? Is there any- only with a number. Let youngsters take these pictures back into view thing absolutely silent? Is electricity in turns smelling and writing down what Walks, rambles and strolls are not the a wire silent? A bird high in the sky? they think each bottle contains. This can same as hikes. inc is going on foot A flower opening? be done over a period of time, adding from one place to another as quickly as What is a sound? If a tree falls in the and subtracting different smells such as possible and usually for some specific forest and no one hears it did it make the following: purpose: the physical action and the des- sound? A vibration causes air to move tination are the most important factors. like a wave, and when it reaches the vanilla vinegar turpentine Walks, rambles, and strolls are relaxed, ear it vibrates a special instrument, the coffee lime clorox informal activities, full of stop-look-lis- eardrum. Thepatternofthat wave cinnamon nutmeg mint ten just for personal enjoyment. They against the eardrum tells whether the lemon cedar sage are excellent ways to stimulate. use, and sound is loud or soft, high or low, sharp onion garlic lavender enjoy the senses. or shrill, pleasant or unpleasant. Listen- ing is a way to learn. Blindfoldyoungsters sothat sight A SouND WALK doesn't give them an additional clue. How many sounds can be identified? A Nosf: STROLL Smell is one of the easiest senses to en- The rustle of leaves, the scolding of a What smells can be identified? Pine courage"I .smell something sweet squirrel. the drone of an airplane, the cones? Cut grass? Moist earth? Wet what is it?" Everyone stops, smells, and buzz of different insects, a bird call, the hair? Tar? Leather? A skunk? Mint? looks. Learn new terms to use in de- wash of waves. Describe the Saltair?Fish? A flower? scribing the smells and use the young- sounds in words. How many Smoke? What words describe sters' sense of smell to augment other words can be based on sounds these smells? How does each senses. like whirr, hum. buzz? flow make you feel? alks, Rambles and Strolls

A MULTIPLE-SENSORY APPROACHJUST FOR THE WONDER OF IT

34 Walks, NM, A Toticit RAMBLE ,r-- Touch is a sense we use often but don't give much thought to it. Don't touch is Rambles ;561, I one of the first things a baby hears and eg* he hears it for many years. Don't touch and 'Ark4 'C3 r it's hot! Your hands are dirty! It will break! But children need to touch: it's 71; a way of finding out, of recognizing, of Strolls estimating, of becoming aware of weight .-:4,v.--,,445:ro and texture. TOM EDSON IS CONSULTANT 445. gr2s).:. The sense of touch is usually not so IN GUIDANCE AND COUNSELING AND IN PHYSICAL EDUCATION well verbalized as the other senses so FOR THE RIVERSIDE PUBLIC 0. this is a good activity area to emphasize. SCHOOLS IN CALIFORNIA To be aware plus being able to put the ti r" feeling into words is a valuable trait. tiA421.1rW,K7s.-40, Matching words with touch is a good way to experiment in finding just the right word to describe articles with diff- erent textures such as: fur Velvet paper soap string rock sandpaper hair cracker moss bristle pine cone wO..)1 feather glass 077 nylon bark foil steel %vont terry cloth sponge

As you ramble along. what different "feels" can he described? A patch of moss looks green--it feels soft and damp. A pebble looks white and roundit feels :41 smooth and cool. The margin of one ..111116 leaf is smoothbut, feel that one! It's like a saw! Pine cones are brown but one feels sharp and another smooth. This stern is smooth and that one is prickly. The ground in the shade feels cool: a foot away. in the sun. itfeels warm- - which feels moist?

A ONE-Wt)NnEa WALK Everyone wanders slowly along a path. across afield, through the woods, or along the shore. Each stays within sight and sound of others and looks for some- thing wonderful. The wonder can be the shape, color. movement, location, size, or whatever. When he finds his wonder he marks it with a stake or some easily visible object which can be removed later (of course). When everyone has found and marked his wonder, all visit each other's and discuss their findings and their reasons for selecting them. How does each wonder make you feel? What does it make you want to do? How do you want to move when you see, hear, smell, touch, and taste the wonder?

35 Motor and Perceptual-Motor Development

CREATIVELY TO COME UP WITH NEW WAYS TO PRACTICE OLD SKILLS

PERCEPTUAL rDon't be content with standard games and equipment; is 0 there another way to do it, a more exciting and more effec- 0i-i tive way? 0 PLAYGROUND The problem of helping the mentally retarded child en- % ;.. hance his control of movement and his awareness of space 0:7 calls for imaginative approaches to physical activity. In PI the Alameda Unified School District, we have made exten- sive use of playground markings to aid perceptual-motor development. To motivate and help children develop loco- BY JACK CAPON motor movement skills, we have devised a series of activities or games using different kinds of floor patterns. 4 In assisting children to recognize line structures for basic to shapes, we have also helped to increase control of movement and visual-motor coordination. The games reinforce the Nil child's knowledge and recognition of shapes and numbers in a play environment which also reinforces the academic learning skills of recall and sequencing. It is possible for the child to improve his concept of numbers as he practices the skill of jumping. Described in the rest of this article are some of the most successful activities used with our perceptual-motor play- -3 ground markings. These same markings could, of course, be XI used inside, in gymnasium or multipurpose room, with the

-3 help of chalk, paint, or tape. ALAMEDA, CALIFORNIA

36 Shapes and Numbers Circle SPACE A WAR EN ESS TRAINING Toss and catch the ball as many times CHILDREN ... as their number tells them to for as Following are only n few Move- within the confines of the inner the teacher asks) when their shape circleI walk, run, hop. jump, skip, is called. of thepossibilitiesfor leap). Walk and dribble the ball inside the using perceptual - motor Move continually indifferent direc- inner circle as their shape is called. playground markings. tions: avoid touching anyone. The creative teacher can Leavetheinnercircleand freeze GAME ACTIVITIES within the nearest shape on a pre- CIRCLE EXCHANGE TAG- One child is It come up with a variety of determinedsignal( whistle,verbal and stands in Lk:, center of the circle: other children stand inside shapes. pref- other activities to oti- command). Resume movement within the innererably only one childin each shape. vate childrento think. circle if they are standing in the shape When the teacher calls out a shape or more. and learnwhile triangle,circle,diamond,square,number, all children in that shape or on rectangle I or on the number called by that number must run through the inner usingthesemarkings. the teacher. circle and exchange places. If a player :frith meth.processes is tagged by It before getting inside a va- LOCOMOTOR SKILLS cated shape or number, he becomes the addition and subtraction CHILDREN ... new It. Various locomotor skills may be --can be easily worked in Move around the outside circle usingused in place of running to add variety thelocomotorskillcalledbythe and skill to the game. Several times dur- with the numbers: many teacher (run, skip. slide, gallop). ing the game have all children rotate to kicking games and activ- Freeze in the nearest shape on a pre- a different shape. ities can be devised. Chil- determined signal. PIN THROW BALLEach student stands Raise their hands) if they are stand-inside a shape or on a number and has dren should be enrout ing in the shape or on the numbera rubber ball (6" or 7"1 in his posses- aged to invent their own called by the teacher. sion. A bowling pin is set up in the cen- flop or jump in place as many timester of the circle. One studentisap- activities. as their number tells them when theirpointed pin guard and stands near the shape is called. pin to protect it. When the teacher calls out a shape or number allchildren BALL SKILLS standing in that shape or on that number EACH CHILD HAS A SIX OH SEVEN INCH may throw their ball at the pin. If a child HALL IN HIS POSSESSION. CHILDREN ... knocks the pin down he becomes the new Move in various ways around the cir-pin guard: the old pin guard takes his cle while carrying the ball. Increaseplace in a shape or on a number. Those the challenge by having them dribblewho do the throwing retrieve the balls the hall with their hands or feet. thrown b., students on the other side of Freeze inside the nearest siape withthe circle. When the teacher says. "Ro- the ball in their hands on a predeter-tate," allplayers move to a different mined signal. shape or number.

37 100 Finish

20 50 70

25' 80 10 90

20' 30 60 40

20 "-4 Start

Shapes and Numbers Numbers Jump (Pogo) Movement Patterns Challenge Course PLAYING RULES USING MOVEMENT PATTERNS USING THE COURSE Jumper toes the starting lineany Divide children into even-numbered Lead children in Follow the Leader, point outside the courtand takes off groups; assign each group to a pattern moving through the course using vari- with both feet at once. and place them so they are ready to ous locomotor skills;change toa He must land in Square 10, progress perform at one end of the patterns. different skill when arriving at each to Square 20, to Square 30, and so on Challenge children one at a time to shape.Provideopportunitiesfor through Square 100. move through theirpatterns using children to lead; have each child call Jumper must make each jump with- various locomotor movements (walk the name of the shape as he reaches it. out adjusting his feet so the player on tip toes, hop, jump, slide) ;they Presentmovementchallengesand jumping must think one square ahead must stay on the line of the pattern shape/number recognition problems in order to land in the best possible until the end of the line. to individual children. For example, position to make his next jump. Rotate groups to new patterns after "Billy, can you hop on one foot to A player misses and must await his each child has had several turns to the triangle?" or "Anne, show me how next turn if he- practice skills at his assigned pattern. you can gallop to the square and then -Moves his feet upon landing. Presentnew locomotorchallenges, skip to the rectangle." Touches a court line. "Show me how you can skip pat- Challenge children to move through Touches any part of his body other tern," and continue the activity. the complete course using assigned than feet to the ground. Incorporate ball skills by challenging locomotor skills or have them create First player reaching Square 100 wins. children to bounce and catch a ball their own patterns of movement. or award one pointtothe player while traveling on the line pattern Assign children to carry aball or reaching the highest numbered square Idribble the ball, toss and catch the jump rope as they move through the on each round in which case the first course in various ways. At each shape player accumulating a predetermined they must bounce the ball or jump the number of points (five or ten) wins. rope as many times as the number in the shape. At each shape place actual obstacles tires, jump standards, walking boards, matsto which thechildren must react.

38 RHYTHMIC ACTIVITIES are very Many rhythmic activities can be used important to the learning of in programs for the trainable and perceptual-motor skills.A child's educable mentally retarded; they are physical behavior and motor the same activities used effectively for performance can be greatly enhanced any child at comparable development when rhythm is used as a background levels. Activities are separated into two for movement activities. Moving fingers developmental areas: Free, creative, or that hold a pencil for writing, a crayon rhythmic exploration activities and for coloring, or a brush for painting, structured activities. Children need to and the even, smooth moments of the explore and to learn to be creative in eyes in reading are but two evidences movement. They need to learn about of rhythmic motions in everyday moving unhampered by set restrictions, activities of children. Coordinated and words, or rules. They also need to rhythmic movements of the feet in learn to change direction, to alter levels, walking, running, skipping, or and to react to objects upon the galloping; of the arms, hands, and body suggestion, guidance, or command of in catching a ball or in jumping rope; instructors, peers, or to records or and of the legs and trunk in sitting tapes. All senses may be introduced, down or in doing a forward roll are activated, and vitalized in this process. needed to acquire perceptual-motor Children may show more progress in integration. speech, reading, and writing All should be viewed and taught as ... development from these types of activities than from any other. Rhythmic sensorimotor activities Adventures encourage movement so that some children may react to rhythmic activities more than any other sensual in stimuli. STRUCTURED ACTIVITIES Lummi sticks to recorded music, Movement: mimicked sound, or beat; promotes RHYTHMIC ACTIVITIES hand, hand-eye coordination and generalized body movement. Songs where body movements are CAROLYN HICKEY copied, imitated, or initiated: "Itsy CONSULTANT Bitsy Spider," "Little Peter Rabbit," REMEDIAL PHYSICAL EDUCATION "Bunny Hop," "Head, Knees, FOR THE TRAINABLE MENTALLY RETARDED Shoulders, and Toes." 26355 PALOMITA CIRCLE MISSION VIEJO, CALIFORNIA 92675 Dances where an awareness and acceptance of the body may be first I 4t realized: "Looby Lou, "Hokey Pokey." OV, Square dances. Followed body movements: first the individual fingers, then all fingers, the hands, arms move until all of the body is moving to background music with heavy, light, medium beat; progress is made to free movements. Directionality activities: use the hands on a drum (right-left-right-left;

39 TOM EDSON, Consultant Guidance and Counseling and Physical Education right - right- left -left) ;feet have same (opposite) movements Riverside County School as hands (beat the drum with the right(left)hand and 4015 Lemon Street tap the floor with the left (right) foot) . Riverside, California 92502

FREE, CREATIVE, EXPLORATORY ACTIVITIES Perform rhythmic as well as body movements to a story that is made-up or read by the teacher: The Bearact out a bear; went up a hillfinger walk up; etc. Use of sounds in movement: thunder and rain. Move freely after hearing music. Move freely while music is playing: vary the beat, tone. Use crepe paper steamers, scarves, or similar objects while performing various movement activities to music. Use problem solving approaches and activities: How do I move? How many ways can a limb or body part move? Speech is often initiated and encouraged through body movements. Retarded boys and girls enjoy a variety offolk and square dances. Regular folk dance records are easy to adjust to the abilities of classes and individuals. Many simple folk dances are done in circles: sonic are done with partners. Square dances may be done with masking tape or contact paper placed on the floor for individual or couple placement and to provide the basis for dance movements and patterns. Speech may be induced if children call steps and movements The popular television show Time Tun- of both folk and square dances. nel weekly flashes back to crucial mo- ments in history; the Fun Tunnel con- stantly symbolizes new hope and direc- tionfor more than 900 neurologically handicapped and mentally retarded young- sters in special education classes in River- side County, California. The fun tunnel gives special education children new ways to learn and wider experience. It illustrates a live and open-ended, yet uncomplicated, approach to the various problems of the Often the retarded child must be PVT THROUGH certain handicapped, retarded, and disturbed. Fun physical activities to force a sensation that will result in tunnels require specific, almost forced atten- awareness of body movement. Once the awareness or sense tion until children get through them. Operant of feeling is established. movement becomes automatic and conditioning or reward reinforcement are natural. frequently used to motivate and encourage Demands through the use of GIMMICKS not only serve as withdrawn children. Sometimes, extra turns motivators to the child but force the child to utilize different on other pieces of equipmentbalancebeam, combinations o/ body movement. balance board, trampolet, fence, jump rope, jump board, or double balance beamhave Exercise not only develops neuromuscular power and coordi- been effectively used to motivate children to nation but also provides further exposure to demands on crawl through tunnels, to perform certain se- hotly position awareness. quences, and to bring about progress.Sequences As awareness of body position develops along with strength should be simple; various methods and approach- and coordination, more difficult physical skills can be ac- es need to be considered in attackingsimilar prob- compli.shed. As skills become instinctive, motor develop- lems so that children can achieve progress and ment becomes attained. Only then can social demands, co- avoid plateaus in skill and motor learning. Tun- operation. and competitive effort be successfully imposed nels ran be easily moved to different places on the upon physieal ability. playground or in classrooms for activities which emphasize various movements in direction, motor patterns, and spatial relations. Two tunnels placed close together offer greater challenges and pro- vide more beneficial effects than do single tunnels.

40 W T77' --";\

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Tunnels were introduced last year in the Jurupa Unified School District as Much was learned by teachers, students, and aides during part of a SOS (Share Our Selves) Pro- the Fun Tunnel project: gram. Student aides worked in pairs un- HYPERACTIVE CHILDREN need definite boundaries and some structure in games and related activities to help them de- der the direction of classroom teachers velop control of body movements in limited areas. during physical education time in classes SKILL SEQUENCES and activity progression have to be broken for educable mentally retarded and edu- into small steps to ensure success and build confidence. cationally handicapped children. All SOS aides came from the continuation senior MANY EMIR CHILDRENIQ 50 -70-- function as well, if not better, in games, sports, and athletics than non-retarded. high school and included individuals out- However, many retarded have other hang-ups such as standing in athletics. Their fine assistance socialadjustmentproblems, emotionaloverlays, and relieved teachers so that they could struc- psychological problems; some are easily distracted, hyper- ture activities for the children with emo- active, or have difficulty in remembering sequences. tional difficulties and special problems. The MANY SIMPLE ACTIVITIESsuch as the fun tunnelcan be student aides wore SOS teeshirts while they used as effective tools to motivate and communicate with showed the different way to crawl through these children. Tunnels can decrease a child's fear of closed places; many children went through tunnels be- the fun tunnel. One aide held one end of the cause of peer support and encouragement. tunnel: another led and demonstrated the ac- FACIAL EXPRESSIONS and body movements are tip-offsto tivities. Aides often had to make on-the-spot what a child will do next. decisions: should they stepin and help a SELF-AWARENESS can be improved with tunnels. Children child figure out a problem or let him try to have better concepts of their own heights;a greater solve it alone? Most of the children identified awareness of their extremities, where the hands and feet well and quickly with the aides. Children an- are while crawling, how the body follows the head in ticipated their turn in the fun tunnel with much movement, and position changes of legs and arms; more enthusiasm and interest, but each had to con- indication of the location sense and how the body fits trol his actions and wait his turn. The happy in and out of objects. and excited participation of other children helped ATTENTION SPAN can be developed as children focus at- to encourage the more timid to try it also. Ac- tention on a single task and block out all external distrac- tions while crawling through tunnels. tivities developed for the tunnel included: crawl (creep IforwardI backward) ;rolla ball and INSTRUCTORS, TEACHERS, VOLUNTEERS, PARENTSall who deal with these childrenmust learn when to confront catch it; crab walk, dog walk, or other mimetic them with reality and when to say nothing; they must activities;hopf jump)through tunnel;bridge learn how much protection to give children without fos- (face-up, face down) with one hand or foot in the tering unhealthy dependence. air, moving down the middle of the fun tunnel.

41 The. lion tamer cracks his whip and one of perhapshe toowouldreturnthereafter histrained animals performs his repertoire.:.performing. Other lions wait intheir assigned spaces for'; A physicaleducatorusinga movement their cue so that they too can perform. Why do: exploration approach to teaching might tell they wait? Why don't they try to get into the children in his class to find a space, a space in act? if too many lions attempt to perform at which he can perform, a space with imaginative once they get in each other's way. The result is dimensions, a space no one else should enter, a chaos and the lion tamer loses control of his: space that is his. But what is such a space to a group. More than likely the lions have been retarded child? Can such a space be meaningful conditioned to waiting, knowing that following to him? Perhaps it is too intangible for him to

directions will he rewarded, and also knowing .understand for itis quite abstract. But such a that failure to follow directions will have ib pa e can have boundaries and hence 1w con- reward too. So the lions wait in their assigned crete instead of abstract. Couldn't a space have spaces; each waits for his cue to perform. a shape? A shape has defined limits and one can To make vicious circus lions analogous to a perform exercises in a shape. Perhaps a shape small group of mildly retarded boys is tanta- can even have a vertical dimension, if such a mount to labeling all self-centered children as shape can have imaginative height, perhaps a autistic. Even by adding other labels, such as lumndary line can also have height, and perhaps hyperactive. aggressive, or hostile, to this small a boundary line can serve to restrain. group of mildly retarded boys inno way This theorizing was put into practice in the justifies making this analogy. But perhaps there exercise room of the Indiana University Devel- are some comparisons that can be made. opmental Training Center ('I'C). In view of the As stated previously, chaos results if all lions' size of this exercise room and the number and attempt to perform at once within the confines, type of children enrolledatthe DTC, six of a small cage. Likewise chaos could result if seemedtobean optimum classsize.Six six mildly retarded boys with varying behavior geometric shapes were laid out on the floor disorders attempt to perform physical educa- with plastic tape. It also seemed advantageous lionactivitiesatthe same time within the to make a room within a room with tape lines confines of a small exercise room. The lion and boundaries to separate the end of the knows his assigned space and he returns there exercise room that served as a corridor from the after performing. ff achild had a similarly , exercise ntorn proper, lessen the distractibility assigned space in a physical education class, of equipment not being used, and provide an

WENDELL P. LIEMOI-IN Coordinator of Physical Education and Recreation STEPHEN D. FREDERICK Graduate Assistant Indiana University Developmental Training Center Bloomington, Indiana 4740 I

42 area outside of the boundary linesfor ob- servers. In addition it appeared advantageous to place a large circle in the room for use in circle games andtoprovidea further boundary. Again, the basic premise for the lines was that the typical retarded child with behavior dis- orders who isin residence at the yrc needs defined boundaries. When a child reports to his physical educa- tion class he must first check-in; this is done either byprintinghis name on the board, drawing a shape by his pre-printed name on the board, or just noting which shape appears by his name. After checking-in, the child goes to his shape and waits. The shape is then his space. Its lines are his immediate boundaries. During the course of his class he :night exchange shapes with another if directedto do so, perform different activities in and/or around tire large center circle, perform activities in his shape or upon a mat covering his shape, or watch the performance of another while waiting in his shape. Regardless of the activity, the child is instructed that he is never to cross the outside boundary line until he is dismissed from class. Do the lines work? Do the lines restrain? Those who have observed the lines and shapes in operation at the DTC believe that they work. It is now much easier to maintain control of the children.Furthermoreitcontributes to the total physical education program. The main purpose of the DTC istotrainuniversity students from various disciplines. During the currentsemester 35studentsenrolledin adapted physical education courses are partici- pating in field study at the DTC. All of these students observe a minimum of two physical education classes prior to any nominal involve- ment with that particular class. During the third class period these practicum students crossed the boundary line into the room on the road to progressively greater involvementin teaching these children. Those from other disciplines also observe: in all cases observers are instructed to sit or stain: outside of the black boundary lines and to blend into the wall as much as possible. The children are told not to pay attention to these people because they are not in the room, they are outside of the boundary line. All but the most immature children have accepted this concept and these observers have been but a negligible distraction. A mildly retarded boy with behavior dis- orders is not a lion and a plastic-tape line is not a cage, but perhaps they are analogous. From our experience it appears that a line can have height and that this height can facilitate control of children in physical education classes.

43 TRY IT! Balance Beam Hoola Hoops Circuit Training

MARSHALL PETERSON MANY MENTALLY RETARDED children exhibit difficul- DEVELOPMENTAL SPECIAL EDUCATION DEPARTMENT ties when performing activities which require balance. Bal- NORTHERN ILLINOIS UNIVERSITY ance is a foundation for more complex motor activities which ACTIVITIES DEKALii, imisors include various kinds of agility tasks such as throwing, catching, running, and skipping. Without a firm foundation of balance, these more complex activities may present extreme problems for the retarded child. When working on balance activities with retarded chil- dren, all activities to be taught on the beam can and may have to be taught on the floor first. It is of utmost importance that these balance activities be motivational in nature. The following motivationalbalanceactivities may be adapted according to the needs of the children involved. Crawl across the beam. Sit on the beam without touching the floor. Roll a ball across the beam to a partner. Balance a bean bag on various parts of the body while crossing the beam. Pick up various objects from the beam while maintaining balance. Catch medicine balls while in various positions on the beam. Keep It Up volleyball drill with a partner using a volley. ball or a balloon.

Balance on one foot (then the other foot). Carry (spin) hoola hoops on extended arms (legs) while crossing the beam. Step through hoola hoops placed at different levels. Walk under (over) wands (sticks, dowels) placed at dif- ferent levels. Step into hoops placed on the beam; bend down and pick up each hoop. Toss and catch hoops: have partners toss and catch hoops. Walk across beam with hoop and step through it. Carry Ping Pong balls in spoons while crossing the beam. Bounce arid catch balls on the floor while maintaining bal. mice I moving) on the beam. Bounce and catch halls off the beam's surface. Carry medicine, balls or bleach bottles filled with sand across the beam. Include the balance beam in obstacle course activities. Place footprints on the surface of the beam for various movements to be executed. I t Include team contests: use two beams and have opposing teams bounce halls back and forth to determine which team can keep all of its members on the beam the longer time. Use other items for this activity such as hoola hoops, bean bags, and medicine halls. Encourage the children to create and develop activities they have never seen performed on the balance beam. Pro- videopportunitiesforproblem solving andcreative thought through such games as follow the leader and add- on (a child performs some stunt or activity; the next child does this plus another that he adds on; each child then does what all others have clone plus a new one).

44 HOOLA HOOP CIRCUIT TRAINING Hoola hoops' have been beneficial in helping retarded chil- Circuit training is an excellent method for developing loco- dren develop agility and coordination. Hoops can be placed motor strength and endurance. A circuit consists of a series on the floor in various patterns according to the ability of of activities at various stations which must be completed as the students; space between hoops may be altered depending quickly as possible. A gymnasium is an ideal area 'to con- upon the size and ability of the child. The child is asked to duct such a program but it may also he conducted in a class- place feet in each hoop as he progresses from walking to room with running activities eliminated. running, jumping, hopping, skipping, and leaping. Possible Varying levels of physical fitness may make it necessary patterns include: to classify children into various ability levels such as:

AAAany child awarded a fitness badge on the Special Fit- 0 0 ness Test for the Metally Retarded.2 o0o° A A--any child scoring between the 30th and 50th percen- 0 tiles on the Special Fitness Test. 0 0 O° 00 A--any child with severe motor and agility problems. 00 0 0 o 0 A circuit may consist of four to six stations with specific 00 activities conducted at each station. For example, in a four 0 00 00 station circuit, activities might be: (I) reverse sit-ups; (2) 00 0 0 push-ups; 13) sit-ups; and (4) jump and reach. o0

ADDITIONAL TECHNIQUES Color code the feet of the child to correspond with the color of the hoop to help reinforce correct foot placement. Use crepe paper tied around the ankles, small squares of 2 paper placed on the toes, colored socks, cloth garters, or anklets to designate correct foot placement. Use footprints of various primary colors to help develop agility and to reinforce color discrimination. Footprints may be painted on the floor with tempera, made from con- struction paper and taped on the floor, cut from colored 3 tape, constructed from contact paper, cut from carpet runner, or made from similar easily obtained materials. Footprints can be used to help in movements onto, across, and from balance beams or walking boards. Students walk, / jump, and balance while following footprints across the balance beam, concluding with steps across the midline of Each child runs the circuit three times with children classi- the body. Other locomotor movements can be introduced fied as AAA executing four repetitions at each station; those by changing the patterns of the footprints. classified as AA executing three repetitions; and children classified as A doing two repetitions. At the end of each week L R (session) repetitions may be increased for each individual ca according to his progress arid achievement. Procedures and techniques which add to the benefits of ca circuit training include: Let each child have a partner to help with exercises. R R Do exercises to music. Encourage children to beat their previous time for three VARIATIONS circuits. Incorporate handprints into the patterns. Provide duplicate stations for activities which may cause Include the prints as part of an obstacle course. tie-ups and cause children to wait for others to finish. Use these activities as lead-ups for hopscotch and related Establish various skill learning stations such as ones for games. ball handling, recreational activities, racket skills, explor- atory activities, bowling skills. ' Bicycle tires, automobile tires, garden hose made into loops and secured with wooden dowels, rope, circles painted on the floor or all 'Special Fitness Test Manual for the Mentally Retarded. Washington, surface area, or circles cut from contact paper or similar substances D.C.: American Associationfor Ilealth,Physical Education, and can he substituted for hoops. Recreation, 1968, 56 pp. (242-07906).

45 OUR CHILDREN yearn to apply the academic experiences to relevant child-centeredliving experiences. Math, social studies, and science become most meaningful in thegame of "jacks" when played on a painted playgroundmap of the United States. The same concept applies to swinging the "jump the shot" rope in a ground level orbit. An infinite number of educative incidentsoccur during the play or recess period. We have got to identify and utilize them in the teaching process. The teachable moments are ever present. Theycan be easily magnified through industrious planning. Theycan be multiplied through purposeful structuring of the physical environment. The teaching and learning aids and the mani- pulative devices must not be restricted to the classroom. The entire educational plant can and must be transformed intoa living learning center.

AMBROSE BRAZELTON Ohio Department of Education Columbus, Ohio 43215

that each child might have daily opportunities to explore and discover; that learning might extend beyond the classroom walls into the outdoor learning laboratory; that decisions, challenging motivations and success might envelop each boy and girl; and that unique needs might be met through living experiences reads the credo of this document.

From "Introduction" to THAT ALL MIGHT GROW Southeastern (Ohio) School Supervisors Association

46 Itis suggested that we borrow from the conclusion of Lincoln's Gettysburg Address as we structure playgrounds. "That our educational endeavors have a new birth of rele- vance, and that playgrounds of children, for children, arid by children (pupil assistance in planning and structuring) shall not perish from the tax supported earth." It is also suggested that definite objectives, themes, or principles be woven into the daily classroom break of playtime. Fun is the motivator, but learning is the child's most important business during the school day.

Structuring the Outside Learning Laboratory

Playisa motivational vehicle for learning. The play- ground as well as the gymnasium floor is a significant learning laboratory, and when covered with activity stations, it provides a variety of mental and physical challenges. Itis suggested that a committee of pupils be involved inthetotal planning and structuring. The first step is to identify the possible activities and their practical locations some games are hest located away from the building. Step two is the temporary outlining of stations using chalk. Then the children should experiment with the games to identify needed structural adjustments. The final step is to paint in the activity and restraining lines.

SNAIL AMERICAN HOPSCOTCH * HOPSCOTCH Snail Hopscotch. Hop on one foot to space marked rest without touching any American Hopscotch line of court. Rest there on two feet Number of players: 1-10. and then hop back to starting place. If Equipment: Button, flat bean bag, successful trip is made, place initials in or other small object. any block except rest block. Following Area: Hard surfaced area which can players hop into every block except be painted or chalked. those having initials following the same procedureasthefirstplayer.Each Standatstartandtossobject into player may rest in the block which has O space 1. Jump over this space and land his own initials. Winner makes the most with left foot in space 2 and right foot successfultrips and has the most ini- QUESTIONMARK in space 3. Hop on one foot into space tialed blocks. 4. Continue hopping, landing with one HOPSCOTCH foot in single spaces and two feet in Questionmarkhopscotch is adjacent spaces. Hop into space 10 on Fouls are committed by stepping on played inthe same manner as one foot taking extra hops on this foot any line, putting both feet on the court snail hopscotch. Start by standing to reach position to start back. After whilehopping,orhoppinginto the circle. reaching spaces 2 and 3, retrieve object another's initialed block. from space 1. Then hop into and out of space1. On the next turn toss ob- ject into space 2. Avoid landing in this space until return. On return stop with one footin space3,retrieve object from space 2, hop into space 2, then 7 into space 1 and then out. The player continues tossing object into each space in turn. If a foul is committed the turn isterminated.First child completing the cycle is the winner. 6 1 Fouls are committed by stepping on any line, tossing the object on a line or into a wrong space, hopping more than once in a square except where the rules permit, changing feet on single hops, 3 touching hand or other foot to court when hopping or retrieving object.

2 FRENCH 111 HOPSCOTCH French Hopscotch is played in the same manner as American Hopscotch.

47 IDEAS- /FROM OUR READERS

JEANNE ACKERMAN 6117 Tilden Lane Rockville, Maryland 20852 ACTIVITIES FOR DEVELOPING ACTIVITIES FOR DEVELOPING SKILLS IN LOCOMOTION LATERALITY AND DIRECTIONALITY

JACK AND JILL low skill level Age: 4-7 HOWDY DOODY TIME Low skill level Age: 4-7 Objective: to be able to roll in a coordinated manner. Objective: to teach awareness of right hand. A gentle slope is a perfect place to "climb up the hill" This is a signal for using the right hand to shake hands and come rolling down the hill. Encourage the child to roll with the person nearest to you. Anyone can call "Howdy- freely, arms over chest and face. Stand at bottom until child Doody" at any time. Always shake the right hand. Mark the is able to stop well. hand with a ribbon or ring, nail polish, or bracelet. Variation: Look for a sloping sand dune at the beach. Variation: Don't forget that dolls, stuffed animals, and even Build your own hill out of snow. Or, use an old blanket, dogs and cats can shake hands. This requires figuring out gently raising one end as the child rolls. Even fun for two. which is the right hand to shake.

DO IT RIGHT Low skill level Age: 4-7 TUNNEL FUN low skill level Age: 4-7 Objective: to teach awareness of right hand and left hand. Objective: to move on hands and knees in alternative move- This is a game of doing things with either hand. Mark a ments of right and left. coin for right and left. Flip the coin (or other marker) to The commercial tube of cloth stretched over a wire frame determine whether you perform with right hand or left. isexcellent. A good tunnel can be made by tipping over Then draw a card from a pile made up beforehand to find straight chairs, and covering them with old sheets, making a out what you must do. Then, do it. Suggestions include: cut low passage-way. A long coffee table will also serve as a a picture from a magazine, frame to crawl under. dial a telephone number, write your name, brush your teeth set the table catch & throw a ball eat a bowl of cereal STEPPING STONES moderate skill level Age: 4-8 Objective: to walk with feet in good alignment, even-length ALL RIGHT low skill level Age:4-7 steps. Objective: to teach awareness of right or left hand Cut from red and green paper, footprints slightly larger Have a "Right Hand Day", or "Left Hand Day". than child's foot. Use green for right, red for left. Set up a Everything that day must be done with the chosen hand: pattern of steps. If the child is barefoot, he should be able eating, writing, cooking, dressing, playing. This can make a to feel the paper with his feet, and put the foot directly on hilarious day of fun for the whole family. it, adjusting toes in or out if necessary. It is nice if the steps lead somewhere: perhaps to the cookie jar. Or to a coat Variation:Ifthat sounds like too much, limit the time period to one hour. which needs to be hung up. Variation:Place the footprints on stairs,to encourage walking alternating feet up the stairs, one foot per tread. SECRET TREASURE moderate skill level Age: 4-7 Place them in a pattern for hopping, skipping or gallop- Objective: to be able to move in directions of right and left. ing. Set limits of an area, such as a yard or a large room. Give the child simple directions to follow a path, involving going around or under things, to and from, and right and left LET'S GO FLY A KITE low skill level Age: 6-12 turns. These will lead to a treasure which you have hidden. Objective: to be able to run freely without looking at feet. Use as many directions as the child can handle. Whether or not the kite ever gets up in the air, you and Variation: When he comes back, ask him to tell you where your child can do lots of running in the open space to get he went and what he did. the kite started. To a child, flying a kite is pulling it behind Example: Take 3 steps forward, turn to the right and go as you run. If it gets up in the air, that is a bonus. under the table.

48 NEIL STOLLER Teacher Trainer New York City Public Schools

Locomotor skills can be used to help trynovelactivities and movements children identify shapes, colors, words, such as bending knees and pushing numbers, left/right discrimination, space, shapealongthefloor;encourage and directions, along with man: other youngsters to inventtheir own ac- concepts important in the total develop- tivities. mental process.Itonlytakesalittle imagination and some simple materials to INTRODUCE games such as get children to move, think, and learn. For example, gather cardboard from Shape iag. Give each child a shape. One boxes, cartons, or crates, or get any child who is /t skates and attempts to tag material (floor tiles, plastic) that will slide other children who skate away and try to along the floor. Cut the material into avoid being tagged; child tagged becomes shapes large enough for a child to stand It. on. Then Change Shapes. Use squares, circles, tri- angles, and/or other shapes. Each child PRESENT shapesto the children and stands on a shape and on signal changes have them identify and talk about the toanothershape.Questionchildren material; have them hold (rub, feel, twist, about shapes they arc on and one from push,pull, touch, and even smell) the which they changed. material and describe it. Musical Shapes. Place shapes in a circle so TOSS the shapes around the gym or a that there is one less than the number of classroom where desks have been moved players. Children walk (run, jump, hop, and ask each child to stand on a shape; skip,gallop, slide) to music, clapping, specify shapes of different types, colors, drum beat, or other beat; when beat sizes, and in various combinations. stops, each child tries to stand on a shape. Child not on a shape must do push-ups, CHALLENGE each youngster to sit-ups, run a lap, jump rope, or perform some other fun penalty. stand tall (short, taller, shorter, high, low, big, little, fat, thin), on (beside, in front, behind) the shape, on both feet NOTE: Shape activities have been used (one, othel, left, right foot), with eyes successfullyin New York City Public open (closed), hands held in differentSchools with educable ntentally retarded positions (to sides, ni front of body, boys and girls 7 to 12 years of age and behind self, high, low, over head, on trainable mentally retarded children 10 to Moving the shape by floor, to left or right), and arms and/or 16 years of age.Variations of shape Moving the shape in space bending, pushing, sliding legs moving ill various ways (slow, fast, activitieshavebeenintroduced using slower, faster,likea triangle, steam colors, numbers, letters, and word5. It is Sliding along on the shape, Racing with the shape engine). felt that movement itself, many variations Chanting from left to right turn himself and the shape around. in patterns, movements, and activities, and fun have motivated youngsters in jump (hop) forward (backward, side- these activities. Teachers have used the ward,left,right),fnnn (on,over, interestinthese activities to reinforce across) shape. language and in teaching or reinforcing move (skate) by keeping one foot on various cognitive skills. the shape and the other on the floor; go instraight (zig zag, long, short, Author Aeil Stoller is leacher trainer wiggly, crooked, curved) lines, in big of motor development and perceptual (small, tiny, larger) circles (triangles, training activities in the New York City squares, rectangles, diamonds), with or Public Schools,.3 Paerdegat 6th Street, without music. Brooklyn.

49 OFTEN THE RETARDED CHILD MUST BE PUT THROUGH CERTAIN PHYSI Motor development for ONCE THE AWARENESS OR SENSE OF FEELING IS ESTABLISHED, MOVE the retarded child must be fa demanded, developed, and pursued. For too many years this potential was not recognized or DEMANDSTHROUGH THEUSE OF GIMMICKS NOT ONLY SERVE AS MOT emphasized. To ignore motor development of the retarded child is to deny hima chance for successful achievement. Without a foundation in basic motor skills and abilities, more complex learn- EXERCISE NOTONLYDEVELOPSNEUROMUSCULAR PO

ing tasks are not likely to take place. 734 For example, a child who is notaware of how his body moves in space may have difficulty writing his name or staying within a defined area on paper. In order to achieve an awareness of body movement, motor AS AWARENESS OF BODY POSITION activities must be initiated atan early age. MOTOR DEVELOPMENT IS ENHANC Poor motor development often is not the result of the child's inability to perform but a lack ofexposure to and experience in motor activities. Parentsas well as educators must provide activities which will help the child develop an awareness of body movement. 50 SUSAN RADABAUGH Physical Education Teacher Dyer School Cincinnati, Ohio

L ACTIVITIES TOFORCEA SENSATION THAT WILL RESULT IN AWARENESS OF BODY MOVEMENT. ENTBECOMESAUTOMATIC AND NATURAL.

ATORS TO THE CHILD BUTFORCETHE CHILD TO UTILIZE DIFFERENT COMBINATIONS OF BODY MOVEMENT.

ERAND COORDINATIONBUTALSO PROVIDES FURTHEREXPOSURE TODEMANDS ON BODY POSITIONAWARENESS.

rt A. 41

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IEVELOPS, ALONG WITH STRENGTH AND COORDINATION, MORE DIFFICULTPHYSICALSKILLS CANBE ACCOMPLISHED. AND THEN SOCIAL DEMANDS, COOPERATION, AND COMPETITIVE EFFORT CAN BE SUCCESSFULLY IMPOSED UPON PHYSICAL ABILITY.

51 Physical Education/Fitness

()PE SKIPPINGis an excellent com- plete body activity that ROPE SKIPPINGis a 16-minute, sound/color film Increasescoordination,rhythm, (Martin Moyer Productions, 900 Federal Avenue E., timing,flexibility,balance,and Scuttle, Washington 9810) dealing with and showing agility. elementary through high school youngsters participating in rope skipping activities. Dennis Meyer, author of this Promotes cardiorespiratorydevel- al-lick is a member of the Deparinzent of Health, Physical opment and endurance. Education, and Recreation, Seattle Public Schools, Increases both speed and endur- 815 4th Avenue North, Seattle Washington 98109. ance. Contributes to weight control and total physical condition. Is fun, cfiallenging, adaptable, and developmental in nature. Can beused atalllevels from pre - school through adulthood. Allows for a maximum amount of activity with a minimum amount of space, equipment, and expense. Provides another rhythm activity to supplement dance activities. T. Can be done in degrees from simply jumping over slowly moving ropes swung gently, to simple two-foot basis jumping for younger age and lower functional level groups, to speedjumpingforconditioning among older and more talented participants,todance-type steps worked into routines of differing complexities at all levels. Provides excellent opportunities for programdemonstrationsbefore various parent, school, and com- munity groups.

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52 Is an activity that seems to supply a master steps in different rhythms, Spreadlegs, forward and back- need for coordination and timing. routines andcountless combina- wardstart in stride position as in Ilas excellent carry over value. tions can be devised with different rocker step with weightequally Can be used as either an individual steps and in various rhythms. distributed on both feet; jump into or group activity, indoors or out Have a student who is having diffi- air and reverse feet position as rope doors, and during any part of the cultywithapatternfirstgo passes under feet. Year. through foot motions without the Cross legs sideward spread legs in Is an activity that can be highly rope. straddle position sideward as rope structured and organized while also Use poi poi balls to introduce arm passes under feet; jump into air and offering unlimited possibilities for movements and patterns for various cross feet with right foot forward as creative expression by participants steps. rope passes under feet on next turn; as they invent new steps and move - continue in this manner alternating Begin usingmusic almost imme- forward feet. merits,develop routines of their diately since it tells the performer own, and put together innovative when to do the step and helps to Toetouch forwardswingright end unusual combinations. keep a steady rhythm. Any record foot forward as rope passes under with a steady tempo of 120 to 150 feet; land with weight on left foot The Rope beatsperminutesufficeswith touching right toe forward; alter- beginners.Ilowever,forsome natelanding onrightfoot and To determine proper length of rope touching left toe forward. for a particular individual, have him stand poorlycoordinatedindividuals, on the center of the rope so the ends slower beat records or use of multi- Toe touch backwardexecute the when drawn up each side of the body speed phonographs to slow down same as toe touch forward except terminateatapproximatelyshoulder faster records will be effective. touch toe of unweighted fGot next height. Cut ropes for elementary school Watch for different steps and tunes to heel of weighted foot. childreninninefoot lengths making that lend themselves to new rou- adjustments forsmallerandshorter tines. For example, the can-can has Terminology childrenbyhavingthem wraprope a very fast tempo arm is excellent around their hands. to motivate, challenge, and stimu- Reboundhopinplaceasrope While ropes of various kinds usually late better jumpers. passes over head; better jumpers can be obtained commercially, persons only bend knees slightly without responsible for many physical education Steps. Patterns, and Routines actually leaving ground. and recreation programs make their own. Half-timejumpoverrope,re- Two -footbasicstepkeepfeet Ropes can be made from ordinary clothes together and jump over rope as it boundhop in placeas rope passes lineor from 3/8 inch diameter tight passes under feet; take a prepara- over head then execute second step weave yellow plastic rope. Plastic ropes or repeatoriginal stepa second tory rebound while ropeis over time on second jump; rope rotates wear extremely well and ends can be head. meltedpermanentlytostopfraying. slowly since thereisa rebound Ropes work well without handles, but Alternatefootbasicstepshift between each jump. Half time means handles can be made if a drill press is weight alternately from one foot to slow rope and slow feet. available. Cut one tc, one and one-quarter other, raising unweighted foot in a Single timerotate rope in time to inchdiameterwoodendowelsinto running position asropepasses music which means twice number lengths of four inches, drill out a 3/8 inch under feet. of rope turns as in half-time; exe- center, andthenreem out one end Swing step forwardexecute in the cute step only when rope is passing slightly so the larger melted blob at the same manner as alternate foot basic under feet. Single time means fast rope's end fits down into the dowel. step except swing free kg forward; rope and fast feet. keep knee loose and let foot swing Double timeturn ropeat same Progression for Rope-Skipping naturally. speed as half time (slow) but rather Giveallexplanationsandhave Swing step sideward execute in the than take rebound, execute another participantslearnandpractice same mariner as swing step forward stepwhile ropeis passing under steps, movements, or patterns first except swing free leg to side: keep feet. Double time means slow rope in half-time rhythm. After students knee stiff. and fast feet.

53 STICK ROUTINE TOWEL ROUTINE

1. Arm Spreader 1. Head Pull Place stick above head Place towel behind head. with hands wide apart Pull forward with arms Spread arms as if to and push backward with stretch stick. head.

Towel and stick isometrics can be used to develop strength. It's an application of an irresistible force meeting an immovable 2. Stick Push object. Use large bath towels or Hold stick at chest 2. Arm Spreader 36-inch wooden dowels. in each height with hands Place towel above head towel and stick routine there are 12 to 18 inches apart. with hands wide apart. six exercises each divided into Put arms and elbows in Spread arms as if to horizontal plane with stretch the towel. pull (exertion) and rest stick. Push hands toward (relaxation) stages. As youngsters each other. get stronger, increase pull and reduce rest stages as shown in the sample 25-second cycles.

LEVEL PULL REST Rookie 6 sec. 19 sec. 3. Stick Pull 3. Forward Curl Winner 9 sec. 16 sec. Same position as for Place towel underneath Star 12 sec. 13 sec. Stick Push. Pull hands hips. Pull upward and Champ 15 sec 10 sec. apart. forward in an attempt SuperChamp 18 sec 7 sec. to lift body. Keep hands below elbows with arms bent.

4. Back Push Place slick behind back at waist level. Place palms of hands so they face forward with little 4. Wrist Curl fingers in position to be Twist towel as if it were able to touch sides or wet and needed wringing back. Push forward and out. Twist one hand downward. Contract upward, other downward. stomach muscles. Reverse directions and positions of hands.

S. Hand Spreader 5.Waist Pull Place stick underneath Place towel around chin. Put hands on top waist. Pull towel against of stick about four to six body. Keep hands at inches apart. Spread waist level and tighten hands apart, using abdominal muscles. back muscles.

6. Hand Spreader 6. Dead Lift Place towel underneath Spread legs and place chin, with hands on top Stick behind bend of and four to six inches knees. Keep arms and apart; keep arms back straight and head horizontal. Spread hands up. Lift stick up, keeping apart, pulling with back feet on floor. muscles

ISOMETRICS Stand with feet fairly close Shift weight to right foot, together. wag andongto push awa with your left . Ile. Lean body weight 4 forward Bring left skate 7 on right foot. forward and Quickly shift along side of body weight Glide forward right skate on right skata and place to left foot while holding left skate and glide on ground. forward on left skate Keep repeating the side off ground. left skate. and backward strokes with your right and left skates. S.

EDITOR'S NOTE: This article is presented through the courtesy 0/ Chicago Roller .Skate Company, 4458 West Lake Street, Chicago. Illinois 6062. Content of the article, diagrams, and pictures have been extracted by permission from the company's free booklet "Muer() Roller Skate."

1,I ,ER SKATING is increasingly being made an integral part of phssical education and recreation programs for mentally retarded of all ages and in settings of every size and description. Programs are 4conducted indoors and out-of-doors. on surfaces of all types. in formal and informal settings, with large groups and small groups as well as on an individual basis. and in structured and unstructured situa- tions. Participation promotes the development -of certain physical and motor skills and also provides recreational opportunities that stimulate growth and development while the individual has fun.The proficienc and skill exhibited Its many mentally retarded skaters are amazingsome youngsters can execute the most complicated turns. tricks. and spins. On the other hand. many retarded children require agreat dealof special attention if they arc to develop confidence and skill on skates. Varied innovative and creative techniques are necessary to reach and teach this group. For example. a dismantled elementary school parallel bar can be used for beginners to hold to while walking around. so that they can get the feel of simply moving while on skates. The smooth side of rubber runners used in gymnasiums helps beginners to move more slowl% with less support and more on their own after they get tlw feel of moving on skates...1 grocery cart. weighted down with a cinder block. is a device %oungsters ran use to develop the repeated right-left swaying strokes that lead to good skating. The following ideas indicate sass to work with individuals of differentability levels and with varying experienres in roller skating. Headers are encouraged to send additional ideasSIIIITSSStories and promising practicesto Challenge so that they might be shared with others interested inroller skating programs fur the retarded.

55 SKATING SAFETY Smart Skaters Know If Pays This To Follow the Rules

STAY AWAY FROM is MOVING VEHICLES Cars and trucks are many times bigger than you and go much faster than you ..so never hitch a ride and always stay out of the their way.

SKATE ONLY IN SAFE AREAS Any smooth pavement on play- way grounds, sidewalks or your own drivxways are safe areas for skat- ing. Play streets are protected against vehicles and are always safe. fun USE EXTRA CARE GOING AROUND CORNERS Always watch where you are go- ing. Don't speed around "blind" corners hId hurt someone beside ,Gr yourself.

LOOK OUT FOR SMALLER CHILDREN Remember! Children smaller than you cannot skate fast or al- ways get out of your way fast. Be careful skating around them. Never push or shove.

ALWAYS BE POLITE AND COURTEOUS You are being courteous when you let people pass without de- lay. After allthey have the first right-of-way.

14 Owl

"4"\\) TIN CO OBSTACLE RACE Make a ,tick by CAP TAG droov. .1 1'11.114,1 .1111 Nflek 10 Ono player yo ge..en a rap chalk 11111, I'Llee 1111.1,1- Next. m The player who 1,IT 1.1111 s. loin. 11,,k 'aline al ily player woth the e,. tin Van, crick. ,1u k; 1room ,da .op Irytng le lag 111111 ine Awl I'laro olostarlo, horn arm Ion. Iltc.111 ,111In rloo,okoeloo Ilrrmakingit y PI ,mother II1,1yer. Thy jo.1.1Y 11.1111 In ,k,ite m l000r.soolri pth.liong yrt3eeedWhilehiltling Slimer .ohr, oial over the c(/ become, IT l'ap ,my ,olopot bofore thr, wIlioui pot,o,eol to a third player linvoxalis for mod 111111 Can roll chietell Iry the old IT and Player okal ing ent ire r 0111..4' ,Itt101.11 tinnInng player g I.ig g.11111.,tar):moor. A farearth :111V Ilkedilelewatt-lu lo.ollor other oolojeet may wort, 11 'ell 1 I 110 he 11411lot;Aare M cap, 401111ft lennth N, win ofdeooarll. oilier 10I

56 IT, Resume skating. .r--- How to Do the How to Leaning Turn : Spin -der ,

A / Start the same as in Shift left foot no it Stand straight andMake your spin cfr Keep your arms tie "Spread Eagle" is heel to heel with draw legs and armsde as small as you torn right together can Place one foot be out forbalance. hind the other Ike Leantheway wiles you stand on you want to turn. a rail. 2 Skate on right foot alone and lean right How to Do the into circle "Cutting the Circle" Turn TURNS, ....----- c.L.L,' ",.....;:i. While gliding AND on left foot- / -..x'" 0 Resume r .) Iskating ''(.. ni-c TRIcKs

. repeat crossing Change feet at this 0?) 2; ) ,/ over with right un point tityou have made gPINg turn instead ofstroking then glide on right How to do the back with rent foot bring right foot for- ward and throwit while you oring left 4 Skate CM "Figure Eight" . as inregular forward again. over thelefttoin, stroke nor line of circle How to Skate Backward How to Do the FOR BEST FORM "Spread Eagle" Turn Lean slightly Lit left foot and Bend knees Push off bring along side Look backward with left Resume skating your right over shoulder Push off with right foot while You come out of turn

1 Glide backward 2 Bring right foot 3 You glide 4 Bring left foot along, on left foot backward and along on your side and continue left right as in Figure 7wo

Start Hold position if you have enough speed

Lift left foot Lean into circle How to Jump

. turn left . . . so left foot is heel to heel with right. Jumping on skates is very much like jumping without skates. First, build up speed, then crouch just before you Jump. Push up with your legs, lifting yourself into the air, Bend knees as in Figure 4 while you are making When you learn turns, you can master tricks and spins jump. Land squarely on both skates and resume skating.

e tth ROLLING 411711.. ilusher FOLLOW THE CROSS TAG slinga short WOOD TAG handle-A irk. A player who touches JAPANESE TAG LEADER Stiirt gotte with I'I' chas- ing another player to tag with chalk wawa of any kind-a tree This game firingsextra enter.Every- 41 Fel feel long afear, or ahouse-is fun and laughsWhen a him Any of the other finish with player is faggot by IT he ,a11e must skate wherever plovers may cross in front las" and safe from it e leader ,katm!paths' of IT When a player doe., tieing lagged by IT !ly inlure kvorii.,IT.Ile should iigure uut inter4l take1111 ris ers should not .stay "on the other players, e ors in front of IT. this ant unit unusual nlitees. if/ player must then be chased rollinga tin hie," too long. tad should hot he ',flea keep a Rand 11,..1 the group I..miff cart sae ire keep arming to give IT nitThat parrrd.)11,4 body by IT until tagged or ,Log or let I mg which was tagged. skip 'tamp. spin. and skate NaVINI IN ;mother player chance to make atag. If over lobwliiele coursesFor course Each Players can ASO lee other lagged out his shoulder. he added fun each s kilter who crisse. betweenion In turns. and objects for being "safe on must keep 14 hand on his lakes a secure hold on ;in/ f'f' most then replete round liaise" such a, lamp posts, shoulder until he rags change direction and chase skater in front iinil every- the new crossing player. int.Player curbing stones, metals or smut lie else. one does what the leader tithes( score bricks. itoe, When a player is tagged. Is wins game. he F the new IT.

57 HOW TO USE THE BIKE

--""" BICYCLING 1.111111/ SIMPLIFIED

THE following progression is offered as a guide to slight and slow forward movement by pushing feet against help youngsters meet success, heighten their gross ground--youngster steers: stop by placing feet on ground, motor abilities, and learn to ride a two wheel bicycle. and dismount. Since the basic criterion for advancement from one level or step to the next is success rather than com- Repeat the step above but coast a little farther than before plete mastery', it is important to be aware of each step in the with one foot on pedal and other foot near ground; stop sequence. Some youngsters willbe ableto jump steps: by placing foot which is near ground on ground. others will have to spend considerable time on each step: Use same starting position as above: initiate movement by still others will skip some and spend a long time on others: pushing against one pedal: stop movement by using both these activities can he effectively used to review and rein- feet to stop the pedals. force specific skills. Additional steps may have to be devel- oped to meet individual needs of youngsters for whom some Follow same procedures as above going same speed and of these steps are too large and to provide ways to repeat a distance but start and stop with both feet working against step in a different way.: pedals. Some youngsters may need assistance at various steps and fiv this time tbe youngster should have learned to mount, stages: therefore, each of the steps is in fact two steps -one start. balance, and dismount successfully and without as- with assistance and one without assistance. s is t a rice. (;renter emphasis can now be placed on safety. In the first two steps, the bicycle is to be supported: fol- lowing that, the bicYcle should be supported only as neces- Move at slow speed in straight line: increase distance as saryit the beginning. skill. confidence, and proficiency improve. Mount bicycle with feet on pedals: dismount properly. Make boundaries increasingly narrowfor movingin straight line. Mount bicycle with feet on pedals: grasp and 11101' handle bars: dismount. EDITOR'S NOTE: A bicycle merry-go-round can be made from bicycles and pieces of pipe attached ata center hub; Straddle bicycle with le tll feet on ground: sit and begin connect two-wheel bicycle to free end of each piece of pipe. Plan so bicycles more on cement, asphalt,or other hard .surface. One or more youngsters can make merry-go-round Training wheel,: onbicyclesare an exrellent way to help young Children learn to ride. Flowerer, only quite small bicycle, Can be turn by pedaling his bicycle. This is an excellent device for epappedwithtrainingWheel,aridthus other progrr,sion are helping youngsters gain confidence amt get the feel of bal- needed fir older young,(ers. ancing, pedaling, and moving on a two-wheeler.

58 Move from a starting to finishing line weaving around BICYCLING and between obstacles; introduce more obstacles and re- SAFETY quire more turns. TODAY

Turn around one obstacle and return to starting point; IM PORTANT rules for safe bicycling are these: make boundaries in which turn is to be made increasingly narrow. Observe all Traffic! Regulationsred and green lights, one-way streets, stop signs. Turn in a large circle; turn in and ride on a large circle; make circle increasingly small; ride on circle line only. Keep to the right and ride in a single file; keep a safe distance behind all vehicles. LEON LIATSOS, 3750EastJewellAvenue,Denver, Colorado Have a white light on front and danger signal on rear for Rased on materials in a six week summer recreation program de- night riding; wear white or light colored clothing at night. signed to increase the gross motor ability of non-institutional edu- cable mentally retarded children aged six through right. Have satisfactory signaling device to warn of approach; (PLAN B NIAsTEn's PAPER,HNIVERSITY OF DENVER, JUNE19711 always ride at a safe speed. Give pedestrians the right of way; avoid sidewalks, other- BICYCLE wise use extra care. RIDING Look out for cars pulling out into traffic; keep sharp look- REMINDERS out for sudden opening of auto doors. FOLLOWING are the three Basic Bicycle Rules of Never hitch on other vehicles, stunt or race in traffic; never the Road: ride two on a bicycle. Never carry other riders; carry no packages that obstruct Rule #1 vision or prevent proper control of bicycle. See where you are going and 1w sure automobile Be sure brakes arc operating efficiently and keep bicycle in drivers see you. perfect running condition. Look in both directions before entering the street. Slow down at all street intersections and look to right and Be sure the driver of a car stopped at an intersection sees left before crossing. you before von cross in front of it. Always use proper hand signals for turning and stopping; Rule #2 park bicycle in a safe place. Make turns and lam, changes properly after giving proper Ride in a straight line: do not weave in or out of traffic or swerve from side to side. signals. Use the same turn signals to indicate left and right turns All of these important rules are incorporated into Bicycling arid stopping that automobile drivers practice. Solely Today. a 20-minute, 16111111 sound film distributed by The Bicycle institute of America 1 122 East I2nd Street, New Remember, it takes longer to stop a moving automobile York, New York I 001 7). In the course of the film members than vou think-a car traveling 30 miles per hour re- of bicycle riding clubs are seen touring the countryside, quires (6 feet to react and brake to a stopI I1 times the youngsters pedal to school, bicycling is seen as it was prac-

length of a bicycle! I. ticed in the early '90s, and champion riders perform. While these absorbing and entertaining bike scenes are being un- Rule #3 reeled, the film subtley makes telling points about how to ride properly in traffic, how to care for a bicycle, how to equip it Obey all signs and !'ivnals. with essential devices. how to use proper hand signals, along Come to a complete stop when there is a stop sign. with many other safety factors for the rider's protection. The Bicycle institute provides as a public service many Stop when the traffic light turns yellow and, of course, al- difTerent resources to bring bicycle safety to every com- ways stop for a red light. munity. Bicycle Safety Tests and //ow To Plan Successful Cross an intersection when the light has just turned green. Bike Safety Programs are both very helpful and highly rec- ommended booklets distributed by The Institute which also Walk your bike across very busy intersections. provides posters and has other resources to help upgrade and enrich existing cycling programs and to serve as a basis for These rules arc based on and shown in Bicycle Riding, Re- new programs to be built. minders. anI I-minute. !(,nun. sound-color filmt AIMS, P.O. Box 111ll1. lions wood. California 900211) especially designed for pre-school and primary grades. This film is appropriate for and can be used with various groups and classes of men- tally retarded. In addition to seeing children being checked out and demonstrating these rules. a special demonstration illustrates what happens when an automobile strikes a bicycle and its doll rider at 30 miles per hour. 1 59 The Los Angeles Curriculum Project on Physical Education for the Handicapped began last year with financial support from the Bureau of Education for the Handicapped. The new curricular materials being developed in this program are designed to achieve individualized instruction, flexibility, and Focusonabilities, not disabilities

111 1 IES VECI A f. EDUCATION BICANC I I , LosAngelesUnified School DistrictI Box 3307, Los Angeles 90054) has em- barkedonaprojecttodevelopappropriatephysical education curriculum materials for the handicapped. This project, directed by Dorothy B. Carr, has been in operation since late 1969 with financial support from the Bureau of Education for the Handicapped. The ultimate goal of the projectisto contribute through enriched and com- prehensive physical education to education and training of the handicapped to help him to take his place in the mainstream of society. The traditional categorical approachdeaf, blind,or- I hopedicallvhandicapped,educablementallyretarded, Irainable mentally retarded- -has not been used in develop- ing curricular materials forthis program.Instead, the emphasis is on individualizing instruction to focus on the abilities--rather than the disabilitiesof the children. Be- cause of the varying developmental levels and abilities of handicapped children and the range of ages-18 months to 21 yearsprepared materials cover the complete scope of physical activity. Teachers and leaders using the ma- terials must adapt the content for ;ndividualization and use flexibility in their approaches to instruction. In additionto written materials, loop films and tape cassettes are being developed to use with sequenced in- structional activities in physical education for handicapped . pupils. These are being prepared in an attempttoin- dividualizeinstructionevenfurther. A childhavinga

if specific problem in learning a given skill can go to the projector, plug in a film cartridge, and see a demonstra- tion of the skill. A tape cartridge may be used to provide a detailed description of the same skill. Each film loop is concerned with a single skill and contains the following: hill shot of entire skill, front view, repeated twice, nor-

mal II 8 frames per second f speed Full shot of entire skill, front view in slow motion (50 fps) Full shot of entire skill, 3/1 or side view, repeated twice, f:ormal speed Full shot of entire skill, 3A or side view, slow motion Close-up of center of interest, slow motion. The children used as performers in the loop films are representative of the school enrollment and therefore evi- dence tl.variety of handicapping conditions found. All materialswritten and audiovisualare being developed in five program areas: NI0T00 AND MovEmENT SKILLS PLAYGROVND AND RECREATION SKILLS iirriimic SKILLS SWININIING SKILLS AND PHYSICAL FITNESS.

Continuous Exercise Routines

Continuous exercise routines offer many different activi- ties which children of all ages can use to develop flexibility, endurance, strength, agility, balance, and coordination. Activ- ityis continuous for a specified period of time. Tempo, intensity, and type of exercise can be varied according to the condition of the individual, fitness components to be emphasized, and purposes of participation. Design routines according to participant needs: General to develop several components of fitness as needed by all well-conditioned persons. Specific to develop specific components of fitness as needed byindividuals with deficiencies or for specific purposes. Nonstop rhythmic exercises' consist basically of alternate walking, jogging, running, skipping, and other locomotor movements interspersed with strength-endurance-developing exercises such as push -tips, sit-ups, squat thrusts, and squat jumps. Partner activities such as human wheelbarrow, piggy- backride,fireman's carry, and partner pull-ups can add challenges and fun to these routines. Workouts can be from five to ten minutes or last up to an hour and can be done indoors or outdoors. A workout for a beginning group might include: Walk two or three laps. Skip one-half lap. Walk one lap. Skip one full lap. Race or fast walk one lap. Walk regular pace one lap. Jog slowly one lap. Walk one lap. Jog slowly two laps. Walk one lap. Jog slowly three laps. Walk one lap. 0. Walk several laps to cool off. Throughout this routine youngsters should breathe deeply and swing or move their arm:: in various ways. Difficulty and intensity can he increased by adding to the number of active laps and reducing less active recovery laps, using faster loco- motor movements, and including various exercises such as toe touching, windmills, push-ups, jumping jacks, backward walking or running. 'Based on routines developed by Thomas K. Cureton, University of Illinois.

61 Two Training Techniques

CIRCUIT TRAINING is a type of activity in which individuals three times during a given time: regulate intensity of work. rotate among a series of exercise stations at scheduled inter- out by number of repetitions or time spent at each station. vals. This is a highly flexible and adaptable procedure that can be used fur general conditioning, training for specific INTrItV11. Tin ININC is a method of training in which periods events or sports. or for certain movement skills and patterns. of vigorous physical exertion are alternated with periods of There is no limit to the types of activities that can be per- recovery in which activity is less vigorot14. By changing any formed. These basic principles should be followed: one of five elements, difficulty of an interval workout can be controlled: Divide class or group into a number of squads. Set up a like number of activity stations. Speed or intensity of action. Rotate on a given signal in an assigned direction. Length or distance covered during action. Keep groups small so there is no standing around. Number of times action is repeated. Have more than one piece of equipment at each station to Length of recovery or period of reduced action. reduce unnecessary time wasted waiting for turns. Nature of activity during recovery period. Post printed or typed cards at each station to tell what is In applying an interval approach for developing cardio. to be done. For nonreaders, use pictures. respiratory endurance, a youngster may run 100 yards in [se squad leaders, student assistants, and peer tutors to 15 seconds. jog 100 yards for one or two minutes: repeat 8 assist at various stations. or 10 times. By running shorter distances faster and before Incorporate any combination of activities with or without fully recovered, the youngster builds endurance rapidly. This apparatus into general or special circuit programs. approach can be used in track and field and swimming and Require youngsters to go through a circuit once, twice, or applied to general and/or specific conditioning exercises.

62 Swimming

1U e

SUCCESS ml U, BREEDS e a SUCCESS

Wright CAR Swim Center 3864 Middlefield Road Palo Alto, Calif 94303 CROSS the country there is an increasing demand to The first two lessons are spent on use of the life jacket. At develop swimming programs for handicapped chil- the first lesson each student is shown how to put on a life dren. Because of this, overall levels of swimming jacket and given a brief explanation about purposes of a life ability of handicapped children are being raised and their jacket. Each student tries his out to see if it keeps him afloat. potential to participate in other aquatic activities is increas- In some cases, students do not have sufficient confidence to do ing. During the winter months possibilities for broadening a back float and get their feet off the bottom to see how the the scope of participation in water sports is somewhat limited jacket works. These nonswimmers arc taken one at a time by by climate. However, during the warm summer months in- the instructor into deep water: they are towed on their backs creasing numbers of these children travel, go camping with to gel the feel of the jacket actually supporting them. Once their parents, attend residential camps, camp as part of in deep water they are allowed to float unsupported as final school programs, and participate in recreation programs. proof that the jacket does work. Swimming is available, and also many other water activities, one of the most prevalent being small craft. Because of this increased potential for small craft activity we have found it DURING the second lesson students put on jackets by advantageous to include it as part of our winter swimming themselves and are helped only if they absolutely program so that when the children have opportunities for have forgotten how the jacket works. Then they get these activities they will be ready to participate with utmost into the water and repeat the floating of the previous lesson safety. until they feel they can really trust the jacket to keep afloat. All students who participate in the regular instructional Again sonic nonswimmers may need to be taken to where swimming program are included in small craft activity regard- their feet do not touch bottom. Students are asked to fall into less of swimming ability or degree of handicap. Children with deep water to simulate the action of falling overboard from

A VALUABLE ADDITION TO YOUR SWIMMING PROGRAM

cerebral palsy, perthes disease, spina bifida, muscular dys- a boat. This gives them added confidence in the life jacket trophy, th,arfism, marfans syndrome, and mental retarda- and prepares them for the next lesson. tion all participate: degrees of conditions include minimal A fiberglass dinghy on loan from the local chapter of the impairment of one limb to quadriplegia, and above average American Red Cross is used for the third lesson. As children intelligence to mental retardation: ages are from 6 to 20. come into class they are asked to put on a life jacket and sit Swimming ability ranges from beginner through advanced. on the deck. The lesson begins with an explanation and dem- Approximately three half-hour class periods are spent on onstration of how to get into a boat properly, emphasizing small craft safety. The same material is presented to all levels Hold boat steady and close to the dock. of swimmers with only minor variations as unusual situations Keep weight as low as possible. or specific questions arise. Objectives for students are Transfer weight into the middle of the boat over the keel. To learn the purpose of a life jacket and how to wear one. To learn how to get in and out of a boat safely according V()ST of our students are unable to enter a boat by to each student's individual ability. stepping inthey need to have the boat held steady To learn the safe way to behave while a passenger in a while they enter fret first from a sitting position on boat. the de !k much as one would transfer from a wheel chair to To learn the consequences of unsafe behavior. amain r surface. Once they are in the boat they ar- reminded To learn what to do in case of a capsize. to sitjuicily in the middle of the boat. In most cases three To become capable of being safe passengers in any boat in studentsone on each seatare taken at the same time. Two which one might ride. students always hold the boat while a third gets into it. In the few cases where four are taken at the same time, two students sit on the middle seat and face opposite directions SUSAN J. GROSSE F. J. Gaenslen School so they will not land on each other when capsized. 1301 East Auer Avenue, Milwaukee, Wisconsin 53212 As the boat is towed away from the side by instructors in the water itis rocked and students asked what they think would happen if they stood up or did a lot of moving around. Most children feel it would be quite unsafe because the boat might tip over. Before the boatis capsized, students are asked if there is anything they should remember to do when the boat goes overthey enthusiastically answer, "Hang onto the boat because it provides good floating support!" Once the boat is away from the side itis capsized by an instructor who pushes a gunwale under the water amidships. As the boat goes under ittips toward the instructor who catches the far gunwale so it does not come all the way over onto students before they get clear. As the boat capsizes some children are able to hang on. Those who cannot are reminded PHOTOS, from left: to get back to the boat as quickly as possible. With students The manner of entering the boat on either side of the boat balancing it right side up, they depends on the disability. Emphasis is on holding craft steady and keeping are instructed to float or swim over the side on their stomachs weight low. and sit in the middle and on the bottom of the boat with legs Swamping helps students learn what to do in an emergency. Staying with the boat and using it to get to safety are essential when swamped.

spread to balance the boat for the next person to climb afraid if this happens. we tip the boat over on purpose and aboard. When allare on board again the boat is hand take students one at a time under it to show the air pocket paddled to shore. rave under the boat where they breathe if ever caught there. Students are carried under the boat byinstructors;do not If L boat may roll all the way over while students are allow students to swim under the boat unassisted unless they trying to get into it. In this case students can be shown are skilled swimmers and used to swimming underwater. how to use the boat as a float in the upside down posi- After each group of students has aturn,the boatis tion. Two students on opposite sides amidships crawl up the emptied by tipping it almost upside downnotallthe way sides until they can reach each other. They grasp wrists and because a vacuum is created making it impossible to lift; can take turns holding on to each other in this way for hours. lift the bow first onto and perpendicular with the pool deck. To right the boat again all students go on the same side and The boat is then slid so a majority of its weight is over the crawl over it; as they crawl the boat turns toward them right deck; then the deck is used as a fulcrum to lift the stern out side up. This method may sound a hit strange compared to of the water. The boat is rolled over on the deck and lifted standard procedures: however. our boat is quite heavy and stern first hack into the water. It takes at least two people our students real light weights, so this method works quite to handle a fiberglass dinghy both in and out of the water well. for a unit such as this. Even though a canoe is lighter and It is possible the boat may tip all the way over when cap- can be handled by one person, we did not consider it suit- sized and trap a student underneath. It only takes a few sec- able for this type student because of its size, weight, con- onds to tip the boat back: to keep him and others from being struction, and general behavior.

65 Fish live in watereven young children know this! When out of water fish can't keep their gills moist and ultimately suffocate. But, no one provided the mudskippers of Southern Asia with these scientific tidbits! So they spend as much time out of water as in, and use powerful pectoral fins to climb straight up trees after all, no one told them they couldn't or shouldn't!

I'm glad no one told multi-handicapped children and adults attheRecreation Center for the Handicapped that they couldn't learn to swim. In spite of all their problems, many are learning. ... Robert, eighteen years of age, blind, and emotionally disturbed,wasthrilledwhen he learnedthe elementary backstroke in two sessions. Ile plans to become a top swimmer and to dive from the hoard. Ile might just do it if no one tells him it's impossible. ...Rosa,anine year oldretardedgirlwith physical proMems that keep her from being accepted in other pro- grams, leaned rhythmic bubbling and a front crawl with arm out water recovery. She too expects to become an expert swimmer. ... A sixty year old man lost use of his left arm fifteen years ago and was told he would never move it again; so he didn't try. After two swim patterning sessions in the poolhe sculled across the pool using both arms.Ile was pleased, but there were tears in his eyes as he spoke of many years of not even trying because he had been told it couldn't be done. ... The motherof an eight year old physically, emotionally handicapped boywasamazed that swimming did so much for him. Ile was more relaxed, easier to control, and had better coordination of arms and legs as shown by his ability to throw a ball, something he could not do before learning to swim; he also had fewer fails while running. The fact that her son really swam seemed like a miracle to the mother, but not to the boy no one had told him that he couldn't learn to swim, so he was willing to try, and he succeeded. ... One 20 year old young man was so spastic he could do nothing without assistance. When put in the pool in a rubber tube, he tipped over, gagged, and sputtered when his face The difficult we do Immediately; touched the water. By the second session of simple swim patterning movements he was happily propelling himself across the pool in a tube. When asked if he enjoyed being in the pool swimming he was swimming as far as he was concerned he answered with a nod of his head and a big smile since he was not able to talk. Although he tried very hard to blow bubbles, he sucked in water of blowing it out. Finally he made a bubble and visitors who were watching applauded enthusiasti- cally. Never have I seen such a look of happiness as when that young man realized we were proud of his accomplishment. It is doubtful he will ever be a swimmer in the literal sense, but

66 JUDY NEWMAN Director, Physical Recreation Department Recreation Center for the Handicapped San Francisco, California

there is no doubt he will receive as much or more enjoyment from his pool experiences as most nonhandicapped swimmers, Ile can have many happy hours throughout his life in what may be the only physically active, fun-filled program available to 111111. There arelittle0111'5 both retarded and with physical disabilities. ...Derrick, an appealing 18 month old boy, laughs with glee when put in the water. In a few years he will enjoy the thrill of swimming. ... Kieran,alovablethree-and-a-half year old cerebral palsied quadriplegic, didn't want to stop when the swim session was over and cried when taken out of the pool after he discovered he could use his left arm and leg.1 have no doubt that he too will be able to swim unassisted in the future. ...Tony, afive year old cerebral palsied youngster, is learning to blow bubbles and swim on his back. Someday he will swim unassisted in deep water and he may even di 'c. /Nen I am asked why bother with these individual:- since it usually takes months to get them moving at all, and many more months to get anything resembling a SWIM stroke. There isthepossibilitythatitwillallbeinvainwithlittle accomplished. While these are the most difficult people to teach to swirn. they are the most challenging: most do not have a single physical or mental problem, they have many. It is vital they be given opportunities to develop swimming skills, no matter how slight. Swim fun builds confidence.. improves ,,e11-irnage. and stimulates personality changes that are wonder- ful to behold. No longer do I accept information or advice that an individual cannot do this,that, or the other because of a certain condition Ihave seen too many impossible dreams romp true and too many impossible missions achieved. Every the impossible takes a little longer. handicapped person should be given his day in the sun and a chance to succeed. Success is in the mind of the participant. For one who has never splashed water, making big splashes is thrilling. If an individual has never floated unassisted in a tube, then accomplishing this is indeed a big success. Aren't these as important and maybe more so as ones that make headlitirs In thefinalanalysis, many handicapped persons spend many hours swimming because no onetold themthey couldn't!

1)7 Sydney is swimming! No big deal except...

SYDNEY is 31 years old, mentally re- tarded, and has cerebral palsy. And he couldn't swim a few weeks ago! In War- wick, Rhode Island, a special program is helping children like. Sydney to learn to swim!

Every morning during the summer, Monday throughFriday,abusleft - ; Trudeau Center for Providence Planta- tions Pool. On that bus were children, adults,staff members, and volunteers, all ready to swim. The group varied from clay to day depending on which group was participating. There was one -4 constantimprovement! This was made possible through the _aim*-10.110. '"""Iney.'"2"1 generosity of one man who donated funds to set up a swimming program. He has a retarded daughter. realized the success and enjoyment she had experi- What you see enced over a short period of time through swimming instruction, and decided he happening is wanted other children like his daughter to have experiences and opportunities in swimming. called HOPE Improvementwiththesechildren means many different thingsit all de- pends on the child. Sharon walks alongthe side of the pool, lets go every so often. but gen- erallydoesn'tventureouttoofar. Sharon used to jump into the deep end of the pool whenever she felt like it and JUDITH BROOKS Swimming Instructor theopportunityaflordeditself ;she J. Arthur Trudeau Memorial Center lived in her own world and was not a Kent County Chapter part of the real world. Through swim Rhode Island Association for Retarded Children Warwick, Rhode Island training she woke up, became aware of water, and the dangers water presented to her. She now recognizes these dan- gers and behaves accordingly.

Patty, a victim of cerebral palsy, spends her waking hours in a wheelchair, ex- cept when she comes to the pool; here

68 she sheds the confining clo .ray has Chu', 'eery.kept on each1.1;141. e'en learned to stand on her on n and use her though some were only a few lines, they legs, and she is learning to walk. I? 'titer helped in planning the next lesson for statement that many people do prorides buoyancy for her to do thin;4s each child. I're-beginner skills such as not understand or acceptisthatthe she peter before HeCOMpliShell. walking acrossthe poolholding-the mentally retarded child or adult can be glitter and 'walking across without hold- bored. At the J. Arthur Trudeau Me- Others walk who never :calked before: ing addedforsome younger morial Center, the recreation programs some who halm lire(/ in their own world children. being offered are beginning to present hare become aleare of the real world. Relatively little equipment was pur- the population that is served with ac- others who were of raid of water chased. .\ rope divided deep and shallow tivitiesthat are geared toward move- are no longer afraid: son,' 110 said ends: kick hoards score used: a few. i ment. independence. and great variety. "I can't- now ask "Show me ho.- type flotation devices and nose plugs We are developing programs to help re- They are learning to get along with 'sere used with cerebral palsied:girls tarded children and adults gain a sense others in groups and most are learning wore bathing caps. of belonging, a senseof accomplish- to . All children were requiredto have ment. and a feeling of happiness in what parental perIllISS1011 and a doetor's re- they are doing. In short. we are Irving lease insYriting before being, admitted to take the boredom out of retarded to the swimming program. Opposition persons' lives. to the program varied at first but an ever tall'members andvolunteersat The Trudean Center program. in ad- increasing number were added to the Trudeati Center has,beenthe ditiontothe swimming program de- links in our chain. Without them. a pro. artist. roster each week. scribedherein some detail.alsoin- gram of this type could not be mr..ti%,.. cludes such activities as scouting. Camp Staff members and volunteers getchil- Fire Girls, bowling, dancing( including dren dre-sed. ride with Olen) le the pool. social events), gymnastics and tumbling. anti work 111111 Weill there. The 11111tIteer he staff members dressed young chil- A summer camp program offers experi- stall ha: been eXeepti011al.Nii).,thave dren in child development classes at the enws incooking.archery. sewing. participatedilllocalRe(ICross and Center so they arrived at the pool in games. swimming, creative drama, arts )' \ICA swim programs: a fess are mem- bathing suits. Children who were not and crafts, and fieldtrips. A special bers of local high school swim trim, anti continent or those for' whom there was Saturday afternoon recreation program ,esral arc excellent divers.All are in- question were dressedin diapers and devotes time and attention, to tumbling. tensely interested in teaching theserhid- rubber pants under their bathing stilts. balance beam, and other gross and fine dren and adults to swim, and everyone Pre-dressing atthe Center gave more motor coordination activities. Field trips doe, an outstanding job. timeforinstructionaridrecreational are also scheduled for Saturday after- The summer ssyiniming was swimming. Older children proved very 110011. conducted three hours a (lass list. morn- capable and dressed themselves at the TheTuesdayrecreationprogram ing, a week: generally speakingtic() pool with relatively little help. offers a special antidote to boredom in one hour and fifteen minute cla,ses 'sere Success and enthusiasm for the sum- thatitis a "pre-home living" program heldPlod,day.Nbilliplehandicapped tier program were so great that swim- for teenagers and adults. Movement is children Ito 12 years of age from child ming has been continued on Sonirdav stressed in such activities as basketball. dselopment classes 'S'i'retaught MI a mornings through the school %Tar, The floorhockey,crabsoccer.tumbling. one-lie0fle basis. (Mier cla-se- con,isted same approaches. methods, and proce- trampoline.roller skating. and wrest- of groups of public school special enhica- dures that worked so well during the ling. Arts and crafts are offered. Inde- lion children who also participated in a summer are being used for each two- pendence isstressed.for example. by ,uninter day camp program. Since these hour SSSi011onSaturday mornings. having theparticipants prepare their soung,ters were more aware oftheir Groups continue to be as homogeneous own meal. They discover that there is peers.theyworkedwell in ch,,,e, aspossible.withchilddevelopment more to a meal than just consumption: grouped according to swimming ability. young,ters. workshop participants. and they set tables, cook, serve, and clean up. .\nother class consisted of adult- from public school special education children And what ha Ve we discovered? a workshop program: the' too were di- all in separate groups. just the short time our extended rcrea- vided according to swimming ;Willis tion program has been in operation. we All youngsters and groups were taught have learned that the retarded can par- accordin" to Red Cross standards. Si'' ticipatein "normal" activitiesifthey ilr(ipressiow:. andmethod, are encouraged: we have learned how to from Teaching Johnny To Swint were adapt various activities so that people used:,kill sheet, basedtoil111kheel: of different ages and abilities can enjoy were an excellent incentive forthese Some who said them: we have learned that the menially children. l',very lime an 11)(11111111A c1,111- retarded do not need to suffer boredom. plyted a skill. the arrow on the skill,"I can't" :beet was filled in along %vitt, the date. now ask This helped record keeping andindi- vidual evaluation. Written lolls evaluni "Show me how."

69 GGA'ever check the actions of the child; follow him and W watch to prevent any serious accidents, but do not even remove obstacles which he would learn to avoid by tumbling over a few times. Teach him to jump rope, to swing weights, to raise his body by his arms, and to mingle as far as possible in the rough sports of the older boys. Do not be apprehensive of his safety. If you should see him climbing in the branches of a tree, be assured he is less likely to fall than if he had perfect vision. Do not too much regard bumps on the fore- head, rough scratches, or bloody noses: even these may have their good influences. At worst, they affect EACHERS and swimming instructors must use only the bark and not the system like the rust of in- different methods and provide varied experiences action. when helping 111V11 ally retard NI children become --DR. SAN111E1, GIIIDLEY HOWE,patriarch in the field of educa- oriented to water and teaching them to swim or to tion of the visually handicapped. swim better. Although the traditional approach--..xplana- lion. demonstration. and correction--has been most success- ful in teaching the nonretarded to swim, it does riot make adequate allowances for needs of mentally retarded. New and creative approaches for teaching retarded children to swim should be devised. Initial efforts to meet this need at Wal- worth County Special School. Elkhorn. Wisconsin, brought forthfour promising approaches: movement exploration, stationactivities.one-on-one instruction, and perceptual- mottir activities.

NlovEmENT ExPLottvrtoN consists of planned develop- mental experiences emphasizing freedom of movement so that the individualis able to gain satisfactions from suc- cessful use of his body. Each child is led to recognize and think in terms of his limitations and to explore his capa- bilities within those limitations. lie is encouraged to explore the movement potential of his body in a new environment-- water andtoresolvedifficulties which arise when the teacher confronts him with various problems. This method lends itself nicelv to adjustment to water. body awareness, balance skills. and propulsion skills.

Sr \Tiers; AcTivirws are especially beneficial when work- ing with many students of varied skill levels. Based on the

70 BARBARA RICHARDS WALWORTH COUNTY SPECIAL SCHOOL ELKHORN, WISCONSIN

I J'

TEACHING THE MENTALLY RETARDED TO

circuit training concept. students move from station to sta- records are kept on each child's progress. Individual recog- tion to perform specific or general skills in a set amount of nition is given through report cards so that each child has time. Students are constantly challenged as their skill levels a sense of achievement and a measure of success. Report progress. cards explain the extent to which the individual has devel- oped and give parents an idea of the direction in which ONE.oN -ONE INsTnrcrioN provides each student with an their child is moving. The local safety director encouraged individual instructor to guide him. Rapport between child awarding lied Cross certification cards to children who and instructor is important if the child is to gain confidence qualified. However, Ibis type of recognition was not possible and progress. Since an individual instructor can employ for many children since sequences and progressions were various methods in working with a child in the water, this not designed with the needs and abilities of the retarded in method is particularly suited to teaching the trainable men- mind. tally retarded to swim. As the program has advanced, other ideas have been tried. The use of flotation devices. for example. may have PERCEPTIAI.-MoToR SKII.I.S a.important if a child is to some merit. No blanketrule has been found for using attain swimming skills. The child needs to develop a realistic various assistive devices: the key rests with the individual concept of his own body size and the amount of space his child and his instructor. One real problem in using these body requires in performing varied movements. This child devices is the possibility that the child will become depend- should be aide to process sensory information as wellas ent upon the object and not develop confidence in his own perform various gross motor skills. ability. These represent only a few of the possible approaches a Another consideration in planning swimming programs teacher can use in swimming programs for the retarded. involves volunteers.If volunteers are used, a preliminary We have been encouraged with the response and progress of meeting roust be held to discuss various aspects of the the children which has been due. in part, to the different program: planning. organizing. instructing. recording, and methods andvariedexperiences presentedthem. Other evaluatingactivities.Volunteers should become familiar methods and approaches are being tried as aquatics become with mental retardation----its causes, levels, and degrees a greater part of the curriculum at Walworth County Special and with the mentally retarded--their physical limitations School. and how to work with them. Volunteer helpers can be Each day's lessonis planned to take every child as far valuable assets. especiallyin one-on-one instruction situa- as his individual needs and abilities allow: daily evaluation i

7 ! Wheelchair

/0111)ti1 excitement and wonderment, the first Georgia Re- tardation Center wheelchair howling team was formed. Four students were selected to participate. Two boys and two girls were chosen because of their agility, their enthusiasm,and our subjective assessment that they would he successful at Wheelchair

bowling. The two girls,II and 21 years of age, are severely and moderately retarded: the two boys. 1(1 and 12 years of Bowling a gr.are both mildly retarded. All are unlit ihandieapped. Bowling was arranged at a local howling lane near the Georgia Retardation Center. which is a service, training, and LOIS KENDALL, Supervisor research facility of the Department of Public Health. The first Non-Ambulatory Program of many Friday trips to the lanes was quite an experience. A JACK D. HOLLINGSWORTH, Director large howling center. heavy bowling balls, long lanes. arid all Physical Education & Recreation Program the automatic trappings were most per ;,1exing. Bowling prior Georgia Retardation Center to this had been done in ;1 small activity room with makeshift 4770 Peachtree Street lanes and plastic balls and pins. Atlanta, Georgia 30341 Two of the four had great difficulty lifting an eight-pound ball. which necessitated using a one-to-one ratio during the first few bowling sessions. For these two. a staff member be- came an extension of the strident. adding necessary strength to manipulate. lift. aim. and deliver the ball. The other two bowlers had difficulty lifting the ball but were able tut grip it sullivientls to make the delivers. The first term evers one learned-through experiencewas ,gatter bat!! Y et when the first pin was knocked down. there was as much excitement as a :100 game produces. Ertel] stu- dent learned to recognize and11a1111'strike aml spare when tiles occurred, By pr,,viding a one-treone ratio each youngster was ableto progress at hisown tali':technique.: and approaches to each student's bowling were ako possible null a very personal and individua! basis. Three required almost constant help with aim and delivery. For example. one was aide to deny a. the hall more accurately when a staff member steadied the young ster's arm at elbow and wrist. The fourth bowler performed quite well hy himself : although his scores were not too high. he was an independent howler.

72 tit a

Of,

Besides actual bowling each youngster learned to retrieve tion to bowling lanes and to get balls from the return rack. his own hall and to keep a verbal frame score. After the Bowling scores improved during the program. Counting initial excitement of going bowling subsided and bowling ability progressed as they counted remaining pins and did techniques were established. team bowling. two per lane was some subtracting and adding on a frame basis even though introduced. This developed a spirit of competition and en they did not learn to keep total game scores. Greater social couraged the slower bowler to keep pace with the others. awareness developed in a short period of time as the bowling At the conclusion of a three-rmmth trial period. the four center environment became more familiar. Each made new bowlers were evaluated subjectively as to the worth and values friends and added new dimensions to their lives. of the program. Arm and hand strength definitely increased One can only speculate about the many other activities as they could more easily lift, swing. and deliver an right students with conditions such as these can enjo when they pound ball. Visual-motor coorditiation improved as shown are given opportunities and encouragement. by their ability to manipulate and place wheelchairs in rela

We judge ourselves by what we feel capable of doing, while others judge us by what we have already done. Henry Wadsworth Longfellow

73 THE RECREATION Department at Brainerd State Hospital (Minnesota) conducted an experimental program to deter- mine if ward personnel were able to detect changes in social behavior of severely retarded multiple handicapped residents involved in wheelchair square dance activities. The TMR Profile for Severely and Moderately Retarded (Reporting Service for Excentional Children, 563 Westview Avenue, Ridgefield, New Jersey 07657) was used to evaluate sell- control, personality, group participation, and social ameni- ties of 12 wheelchair residents who participated for approxi- mately two months in a weekly square dance program. The Profile was also administered to 12 other residents who did not take part in the program. ti Wheelchair square dance sessions were held every Satur- day morning and lasted for approximately 50 minutes. Pat- cisc4iTife terns have been established with Brainerd residents in sched- uling recreation sessions so that they occur at the same time and on the same day each week: residents anxiously antici- /4;1', pate the time for specific activities. Even though they may not be able to tell time, talk. or name the days of the week, some residents demonstrate disappointment with temper tan- UARE trums or crying if an activity in which they normally partici- pate is cancelled. For this reason, there was no change in routine in the wheelchair square dance schedule and each session was always started promptly at 9:00 a.m. Residents were brought to the gymnasium by ward tech- nicians, since most of the participants were unable to propel their own wheel chairs. Participants in this square dance program were pushed through 24 unduplicated square dance patterns by ambulatory residents who functioned at higher levels, most possessing IQ's in the 16 to 50 range. Different colored pieces of tape were placed on the floor in the form of arrows to help residents follow patterns for the different calls and to assist couples find their home positions. Every session was routine and the same 24 square dance patterns were in- corporated. Each participant had opportunities to experience success, progress, and feelings of accomplishment. Without such routine, square dancing would have been too difficult for this particular group of residents. Ward technicians were familiar with the residents but did not know which 12 were participating in the square dance program and which 12 were riot administered the TMR Profile before and after the program. Of the 12 residents in- FOR SEVERELY RETARDED volved in square dancing, all but two improved their scores MULTIPLE HANDICAPPED in all four major areas of social behavior. Of the 12 residents who did not take part in the program, all but four received exactly the same scores on pre-and-post test administrations of the Profile. These data suggest that wheelchair square Ain Him D.:N.:sr:1i dancing had been more successful in improving residents' lilt A INEFII)I MINNESoi A ISi ATE HOSPITAL personalities and behavior than the staff had anticipated. Un- doubtedly the concentration and feelings of success and ac- complishment all contributed to the measured and observed changes.

Note: An interesting side question ariseshat are the ef- fects of participating in a program of this 'ype upon resi- dents who push wheelchair patients throu VIthe various square dance patterns?

74 III. PROGRAMS Adults

Thousands of severely retarded adolescents and young adults palsy, or epilepsy. Three of the groups lived in an institution live in institutions all over thev. orld: many of them will which was set up as a work colony: retardates in the fourth remain institutionalized for the rest of their lives. Is the insti- group lived at home with their parents in an urban area. tution, then, to he merely a place of custody or can it provide Each group functioned as a group eight hours a day for a meaningful existence for persons destined to spend their 512' days a week. The first three months were devoted solely lives within its walls? to consolidating the group through games, walks, social activi- .\ project sponsored by the Social and Rehabilitation Serv- ties. and an intensive physical education program. The next

ices ( Dep;tutment of Health. Education, and Welfare) stage was a group project such as setting up a rose garden inIsrael sought the answer to this a tangible project with a clearly de- question. The research team asked fined goal. In the third phase, the the basic question: what can he found group worked outside the institution in institutional living to motivate se- Usinga in citrus groves on a voluntary basis. verely retarded youth to expend ener- When the group had demonstrated its gy and to work productively? The capabilities, work was obtained on a team discovered that the main incen- piecework basis with payment based tive to work is the basic need to be- Group on the productivity of the group as a long. whole-50(7( of the pay went to the In applying the principles of group institution, 25V;. to the group fund, dynamics to severely retarded persons.Approachand 25(4 to the individual. theIsraeliprojectfirstestablished Within a period of eight or nine four peer groups oriented toward becoming work groups and months the role of the institution became that of a rural hos- using a group milieu approach. Each group consisted of ap- tel. Trainees were able to walk as a group from it to orange proximately ten members and had its own group instructor groves two or three miles away, allocate the work among experienced in working with youth. Chronological ages of the themselves stop for lunch in the grove, and return to the retardates were between 16 and 32 years with an average of institution after a day's work--all with only nominal super- 21/ yi.ars: mental ages were between 3 and tt years with an vision by the instructor. The same ability was demonstrated average of 51:2 years. About one-third had an associated by all four groups. handicap such as Down's syndrome( mongolism). cerebral

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By E. CHIGIER

75 Using a Group Approach rte

:VOTE: To ensure that what has been learned from this 4 project will be passed on to others, visual records such as photographs, slides, and Roun color movies have been accumulated and used for demonstration purposes. In 11)68 a 160,10,20-minute color film, ORDI.VARY WORK. with English commentary was made on the project. The film can be obtained on free loan from the Division of International Activities, Social and Rehabilitation Serv- ices. U.S. Department of Health. Education, and Welfare, :47 Washington, D.C. 2020I, and from Rehabilitation Inter- national, 20) East 4Ith Street. Sew York, New York I0017. Information about the final report. TI1E USE OF A GROUP A1'PRO4C11 I, THE REHABILITATION - OE SEVERELY RETARDED ADOLESCENTS IN AG R1CULTURE IN ISRAEL (Research Project VRA-ISR- 23.6), can also be obtained from the Division of Inter- national Actilities. The author and chief investigator may be contacted at II6 Allenby Road, Tel Avir, Balance and strength exercises in the physic

NATURE OF THE PHYSICAL The project staff did not regard physical education as an end EDUCATION PROGRAM in itself but as a means to an end. Analysis of agricultural work to he done by trainees showed the need for fine-finger Each group met two mornings a week fn. :ur to four-and- movements in pruning and picking fruit. for ability to climb a-half hours. Trainees were expected to asseo,ide on time and and maintain balance on high ladders. and for strength to in suitable sports outfits and tennis shoes. Sessions would carry sacks of fruit from trees to crates. Exercises designed begin with long hikes--ty..o to three miles with short bursts to develop these skills were incorporated into the physical of runnit interspersed and with short rests for the first hour education program. after which they usually returned to the institution. The pro- At the beginning of training. retardates were afraid of gram would then continue and included calisthenics (approx- physical exercise and of using objects. devices. and machines. imately 15 minutes). mat exercises (approximately 15 min- However, the positive approach of the instructors and suc- utes), work on the horse (approximately 15 minutes). social cess in an increasing range of physical education tasks en- :,all games approximately 30 minutes 4. and mixed activities aided them to overcome their fears. to gain self-confidence. such as table tennis. weight lifting, and ladder climbing (ap- and to perform with less hesitation and more proficiency. proximately 1)0 minutes). The fourth group being an urban Among other things. the severe retardate is slow in getting group met at a sports club for the handicapped where special into the swing of things. especially if the demands upon him stress was placed on basketball and swimming including are possibly threatening in nature or unknown to him. A diving. short period of physical education is often wasted because The program was flexible and the atmosphere was relaxed. of the time taken for the group to get organized. Physical Participants tended to look forward to the activities and en- education proved to be effective when given in sessions of joyed them %'erg' much: disciplinary problems were minimal. about four hours duration and when based on variety. multi- The active presence of a group instructor helped to ensure ple participation. flexibility. and extensive use of sports. maximum participation of trainees: no overt distinctions Contrary to popular belief the severe retardate is capable were made in the physical education program between those of getting bored: many have difficulty in concentrating. A with physical handicaps and those without such conditions. physical education program for him needs variety such as Despite the fairly strenuous nature of the physical activities several short periods of calisthenic exercises. a number of and their riskiness, there were no accidents of any conse- different forms of equipment. and the mixing of calisthenics. quence. hiking. and ball games. Little time should be spent on the abstractions of exercise. The best way is to present the pro- gram simply a- a natural activity in which all trainees are OBSERVATIONS REGARDING PHYSICAL expected to take part: emphasize the pleasant and fun aspects. EDUCATION FOR THE SEVERE RETARDATE A sen:e of humor on the part of the instructor can help to Severe retardates do more than just derive pleasure from make physical education an enjoyable experience for each a physical education program. They need training in physical participant. activities as a basic prerequisite to habilitation; the earlier Physical actiYities have to be adapted to the cognitivelim- the age they begin to receive physical education, the better. itations of the severe retardate. This requires flexibility in

71) ducation program were planned to develop the specific skills needed in the citrus groves

planning and providing instruction. Trainees learned to play The physical education program did much to enhance and enjoy table tennis even though they could not count to group consolidation. Techniques that encouraged these in- 21: they played until they were tired of playing! The bene- cluded use of different colored track suits for each group, fits of training in hand-eye coordination and of social inter- competitions between groups. arid intra-group ball games. action were achieved irrespective of the absence of formal With careful planning, the physical education program can scoring and structuring of the game as it is generally played. act as a powerful instrument in promoting the aims of a In playing soccer, the fact that goals were scored by mem- group approach toward rehabilitating the severely retarded. bers of the wrong side did not bother trainees or the instruc- The close relationship between the group instructor and torand permitted trainees to derive maximum benefit from the physical education instructor resulted in successful plan- the activity. If the instructor is aware of the basic principles ning of activities which acted as preparation for the specific involved in exercise and sport and can learn to dispense with requirements of the work situation. For example, learning intellectual frills. be will find many waye of providing a bene- to grip and use a table tennis racket was excellent training ficial physical education program for severe retardates. for use of pruning shears and fruit clippers. Climbing lad- Inactivity during th. physical education period causes ders during physical education made it easier for trainees to boredom. lack of concentration. and possibly disciplinary climb ladders and maintain their balance on them when and behavior problems. Emphasi, should be placed on maxi- working in orange groves. Weight lifting provided good mal participation most of the time. This can be done by hav- training in lifting and carrying filled bags of fruit or potted ing trainees act as assistants during individual exercises, plants. Passing a heavy ball from one trainee to another while providing a number of weights arid halls so trainees need not standing in a line was translated into assembly line work for wait in line to get a chance to use equipment, using many passing and loading potted plants and tins from the tree group games. and arranging simultaneous activitiese.g., nursery on to trucks. Knowing the nature of the work to he two trainees play table tennis while others climb ladders or performed by retardates makes it possible to plan physical weight lift. education activities geared to promote training in skills re- In my opinion. the self-esteem of the severe retardate is quired for the job. usually too fragile to withstand the stress of highly organized At the beginning of the project most of the trainees were individual competition. Severe retardates vary enormously in in poor physical shape because of lack of exercise. Many had mental behavior and physical abilities due to the varying low stamina, flabby !- uscles, and bad posture; some could nature of their handicap. In every activity where one not even walk properly. After six months in the 'physical person comes outa top as first, there are a number of per- education program most of them were able to walk two miles sons who arc hurt. saddened, and discouraged by not having to the orange groves, work from six to eight hours in the attained first place. For the severe retardate. therefore. I do open air, and walk back to the institution again. Physical riot recommend programs such as Olympic games with their education is a valuable instrument for rehabilitation if ade- emphasis on individual achievement. Praise for achievement quate coordination exists between the professional workers and for self-progress have their place. but little reliance dealing with the retarded and if the program is planned to should be placed on highly organized individual competition meet the problems of the severe retardate and the require - as a spur for motivation. merits for vocational success. 77 TakeAction

WAYNE NICHOLS Plateau Mental Health Center Cookville, Tennessee 38501

How can we identify and contact mentally retarded adults having recreation workers teach this group pool rules. in the community? Many can be contacted through sheltered proper conduct in and around the pool, use of locker workshops, community or state agencies, or through local rooms, and basic swimming and safety skills. associations for the mentally retarded. Each of these agencies can work closely with local recreation departments if the With this preseason instruction, this group of retarded proper bridge is built. adults would be eligible to swim during regular hours with ordinary supervision. In developing a comprehensive program of recreation and Unknown "d",the problem of getting these retarded fitnessfor mentallyretarded adults the recreation leader adults to the facility, could be handled initially by having should consider: the group brought to the pool by chartered bus. After learning to use the facility and enjoying themselves while needs, interests, and abilities of the group; swimming, the retarded adults should feel comfortable enough provisions for individual participation; to accompany parents or friends, or possibly use public coeducational activities, when feasible; transportation to get to the swimming pool alone. family' events; The equationissolved! One possible set of values has variation of the program; been established for these unknowns and provided aquatic opportunities for outdoor activities funfor at least part of this community's adult retarded Any community, if it will, can provide mentally retarded population. adults with recreational opportunities. Here are five hurdles a This approachisalso applicableto other recreational community may encounter when starting such a program: possibilities.Here arepossibilitiesfor the unknowns "a" a. identifying mentally retarded adult participants; through "e" in solving a square dance problem. b. providing a facility; a.let adults be identified through public school or private institutional records; c.publicizing facilities and programs: d. transporting participants: b. letthecityrecreation department provide a dance e. demonstrating activities at participants levels of ability. floor or gymnasium for use one evening per week; Treating the five problems as unknowns in a mathematical c.let the activity be publicized by personal contact with equation,a-f b c +d +e =recreationalopportunity,solutions retarded persons, their families, and friends by mem- depend upon proposing alternatives for each unknown. bers of the recreation staff; Applying the equation to the problem of providing swim- d. let the problem of getting the adult to the dance be ming opportunities for retarded adults, let "a" be a group of solved by use of public transportation or car pools; adults working in a sheltered workshop. Unknowns "h ", "c", e.let the teaching be done by members of the recreation staff or a professional caller: and "e" problems of providing a swimming facility, pub- licizing the program, and demonstrating activities-- could If each participant is required to bring a partner, solution easily be accomplished by: of the equation is ai-b+e+dfe = square dancing fun. Such an activityisallthe more enjoyable and meaningful to the retardate's family and friends. contacting the supervisor of the sheltered workshop Have special educators, recreators, and parents overlooked arid problems and responsibilities for providing recreation and arranging for his group to participate in a learn-to-use- fitness opportunities for adult retardates? Take stock in your the pool program before the regular swimming season. community or institution and then take action.

78 Camping

A UNIT OF GREEN BEIM'S from Ft. Bragg and a group for boys, providing medical assistance in rural areas, giving of children fr.un Western Carolina Center (Morgantown), instructions in various specialties, and providing manpower one of North Carolina's four state facilities for mentally in emergency and disaster situations.) retarded, discovered they could learn a lot from each other Would not some of the children at the Center benefit from as they joined together in a Special Forces Civic Action pro- physical training and activity similar to actual Green Beret gram last October. Operation Challenge consisted of four training activities? Such a program could be very effective in four-day outdoor training programs for 88 youngsters from giving them a chance to develop a sense of self-confidence the Center. It was conducted by a Green Beret team from the and accomplishment. The idea was approved and prepara- 5th Special Forces Grou, John F. Kennedy Center for Mili- tions began for arrival of the famed Green Berets at Western tary Assistance. Ft. Bragg. Carolina Center. Special Forces units have trained in the Pisgah National An eleven-man team of enlisted men conducted the four Forest area near Morgantown for a number of years and training cycles with 22 youngsters participating in each. The children from the Center have previously been involved in first two groups were mildly and moderately retarded young some of their activities on a one-day basis. The superintend. boys, the third a group of young girls, and the fourth more ent of Western Carolina Center felt these men had a great severely handicapped boys, all ranging in age between 8 and deal of expt.rtise to offer that would benefit mentally re- 15. The program was designed to provide youngsters with tarded and handicapped children, particularly in the area of physical training and fitness survival training activities and physical training and activity. He approached the command. to build their self-confidence and physical ability. It was the ing general of the JFK Center about participating in a Spe- first time members of this Green Beret unit had worked with cial Forces civic action program. Civic action programs arc handicapped children and it proved to he a worthwhile train- aimed at helping the civilian community by using the unique ing session for all involved. At the close of each cycle the abilities and training of the Special Forces personnel and are youthful participants were ready to go hack for more. very much a part of Special Forces activities. (Special Forces Each of the four days of the cycle began bright and early units have been active in a variety of projects in several parts at Western Carolina Center as the 22 recruits turned out for of North Carolina including assisting with a summer camp physical exercises with the troops.

AT WESTERN CAROLINA CENTER

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79 -71

(Newman' clinaeme "Ihru itIs a: 1,,r,ard march as the t xciird cre headed for the bus which took them 14) the training site in the Brom) 'Mountain Beach section of the Pisgah National Forest about 2(1 miles from the Center. Physical training, basic first aidaiiing from artificial 4+. respiration to protecting Mounds and cuts. instruction in stir- % kat. gathering food. cooking. makin:, a shelter. navigating. ;""' making rope knots. and hiking made up a full four -day sched- ule. Recruits also were taught how to make rope bridges to VW. cross a stream and enjoyed the thrill of doing it at Wilson ` . - Creek.:tired but enthusiastic hunch returned to the Center 6:4'14:,- .7.4416.4. each evening. looking forward to the next day's activities. A highlight of the program for these mini-berets was learn- it. "It was a wonderful experience for these kids. With the ing to rappelcome down a rock cliff on a rope support. help of the Green Berets, they have gained confidence in their Youngsters began the rappel exercise by learning the tech- ability and have greatly improved their self-image." It takes nique on a 30-foot drop under the expert instruction and a special, person to be able to give these children such con- watchful eye of the Green Berets: many graduated to a 70- fidence and pride in themselves. foot elevation. These men in individual contact with the chil- "These men are really special forces who can help meet the dren were able togive them the confidence and ability to try needs of handicapped children," stated J. Iverson Riddle, new tasks and experiences. Once a youngster found he could Western Carolina Center's superintendent. "The close con- jump the first hurdle he was ready for the next. tact on an individual basis with these men is a wonderful The kids and their Green Beret mentors camped overnight opportunity arid a growing experience for these children. in the Brown Mountain Beach area on the third night of each We are grateful for the participation and excellent coopera- cycle and put some of their survival training into practice tion of the Special Forces." as they built shelters and cooked their own meals. On the Th, youngsters are not the only ones who benefited from fourth and final day activity moved to a boat dock on a lake the program. "It's good training for the team as well as the where the kids experienced amphibian training, learning the kids." commented Lt. Leonard McCook who headed the op- use of a riverboat which holds 15 people. Then it was back eration. "It gives us a chance troy use our teaching methods on to the mountain site where the youthful enthusiasts got their young. inexperienced people. e really have to overcome a graduation certificates. Each participant received a Special language barrier and ley rn to talk to these kids on their level. Forces shirt and the l,or graduate of each cycle now wears It also teach.. us to communicate withoutlanguage to many a cherished green beret. of the youngsters." Although the four cycles are over and the Green Berets When asked how he felt about the program one Green have gone. their spirit lingers at the Center. Kids who par- Beret put it this way, "It's a great feeling to watch these kids ticipatedin the program willrelive their experiences for build up confidence as they overcome each objective we give years to come and then, is no way to measure the benefits themrappelling down the cliff, crossing the rope bridge, they hale derived. As Max Hemphill. recreation director at helping build a shelter. They're just amazed at what they Western Carolina Center who coordinated the program put can do once they try.''

departing for interviews in Europe. When the adviser has CAMP matched a qualified applicant with a job, Camp America makes all arrangements to prepare, orient, and transport AMERICA the student for his summer at camp. All comelor-appli- cants must be at least 19-years of age, have completed at Comp America is a cultural exchange program that offers least one year in a university or college, and be fluent in American camps and British and European students oppor- English. Several residential camps for the mentally retarded tunities for exciting cultural experiences by arranging for participated in this program during the past summer with highly qualified international university students to act as highly beneficial and satisfactoryresults.For additional counselors at American summer camps. Camp America ar- information, including detailed procedures, contact Camp ranges for interested European students to he interviewed America, 102 Greenwich Avenue, Greenwich, Conn. 06830. by American camping professionals or European university NOTE: A similar program operates whereby American deans under thedirectionof theseprofessionals. These students are placed in European camps. Information and camping professionals or interviewer/advisers assist in ar- materials about this program can be obtained from Euro- ranging specific job openings in the United States before Job, 102 Greenwich Avenue, Greenwich, Connecticut 06830.

80 I!Da ance Responseto Authority Figur( D. _ on a Drawn G:oup Play Line Kicking: Criticism Voile Ball S hrowing: ron SoftbaII30 feet Ev utation V Hopping: CHrigfl :n Routine _ _ 20 feet Habi,f.s. _1 X G:oup Decision VI Jumping Ekhav1or in _ Dow Spo-tsma, Vocational

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PICTURE A YOUNG BOY, afflicted with muscular dystrophy, walking and playing with his friends. He goes home for summer vacation and, through in- ;;"'"II Ip WI 11 activity and progressive disease, returns to school NEEDED: confined to a wheelchair. Regression of function in the handicapped child over a long summer vacation is a well-known phenomenon. Nearly all classroom teachers plan for a certain amount of review in Sep- SUMMER temper, even for so called normal childrenphysical regression for a merollly or physically handicapped child is even more pronounced. These children have often regressed markedly and may not regain June THERAPY ability levels until October or November, if at all. This significant time loss in all areas is of great con- cern to professionals and parents. The question of what a school district can do to alleviate this prob- lem within a nine-onth school year was posed at the April 1971 meeting of the Society for Excep- tional Children, a parent - teacher group at Lake Wash- ington Special Education Center, Kirkland, Wash- ington. A parent, new to the school, asked for a solution to combat the regression she feared for her physically handicapped pre-schooler. Discussion con- tinued until an idea was borna summer therapy day camp program planned to meet the needs of the ERNEST P. HOFF child for therapy as well as for fun and recreation. Director of Physical Education Neen for the program was quickly demonstrated by the overwhelming response from parents in the dis- LOIS PIORDWALL TWELVES Director of Physical Therapy trict and in neighboring communities. Enrollment far exceeded the anticipated and planned for sixteen LA DONNA FIRES KENNY participants. Director of Occupational Therapy There was a serious problem of financing. With Lake Was",;ngton Special Education Center the late start of the program, all possibility of fed- 11133 N.E. 65th Street eral, state, or local school district funding was gone Kirkland, Washington 98033 so assistance war; sought in the community. Again response was excellent and beyond expectations. The Lit.,:e Washington School District provided facilities and the Society for Exceptional Children obtained

It' suppi:m. Largest donations came from the Muscular memorable Dystrophy Association of Washington and the Over - lake Service League of Bellevue. The Elks Lodges of moments Renton and Bellevue-Kirkland were generous con- tributors as were the Mardi of Mines and the Kirk- land Eagles Lodge. Individual parents provided funds, materials, food, and their own transportation. The program had a three-part goal: to provide therapy, swimming, and recreation in an atmosphere of summer camp fun for physically handicapped youngsters. Special consideration was given children who backslide most without continuous care, in par- 0 ticular young cerebral palsied or muscular dystro- phied youngsters. Each child's program was individually designed under doctor's referral. Although individualized pre- scribed therapy was provided for all, informal thera- peutic procedures were carried out in all phases of the program. Standing tables went out on the play- ground; breathing activities were carried on in the pool: children played, positioned over bolsters, in THE SCENT OF A HORSE the sandbox. Youngsters were given the privilege of cooking their own hot dogs, marshmallows, and corn. They also enjoyed sitting quietly around a campfire. Each day began with a group-sing; songs with ac- tion were special favorites. There were quiet games and crafts in addition to vigorous play. Some of the most memorable moments involved animal visitors who gave the children an opportunity I .or new multisensory experiencesthe warmth of a goat, the softness of a bunny, the scent of a horse, the sound of a thick, and the velvety touch of a pony's nose. What a thrill for a child who cannot walk to ride on the hack of a horse! Some children n"."11111Pr , were frightened at first by these simple experienCes T..5:nt.'7/ that other children take for granted, but their fears F were overcome by careful and gentle exposure. THE WARMTH OF A GOAT Staff consisted of an occupational therapist, a physical therapist, a swim instructor, and a recrea- tion leader from current and former staff of the Sys Lake Washington Special Education Center. Volun- teers and youth corps workers provided extra help. f At the end of six weeks., final evaluations revealed that each child had maintained his functional levels. Of special note were measurable gains of four mus- cular dystrophy children in vital capacity. This was partially attributed to lots of yelling, swimming, and singing. Increases of function were noted in several cerebral palsied childrenone deplegie became an independent walker. Both staff and parents concluded that the pro- gram was an unqualified success and the question most often asked was, "Will this program be avail- able next so:Iner?" The staff of the Lake Washing- L. ton Special Education Center is making plans for another summer school this year on an even bigger scale and hopes to recapture the fun that was so obviously a part of summer 1971. THE SOFTNESS OF A RABBIT It is early in the morning. All is quiet. But shortly yellow school buses transporting 400 laugh- the experiences of trained special education teachers on ing, boisterous, mentally retarded children will arrive, and our staff by offering a program different from customary another day at the summer day camp of the Nassau County classroom situations and activities. As roles change from Chapter, Association for the Help of Retarded Children teacher and pupil to counselor and camper, all discover willbegin. Now, theold18-acre estateinBrookville, and share a new status and relationship. Teachers gain Long Island, which houses the camp stands silent and greater insight and new understanding of retarded young- expectant. Before the day's excitement begins, there is an sters and consequently enhance their own professionalism. opportunity to evaluate the camp's 20-year growth. Pupils find exercises they can master, learn that physical Our summer camp has a four-fold purposeto provide activity can be fun, and make rewarding self-discoveries. recreational opportunities for the mentally retarded and to Camp started 20 years ago with only 35 youngsters; let them continue their winter learning experiences;to today it services 400 retardates 5 to 21 years of age and serve as a training program for young adults and to pro- some few over. The enrollment consists of 84% trainable vide opportunities to interest them in special education; mentally retarded, 2% educable mentally retarded, 4% toprovideateachertrainingexperiencetoenlighten emotionally disturbedaridbrain injured, and 10% oc- teachers in elementary education about various limitations cupational day center clientele. Young adults ordinarily em- and abilities--of the retarded and to encourage some of ployed in the AHRC workshop program in Hempstead are these teachers to enter special education: and to broaden given special group assignments at summer camp.

ORGANIZATION+INTERESTiv

INVOLVEMENT+INNOVATION+ for a successful camp FACILITIES:ingredients

Much of the success of our camp program stems from understanding" are redefined. Often deep interests in the carefulselectionofstaff.Thewell-screenedstaffhas mentally retarded instilled at AMU: ',romp', junior coun- grown considerably since the camp's infancy and now selors to train for teaching positions in special education; includes a music specialist who has been trained to under- many former junior counselors have returned to our staff stand the mentally retarded aswellas to teach music; as teachers. a dance instructor who issensitive to the needs of the Since involvement is crucial to the success of any pro- mentally retarded; an arts and crafts specialist who is also gram, active staff participationis mandatory. Whether a a certified special education teacher: two lifeguards, three counseh.,- is pitching in a close game of softball, helping swim instructors. 21 trained teachers, and 80 high school a child learn to finger paint, or teaching a camper to float, senior and college junior counselors. guidance, enthusiasm, and encouragement are provided. The junior counselor program is particularly significant Observers mayeasilyfeelthespecialwarmththat and important not merely for handling day-to-day camp emanates from camp.liene campers find freedom from activitiesbutforbUil,ling community and professional fear, a sense of security, and a high level of group spirit. interestinmeeting the needs of the retarded.Despite A reciprocal type of self satisfactionis readily apparent. specialprecarnporientationjunior counselors generally Campers are pleased with themselves as they accomplish start out uncertain of the demands retarded youngsters something and achieve at their own levels. Counselors are will make and somewhat unsure of whether they will be gratified: they feel the satisfaction from helping someone able to cope with them. As summer progresses, awareness to achieve. Growth is constant; as children progress, coun- of theretarded and handicappedincreases andjunior selors grow as individuals. A rapport inherent in ramp is counselors learn to view these children in a new wad differ- difficult to verbalize, yet very obvious. entlight. Compassion takes on new meaning forthese We have come a long way over winding and tedious young adults; words such as "tolerance," "patience," and course since our inception, but today we are thriving. If

04 Itis difficult to realize that this camp does not have a MURRAY C. FRIED sleep-awayfacility and isonly a day camp. Interesting IhREc-ron, AHRC SUMMER CAMP PROGRAM and heavily shadedpathways suddenlyleadto sunny ASSOCIATION FOR TIIE HELP OF RETARDED CHILDREN ball fields or roomy meadows. Basketball hoops, lowered NAssi CoUNTY Cli+erEit, 189 WHEATLEY ROAD, BRoOKVILLE, NEW YORK to eight feet, line one open area; a volleyball court oc- cupies another. Whiletheoldmansion houses several older groups and has da.:,ing facilities, a new ultra-modern building serves as home for younger groups, for the music program, and for the medical and kitchen facilities. In its A mongoloid child, whose only form own well-stocked pavillion, the ark and crafts program of expression was constant rocking offers opportunities for youngsters of each age group to hack and forth, learns to dance. experiment with their hands and theircreative abilities. There are two swimming pools on the estate -a large pool. A physically handicapped child three to nine feet deep,isfor youngsters 9 to 21and over: an 18-inch deep wailing pool, continuously filtered finds games he can play. andchlorinated,isperfecttointroduce swimmingto An insecure child discovers that swimming is fur younger campers. Big rewards for a summer of work.

st)

'N

If-occes. could be mea.ured of warmth. under- Swimming has always been a highlight of each day for standing.and contentment, we have done much more than most all youngsters. Swim instructionis provided for all merely succeed----we have won an immense and gratifying campers by special instructors who circulate within groups victory. during each .1F to 60 minute swim period. Helping young- But now the quiet is broken as buses from various Long stersfeelconfident and eliminating theirfear of water Island towns converge on camp. With bathing suit, towel, are allina summer's work. Kickboards. colorfulpails, and lunch clutchedin one hand and a junior counselor beach halls, and toy boats are used by junior counselors holding the other, youngsters are helpedoffbuses and in their attempts to introduce younger campers to swim. escortedtotheirrespective groups. Wary forsignsof ming. Overhead sprinklers are arranged outside the little illness or out-of-the-ordinary behavior, counselors visually pool to motivate youngsters who are afraid of water. These inspecteach childbefore heisunloaded.Healthand sprinklers have served asacatalystingettinginsecure safety are goals fostered atall times inall aspects of the children into the pool. On very hot afternoons older campers program. are scheduled to use another setof overhead sprinklers, Once in group, .ietermined by chronological ages and placed over a parkinglot. Swimming isofferedinthe functioning capabilities youngsters are given opportunities morning and sprinkler play in the afternoon. for free play. Children who function with relativelylittle Front Jimmy Crack Corn, Skip to fly Lou, and Alley Cat counselor supervision play group games which their teachers to opular folk songs, music plays an important part in our plan for them. Other youngsters who require more direct summer program. Rhythm is necessary in child develop attention are assignedto specific junior counselors who, ment and musical instruments are available to supplement in turn, guid these children in play. More alle campers the music program. Voices joined in unison fillthe room elp their progressive friends play with simple toys as familiar songs are mixed with new tunes and a ,:nod .,rid games. time is had by all. aromtr r."-

Dance andpleasantlycamouflagedcalisthenicsstress physical coordination and essential exercise in each day's schedule.Limbosticks,hulahoops,frisbees,elastic strips. beach halls, and popular music supplement the pro- gram as the children learn to respond to rhythm with their birdiesaswellas withtheir voices. Nutallvcungsters are able to perform in each activity. but dance observers one time are often participants next time. Fingerpaintingormask construction.tissuepaper flowers or mosaic ashtrays. and otherarts and crafts enable each retardate to function to the hest of his abilities. r Dividingthe group intosections provides opportunities for a varied program for campers who function best as individuals. for those who work well in grout..tuations, .."1r and for those who need remedial help. Beads.,,arn,ice- cream sticks. and glitter are the basics of creation for the slow children. \fore advanced south may have such items t"r- ac styrisfoam halls,feathers, and foam rubberattheir disposal. Our plaV;IrillIth, are neither typical nor humdrum: they have been designed creatively. .11n. most modern climbing y toys and swinging apparatus are foundintheseplay areas.Colorfulfunctionaltossare our appliances. One of ourfolaVgriilltIlIS come, directly from sciencefiction andiscomplete withintricate webs and flying saucers. In spiteof criesof utter disbelief. we have installeda jumpon one playground. This deviceiselevatedthree feetabove the ground over ahuge foam rubberfilled bag:itpromotes motor coordination through stair climb- ing and helps to alleviate fear of height. 1ctiyities of early childhood such as.Stele! -the-Baron, Simon Sap. and jump rope alsofill periods when groups are not scheduled for specific activities. Meritall% retarded sollngsfrrs;UVrap31111. Of participating in more advanced games such as voile% ball. basketball. and softball. What's more. these youngstrrs enjo% playing such games. Team spiritisfosteredin the group and interestis keptatII high lyel a junior counselors keep games moving at a brisk pace. fig modifsing game rules and equipment. these soiangstrs play ;rams that were once denied them. 1C e,klycookouts afford retarded children opportunities for cooperative meals and achalice toidentifywitha :zroup. Sirwe camper: plan together and participate together. the% are no longer different from othersthe% belong. Innovation. interest. organization. facilities. arid involve- ment are all important ingredients for a successful camp program. And at AlIBC,sso- have that certain smile, that strong welcome hand. that compassionate word to turn summer day intoa pleasant and educational experience. 4.

86 Ingredients fora Another successfulcamp Sharing one's knowledge and skills with others can be a and another and joyful experience initself, but when further knowledge is another successful camp gained through this sharing,the personal rewards are un- deniablymultiplied.Suchwas thecaselast summer in OPERATED BY THE DIVISION OF MENTAL RETAR- Arkadelphia, Arkansas, where 30 Senior Girl Scouts from 18 DATION AND CHILDREN'S SERVICES, NEW YORK states conducted a day camp for a group of resident girls at a STATE DEPARTMENT OF MENTAL HYGIENE: A rec- unit of the Arkansas Children's Colony, an educational center reation camping program brings summer fun to mentally for the mentally retarded. The event was jointly sponsored by retarded children and adults from state schools and com- the Colony and the Conifer Girl Scout Council. Main purposes munities throughout New York State. Each summer over of the camp were to give participating Colony girls a chance to two thousand mentally retarded persons receive a summer take part in various camping activities and to provide Senior vacation of fun and relaxation. Scouts with instruction and practical experience in working The summer camps for the mentally retarded are open with mentally retarded childreh. to residents of state schools for the retarded as well as The girls arrived in Arkadelphia in the middle of July and residents from surrounding communities. Every two weeks were housed on the campus of Ouachita Baptist University. residents of astate school come to camp. During that Orientation and training sessions were held at the Colony same week retarded persons living in communitiesserved which is located in an area surrounded by woods outside the by the school are also eligible to attend camp. All campers city limits. The Colony is a complex of modern facilities which must be ambulatory and toilet trained. need no special diet. includes classroom buildings, dining hall, recreational area, have no restrictive physical or mental problems, and have library,administrationbuilding,andcottageswhere the attained a reasonable level of ability for interpersonal re- children live. The Colony's 230 residents, whose ages range lationships. The minimum chronological age for campers from 6 to 21, arc all considered trainable and ambulatory. is eight: there is no maximum. Community campers must During the first few days of their stay, the Senior Scouts be in the same age group and at the same functional level toured thefacilities, heard lectures by Colony staff, and viewed films on behavior modification. They also made a field as state school campers. Swimming. dancing. cookouts.ballgames, campfires. trip to nearby llot Springs to visit the State Rehabilitation bicycling, and other activities geared to the age. ability. Center, where retarded persons are given vocational training, and interest of campers are part of the program. Herr is a and the I.Q. Zoo, where behavior modification techniques are typical day's schedule. Rise between 7:30 and 8:30 a.m.. used in training animals. wash and dress.exercise, have breakfast. A two hour The retarded girls participating in the project were all Girl Scouts themselves, members of atroop organized atthe recreation period follows. Recreation consists of arts and Colony three years ago. From among these girls, the Senior crafts. recreational games and instruction. music and drama. Scouts were each assigned a special friend to work with on a arid swimming. Next is lunch followed by a rest period and one to -one basis. The entire group was divided into five patrols then afternoon recreation( similartothe morning's ac- with selected Seniors serving as the patrol leaders. tivitiesl. After dinner there may be a marshmallow roast. Camp ACCtion (ACC standsforArkansasChildren's movie. dance, cookout. campfire. songfest. or drama skits. Colony) was set up in a wooded area near the recreational All campers are well supervised at all times. Staff of the facilities. Tents were pitched and each patrol was responsible rani')clifisj:(,. of counselors: head counselors: nurses:a for building a home in the woods. A flag raising ceremony program director: arts and crafts. music, drama. and recrea- opened each day's activities which included building camp- tion supervisors: plus kitchen and maintenance workers. fires, doing b.indicrafts, cooking outdoors, and cross-lashing Three residential camps are operated to serve a par- furniture. The day camp was conducted from 3 to 8 p.m. for ticular section of the state by the Department of Mental four days, with the girls spending the last night outdoors in Hygiene. CYme WwroN is situated in Saratoga Co'y be- their tents and breaking camp the next Mtn-fling. low the Adirondack Mountains. CYNIP CATsKILI. iorated The parting of Senior Scouts and Colony girls was not in the Catskill Mountains. Cy mt, SENI:.f:A is located on Old without its share of tears, according to the Conifer Council Lake Shore Road. Evana. about 25 miles south of Buffalo. staff members who helped supervise the project. They re- Each camp has a swimming pool. recreationhalls. large portedthatthespecialfriendarrangement worked out dining rooms. sleeping cabins. and a number of outdoor beautifullyinallcases and that the Seniors, despite their recreation areas. number and the diversity of the regions from which they There is no fee charged residents of state schools or to came, did not present a single disciplinary. problem. communityresidents.Additionalinformationaboutthe Summing (p the entire project, Clayton Lorenzen, super- program can be obtained from the New York State De- intendent of the Colony, said that it was a "rewarding and partment of Mental Hygiene. Albany-. meaningful experience" for both the senior scouts and the colony girls. The event marked Conifer CounciFs firstventure into programs on a national !eye!. Happily, it won't be their last, fur staff member, have announced that both the Colony and the Girl Scouts of the U.S.A. have approved the project for the eoming summer.

117 Moderately and Severely Retarded

ELLEN KAHAN BILL THOMPSON George Mason Center Arlington, Virginia

At George Mason Center, Arlington, Virginia, we work their boys and girls participated in at the Center; activities as a team to teach trainable mentally retarded children physi- were of the type parents cannot normally see because of cal education, personal health and hygiene, and homemaking work and other .vanmitments. They were fascinated to see skills as integral parts of the Center's total program. A video their youngsters performing and doing well in so many dif- tape recorder( VTR Ihas been invaluable to teachers and ferent activities. It would have been fun and interesting to student; in showing and developing skillsinthese three have had an additional VTR to record parents' reactions subject areas. as each watched his child perform. The positive reactions of What can a video tape recorder do for the trainable men- parents on such a recording would greatly reinforce each tally retarded? VTR can create new interest in school activi student's pride in his accomplishments. VTR is used during tics: it can make a hyperactive child stand still. a nonverbal parent-teacher conferences. With a filmed series of activities child want to talk, and learning so much more fun. The versa- of an individual child. we can communicate ideas to parents tility of VTR lend; itself to learning situations of any kind that are difficult to express in words. VTR should bring and at any level. A variety of techniques and sophisticated about closer understanding of a child's potential ability and methods can he used to meet varying needs of youngsters at areas in which his particular abilities lie. Oftentimes a child different functional levels, in all grades. [se of VTR is limited does unique, things in school that can. by a live picture, be only by the resourcefulness and ingenuity of the teacher. conveyed to parents and others who do not see the child Our experience with VTR has been with moderately men- in action. tally handicapped- --children and teenagers--and their par- An immediate reaction to using VTR is usually appre- ents. The students are fascinated to sec themselves on a VTR hension due to lack of experience and fear when confronted screen. The first time our students viewed a video tape of the by a TV camera. However, upon actual involvement, initial class, they picked out everyone but themselves in the picture. apprehensie,r'. diminishes and then disappears. Basic prin- Individual tapes were then made of e^ch student lo help him ciples should be followed to make video tape activities effec- build a better self-image. This was done by interviewing each tive teaching tools. student by himself so that he could see and hear only himself Be prepared and well organized prior to taping: organiza- during playback. These interviews brought about many posi- tion and preparation contribute to high quality results. tive rhanges. Youngstersfeltimportant. had feelings of Make individual activities short and concise. When activi- greater self-worth, and sensed the good reactions of class and ties are discussed and children prepared before actual teachers to the picture. This caused children to smile, talk, taping. these sessions are more meaningful, and students and communicate with others. first in regard to their pictures do nottire ofseeing the same thing over and overagain. and then in everyday actiyiti,. Era4e.improve approaches and procedures, and tape VTR has been used ,o much at George Mason Center that again when activities do not reflect the degree of perfec- teenagers longer react to being filmed: itis now possible tion desired: in this way students see themselves at their to take truly realistic pictures of them performing. Young- best. 17-; have seen candid perfor mances of themselves and others Have enough extra tapes so that tapes of. special value in 'many fa( et: of school lifeparticipating in physical edu- can be saved: keel) tapes of in-service teaching activities cation skills such as roller skating. folk dancing, jumping on or lectures for future reference. the trampoline: performing homemaking skills such as dust- ing, vactrurning. and bed making: and taking part in lan- Review briefly' activity that has just been covered at con- guage art, activities such as performing in a play and inter- clusion of tape. viewing each other. Comprehension and learning of any activity can be greatly "A picture is worth a thousand words" applies even more enhanced by using VTR. It improves self-awareness. pro- when there are a thousand pictures! One effective use of motes better self-image. and is fun to use and see. Try it and VTR was to show parents at a VIA meeting some activities see for yourself.

fit; Aprimary corny ern of many physical education and research personnel interested in cardio-respiratory fitness of mentally retarded persons is the ability to reproduce progressive work loads. This concern is even

?-.,greater for lower level retarded individuals where communication, so necessar,rim- valid investigation, is extremely difficult. So often an in- structor coaxes or pulls a student through a predetermined work load in an effort to ensure tlw student's work output is what it should be. This is not only arduous for an instructor, but must be dune on a one-to-one basis. And, one must also question the validity of the amount of work done by a student who does not do the entire work load himself! In an effort to control work load of severely and profoundly retarded residents at Denton Texas State School for Mentally Retarded, a micro- pacing track was developed. The track is useful for all levels, relatively inexpensive, and completely portable. The micro-pacing track is a device consisting of a rotating arm which can be adjusted from 10 to 20 feet. At the fixed end is a two inch by two and one-half foot vertical pipe that is braced at the bottom. The top of the pipe is closed by welding on a two inch circular disc with an indentation for placing a steel ball bearing. Sliding over the fixed pipe is a two and one-quarter inch by one and one-half foot metal sleeve closed at one end to rest on the steel ball bearing. Welded to and at a right angle to the sleeve is a braced two and one quarter inch by 10 foot metal pipe that is parallel to the ground and is one-half of the rotating

Micro- Pacing Track

89 men). Pac . Trac i. :,.. .,,...... arr.:.'-firlirigti-rigthwi...ifthrough this pipe andforming -,.t...itv 4, :. ..,.,,.,-...... , 4,-4 ,,44trs the other half ofthe, rotating arm is a two inch by ten 7. -,, w .... r 4.-.... .' fOtit pipe. flydrilling hok-s at given intervals in the s-.41a*17-2.-,;,--e . c thinner pipw of the rotating arm and one hole at the , ...--":.% :;..1-.,'.: . r ._ , ...... ia, ... ..-, r-- outer edge of the thicker pipe, the radius of the -e. .-1.4 -0,,., ,. A I , rotating arm may be adjusted fromI() to 20 feet -..;,,.....:.,,.....t...--e.,, -;ei.ile4,--,., by aligning the- hole in the thicker pipe and placinga --.....tits2L.,.,..,.. -t metal pin through the hole,:-.At the end of the ,,:,- ,r,...... , 5'Y...... ,r4,-,..:.; 41.- ''' .11 -.,. ,. , ;:c,,,...... ea."' , ... ..,-7. . .7-* 4 ' .:.. ,,.. 1.1,...' rotatire.! arm i, a cIa,p which can be attached to an 2.. .,..:_trera...-,'-. --"7.7 ...._, :?r. ..$4...... , -- -' --"...' :- '- '-' ....3-',%. adult three wheeled triYcle: make this attachment on .. - ''..------,,.,-,:es the boils of the bike directly behind the handle bars.

r.,:`,".1.7-1- This, allow, the rider to turn the front wheel freely : .3,,,e- , 4 for %arie:J sizes of circles and does not interfere with i ,.: ,..:-.., _ ' .I.-r-r;5 hi..le;:,. white he propell., the bike. The micro-pacing c. -- .., traek can Jr-dismantled.transported,and re- . a....,wint,led easily rinse 00part ii., over10 feet long. ',A.,1 4ir . --ec .. The it-tie:to-pacing track can be utilized effectively v.... -.,;,.-....y . . - 414446* .: ,ti to tear fistudents to ride abike.Itis especially. .r.,7" ...x. ,4' t,rkNIt .,. .. helpful to blind 'tridents who can ride independently Assikir.z,frvt,. ,,i nio and who also nip independently by rra6ping an old .....,. bieycle tube that attachedto the rotating arm , _ i______. f.A.,%7 ,,-i ,,,z; ,,, r.....,, and running behindsoon while in..!.-uctor rides the ,7.4F.4,:-.7,.', .f '+ dt 4--,- - -, trier" cle. -v .*, .: r 1be 101,11,-pa,iw tr.i was not. howtNer, built to -...i 1 J. '';' ..4:AVArt-,4':. '#. ... ., tarli bike riding and pre;de benefits that accrue ._ __ 1....- frombike riding..itwar designeda- a pacer for ...... k....,--.... ,, Audent- who run or walk behind the rotating arm 4 y while-orrieorieride- the bike. "I he micro-pacing track . '' pro,. We- an opportunityto reproduce -k act work ... load, inwalking orrimming..A student can follow the lt.4..arr' -4'.-.4 '1&: .fvI*I17---- rotating arm at a gisen and perform a given _ radio- -7.f , .: s.r.,': . 40.'0-'2 work load,Aliiiit;to reproduce i- an important '''. ingredient G0-1 .,---ar: fordeselopingprogressive . . cardio-re-pirat,Ary rUfloifig or walkingprogram,. ..-. , lo as-i-t in-true tor- and students in determining ke rorre, t w or-I, load- different color concentric circle:- ...,,, with difi-r,ntradii can be painted on blacktop. Jn f:. ,-, rkrro-raor.1,..4-rarea 11 thi-is not possible. .:,--- .., - t f A07,11 t,::;,,, 44- W4414kvi,liwa,. 4.orne. can be used. In - r,. -., . addittor:. odored footprint, , an be painted to assist

,.. - -. - torrent- in following the appropriate lane.A pro- .7- ...... 0,-..i...e- waikir,g or running prf;_rraffl , an be des eloped . . ., tFA !'ryit-op-a-in:: -peed. and ',,r duration. and:or distance ./ .V : r co-se-red by a .todent .

94) Another benefit of the micro-pacing track is that RICHARD A. NESS more than one student can walk or run at the same Director, SRS Grant time. By placing more capable students on outer radii Denton State School and less capable on inner radii, progression can be Box 368, Denton, Texas 76202 maintained for almost any level of cardio- respiratory fitness.Another unique possibilityistobuilda platform on the rear of the adult tricycle where an investigator can sit and collect data such as heart rate, breathing rate, and 02 intake.

TABLE I This table indicates how to develop a progressive program through increasing distance (revolutions) Progression through Distance (revolutions)

Radius 1rev. 5 rev. 10 rev. 15 rev. 20 rev. 25 rev. 30 rev. 35 rev. 40 rev. 45 rev.

16 ft. 33.5 yd. 167.5 yd. 335.0 yd. 502.5 yd. 670.0 yd. 837.5 yd. 1005.0 yd. 1172.0 yd. 1340.0 yd. 1373.5 yd. 18 ft. 37.7 yd. 188.5 yd. 377.0 yd. 565.5 yd. 754.0 yd. 942.5 yd. 1131.0 yd. 1319.5 yd. 1508.0 yd. 1545.7 yd. 20 ft. 41.7 yd. 209.3 yd. 418.6 yd. 627.9 yd. 837.2 yd. 1016.5 yd. 1255.8 yd. 1465.1 yd. 1674.1 yd. 1715.0 yd.

KEY: 1/4 mile = 440 yd.1/2 mile = 880 yd.3/4 mile = 1320 yd. 1 mile = 1760 yd.

TABLE II This table indicates how to develop a progressive program through increasing speed (r.p.m.) and/or duration (minutes). Progression through Speed (r.p.m.) and/or Duration (minutes)

3 r.p.m. (1 revolution per 20 seconds) 4 r.p.m. (1 revolution per 15 seconds) Radius 16 ft. 18 ft. 20 ft. Radius 16 ft. 18 ft. 20 ft. Speed 3.4 m.p.h.3.86 m.p.h. 4.3 m. p. h. Speed 4.5 m.p.h.5.15 m.p.h. 5.7 m.p.h. distance for 3 minutes 302 yd. 340 yd. 376 yd. distance for 3 minutes 403 yd. 454 yd. 504 yd. distance for 4 minutes 404 yd. 454 yd. 502 yd. distance for 4 minutes 538 yd. 605 yd. 672 yd. distance for 5 minutes 504 yd. 567 yd. 630 yd. distance for 5 minutes 672 yd. 758 yd. 807 yd. distance for 6 minutes 605 yd. 680 yd. 753yd. distance for 6 minutes 806yd. 907yd. 1008 yd.

91 GREAT PROGRESS and dramatic re- MELANIE HAMPTON sults have been reported when behavior RECREATIONAL THERAPIST modificationor operant conditioning CLOVER BOTTOM HOSPITAL techniques have been used with mentally AND SCHOOL FOR MENTALLY RETARDED retarded of all ages and with widely DONNELSON, TENNESSEE diverse problems. Many people react negatively to these procedures because they feelthat individuals participate and perform expected behavior only to get the reward. However, the success that many persons working withse- verely and profoundly retarded have had with these techniques cannot be denied or disputed. frnfortunately, little research, empirical evidence, or sub- jective observations have been reported relative to the use of behavior modifi- Recreation may be seen inits simplest form when cation techniques inphysical activity working with trainable mentally retarded children. Mean- ingful recreation activities are adapted to each individual and recreation programs. There are in participant according to his interests, needs, abilities, and dications that when appropriately used, limitations.If an individual cannot square dance, teach rewards can lead an individual from him! If a mentally retarded child cannot work a puzzle or taking part and behaving to receive a string beads, teach him! How does one teach a child who tangible rewardextrinsic motivation is chronologically ten years old but has an IQ of 36 and a mental age of three years-six months to work a puzzle. toself - actualizingbehaviorbrought throw a ball, or run? Shape him! about by intangible satisfactions of par- Shaping behavior is a technique used by psychologists ticipating and intrinsicbenefitspro. and educators to control and change the behavior of chil- vided by the activity itself.EDITOR dren. A baseline is established by observing a child to see what he can actually do now. Next. specific goals are set up to provide structure to the activities as well as purpose for the child. A specific rewardsomething the child wants is decided upon and a step-by-step program developed to lead the child toward the attainable goal. Prior to teaching a childa specific activity orskill, observe what he is doing and how he reacts in other situa- tions. Can he sit long enough even to look at a puzzle, How does one teach a child much less work one? Does he have any awareness of his who is chronologically 10 years old, environment? Can he follow instructions? Often, the in- has an IQ of 36, stitutionalizedmentally retarded havelittlerecognizable and a mental age of 3 years, 6 months speech: many have limited understanding of everyday words to work a puzzle such as yes and no. Evaluation of what a child does in or throw a ball particular situations can he made by observation, check list, or run? or rating scale: behavior shapers refer to this as taking a baseline. Next, procedures are introduced to control behaviorthe expected and appropriate behavior, not that which the child necessarily wants. Children are rewarded for behaving in the expected way. The reward is something the child wants Ir and is given when he is behaving or performing as expected. Future rewards are for better behavior than that for which past rewards were given. A reward is simply something to help a child attain and maintain expected behavior. The type of reward depends upon the individual child and the length of time he has been exposed to the program. A hypothetical situationis presented toillustratebe- havior shaping applied to recreationalactivities. Jimmy, age ten, IQ 36, mental age three years -six months, is seated at a table: his teacher is seated across the table from him. On the table in front of Jimmy are ten large colored wooden beads and a string similar to an ordinary shoelace, only

92 longer, with a knot tied in one end. Jimmy is asked to put the beads on the string; a baseline is established by civin.giving him four or five tries andcounting thenumber of GUIDELINES beads he gets on the string each time. Jimmy puts three of the ten beads on the string before he appears restless FOR WORKING WITH THE and disinterested: the desired behavior is for him to put TRAINABLE MENTALLY RETARDED as many beads on the string as he can without interruption. As Jimmy progresses to four or five beads, his achieve. BASEactivities upon the needs and readiness of the various ment and behavior are rewarded with something he wants age groups. candy, drink, verbal praise, a smile, or an arm around his PROVIDEchallenging activities so that success and a feeling shoulder. Expected behavior is reinforced and undesirable of accomplishment are within the reach of each child. behavior is ignored. How often we unconsciously reward MAINTAINa balance between vigorous activities and less undesirable behavior! It may take Jimmy days or weeks to demanding activities;planforchange-of-paceactivities string ten beads, but if a child can get one bead on the especially for those with serious physical or mental defects. string he can improve and progress totwo, three, and MAKEspecial provisions for the safety of all children. eventually ten. What if Jimmy just looks at the beads, throws them, or SHOW and demonstrate new activities; the TMR learns more readily by being shown than by being given elaborate verbal puts them in his mouth? "No, Jimmy, put the head on the instructions. string,"might be a response. The exampledc as 1 do method of teachingmay be used as a guide to help him TAKEnothing for granted as far as movement is concerned. attain the expected behavior. Some children have to be USE part-teaching as a more advantageous approach than taught or trained to sit quietly for a reasonable length of whole method teaching. time. Since sitting quietly is a difficult task for some chil- PROVIDEneeded repetition; short sessions repeated at fre- dren, a baseline often must be taken for this activity and a quent intervals over long periods of time are generally pro- program developed to train or teach these children to sit ductive. quietly. Sometimes recreationpersonnel who teachthe PROVIDErepetition with variety; repetition with no variation mentally retarded become extremely frustrated,disinter. can be extremely boring for even the most severely retarded ested, or perhaps even give up. Behavior shaping is a slow, children. step-by-step procedure requiring patience,tolerance, and USE a variety of attention getting devices: voice change, much endurance. butit does work and is effective when facial expressions, surprises. applied correctly. Teachers, instructors, and recreation therapists must be- CAPITALIZE upon noncompetitive activities;frequent en- counters with failure can have damaging effects and empha- gin with simple tasks and develop a hierarchy so that each sis should be upon successful experiences. child can attain desired goals and the expected behavior as an end result. Whether the childis stringing beads, MAKEcertainallactivities are within the physical and mental capacities of the child. working puzzles, or playing ball, shape his behavior so that growth and learning take place. A well-conceived recreation BASEnew activities on previouslylearnedexperiences, program thatincorporates the use of behavior shaping whenever possible; avoid presenting too many ideas too quickly. techniques can help minimize problems encounteredin working with trainable mentally retarded children while GIVE praise for something well done or for a valiant effort; at the same time serving to meet the needs and best interests to the mentally retarded this is a sign of achievement and of each individual. success, which each child should experience more often. PROGRAM OBJECTIVES FOR THE INDIVIDUAL Selected references to which the reader is referred are PROVIDEfor physical growth and development through which as follows: muscular strength and endurance, agility and flexibility, co- "Behavior Modification Techniques for Teaching Swim- ordination and balance help produce correct postural habits, ming to the Mentally Retarded," A Practical Guide for efficiency ci movement, and physical fitness. Teaching the Mentally Retarded to Swim. Washington, D.C.: DEVELOPcharacteristics such as cooperation, leadership, fol- American Association for Health, Physical Education and lowership, honesty, and fair play through which he may as- Recreation, 1069. sume group responsibility in society and learn to show good HARRY D.WAGNER.The Effects of Motivation and Repeated sportsmanship in all situations; develop consideration of Trials on Physical Proficiency Test Performance of Edu- others. respect for the feelings of others, good manners, cable Mentally Retarded Girls. Doctoral dissertation. George including use of such courtesy words as please and excuse Peabody College, Nashville, Tennessee. August 1967. (Ab- stract in Challenge, January 1068, Vol. 3, No. 31 me, and ability to follow directions and accept discipline. DEVELOPemotional growth and characteristics such as cour- ANIIELH.SOLONION.Motivational and Repeated Trial Ef- fects on Physical Proficiency Performances of Educable age,initiative,poise, resourcefulness,andself-control Mentally Retarded and Normal Boys. Doctoral dissertation. through which he may attain maximum enjoyment and George Peabody College. Nashville. Tennessee, 1968. Pub- satisfaction in his present school life. lished as Behavioral Science Monograph Number 11, Nash- INCREASEcommunicative abilities by encouraging him to ville.Tennessee: George Peabody College,Instituteon verbalize his needs (e.g., for bathroom privileges or a drink Mental Retardation andIntellectualDevelopment. 1968. Abstract in Challenge. November 1968, Vol. , No. 2) of water Iand to communicate his thoughts and feelings expressing likes and dislikes).

93 MICHIGAN State University began field testing a new physical education curriculum for trainable mentally retarded children in January. This program was developed and pilot tested during the past year under the direction of Janet A. Wessel, professor of health, physical education and recreation. It is funded with a federal grant from the Bureau of Education for the Handicapped, Department of Health, Education and Welfare and with a contribution from the university. Although the purpose of this program is to improve physical education for mentally retarded children, another important goal is to develop socio-leisure competencies such as ability to play, act independently, gain self-respect, belong, and move effectively. The new curriculum is felt to be unique because it includes an individually prescribed program which can be adapted to group instruction. It contains both diagnostic tools which a teacher can use to determine needs of each child and methods to coordinate concepts being taught in the classroom with the physical education program. Teachers field testing the new curriculum received a kit of more than 20 modules covering such areas as physical awareness, rhytlunical skills, lifetime sports, game strategy, and social skills. The kit has posters, assessment-evaluation tools, observational film loops, training manuals for personnel, and a teacher's reference book. An associated learning segment is considered to be a whole new way of integrating education with continual reinforce- InA report ment. Coordinated by Jeralyn J. Plack, an assistant professor on Michigan at MSU, it recommends basic concepts to be taught in science, State University's program of physical mathematics, health, daily living, music, and art, and explains how they relate to physical activity. For example in teaching education for trainable mentally retarded colors during art class, a teacher can show children the colors children red and white and let them use red and, white crayons, while in physical education a teacher can emphasize differences be- By JANET MARSH tween red and white teams. A classroom teacher can also point out that apples are red and milk is white. The MSU staff tried out its new curriculum in Lansing at the Marvin E. Beekman Center for Trainable Children. Dr. Wessel has been encouraged by the number of requests , she has received from schools, both in Michigan and outside the state, asking to field test the new curriculum. I Can, as the new curriculum is called, has built-in accountability. Teachers, administrators, and parents all can use progress reports which are filled out in conjunction with the program to determine each child's current status and progress, as well as the final t goal. Because of the nature of the kit and its packets of materials, it will not be difficult to update as new techniques and approaches are found to be more effective. The curricu- lum will be kept current with new developments even after the field testing is finished and the kit is on the market.

Janet Marsh, the author of this article, is a staff member of the Department of Information Services at Michigan State Uni- versity.

94 PROGRAMMATIC RESEARCH

DEMONSTRATION PROJECT IN PHYSICAL EDUCATION FOR TRAINABLE RETARDED

This Project, supported by the Bureau of Education for the CONDUCT related research on children, teachers, situational Handicapped( Department of Health, Education and Wel- variables, and interrelated learnings. fare), was funded in June 1971 as a demonstration project in curriculum development and research in physical educa- Present plans are to design and write prototype curriculum tion fer trainable mentally retarded. The central thread materials in cognitive, affective, and physical skill learning through the curriculum is socio-leisure competenceto de- areas, to test these materials as a bridge between the project velop abilities to play, to act independently, to gain self- and representative field centers, and to develop an evaluation respect, to belong, and to move effectively. plan for collecting and analyzing data for program develop- The over-all purpose of the curriculum study is to improve ment and field operation. Instructional materials willin- physical education programs and provisions for retarded in clude: lesson units for ages 4-12rationale, activity se- special and regular classes, school learning resource centers, quences, teaching-learning strategies, pre and post evalua- and institutional settings. The current goal is to develop a tion procedures, materials, and supplies; behavioral scope comprehensive, developmentally organized physical educa- and sequence chart; pre and post teacher evaluation forms tion program for trainable mentally retarded. Tasks of the by lesson unit; reproducible material including pupil pro- Project Center include file records and reports to parents; instructional strategies for associated 'earnings; teaching training kit; evaluation DEVELOP an individually prescribed physical education in- model and assessment tools. structional program f based on the curriculun: model of the This project is a cooperative effort of the university-school- Rattle Creek Project Ifor retarded children arid youth, pre- community. Three central agencies form the active promot- school through elementary. ing, developing, and implementing force of this Project- - Michigan State University (Department of Health, Physical DESIGN and develop an associated 'earnings program that Education and Recreation; Department of Elementary and correlates with other subject areascommunicative arts, Special Education; Instructional Media Center/Handicapped quantitative thinking, self-help, and social learning. Children and Youth) ; Lansing School District Special Edu- cation Beekman Training Center; and State Department of DEvEicni and evaluate teaching materials and the use of Special Education. Other personnel will be added as target technically programmed materials. field centers are identified. Additional information about the DEVELOP field testing and evaluation models to establish project can be obtained from Janet A. Wessel, Director, validity and reliability of the instructional program. Physical Education Curriculum Study Center, Programmatic Research Project, Department of Health, Physical Education CONDUCT seminars and workshops for teachers and admin- and Recreation, Room 102, WIM Building, Michigan State istrators with accompanying training materials. University, East Lansing, Michigan 48823.

DEVELOPMENTAL TRAINING

The development of organized training programs for grams have been developed for residents in self-help skills, the nonambulatory severely retarded has received only communication skills, social behavior, physical coordina- limited attention. The perception of society in general has tion, and perceptual and cognitive skills. Ward personnel been that good nursing care was about all that could be have been trained in the utilization or reinforcement princi- done. Reports in recent years have indicated that psycho- ples to effect continuous behavioral growth in residents. logical methods can be effectively used to improve the Assessment of each child's developmental progress has behavior of retardates in such areas as self-helpskills, been based on detailed behavioral recording, rating scale social behavior, speech, and motor skills. results, and appropriate testing. Every child's progress in A Hospital Improvement Project (HIP) has been opera- any particular skill has been recorded on a developmental tive since June 1967, to change Yakima Valley School chart which became part of his file. Videotape recordings (Selah, Washington)from an institutionwith nursing have been made of systematically selected training situa- care orientation to one which includes training as a major tions. aspect of its services. Specifically, individual learning pro-

95 Ongoing

TRY IT! Tumbling

Parentsneversuspected that 'their kids' could do things like this. And `their kids'neversuspected that they couldn't!

ERNEST P. HOFF The Lake Washington Special Education Center serves se- PHYSICAL EDUCATION TEACHER verely retarded children from seven schooldistricts. A LAKE WASHINGTON SPECIAL EDUCATION CENTER planned physical education program was initiated four years KIRKLAND, WASHINGTON ago for these boys and girls. From the very first the approach to these children was the same as for nonretarded boys and girls, and this resulted from observing the youngsters' natural play in the gymnasium. The sum total of the school's physical education equip- ment was put out on the floor---a few one inch mats, some balls, a vaulting box, and a portable obstacle course. During the early observation period the physical education instructor mingled with the boys and girls helping them with a basket- ball shot, a forward roll on the mat, or a game of bounce and catch. However, disturbing thoughts gnawed at the teacher. What kind of physical education program can be given re- tarded children? How and where do you begin? What type of evaluation system can be used to measure the progress of retarded children? Although this school had operated as special education center since 196, there wasn't much of a precedent for the physical education teacher to refer to for guidance in 1967.

96 L6.7.7=01.1

-"'" <

During the observation period, the American Association learn--to improveand then to demonstrate their physical for Health, Physical Education, and Recreation and the prowess in front of friends and families. One day the princi- Joseph P. Kennedy Jr. Foundation initiated the s,,:ial fitness pal was asked when the tumbling team could perform! Unex- program for the mentally retarded complete with measure- pectedly, he agreed and asked. "How much time will be re- ment scales to use for evaluating status and progress.' This quired?" Twenty minutes was estimated and that much time seemed to fill the need for evaluation and for part of the was allotted during the school's forthcoming open house. program, at least for a trial, and it was a starting point. On ti:e night of the open house, the gymnasium was packed. Following the observation period a progressive tumbling It was quite small and by the time three rows of chairs lined unit of instruction was initiated. Where it would lead and each side of the gym, barely enough room was left for the how far it could go was only a guestimate. "Playing it by tumblers! it was a crowded, vet cozy and comfortable situa- ear" and "doin' what conies naturally" appeared to be the tion. The youngsters performed at their best and the event best way to provide direction to the program, give answers was an unqualified success. to some questions, and perhaps lead to solutions of other After it was over and the youngsters and their parents had problems. gone home, two comments from family and teachers seemed No pressure was exerted by the principal to do any par- to echo and reecho among the congratulatory remarks: ticular thing; conditions of employment required the in- flow in the world did you ever get them to stand still long structor only tigive the youngsters physical education type enough to perform? and of physical activities. This resulted in teacher relaxation, I never suspected that these kids were capable of doing which made it easy to tune in the imagination button, to things like that! crank-up, and try anything that might meet the youngsters' As a result of this experience, it was easy to feel very much needs in line with the basic principles of sound physical edu- like the fabled bumblebee whose wing span is too small to cation. support his weight in flight. Since the poor bee doesn't know Since the Pacific Northwest has considerable inclement this, he goes ahead and flies anyway! This helped to develop weather during the fall and winter months, most physical a cardinal principle in teaching physical education to re- education periods were spent in the gym, which allowed for a tarded children: TRY I T! concentrated tumbling progression. After tumbling, basket- Surprise for all parties concerned may result. A child may ball was played, then volleyball, and finally track and soft- not be able to tie his shoelaces or speak so that he can be ball; swimming was included once per week. understood easily, but he may be able to throw a softball 100 By the time school convened after the summer vacation, feet, long jump five feet, do a cross-riding seat, side-riding we had decided that these children should have a physical seat, and perform reverse and front dismounts on the parallel education program like their peers and contemporaries who bars. attend regular public schools. In the fall, tumbling skills were One of the biggest assets a physical education teacher reviewed at the Special Education Center ; new stunts were working with retarded or handicapped children can have is introduced and added to the repertoire. The public school ex- free-wheeling, wide-open imagination. Willingness and free. perience of the instructor was reviewed to provide additional dom to try anything and the uninhibited imagination will pay direction for developing. and refining this program. dividends and most retardates' families will appreciate pro- Tumbling and gymnastic skills had been constantly prac- foundly the time and effort you spend in their child's behalf. ticed by youngstersboys and girls alikein public school Since that first tumbling show, the Special Education Cen- programs, kut there was one big difference between regular ter's physical education equipment list has expanded to in- and special schoolspublic school youngsters always had dude eight two-inch mats, a horizontal bar, a parallel bar, some goal or big event to provide additional incentive to a springboard, a reuther board, and a side-horse. The gym- nastics team has performed for teacher and recreator work- shops, television, school assemblies, professional groups, and 'Special Fitness Test Manual for the Mentally Retarded. Washington, is currently preparing a videotape for college physical edu- D.C.:American Associationfor Health, Physical Education, and cation major students, demonstrating all the things that non- Recreation, 1968, 56 pp. (242-07906). retarded kids do!

97

Adapted physical education was introduced into the curriculum at Lawrence D. McCarthy School in 1968. At that time facilities consisted of an outside playground and a classroom used as a gymnasium for 120 youngsters. Now the Charles Lea Center includes a gymnasium with equipment and is used by 189 children 3 to 18 years of age typically with cerebral palsy, muscular dystrophy, spina bifida, and severe mental retardation. Activities are similar to any sequential, progressive, developmental FLORENCE T. ERICKSON physical education program with a great deal of emphasis upon basic Lawrence D. McCarthy School movements and patterns and fundamental skills. Each fall children are given The Charles Lea Center physical fitness tests and records are kept to compare individual progress Burdette and Long Streets from year to year. After the tests, activities are introduced that emphasize Route One following directions, incorporate competition, use rhythms, and include Spartansburg, South Carolina 29302 basic fundamentals of seasonal games such as soccer, volleyball, and softball. The youngsters also enjoy individual sports and activities such as swimming, archery, nature study, hiking, and tumbling. Tumbling progressions PHYSICAL EDUCATION begin with a simple bent-over four legged walk and move to various animal AT THE CHARLES LEA CENTER imitations such as seal walk, crab walk, bunny hop, and frog jump. After FOR REHABILITATION simple coordinations of leg and hand movements have been learned, rolls such as the leg roll are introduced. Once in a tuck position, youngsters are AND SPECIAL EDUCATION taught the egg roll and soon progress to forward rolls, backward rolls, and eventually diving rolls. Double rolls and headstands are more difficult but can be accomplished with practice. Building pyramids is another tumbling activity children with handicapping conditions relish. They particularly like the type that builds from a three-man base to two children, then one, and finally comes tumbling down on command. Tumbling is more than fun to these boys and girls. Achieve- ment helps to build self- confidence and pride, and the activity improves flexibility, body control, balance, and coordination. For young severely involved children simple games such as ring toss, bean bag throw, table pool, and shuffleboard are included. The school receives generous financial and volunteer help from many local civic clubs, schools, churches, and individuals from the community. The program has also served as a training ground for Wofford College students who participated in an interim semester project, Physical Education for the Handicapped Child. This project resulted from a local demand for trained physical education personnel to work with handicapped children and adults. Following an initial briefing, the college students were put under supervision and guidance of Florence Erickson, physical education director at the McCarthy School. Each student spent the equivalent of one day per week at the school assisting children in games and exercises. Afternoon excursions included swimming at the YMCA and a Monday bowling class at local lanes. Working with handicapped children requires not only a love of work but patience and a certain amount of inventiveness. For example, one boy confined to a wheelchair was having trouble bowling. A Wofford student solved the problem by putting a pair of crutches on the boy's lap and letting him roll the ball down the crutches. And when he made a strike, it was really something! In fact, it's all really something!

99 IN THE CENTER OF THINGS

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THE MENTALLY RETARDED INTO THE LIFE OF

100 A PROGRAM PHILOSOPHY was built in when the first occupational workshop program has been initiated with a resident entered Keystone Training and Rehabilitation Resi- prevocational training curriculum. Thereis an intensive dence in the heart of Scranton. Pennsylvania, five years ago. physical education program, utilizing two gymnasiums. The Because of the location in downtown Scranton, the program dining room is easily converted into a recreation area or emphasizesintegratingthementallyretardedintothe dance hall. community. Boys are considered for YMCA and/or Boys' Club mem- Our experiences and experiments at Keystone have indi- bership which involves frequent contact in organized activi- cated that most mildly and moderately mentally retarded ties with non-retarded peers. Less capable residents partici- benefitfrom acommunity-centered programapproach. pate in a Boy Scouts of America Troop which involves Children in our city center program range in IQ from 40 Scrantonareamentallyretarded;others 15)belong to 80. The majority of Keystone residents are state sup- to a regular troop. Each meets weekly.Girls join the ported children and adults placed in our private facility YWCA for specific activities and most are GirlScouts for special training in a residential setting. of America members. The building itself is a tall brick structure, formerly an Naturally, staff accompany children to movies, football Elk's Club House. It has the Masonic Temple as a neighbor games, high school plays, and related recreation activities. and two doors away is the public library. Across the street However, residents are trained to go unaccompanied to and is the YMCA and on the corners are the City Hall, the from the YMCA and certain other areas to participate in Chamber of Commerce, and a public health clinic. A stone's numerous activities. An element of trust involves an element throw away are the fire and police departments, a medical of risk, but we have found the risks very well worth it. arts building, a newspaper building, and the American Eventually, residents are allowed to go to movies, on walks, Legion. Within the block is a h4:h school. Movie theaters, or for cokes alone or with one or two other residents. restaurants, large department stores, and general stores, the The evening and weekend schedule does notinvolve YWCA, Catholic Youth Center, Jewish Community Center, constantout-of-residenceactivity. We realize thatthere Boys' Club, a university, hospitals, the post office, churches, cannot be something of interest available all the time. Thus and synagogues are within a few blocks. Within easy walk- on inactive nights in the city, an in-residence social and ing distance are a park, a zoo, and indoor and outdoor recreation program functions. This program involvesall swimming pools. A short stroll farther and you find a ham- on-duty child care and recreation staffeach with a specific. burger stand, bowling centers, and pizza palaces. instructural role with rotating groups involving three 45- Keystone is truly downtown. Parades go by the door, and minute periods from 6 to 9 p.m. Activities in this program at Christmas, decorations are plenty. Always there are people are for small groupsno larger than 10and allpartici- real people living with us and we with them. The philoso- pate. Activities include physical education, basketball, vol- phy is real: the approach- is a common sense one, the result leyball, arts and crafts, hobbies, TV, evening academics, is truly living for the mentally retarded. At Keystone, resi- personal hygiene classes, group counseling, typing class, dents live as a part of life in the center of things with little music, guitar arid accordion lessons, religious instruction. chance of isolation. We are ideally situated and carry out and similar endeavors. the objective of integrating mentally retarded into the life of The entire program is action-oriented with a ban on a community. idleness. Such a program has proved that behavior problems The city residence includes programs from preschool to are few and minor; a feeling of belonging to life is fostered on-the-job community work training. The Special Educa- and the community is educated in accepting the less en- tion and Vocational Training Program is licensed by the dowed. The retardate becomes less shy in social and recre- Pennsylvania Department of Public Welfare and Pennsyl- ational contacts, more confident and familiar with life in vania Department of Public Instruction. Staff includes con- competitive society. In the community there are real life sulting psychologists, a pediatrician, general practitioner. problems into which our residents stumblethese they must two registered nurses, a director, several teachers, several learn to face. Such problems are dealt with during frequent child care workers, and recreation workers, as well as main- individual counseling sessions and in weekly group sessions. tenance, laundry, and kitchen personnel, Staffing is heavy The mentally retarded individual functioning within the on an after-school, evening, and weekend basis when suit- educable range is a prospect for eventual community em- able community social and recreation programs go into high ployment. Many of the problems encountered by such per- gear. Staff -to-child ratiois one staff member to two resi- sons occur in the after-school or off-work time. We feel our dents. programs help train the retardate to select acceptable social The program is both active and highly family centered. and recreational pursuits to occupy his leisure time, when Every attemptis made todissolveofficialor artificial and if a community trial is attempted. barriers between residents and staff. For instance, a deep The project, only five years old, is a pioneer in urban friendshipis promoted when staff eat with the children. residential programing for the mentally retarded. Successes Residents learn and benefit from a setting in which they are are obvious, and we look to the future optimistically. We are considered equal to, but directed by, a staff of friends. confident that our graduates' community adjustment will be Special education classes involve small groups, the largest less difficult due to their experiences in our city-centered class involving ten residents and the smallest five. A small program. THE COMMUNITY ill WE ARE IDEALLY SITUATED TO CARRY OUT THE OBJECTIVE 0 -n z 101 0 HIGH quality physical education programs need to be emphasized at the elementary school level to develop and reinforce strong personal physical and social traits. All children are entitled to participate in physi- cal education programs adapted and modified to their indi- vidual needs regardless of impairments, disabilities; or han- dicaps. Many persons feel that good physical education pro- grams are even more important for impaired, disabled, and handicapped than for so-called normal children. Children without handicapping conditions are more likely to experi- ment. spread their wings, and explore their environment The Most Important than physically or mentally handicapped children who may not know how to explore and may have to be taught to play. Part of Each The Chula Vista (California) City School District has developed a comprehensive special physical education pro- Child's School Day gram to serve orthopedically handicapped, trainable men- tally retarded, multiple handicapped, hard of hearing, and visually handicapped youngsters 3 to 16 years of age. Re- gardless of condition, abilities, or ages of youngsters, general objectives for participants of this program include 1 Develop the concept of how to play with one another and ., .., in groups. if Develop and improve fundamental motor skills. Have fun. Be successful, and in turn, increase self-confidence. Increase body awareness. Develop a sense of sportsmanship and fair play. Improve overallcoordination of both gross and fine motor skills. Participate in games and activities adapted to individual needs. Increase levels of physical fitness. An admissions committee, required for California state funding, includes a physician, special services administra- tor, special physical education instructor, and each child's MILTON PETTIT classroom teacher. This committee reviews results from Remedial Physical Education Specialist the physical examination required before a child is eligible Chula Vista City School District Chula Vista, California for placement in the program and recommends appropriate activities. Examining physicians suggest activities through a Special Physical Education form which must also be signed by the child's parents. After a child is certified to the state and has once legally qualified for state reimburse- ment,nofurthercertificationisnecessaryunlessan operation, accident, or other occurrence changes his ability to participate in physical activities.

102 Most Important Part of the Day Activities vary widely from individual to individual and group to group Before the school year begins the remedial physical edu- MULTIPLY HANDICAPPED children from the Developmental cation specialist meets %, ith all classroom teachers who have Center participate inactivities to develop basic movement groups involved in the special physical education program. skills, A great deal of individual help is given each child. Schedules are developed and blocks of time established so Rolling and pushing balls, balancing, rhythms, tumbling, the program is conducted on a regular basis throughout thetrampoline, crawling, and parachute play are representative year. On an average, each class has two one-half hour special of activities that have been successful with these children. instructional sessions per week. Completed schedules are re- Great emphasis is placed on trying to get children to play produced and distributed to each teacher who is encouraged with and relate to one another. and urged to conduct daily physical education activities for Successful with multiply handicapped include his children to supplement, complement, and continue activi- ties and efforts of the specialist. Have children sit down and hold hands; stand and Each classroom teacheris given alistof appropriate hold bands; walk and continue to hold hands; add varia- activities for the days his class is not involved in special tions andletchildren devise their own activities physical education. Lists include a variety of activities in although simple activities.enjoymentisshown by terms of general physical or social areas for which each youngsters' laughter. is designed. For example Simple exercisesinwhich volunteersorassistants demonstrate and / or move children through various Hit suspended ball with palm of hand to help visual patterns and routines. tracking and hand-eve coordination. Place children in a circle and roll a plastic ball to Walk through aseries of cardboard boxes to pro- them as a first step in a throwing/catching sequence; mote balance, body- awareness, and confidence. after rolling, toss or throw ball with two hands from Pull hike inner tube with partner to develop dynamic different positionsI sitting, stooping, standing)and balance, arm andupper shouldergirdlestrength, with underhand and overhand motions. and give-and-take. Have children lie on their stomachs in a circle and hit a beach or plastic ball back and forth. Individual conferences are held with teachers who have youngsters with specific problems or who have special Use a large punch type heavy duty- balloon in various interests such as integrating or correlating physical and activities and from different positions. motor activities with the regular classroom curriculum. OLDER ORTHOPEDICALLY HANDICAPPED children engage in Conferences provide opportunities to discuss progress of activities such as modifiedsoftball,volleyball, archery, specificchildren andtodetailadditionalactivitiesfor basketball, tumbling, trampoline, parachute play, and other particular youngsters. Teachers have indicatedthatthis individual and group games. Every effort is made to keep on-going in-service approachispersonally beneficialto activities as nearly normal as possible. them and a constructive example of teamwork and inter- Other activities and approaches for orthopedically handi disciplinary cooperation. capped include Regardless of how physically, mentally or emotionally involved a youngster, he can participateinappropriate Use bean bags, balloons, or halls for Follow the Leader physical education activities that promote physical, social, foryoungsterstoreactquicklytovisualstimuli; and/or mental growth and development. Ability to adjust, encourage cerebral palsied children to do what they modify, and adapt activities accordingtoabilities and can, each at his own speed and in his own way; let limitations of each individual childis a most important all children have opportunities to serve as leaders. attribute for any teacher working with impaired, disabled, Play catch with bean bags and bleach bottles with and handicapped. bottoms cut out as catcher; have teacher catch, if neces-

103 sary, with youngster taking bean bag and throwingand kickball are all part of physical education for visually it back to the teacher; pair youngsters and let themhandicapped. work together,gradually moving fartherapartas Typicalactivities and approaches forvisuallyhandi- skill and confidence improve. capped include Use plasticbatandball;wherenecessaryallow Use large yellowplasticballsorones that make children to be pushed in wheelchairs and hit from a sounds for ball games and for teaching throwing and batting T tomodify softballandrelatedlead-up catching. activities. Place youngsters with greatest visual impairment close TRAINABLE MENTALLY RETARDED children participate in a to teacher to ensure that all can see what is expected; variety of activities according to their developmental, func- guide them through movements or patterns so they get tional, and mental ages. Formal calisthenics and structured feel of exercise, skill, or activity. exercises have been popular and enjoyed by these youngsters. Whenever possible exercises are made into games and otherHARD OF HEARING children need and receive work on pos- types of fun activities. Rolling, tumbling. trampoline, lowture, balance, and body awareness. Balance beams and organized games, obstacle courses, inner tube rolling, throw- boards and jump boards are used to improve kinesthetic ing, jumping, hopping, and running activities are all incor- awareness and balance. Activities such as relay races, soft- porated into programs for TMR. ball, volleyball, tumbling, trampoline, archery, parachute play, exercises, and calisthenics are adapted according to age Additional activities for TMR include and ability level of each child. Increase balance ability with balance beams, balance hoards, jumping and hopping in and out of boxes, Sample activitiesand methodsforhardof hearing and alternately lifting one foot and then the otherinclude from the ground. Use mirror games where one person does an activity Makeexercisesintogamesincorporatinganimal and the class follows; do these with exercises, balls, walks, appropriate moving objects such as flying birds bean bags, wands, or bicycletiresto develop the trees swaying, seeds growing, airplanes flying. rockets all important eye contact needed so desperately by blasting off, horses prancing. hard of hearing. Include relays of rolling tires or inflated inner tubes Provide opportunitiesforvigorousphysicalfitness or pushing medicine balls:use bicycletiresindi- activitiesthroughexercises,calisthenics,running, vidually or with partners for mirror progressions: resistance (weight) programs, and relays. tug, pull. jump into and out of. run inside tires of all sizes and descriptions. Promote balance and kinesthetic awareness through exploratory activities, circuit training. and obstacle/ Introduce games such as Duck-Duck-Goose, Steal the confidence courses. Bacon, Drop the Bean Bag, Swat Tag along with other low organized games, specific lead-up activities, and Classroom teachers have appreciated contributions of the individual and team sports. remedial physical education program. Small and large steps VISUALLY HANDICAPPED youngsters take partinactivities in terms of physical, emotional, and social improvement according to their functional vision and how well each can have been noted; feelings of personal success, achievement, see in his environment. Many legally blind participate in and progress have been expressed by all participants regard- most gross motor activities with physical and visual accu-less of the type or degree of their particular conditions. racy. Activities such as follow-the-leader (mirroring). tum-Classroom teachers say they believe the special physical bling, movement exploration, balance beams and boards. education program is one of the most important parts of trampoline, obstacle courses, parachute play, running relays. each childs' school day.

tru

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104 THE

RICHARD SCHILD DEPARTMENT OF PHYSICAL EDUCATION RANCH UNIVERSITY OF WISCONSIN, MILWAUKEE

ECREATION, an important part of the total program at the Ranch, is provided for all the physically handicapped and mentally retarded participants. Wrestling has been the most popular form of activity; it is common to see ten to fifteen matches in progress at the same time. Kickball often turns into mass confusion, but a good time is had by all. Recreation and rehabilitation have been important working partners at the Ranch. All boys at the Ranch need a physical development program. Abnut half have serious coordination problems; a few are well coordinated. None, however, have had sufficient opportunities to participate in the physical activitiessports, rough and tumble games, stunts, and self-testing actionsthat are so typical of growing boys. Some of the boys have been overprotected and not allowed to participate in physical activities at home; some experienced peer rejectionin their neighborhoods where other boys learned basic physical skills and developed fundamental motor abilities. Until recently, developing motor skills and strengthening physical capabilities had been missing from the Ranch's program. Therefore, a two-pronged program to develop physical fitness, motor abilities, and sports skills has been initiated.

Activities revolve around a small animal zoo, gardening, wood working, conservation, general farm labor, and construction with concrete, metal, and wood. Programming is geared for all physically handicapped and mentally retarded young adults. The aim of the staff at the Ranch is to search for each person's potentialaccentuate the 46: : rigs, positiveand then to train, develop, and direct it into work habits. Placement of each Or" individual in industry is the tat 11=aultimate goal of the program. The Ranch operates year around, with boys getting time off for legal holidays. The school year runs concurrently with the schedule of the Milwaukee School System. The Ranch is located on Highway 74, Menomonee Falls, Wisconsin 53051 (Write Victor Hellman, Founder and Executive Director, P.O. Box 502).

105 MEG ANNIS

2 3

THE AGILITY COURSE 1. 5 logs laid on the ground; space 3-feet apart 2. Brightly colored barrel, 8 feet from ast log 3. 4-foot high wall, 6 feet from the barrel 4. Chicken wire, 8-feet wide and 8-feet long 3. Bridge constructed of 1 2 x 6, 8-feet long supported by two blocks so that the bridge is off the ground 6. Simulated brick wall, climb up 6 feet using hand and foot holes; crawl across the top of the wall for 5 feet; climb back down 7. Snake consists of 3 brightly painted barrels placed in a Z formation 8. 2-steps onto a platform 6 inches from the steps; jump off the platform; finish with a sprint to the finish line 9. 12-tires laid on the ground; step through tires in various ways on the way to the finish line

Finish

106 5 6 9 ... AND HEADING HOME

Evaluation of the effectsof the physical development program upon individual boys is based upon improvement in speed and accuracy in performances on the agility course GILITY course and sports program are carried and in activities in the sports program. Evaluation is based on in an area cleared for wrestling and touch football and both on comparisons with others and self-improvement; it in an asphalt area which includes basketball, volleyball, and is derived from observation, timing over the agility courses, shuffleboard courts. and the results of objective measures of physical fitness and The -1.5 boys in the Ranch program all practice on the motor performance. Changes are evaluated monthly and agilitycourse one -halfhour dailyandparticipatefor compared with behavior changes inauthority and peer another half-hour in the sports-recreation program. Half relations, work attitudes, and habits. Individual perceptual, the boys participate in one part of the recreation program physical fitness, and motor problems are approached on a and half in the other part. Criterion for participating on one-to-one basis, New boys in the program are evaluated in the agility course is enrollment at the Ranch; criteria for terms of their strengths and weaknesses and programed the sports program are based upon average motor skills according to their individual needs. Results of intergroup and physical performance. Baskeball, volleyball, and shuffle- competition are announced in the bi-monthly newsletter of board are available to those who arc moderately well co- the Ranch. Significance of evaluations, improvement, and ordinated and without serious visual problems:as boys the principles of physical development are discussed with the improve in coordination. they are encouraged to participate boys and are important aspects of the total program. Sup- in these sports. Wrestling and touch football are open to all porting agencies receive observation and test results from who wish to participate. the physical de,,..dopment program along with reports of There are differencesinintensity of participation by changes in behavior, atitudes, and skills of individual boys. individual boys who change from one program level to another as they improve inability, fitness, and perform- ance; some are permitted to add another phase ofthe programtotheiractivitiesatthispoint.Changes are determined by the program instructor, a trained physical OYS are divided into teams of four to work on educator with experience in special programs of this type. the agility course, grouped according to ability so that there Monthly staff meetings are used to evaluate participants, isboth competition among those of equalability and activities,methods, andprocedures,andtodetermine competitionfor change inrank asskillsimprove. No program changes and additional criteria. matter how handicapped, every boy gains success from this Basic objectives of the physical development program are program: all are given incentive to improve. Although cer- to: tain gross or fine muscle and motor activities are conducted Improve gross and fine motor skills and abilities indoors during periods of deep snow and severe weather, most of the program is scheduled out-of-doors. Improve coordination. agility, stamina. endurance, power, Counseling parents about the implications of physical flexibility, balance, and other components of physical fit- development and training is essential to the success of the ness and motor performance program. Too many of the boys have been overprotected at Provide incentive through competition and self-motivation home, especially relative to physical activities. Field days as part of total incentive training program help demonstrate to parents the changes that can result from Increase self-confidence through success and mastery of increased competence. new skills. Since the physical competency program has been set up Changes of behavior which are sought through the physi- as a separate program, in-service training has included ways cal development program include: to measure change in work attitudes, self-image, and peer Transfer of physical skills and motor abilities to work andauthorityrelationshipsthataccompanyphysical training changes. Changes arediscussed and evaluated through Improvement of behavior problems rooted inphysical regular staff meetings. The combination of tailoring physical causes change to an individual boy's physical needs and develop- Development of the concept of team effort in play and ment of team and competitive concepts is now possible at work. the Ranch.

107 Recreation

MILWAUKEE'S PROGRAM OF INDIVIDUALIZED RECREATION TELLS EVERY HANDICAPPED CHILD: We Know you're there!

Expanding urbanprojects andser- vices, extending outdoor environmental interpretive programs, enlarging the scope oftravelrecreationcenters,andin- creasing roving leader programs are four challengesfacinglargecityrecreation specialists today. While these programs are important, 'lone matters more than those designed to improve the quality of life for the handicapped. To help make life more pleasant and lessdifficultfor handicapped children and adults, the Milwaukee Public School Board's Municipal Recreation and Adult Education Division has developed a wide rangeofcarefullyplanned,compre- hensive adaptive activities to serve pre- schooland elementary children,teen- agers, and young adults who are multiple and physically handicapped, trainable and educable retarded, and emotionally dis- turbed. There are also supervised recre- ation programs for deaf and hard-of- hearing children and youth, blind adults, and aurally handicapped Golden Agers. George T. Wilson, assistant superinten- dent of the Milwaukee Public Schools in charge of the Recreation Division, initi- ated the program for handicapped chil- dren ten years ago with the opening of one center,apilot project withtrial programs modified for 30 children with various disabilities. Just four years later, the number of participants had increased by 70 youngsters. At that time, many recreation specialists hailed the program as outstanding a model to be emulated bycitiesthroughout the country.In retrospect, that was only the beginning if it was worthy of imitation then, it is even more so now! Observingits10th anniversary,the PHYLLIS M. OVANS, Research Specialist and Public Relations Writer Program for Handicapped Children has Municipal Recreation and Adult Education Division, Milwaukee (Wisconsin) Public Schools

108 grown from one center to sixteen; from 30 children in the original program to between 1,100 and 1,400 depending on program classification and whether play- grounds or special activities are counted. The success of this operation is at- tributed to Dr. Wilson, who with Gene Campbell originated and administered the recreationprogramfor childrenwith handicaps. Dr. Wilson, a national author- ity on recreation for the handicapped, is considered by associates to be an idea man ahead of his time. He divides adapt- ive recreation programs for handicapped children into three operational areas: (1) integrated programof mixing handi- capped children into so-called normal groups; (2) sheltered program for the handicapped, and, (3) preschool develop- mental activities for children with handi- caps and learning disabilities.

INTEGRATED Milwaukee's Response to the Challenge of the Handicapped PROGRAM INDIVIDUALIZED RECREATION IN GROUP SITUATIONS While programs are designed for group recreation/education, the emphasis tr is on the individual. Dr. Wilson believes that handicapped children benefit most when placed in recreation programs with normal ability persons of their own age. Group association stimulates constructive interests and is valuable for socialization. In a sense, the so-called normal group is both the instrument for learning arid the direction or the goal. Toward this end, a conscious effort is expended by the Rec- reation Division staff, whenever possible, to place mentally and physically disabled children with others their own age who areof constant emotion and average intellect.

SHELTERED PROGRAM

ince some children are unable to understand and master patterns of behav- ior associated with a normal group, it is often necessary to adapt activities, equip- ment, and materials in sheltered environ- ments untilthey can functionin an integrated program. Individual progress dictates when a child is ready to cross overthe bridge and move up. Some children remain in a sheltered climate for ashort time; others longer. Unfortu- nately, some must learn to accept perma- nent limitations and long term special placement. Whether integrated or sheltered, the adaptive recreation program is designed

109 tofulfillindividual and group require- PRESCHOOL abletotreat a group of handicapped ments of public, parochial, and private DEVELOPMENTAL children, mostly in wheel chairs, to a school children, and even those unable to ACTIVITIES 1971 July Fourth celebration. The big attend any school. The degree of handi- attraction was the nationally televised cap is unimportant. What is important is famous Schlitz Circus Parade which the that no handicapped child be deprived of Regular program evaluation and ad- wheelchair spectators watched from a the opportunity for recreation and self- justment are essential to keep up with the curbside stage. improvement. Of children who arc with- changing times and requirements pro- Other happyoccasionsthatresult drawn, undiscovered, in the home, Dr. grams for the handicapped are no dif- through cooperative efforts include boat Wilson says: "We know they're there. ferent. Milwaukee's Preschool Develop- excursions,songfests, jamborees,field And we'll find them." mental Activity services grew out of a trips, golf outings, water carnivals, and Find themtheydo as attendance need to provide a meaningful program of farmtripsfor preschool children. As figt:res show. Nearly 6,000 participations recreation/education forveryyoung guests of the Recreation Division and inspecial programs are on record for handicapped physical, multiple, men- Optimist Club, several hundred deaf and 1968-69; spring, summer and fall play- tallyretarded,emotionallydisturbed, mentallyretarded children attendthe ground attendance was 5,360 for the even slow learning children. Tripoli Circus in February of each year. same period. Once parents are aware, it's Instrumentalinplanning,directing, The morale and conduct of handi- with their understanding and agreement, and implementing the Preschool Develop- capped persons are often dependent upon a child is enrolled in a program designed mental Activity Project for handicapped recreation programs that are available in tohelphimattainhigherlevelsof ChildrenwereSisterMargaret Mary the community. The challenge to munici- achievement. Bonded carriers, liandicabs, Martin, Alverno College, co-author of pal recreation specialists, then, is to pro- or American Red Cross volunteers, trans- Perceptual-Motor Efficiency in Children: vide more recreational opportunities for port rionambulatory and ambulatory chil- TheMeasurement andImprovementof people with handicaps through individual- dren respectively to the centers if parents Movement Attributes (Philadelphia: Lea ized recreation in group situations. One are unable to do so. & Febiger, 1969), and Jan Hammontree, way or another, though enrichment val- Activities are selected with objectives a therapeutic recreation specialist. ues vary with each person, group, age toimprove achild's competenciesin The purpose of this project was to level, and type and degree of handicap, mobility, manualdexterity, language assessthepossibilityof improving a the Milwaukee RecreationDivisionis (reading,writing, numbers, verbalizing, child's competencies at a very early age. ready to shift gears to whatever speed or and listening), social interaction, and self- Results, using standardized and develop- directionisnecessaryto move handi- image. mental tests, showed that preschool and capped people from the edge of boredom primary level handicapped children bene- into the rays of recreative sunlight. ARTS AND CRAFTS.Self-made objects fitfrom a program of instructionin enable children to exercise their imagina- developmentalactivitieswhen they're tions, teach them patience in doing and taught in small groups of six or less, and appreciation of creativity. whenbodymovement is usedas alearn- ing modality. MUSIC AND DRAMA.Actual participa- Growing out of this experiment has tioninstory-NAling,playacting, and been a year-round, four sessions per week dancing encourages self-confidence and developmental activity program for involvement along with good social atti- handicapped children 2Y2 years of age tudes. through kindergarten. A highly profes- sionalstaff and special equipment are CLUBS. Group activity is a strong force utilized in a series of sequential develop- inbuildingproperrelationshipswith mental activities planned to provide each others and creates an awareness of group child with increased opportunities for responsibility. stimulation of the perceptive-motor pro- cess. Parents attend some sessions and SOCIAL ACTIVITY.This suggests con- meetings to become oriented to program formity youngsters can forget their objectives and to exchange information. handicapping condition for a while. The program i'. planned and implemented in cooperation with the Exceptional Edu- GYM AND SWIM PROGRAMS. Adapted cation Department of the Milwaukee Pub- athletic activities improve muscle coordi- lic Schools and is primarily funded with nation and increase physical dexterity. ESEA TitleIfunds. Facilities for the preschool program are provided through FIELD TRIPS. Each child has at least one cooperation of the Easter Seal Society. interest that can be aroused through the To achieve optimum use of available wonders of natural phenomena. communityresources,theRecreation Division staff works cooperatively with SPECIAL EVENTS.Ilolidays and special many other agencies and organizations. occasions are of great value in surfacing As a typical example, by special arrange- warm feelings that are often buried by ment with the Optimist and Opti-Mrs. the weight of a handicapping condition. service clubs, the Recreation Division was

110 T eight Chicago suburban districts hare been able to accomplish what none could do alone.

Several community park districtsinthe Chicago area trict. Glenview Park District, Highland Park Recreation have joined together to provide organized recreation pro- Board, Highwood Recreation Center, Lake Forest Recrea- grams for the handicapped. None of the districts taking tion Board. Wilmette Recreation Board, and Winnetka Park part in the program have enough handicapped children at District. Other districts may be admitted to membership any age level to warrant developing comprehensive year- when and if conditions specified by a majority of the Board round recreation programs for the physically and mentally of Directors of the Northern Suburban Special Recreation handicapped. By consolidating finances and facilities, how- Association are fulfilled. The Articles of Agreement cover ever, these suburban communities can provide thewell- purpose. organization and function, administration, finances, balanced recreation program that is so needed by handi- duties and responsibilities of the Director, and amendments. cappedchildren. The individualrecreationdistrictsin Each district has officially pledged to support the program suburban Chicago have formed an association of districts with a tax base of .003 percent of its assessed valuation. to overcome their problems. Each participating districtis to be responsible for spe- Prior to actual formation of the northern suburban Spe- cificprogramactivities which may include swimming, cial Recreation Association NSSRA), survey questionnaires skating,crafts,or day camping. This affords program with regard to the need for recreation programs were sent participants the opportunity to remain as close to home as to parents of children enrolled in special classes. Of the possible. Thus far NSSRA has sponsored and operated day total parents, 6fr4 responded to the questionnaire. Of this camp programs for handicapped children and introduced group, /35(/,indicated the need for recreation programs for after-school activities and programs for all ages of handi- the handicapped: the remaining 1517; said that there was no capped children and young adults. Plans are being made need, although many of them noted that their child remained to incorporate a recreation program for the very young at home or nothing was available through community rec- handicapped child. Fall activities included bowling, pho- reation departments. tography. folk and square dancing. yoga, woodworking, A survey was also conducted of community recreation roller skating. pet care and animal fun, physical fitness departments, private day camps. and residential camps to programs for boys and girls. arts and crafts, teen socials, determine whether these agencies provided recreation pro- and horsebackriding. Swimming. creative drama, and grams for the handicapped. At the time of the survey, little ballet are planned for spring. was offered. When necessity and demand dictate,participantsare Numerous meetings were conductedtointerpretthe grouped on thebasis of specificdisabilities.Otherwise. organization and its administration to persons interested activities are open to all children with handicapping condi- in such an approach: park and recreation personnel p;:r- tions. The only limitations are based upon parental judg- ticipated in many of these meetings. Enabling legislation ment and specific age groupings. was needed to permit park districts and/or recreation de- In essence. NSSRA represents a socially responsible and partments to join together to provide recreation programs administratively sound effort to provide recreation services for handicapped children. Therefore legislation was drafted to a group of children who have great need for organized and introduced into the Illinois State Legislature amending activities but few opportunities under typical circumstances. both the Park District Code and the Municipality Code so While no one recreation department could afford to finance that districts could form an association of this type. or implement a recreation program of the type needed. After the bills passed the Legislature and the Governor acting as a cooperative opens up a wide potential. It has affixed his signature to them in 1969. the task of develop- taken three years for NSSRA to become a reality because ing governing rules and regulationsfor the association of barriers that had to be overcome: hut, we hope to move began. ThreerevisionsofArticlesof Agreement were toward the implementation of much needed comprehensive. necessary before final approval was obtained from partici- vear-round recreation programs for individuals of all ages pating districtsDeerfield Park District, Glencoe Park Dis- and with all kinds and degrees of disabilities.

For further information about the Northern Suburban Special Recreation Association, write to Stephen Keay, Executive Director, 760 Red Oak Lane, Ilighiand Park, Illinois 60035,

1 1 1 STATE FUNDS FOR THEMENTALLY RETARDED Recreational Programs for Physically Handicapped and Men- Complete data on all persons must be included CY: tally Retarded Persons admission forms and made available for inspection by state supervisors of the Department of Education. The Massachusetts Department of Education is authorized Summer recreation programs shall be conducted for not to cooperate with cities and towns which establish recreation less than five hours per day, five days per week, for at programs for physically handicapped and mentally retarded least six weeks, except in those cases approved by the persons. Such programs are under the direction and approval Department of Education. of the Division of Special Education. The Department of Written daily programs shall be planned with extreme Education reimburses cities and towns by paying them one care and adhered to strictly. Such written daily programs half the cost of the programs including transportation of shall be available for inspection by supervisors of the participants to and from program sites. The Department also State Department of Education. reimburses a city or town in which handicapped persons are residents by paying them one half the cost of the transporta- Programs for the physically handicapped and the men- tion of participants attending recreation programs at certain tally retarded shall be conducted separately, except in residentialfacilities. During 1970-71, the Department reim- those cases approved by the Department of Education bursed over $287,000 to communities participating in this Emergency medical services shall be available. program and the figure rose to almost $400,000 in 1971-72. Reimbursement may be granted to those towns whose Basic regulations for this program include: recreational programs under General Laws of Massa- The local administrative group initiating a recreational chusetts have been approved by the State Department of program for handicapped persons shall assume total Education and may include one-half the cost of: responsibility for the program. Regional programs are 1. Salaries of counselors actually conducting the pro- recommendedforcommunities thatare unable to gram. conduct separate programs 2. Material and supplies consumable in use. Each proposed plan shall be submitted in detail to the 3. Transportation of persons enrolled in program, once Department of Education for annual approval not later each day to and from program site. than 60 days prior to the inception of the program. Guidelines which assist local or regional authorities in Recreational programs shall be for those handicapped preparing program details to submit to the Department of persons who cannot or should not participate in regular Education can also be used to evaluate existing programs or to recreational programs. initiate new programs. These guidelines include: Recreational programs shall meet all standards of public health and public safety. Site or location Adequate equipment shallbe made available toall Equipment enrolled in these programs. 1. Standard 2. Special Persons actually conducting these programs shall be approved by the Department of Education and shall Supplies essential to a rich, broad, complete recreation possess the following qualifications: program 1. Sports Programs for Mentally Retarded Persons: 2. Arts and crafts I. A certified special class teacher under the provisions 3. Quiet-time activity material of General Laws of Massachusetts or 4. Music 2. A person approved bytheDivisionof Special a. rhythm orchestra Education. b. record player Programs for Physically Handicapped Persons: 5. Audiovisual aids I. Any certified teacher or 6. Tools 2. A person approved bytheDivisionof Special 7. Health and hygiene first aid kit Education. Each programshallconsistof notlessthan 15 Schedule of activities mentally and/or physically handicapped persons, except 1. Entire program in those cases approved by the Department of Educa- 2. Daily program tion. Required personnel A complete daily attendance record shall be kept for Qualifications of personnel each individual person on forms supplied by the Division of Special Education. Anticipated enrollment Progress of each person enrolled in the program shall be More detailed information and materials about this program carefully recorded and a complete report submitted to can be obtained from Richard J. Pedro, Divisionof Special the Division of Special Education at the end of each Education, Massachusetts Department of Education, 182 program. Tremont Street, Boston, Massachusetts 02111.

112 NARC Resolution retarded persons and other developmentally disabled persons in their prpgrams, and that recreational equipment manufactarers, recreational The following resolution regarding recreational services for planners, and other professionals with potential impact on the mentally retarded and other developmentally disabled persons field of recreational programming be stimulated to design was adopted in October by voting delegates at the 1972 recreational facilities and equipment which will accommodate National Association for Retarded Children (NARC) annual varying degrees of retardation, and convention in Montreal, Canada: that NARC actively seek the cooperation of other national ... BE IT RESOLVED, that all future federally funded organizations such asthe NationalRecreation and Parks recreational projects must fully take into consideration and Association, the American Association for Ilea lth, Physical provide for the special recreational needs of mentally retarded Education and Recreation, United Cerebral Palsy Associations, and other developmentally disabled persons, and National Health Council, and others in its efforts to catalyze that hereafter, no municipality, organization or agency be and improve recreational opportunities for mentally retarded eligibleforcontinuingfederalsupport unless their new and other developmentally disabled persons, and recreationalfacilities conform to the AIA recommended that state and local ARC Units be encouraged to closely standards for barrier free architecture, and monitor the delivery of recreational services in their locales in thathereafter,wherepossible,existingfacilitiesand order to ensure that the needs of mentally retardedpersons are structures should be modified to conform to AIA recom- provided for equitably. mended standards for barrier free architecture, and Information about the complete resolution and procedures that these municipalities, organizations, or agencies cur- forimplementationcan be obtained fromthe National rently operating tax supported recreational programs not only Associationfor Retarded Children, P.O. Box 6109, 2709 provide appropriate facilities and programs but also, with Avenue "E" East,Arlington, Texas 76011, and/or State parental support, actively seek the participation of mentally Associations for Retarded Children.

The Walden Resource, 6123 Montrose Road, Rockville, working togetherisillustrated at every meeting. Most Maryland 20852 is a group with an active social club for important, members know that this is their club and what it employed and employable mentally handicapped adults. does is up to them. Members suggest kinds of activities they would like, discuss them, vote on them, and generally construct their own calendar. They discuss past events and how they can be improved. Paradoxically, one indication of succcAs is often A colorful nine hole miniature golf course was built by participation in fewer Walden activities when individuals Jaycees of Laurel, Mississippi for residents of the Ellisville find that they can create their own social life. The social State School. In addition to this course which represents club is not restricted to developing just one skill, It helps 500 hours of Jaycee work, frustration, and success over a members learn the decision-making process and to value two year period, the Jaycees spearheaded the very success- their own decisions. It also gives them an opportunity to ful state-wide Adopt-A-Friend project. Since the program undertake responsibility and discover .what responsibility was initiated last year some 400 Ellisville residents have means. The need for self-discipline and self-restraint when been adopted.

The Parks and Recreation Division, Department of Natural Resources, 270 Washington Street, S.W., Atlanta, Georgia 30334 has received a grant from Developmental Disabilities Services to add a therapeutic recreation con- sultant to its staff. This consultant will provide advisory services to public and private agencies and to other state agencies planning and developing therapeutic recreation and park programs and facilities. Additional information can be obtained directly from the Georgia Parks and Recreation Division.

113 Scouting

1S0 n I 7-111 IL u Many years ago our mentally retarded son nueded love, 11 patience, and much help. We gave him all the love we had to give, all the patience that parents are capable of giving, and all the help that we were able to give in our own non-talented way ... but all of this was not enough. We needed something more, and we did not know what that something was, or

0. where it could be found. One night in early fall we attended a PTA meeting. The guest speaker was a Boy Scout executive. During his speech he mentioned a quotation which kept repeating itself in our minds. "If you have a boy, and if you love him, then give him O.I a chance with scouting." We spoke to the Scout executive after the meeting and told him about our boy who'd never "really" be 12 and whom we loved so much. Several weeks later our boy became a Scout. lie was proud of his uniform and often sat looking at it when not wearing it. The rules of scouting became his rules as did the Scout oath and slogan. He delighted in saying the motto "Be prepared" 211 by himself. And as we now think back over the many years since our boy became a Scout, the Scout law and its meaning to him is even more clear to us. A SCOUT IS goy

Kevin believed that anything he wanted to have could be his, just by taking it.Among the words in his limited vocabulary, "It's mine" were the ones most often used. On one occasion, prior to his becoming a Scout, Kevin wanted a small toy bus at a local department store. We could not afford the bus, nor could we convince Kevin that he could not have it. The unhappy scene which followed was enough to make us realize that something had to be done. Scouting was our answer. We'll not go so far as to say that the very

GINNY FOSTER Mother of Kevin and Special Education Teacher in the State of Maine

114 animals, and life, and he loved them all first time we took Kevin to a store in great abundance. Ills love for people after he'd become a Scout he didn't was shown in his attempts to do things attempttotakeanythingwhile for anyone who showed any friendli- claiming, "It's mine!" But in his own ness toward him. Ile walked with the inimitable way hefinally began to milkman who said, "Hello, sonny;" realize that wanting a thing did not followedthe mailmanbecause he makeithis. We often talked with patted him on the head: and gave his him about a Scout being honorable toys away to anyone who'd play with and trustworthy, and especially about him.He showedgreatgentleness how we could trust him not to lie, or toward the family pets. However, if cheat, now that he had the Scouts thecatscratched him, he became behind him, lending a helping hand. violent and unless we intervened he would hurt or perhaps injure the pet. A SCOUT ISII Kevin loved his pets, he just didn't 1.1 understand. Loyalty was hard law for us to help Kevin with. It was not a gift or a toy which he could hold. fondle, or A SCOUT IS feel. It was not anything that could be O compared with something he knew Being politeta y eespecially and understood, and in his small world to women, was esrcially hard for he simply could not understand. How- Kevin. Being polite m( at t doing things ever, one day, during the spring of his when he didn't want to. Being polite first year in scouting, a dog ran off meant saying what he should and not with our American flag. Kevin ran as saying what he wanted to say in the way he wanted to say it. Being polite fast ashepossiblycould,and returned to our yard some minutes meant taking orders, and remembering later with a tattered, bedraggled flag. that please and thank you should be used often. These things were repulsive As we looked intohis tear-stained face, the thought occurred to us that to our bewildered son. Why should he perhapsthis was hisexpressionof be courteous to a lady who'd just screamed, "Get out of my garden you loyaltytohis country. We liketo believe that it was. nasty little moron?" flow could he be polite to a little lady who called him A SCOUT IS 1,1" pig because he was helplessly drooling? Jt1111) It took a great deal of patience on our Inscouting, be' ghelpful means part to show Kevin that although he being prepared at time to save a was classified among the weak and life,to help injured persons, and to helpless, he still had to be polite to all. sharedutieswithinthe home.In This material is made available Kevin's personal world, to be helpful through Education Relationships meant to be willing to do all the little A SCOUT IS 10 Services, National Council, personal things which had been done Boy Scouts of America, for him previously, especially putting Kevin's dog was his favorite posses- New Brunswick, New Jersey onhis own clothes and tying his sion, and being kind to his dog was his shoelaces. These two tasks were very LUCIEN RICE, obsession. It seemed that Kevin would hard for him. It was difficult for us to Director, Scouting for the Handicapped neverlearnmanythings, but the sit by watching him struggle and not knowledge of his dog he (lid not have offer any help. Eventually, however, to work at. He simply knew that the the task became easier and he was able dog was hi: to take care of, and care tomanage withfewertemper for it he did. He fedit and gave it tantrums. Kevin was being helpful. water at the same time each day and knew exactly when the dog must go A SCOUT IS out. Often we'd find the Iwo cuddled 311IdG up together sleeping soundly on a rug, We did not have to stress friendli- on the porch, on the kitchen floor. nessbecause Kevinway. always as Regardless of the location, they were friendly as possible. He loved people, together. Kevin was kind.

115 A SCOUT IS M druggist was a good friend, and he'd 10111111. simply call us stating, "Kevin has done Obeying authority was not among it again." And many times the other ourboy'sgreatestattributes. He Scouts would do their good deed for shunned any command, any voice of the day and pay for their own and authority, and especially the command sometimes Kevin's too! of his patrol leader. He simply refused to obey that patrol leader. This pre- A SCOUT IS sented a big problem within the Scout 0 Kevin was brave. Not because he Troop because the other boys knew OUR SCOUT IS GONE the score and proceeded accordingly. would face danger in spite of fear, but It was also difficult at home to make rather because he did not know what During the seventh year of his Kevin understand that when we asked fear actually was. He fought for what scouting, we noticed that Kevin became him to do something,it had to be he wanted and that was that! How- quieter, calmer, then listless and done often for his own good as well as ever, being brave in receiving cuts and restless at night. Often he was unable for any other who might be involved. bruises, splinters to be removed, and to sleep, and his medications became After many months of patient teach- medicine to be taken made us know ineffective. Soon he was in the ing we finallyarrived at the happy that in his own world Kevin was brave hospital fighting unsuccessfully for period of our lives. Kevin knew the and how could we ask for anything his life. meaningofobedience.Strangely more? One day, near the end, he requesti:4. enough, it was the patrol leader who that he be allowed to wear his Scout got through to him, although we never A SCOUT IS gm" uniform. The nurse checked with the found out how! We were delighted doctor and soon Kevin was sitting up with this victory and throughout the Being clean was be rigaliveto in his clean white hospital bed. fully restofhisscoutinglifehenever Kevin. Ile washed incessantly, cleaned clothed in his uniform. veered, knowingly, from his responsi- his shoes several times a day, changed He died quietly a few minutes later, bility to be obedient. his clothes with much ado after he a smile on his countenance, his hands learned how, or perhaps simply put a tightly gripping the Scout Handbook, clean shirt on over the one he was and we feel that the Scout laws were A SCOUT IS already wearing if he felt the first one there in his heart. was spotted or dirty. He bathed his Among the nany faults with which dog more often than the dog wanted OUR SCOUT IS REMEMBERED amentallyretardedpersoniscon- tobe bathed, but he dida good fronted, being moody is perhaps most thorough job. He often changed the The happiness we achieved through often in the foreground. Kevin was no water in the goldfish bowl so that his Kevin's years in scouting assured us exception to this. Ills smiles were not fish would be clean. His clean habits, of a permanent place in scouting. oftenforthcoming,andhe seldom and traveling with a clean crowd were We've been active now for many years laughed aloud. He often felt or acted one and the same. With Scouts this is on many different Scout boards, and put upon, and refused to be drawn easy to do. the Good Lord willing, well be helping into any game designed for fun. He other boys learn how to apply the was not above the grumbles, and sel- A SCOUT IS Scout law to their daily lives for dom did a job promptly and cheer- BENT many more years to come. fully.Throughallthe years of his Explaining the pr .sense of God in scouting life, we felt that we had not our home was one of our hardest Seeing other boys achieve their come closetoachieving anygreat tasks. We could not show Kevin that requirements has been the greatest thrill measure of success in making Kevin prayers were answered when we had for us since the ache in our hearts cheerful. no tangible object to show him, and was quieted. We know that Kevin is how could we insist on regular attend- happy with the Greatest Scout of All, A SCOUT IS ance at church school without showing arid so we are happy, too. TIP him why? Then scouting brought into Saving money was nut one of his his life a deep desire to know God. His better habits, ether. He of course did reverence may not have been clearly riotknow the value of money. Ile defined as such, but as we watched knew only that be had to have it to him in church, and saw his face glow purchase a cold drink at the corner withradiance, we weretruly con- drug store. He would often invite the vinced that he was close to God Scouts to this favorite drug store and closer to God there in the dark re- treat them all to a soda with only a cesses of his mind than any of us nickel in his pocket. Fortunately, the would ever be. Our son was reverent.

116 ALVIDA WILLIAMS LAKELAND VILLAGE MEDICAL LAKE, WASHINGTON

Hey! Let's have the boys climb Hooknose!

But do you think they can do it?

We'd have to establish a base campand carry heavy packs!

Hooknose won't be easyit's rugged country.

We can do it! Let's do it instead of the fishing trip.

SUCH were the thoughts of Scoutmasters Dan Hattenburg and Rex Smith when they scouted the rugged Colville National Forest area of northeastern Washington prior to a camping-fishing trip they were planning for the boys of Troop 1,--MILtt, 374--Lakeland Village. They didclimb Hooknose Mountain! On August 9, they 41\2# planted their flagLakeland Village Troop 374proclaiming to OM% the blue skies, air travelers, and high altitude feathered friends that they had indeed been there! The flag now flies within eye range of three statesWashington, Idaho only a short distance , east, and British Columbia just three or four miles north. :It! ",, , ,). - 1.% g, :11'A It wasn't easy! The challenge of the climb is more significant J.rt4,' ;ce. , ! when one realizes that Troop 374 is a special Boy Scout troop '4'..'1'':,4` s consisting of mildly retarded adult residents of Lakeland Village , r . vhf.., a*A ,C ,j State Residential School for the Mentally Retarded (Medical Lake, Washington). ,;:,)Yc)kir ''=t°17.'''t :1, Scouting i3 only one of many recreationactivities enjoyed 0",,' i -.,sor'''P; s , 0. :t,, ,-.,{ .7,.,4 by Village residents. David Rosen, superintendent, provides a :,4 ,val ; large recreation staff of which Hattenburg and Smith are a part. w--4''i,,,i,v,'. All residents are involved in recreational activities every day , rtsr.;W :I; '-","? 4-H, athletics and sports, bus and train rides, music, arts and ,44.,Af .444' craftsand they participate in city and community affairs. Since 4" ''..-7 Mr. Rosen is always anxious for residents to tackle new challenges, .r i.: he enthusiastically supported the proposed adventure. `.4 The scoutmasters had many years camping experience so were able to plan this trip as well as any professional guides. They were determined that the boys would go the whole route and practice as many scouting techniques as possible to obtain Scout awards, to earn merit badges, and to work toward membership $ in the Order of the Arrow. Firebuilding, axmanship, pathfinding,

117 comprised the northern and eastern views; not another human being was in sight. HOOKNOSE They planted their flag with due ceremony and expected no witnesses to this historic event. However somewhere there first aid, and survival were all included. To provide assist- is an unidentified pilot of a small plane who circled the ance and moral support, the leaders invited the scoutmaster group curiously several times as history was being made. and three boys from Troop 341 in Spokane to accompany With their mission accomplished the boys found down- them. hill travel about twice as speedy and returned to base camp Leaving the town on August 7, the boys established a hungry and thirsty, but completely enthusiastic and satis- base camp at an altitude of about 6,500 feet and rendez- fied about the entire expedition. The experience had been a voused with the contingent from Troop 341. Planning the first in more than one way: the first flagplanting on Hook- ascent to Hooknose and hiking to a secondary campsite nose and the first mountain climbing by Lakeland boys. occupied the second day. The packs seemed to gain weight It happened for these boys last summer. But other moun- hour by hour as the group climbed the heavily wooded tain climbing experiences are awaiting and can happen for lonely terrain where no roads exist. It was windy; everyone other retarded boys. This endeavor provides additional got tired; hut, there were no quitters. proof that the mentally retarded have a place in scouting. With huffs, puffs, and sighs of relief the boys reached the There may be a boy in your community who has been barren peak, 7,305 feet above sea level. The view was terri- denied this worthwhile educational experience, or there may fican icy blue lake gleamed in the sunlight below them to he an entire troop of retarded boys who would like some the northwest; the dark green forests of Canada and Idaho help. Let these boy's climb tliP highest mountains with you!

Bill of Rights

Let me grow as I he And try to understand why I want to Prow like me Not like my Mom wants me to 1w. Not like my Dad hopes I'll he. Or like my teacher thinks I should be. Please try to understand and help me grow Just like me!

Gladys Andrews

118 IV. LEADERSHIP

STUDENTS TEACH IN UNIVERSITY OF UTAH'S PHYSICAL ACTIVITY PROGRAM FOR RETARDED n the fall of the 1969-70 school year, a physical activity-recreation program for the men- tally retarded and handicapped was initiated in Salt Lake City under the auspices of the College of Health, Physical Education, and Recreation. University of Utah. The original plan to enroll 10 to 12 children was changed when students taking Physical Education for the Handicapped at the University participatedinthe program to obtain practicum ex- periences. This made it possible to include about .50 children in the program. Sessions were held every Saturday morning throughout the entire school year. Each session was divided in two so that every child spent 45 minutes in aquatic activities and 50 minutes in the gym- nasium; half the time in the gymnasium was allocated for rhythmic activities and half for apparatus activities. Members of the University class served as student instructors under the direction and super- vision of Lane A. Goodwin and Leon Moves, both doctoral students in the College of Health, Physical Education, and Recreation, with special interest and background in working with the retarded and handicapped. With increasing interest in the program, special education and recreation departments were contacted to obtain students to serve as student instructors.

OA IWOUI E lEarn An tach

LANE A. COMM ASSISTANT PROEESSI DEPARTMENT 14 HE AI TII I'll YSICAI. EICATION, RF (-HE TION WIziCc1NSIN STATE DNISERSIT's LA CRoSSE, WISCoNSIN would they iEar11 and 131111d11) t

Individuals involved in the program can be divided into in time and space orientation, have better self-images, ex- three groups: hibit more acceptable behavior patterns,as well as to ADVISORY STAFF consisted of administrative, supervi- develop greater physical skill and motor abilitycoordina- sory, and teaching personnel from the College of Health, tion, basic movement skills, strength, endurance, balance, Physical Education, and Recreation and the Department flexibility, power, and agility. The degree of accomplish- of Special Education who offered suggestions and contacted ment with each child depended upon the child himself majors in their respective departments to tell them about the and the interest and experience of the student instructor program and the contributions it could make to their back- working with thatchild.Since student instructors had ground, training, and experience. varying degrees of knowledge and experience in physical SUPERVISORY STAFF consisted of Lane Goodwin and education, recreation, and special education, the super- Leon Moyes who served as liaison between the advisory visors assisted them h. selecting activities, made sugges- group and studentinstructors, maintained contact with tions of appropriate methods and approaches toreach the directors and supervisors of special education in the certain children with specific activities, and provided ways local school districts, and with parents of the children, and means of testing childrenfor strength, endurance, enrolled children in the program, scheduled theuse of coordination, and other physical attributes. facilities, developed the curriculum and activities, assigned When children first entered the aquatic program they ranged in abilities from those afraid of water to advanced student instructors to activities and children, helpedassess the performance leveland motor needs of each child. swimmers.Accordingly,individualprograms were de- supervised student instructors, and also worked directly signed so that every child could progress and improve with the children. uponhis swimming ability.Some justplayedinthe water while others worked on the most advanced and STUDENT INSTRUCTORS consisted of both volunteers complicated strokes. Every child showed improvement. and students receiving partial credit in courses who worked Activities in the gymnasium included simple individual directly with the children in all activities of theprogram. ballactivities, group dancing, and such gymnastic ap- These students were primarily special education,recrea- paratus as trampoline, parallel bars, balance beams, side tion, or physical education majors althoughsome came horses, horizontal bars, and mats. This program toowas from dance, psychology, physical therapy, and guidance individualized on the basis of the child's age, sex, abilities, counseling. Fourteen students participated during the fall interests, and previous experience. child was ex- and approximately 65 in the spring. posedto some degreetoas many areas aspossible. The program was designed to involve children in play Rhythms had great appeal to all of the children; special activities. However, this was not the sole purpose of the benefits were derived from the leadership ofa senior dance program as we attempted to make studentinstructors major volunteer. Because of the diversity of activities and aware of the potential of play as a means to an end and the individualized attention given each child,none lost in- not necessarily an end in itself. Instructors helped children terest and all appeared to benefit from the opportunities to to expand their vocabularies, recognize colors, improve participate in a regular, organized, and vigorousprogram. aresink Nhat can you do with a boy who small the others wouldn't know unless This article was written by a volun- is scared of the water, but will play in you told them and you do, every teer who worked at Camp Virginia a shower for 45 minutes? With a boy little detail. Jaycee. It appeared originally in who wouldn't walk or feed himself? You can laugh when he tries to NEW DOMINION (January 1972), With a boy who likes to play finger catch raindrops in his mouth. Laugh published by the Virginia Jaycees. games, but can barely understand what with him, not at him. She conveys the real meaning of Camp Virginia Jaycee, similar pro- fingers arc? You can hobble on one foot for a grams all over the country, and the What can you do with a child who is week, and be very tired, and cross, and most important reason for their a problem nobody wants? You can be maybe even curse a little, and you can great success the love, commit- a friend, but it's much more. keep onpushing yourself, because ment, and dedication of many vol- You can play in the shower with even if you can't save the world, you unteers like herself. To KAREN him, making a game out of teaching can try. LEE CLOSE of Rockbridge, Vir- him to turn the water on and off. You You can watch the improvement ginia, and to the other volunteers can dry little toes and change dirty and wish you could remember every for whom she also speaks, CHAL- pants. little detail to tell his parents. You can LENGE is proud to share this ex- You can spend thirty minutes walk- even fall in love with them a little too, perience in living and love. ing from the cabin to cafeteria. Thirty maybe? minutes of disciplining yourselfnotto You can be embarrassed when a pick the child up and carry him the small boy goes to the bathroom on last twenty yards. your lap, and wonder how thewhole You can sit beside him during lunch campcould find out so fast. and say, "John,if you don't feed You can come hack early his sec- yourself, you don't eat," and then in ond week and watch every car, won- the end carry a full plate away. And at dering if he'll remember you. You can supper? You can sit there for an hour remind yourself not to get your hopes or more while hefeedshimself and smile because tomorrow and every day What can you do on the day he he's gonna feed himself ... you hope. leaves? Pack his clothes, take pictures, What can you do with a child who feed him breakfast "just this once," can't dress himself? You can get up an and wish his parents wouldn't come.

hour early to have time to get him When the carconies youcan be e" t'tea' dressedbeforebreakfast,andfeel cheerful and reluctantly turn him over 4 IA";;': guilty when :y ou oversleep. tohis mother, all the while making What can you do with a little boy bright conversation. After all, think of who issosun sensitive? You can keep his improvement. him in after rest period, and maybe You canrealize no matter how play a simple finger game fur hours on much youtaught, you learnedso end, or watch hint tie himself in knots, muchmore.Thingslikepatience, or you can lie down and read, simply understanding, a pathway to growing What because he likes to lie down next to up, how to stomach a dirty diaper, you. Forget the tan! you can see good and bad points in What can you do when a small child yourself that you never have before. pulls your hair or hits you? Give him You can cry when he leaves, finally. can you the same treatment and try not to use Cry so hard you forget to be embar- negative terms, because that is about rassed.You can silentlythankhis all his vocabulary is limited to. parentsfor bringing himto Camp With a boy like John, youcanlaugh Virginia Jaycee and hope you both do ...? athis "jibber-jabber" and keep on return. talking. Hoping, evenpraying,that You can find, through a little boy, maybe he'll pick up a word. a faith you never had before and will You can take him to evening activi- never, ever lose. ties, and hope that he'll understand Whatcan youdo with a just barely something ... anything!!! nine-year old, retarded boy? You can You can cuddle hitn when he cries, fall in love and thank God that even take pride in small improvements. So for a little while, he was your own.

121 SERVICE PROGRAM observations and a summary of The area of health, physical assessment data, an initial task education, and recreation has a analysis is completed and a pro- responsibility to assist with total gram developed. A case com- mittee consisting of representa- developmentofeachpartici- tives from each discipline con- pant'scapacitythrough an approach that emphasizes physi- cerned with the child meets to formulate direction of the stu- cal activityandrecreational pursuits. Through an individu- dent's total program from ad- he Division alizedprogram the participant mission through Center release ofHealth, may be expected to:(1) gain and community follow-up. Physical Education, and Recrea- greaterawarenessandconfi- RESEARCH AND tionrepresentsonly one of 12 dence in his body and how it PROFESSIONAL disciplinesfunctioning as an may he controlled, (2) develop INVOLVEMENT integral part of the Athens Unit, and/orimprovefundamental GeorgiaRetardationCenter. movement skills, (3) increase his Emphasis is placed on work- Within the Center's framework abilitywithinhisfunctional ingtowarddevelopingand attempts are made to foster and limitations, and(4)acquire a testing methods and apparatus developan interdisciplinary basis for greater social and recre- applicable to mentally retarded approach to mental retardation ational skill. individualsandgroups.Thus, that()provides a comprehen- A primary function of this research becomes an important siveinstructionalprogram for portion of the program indudes component of the professional training teachers and leaders in assessing and interpreting physi- team's responsibility.Research physicaleducation and recrea- calbehavior of each student. by traineesis encouraged tion for mentally retarded per- Developmentalstatus,achieve- through cooperatively develop- sons, and (2) promotes a child ment, and progress are evaluated ing and sponsoring studies deal- centered program which allows throughtestingprocedures, A PHYSICAL ing with physical, social, emo- forcontinuedgrowthand tional,or mental variables of specificperformancegoalsor EDUCATION support when Center students behavioral objectives, and sub- mental retardation. A significant return to community'7.other jective program criteria. In- & RECREATION proportionof researchisap- designated agencies. clusiveinthese evaluation ses- PROGRAM proachedthroughinterdisci- sions are parameters of sport WITHIN plinary studies, allowing analysis THE TEACHER fitness, strength and endurance, AN INTER- relative toallaspects of a child's TRAINING PROGRAM coordination and balance, body DISCIPLINARY development and behavior. Further professional involve- The teachertraining program mechanics, interests, needs and SETTING ment is accomplished by utiliz- inhealth,physical education, attitudes. Two specific tests for ing results of research and train- and recreation was developed to determiningdevelopmental ing programs in organizing work- provide clinical experience spe- status are administered. A modi- shops conducted for both pro- cifically with mentally retarded fiedversionoftheLincoln- fessionalandparaprofessional children.C.ontinuous attempts Oseretsky Motor Development are made to create an environ- Scale orthe Denver Develop- groups. As part of the com- ment that allows for study and mental Scaleis given to each munity liaison team, staff mem- bers are responsible for provid- understandingofinterdiscipli- child during pre-admission and ing consultation to community nary functioning in programs for terminal evaluation sessions. To and state agencies. mentally retardedyoungsters. evaluateachievementofeach Involvement in the Athens Unit child's physical behavior, various Functioning on a full12 is in the form or either partici- instruments,such as stabil- month basis, the Athens Unit, Georgia Re tardation pationand/orobservation, ometer,pursuitrotor, bicycle Center affords a notable opportunity to where activity level may range ergometer, handdynamometer, the State. of Georgia to offer a from general familiarization with and balance boards are used. The service to its population and to basic concepts to student teach- Special AAIIPER Physical Fit- ness Test is also administered to provide a setting and program ingand graduatestudycon- students and appropriate awards for study and service in mental cernedwithspecificlearning retardation. and/or totalprogram develop- given for their levels of perform- ment for individuals 4nd groups. ance. UponCenteradmittance, initial sessionsarescheduled ERNEST L. BUNDSCHUH with students to allow for basic Coordinator of Physical Education observationsconcernedwith SUSAN J. GOOCH totalbehavioral,neuromotor- Director of Recreation Therapy perceptual,andpsychosocial Athens Unit development.Followingbasic University of Georgia

199 -DEBORAH MATYLEWICZ, volunteer, Keystone Training and Rehabilitation Residence, Inc., Stranton, Pennsylvania. Re- Getting Dennis to trust me was a difficult task. printed from the Penn State Extension Bulletin. We spent a great deal of time together, play- ing, reading, and just going on walks. There were many times when I thought I would just give up, times when he took one step forward and two back. One time in my life when I felt that I had done Once I taught him the basic colors and thought he something worth doing occurred when a lit- knew them perfectly. When we went back to review tle boy named Dennis said my name. This may seem them five minutes later, however, he couldn't tell like a very trivial thing for any four-year-old-boy one from the other. There were other times when to do but Dennis is not a normal four-year-old; he I thought that I had his confidence and suddenly, is mentally retarded. I would feel it slipping away like the sand at the I met Dennis at a rehabilitation center where I do ocean slij,ping under my feet. volunteer work with retarded children. The first time I saw him, he was engrossed in playing basketball Imust have told him my name hundreds of times on his one-man team; he ran up to me and looked and asked him, to repeat it. He couldn't say it. up at me with his perspiring, flushed face. He began As time went on, we became good friends. Then, to make frantic gestures with the basketball that one day as we were walking through the park, a seemed gigantic in his tiny hands. Understanding fuzzy, brown-eyed squirrel came scampering out what he meant, I played catch with him for some from behind a bush. On our many walks, I had al- time. All the while we were playing, he never ut- ways pointed out squirrels and other little animals tered a word. and Dennis would go running after them. This time, After Dennis left, I spoke to the therapist who told Dennis noticed the squirrel before I did and to di- me that he was under therapy and the few words rect my attention toit, he called my name. . . that he did say were incomprehensible. She told Debbie. ..loudly and clearly, with no stuttering me that if I really wanted to help him I should try or stumbling over letters. Because of the cold day, to gain his confidence and trust, but she warned his breath turned into a visible vapor as he spoke me that the chances for him to ever talk to me were to me. That day, we both ran after the squirrel, slim. From that clay on, I considered him my special hand in hand, understanding each other a little bit case. better.

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JOSEPH GRABER An exciting venture in Warren Consolidated Consultant in Health and Physical Education Schools offers impaired, disabled, and ROBERT W. JAMES handicapped children opportunities to develop Director of Health and Physical Education physical and motor skills through swimming. Warren Consolidated Schools This program has been jointly sponsored by the 29900 Lorraine Boulevard Divisions of Physical Education and Special Warren, Michigan48093 Education with the cooperation of the Trans- portation Department. The program is geared to serve children between the ages of 21/2 and 12 years of age and include deaf, blind, trainable and educable mentallyretardedalong with those having such multiple conditions as cere- bral palsy-deaf, cerebral palsy-blind, and train- We have an obligation to assist every student to able retarded with gross motor coordination develop to his maximum potential. In general problems. education, and particularly in special education, The Warren program began on a small scale arbitrary limits and restrictions have for too four years ago in one senior high school. During long been imposed on impaired, disabled, and the next two years it expanded to include three handicapped. childrenthathaveadversely high schools and the following year was intro- affected their potential growth and develop- duced into a fourth high school. The program ment. Who among us is capable of predicting became possible when a group of students in a the potential of another with the multitude of physical education seminar class waived their factors that influence and determine how far swimmingclassso handicappedyoungsters each person can reach? This article describes a could use the facilities. As a result of this initial Warren, Michigan program that enables handi- experience, students in other schools agreed to capped and nonhandicapped students to work waive their swimming period and assist handi- together for the mutual benefit of all. Sample capped youngsters. This has been a rewarding reactions of students involved in the program, venture for all concernedthe students who as above,illustratethe success of Warren's give up their time in the pool so the handi- approach. capped can have opportunities to learn the techniques of swimming, to gain in fitness, to become more coordinated, and to develop a recreational pursuit, and to the handicapped youngsters themselves who have more self- confidence, create pride in their accomplish- ments, and improved self-concepts. Participants in the program are bussed from every corner of Macomb County to the Warren

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Consolidated School, a regional center for all of limitedinallaspects of their development. thecounty'svisuallyhandicapped andthe Parents have been invited to see the program largest center in the county for children with and see the youngsters in action; many sur- auditory impairments. Trainable and educable rounding school districts which send children to mentally handicapped students for the most the program have been invited to come and see part Jive within the district itself. When the for themselves. bussesarriveeachhandicapped studentis Reactions from the high school students greeted by one of the high school students, have been such as, "Gee, these kids are normal usually assigned on a one-to-one basis and in too!" And they are normal in that they like to some cases because of the severity of the do all the things their peers do. Skills, methods, problem, on a two-to-one basis. or approaches often have to be changed a little The students assist the handicapped partici- but these youngsters are able to participate, pants in preparing for swimming so they can each at his own level and in his own way. Some have maximum time in the pool. One hour is of the high school students have indicated that allocated for the entire operation from the time they are going to switch from regular education they arriveinthe building until they leave. to special education and make a career of Generallyparticipants receive 50-minutes of teaching the handicapped. actual swimming time. Student aides work with All of the handicapped youngsters are also the same participants daily for the entire five includedinaphysicaleducation program. week program. They work out their own Whenever possibletheyareintegratedinto activities, approaches, and ideas for establishing regular physical education classes. When this is rapport with the youngsters. Physical education not possible, special classes are set up for them and special education teachers are available to with a regular physical education instructor. In answer questions and give student assistants addition to active participation in the regular guidance in developing the program. physicaleducationprogram, some students Studentassistantstakethehandicapped participate in the interscholastic program. Deaf youngsters, and depending upon limitations students are on one of the junior high school placed on them, challenge them to work to track teams and some also play football. A their potential. No restrictions are placed upon Super 8mm film has been developed showing the student or the handicapped participant in the swimming program at two of the high striving for goals thatfulfilltheir potential. schools, blind students on the trampoline, deaf When the program was initiated some objec- youngsters practicing for track and field, and tions were received from our own staff as well others at football practice. This film has been as from parents and others who felt that too an important public education and public rela- much was expected from students and partici- tions device as well as showing lay and profes- pants alike. However, we stood by our prin- sional groups in the community the philosophy, ciples and now have converted and convinced activitiesand accomplishments of everyone many people that these Youngsters are not involved in the Warren program.

125 Handicapped? Not hardly!

This past summer Jon Aitken, 1971 NCAA gymnastics runner-up in high bar competition, and I taught at a tumbling clinic for a few days. Before classes started, the sponsor approached me. "There is a little girl in your second class who is mentally retarded and the only way to get her to understand is to show her what to do. She cannot take eriticism."1Iaving never worked with retarded kids before, I really began to worry. here I was with a class of IS girls, ages six to nine, and one of them was mentally retarded.

The first girl in line warmed up with a roundoff with the wrong foot in front. I looked at Jon. "'That must be her. Teach her the correct takeoff," 1 whispered. After several more students, another girl did six skip steps down the mat and after running out of room, finally did her roundoff on the gym floor. "Oh, oh," I thought, "that must be her!" I showed that particular MARK D. EATON girl what I wanted her to do and she seemed to comprehend. Instructor and Assistant Coach United States Naval Academy A few girls later, we worked on flip flops. One of the girls not yet AnnapoliS, Maryland 21402 mentioned giggled as soon as Jon and I touched the small of her back. She continued to giggle for ten minutes. Jon winked at me and we both knew that this was the girl!

After four passes at flip flops and six or seven kids who could have been the girl we were looking for, the class ended and we gave a best flip flop award to a little girl in a pink leotard with a short hair style.

Later the sponsor once more approached me. "Stormy, I thought you handled the class beautifully and I especially appreciate the way you instructed little Ann. Giving her that award was so considerate."

Jon and I looked at each other and smiled. Out of that entire group, we unknowingly gave the flip flop award to the student who learned the most in a 50 minute period and guess who it was?

NOTE: The author, Mark D. "Stormy" Eaton, holds a B.S. degree in physical education from the University of New Mexico and is 1971 NCAA Floor Exercise Champion and twice United States Gymnastics Federation Trampoline Champion.

126 Bow to tell a pro from an amateur In daily work, as in sports, the real pro tackles his work in a way that sets him head and shoulders above his amateur counterpart. Five points identify a pro: HE GIVES HIS ALL. The amateur loses interest in a con- tinuing job, puts less effort into it. The pro gives it the same effort whether he is on the same job twice or a hundred times. HE IS LOYAL. The amateur is not above sniping at his boss. The pro keeps the boss's weaknesses to himself, is sup- portive, not destructive. HE CAN TAKE PRESSURE. The amateur tends to fall apart under pressure. The pro does not; his record may not be perfect, but he is not rattled by pressure and does his work without furor or fuss. HE TAKES THE RAP. A mark of the tyro is his facility in finding excuses when something goes wrong. The pro accepts responsibility and concentrates on finding out what went wrong so it won't happen again. HE MAKES THINGS HAPPEN. The amateur tends to drift with the tide. The pro directs his own destiny as much as he can. He is a doer, not a drifter. From the Handbook for I. C. Camp, Sioux Falls, South Dakota.

A teacher who makes little or no allowance for individualdifferencesinthe classroomisan individual who makes little or no difference in the lives of his students.

William A. Ward

Philip Bankston, a serious, blond youngster not yet I I, spent his vacation months serving residents of Ellisville, MississipjWs State School. Rather than report to a play- ground or swimming pool, Ellisville's youngest volunteer worked withyounger residents,played withchildren needing exercise under the watchful eye of staff members from the Corrective Therapy Department, pushed carts and wheelchairs, and carried trays. He even went along on a weekend camping trip and fit well into the schedule of play and recreation for the 82 residents taken on the outing. Philip's outstanding unselfishness and loyalty make it obvious that compassion and a willingness to serve are born with some humans.

127 V. CROSS COUNTRY CHALLENGES

A PLAN TO MAKE USE OF THE MENTALLY RETARDED AS teachers, parents, and the public. Information about the employees at a vacation spot will become a reality this association and its activities can be obtained from Doug summer. Dan Torisky, of Pennsylvania, worked out the Brandow, r teacher for the trainable mentally handi- details of using a state or natio.; park, building tourist capped, Sandwich School District 430, or Glen Taylor, cabins and motels, surrounding the area with recreational project coordinator for traivable mentally handicapped, facilities for swimming, fishing, golfing, etc.and then DeKalb County. Marshall Peterson, special education manning the vacation village with a staff of maintenance instructor, Northern Illinois University, DeKalb, serves people who are mentally retarded or physically handi- as an advisor to the Association. capped. Such personnel, following training, will mow the grass, change bed linens, work on the greens, and serve in the restaurants. They will liveintheir own motel units apart from the tourist complex and, as with any job, pick up a paycheck for their work. The plan KIMBERLY-CLARK CORPORATION, NEENAH, WISCONSIN, includes a supervisory staff to evaluate work performance has available Growing Up Young: About Menstruation and to oversee year-round educational and occupational for Parents and Teachers of the Mentally Retarded. programs for the employees. Thus people who need not Direct requests to Kimberly-Clark Corporation for this be institutionalized will move out into the world. At the informative and useful booklet along with publications same time, the plan builds tourist revenues; motels will fr,m1 the Life Cycle Center which can be adapted and he franchised under a profit-sharing arrangement with the applied to sex education programs for the mentally re- state and will help to fund mental health programs after tarded. Puberty in the Girl Who Is Retarded, a booklet the construction investment is amortized. Since workers designed to help mothers of mentally retarded girls cope are to be paid, they in turn can help pay for their own with some of the problems puberty presents, is available specialcare and will be building on socialsecurity from the NationalAssociation for Retarded Children benefits for themselves as well. °tocsin State Park has (2709 Avenue E East, Arlington. Texas 76011). Other been provided by Pennsylvania's Department of Forests recent publications dealing with sex education and the and Waters for this project, which will be in operation mentally retarded include: Love, Sex, and Birth Control by next summer. For further information, write to Dan for the Mentally Retarded: A Guide for Parents by Wini- Torisky, c/o Lando Inc., 725 Liberty Ave., Pittsburgh, fred Kempton, Medora Bass. and Sol Gordon (Planned Pennsylvania 15222. Parenthood Association of Southeastern Pennsylvania, 1402 Spruce Street, Philadelphia, Pennsylvania 191021, Social and Sexual Development: A Guide for Teachers TEN NORTHERN ILLINOIS SCHOOLS, INA FOLLOW-UP of the Handicapped (Special Education Curriculum De- move to informal groundwork begun last spring, have velopment Center. University of Iowa, Iowa City), and organized conference competition in basketball for train- Resource Guide in Sex Education for the Mentally Re- able mentally handicapped children. A five-game sched- tardedI AAHPER, 1201 16thSt..N.W.. Washington, ule plus a five-day tournament at the Northern Illinois D.C. 200361. University field campus constitute the 1970.71basket- ball activities for the recently formed Northern Illinois Athletic Association for Trainable Mentally Handicapped Youth. The conference is an outgrowth of experimental athletic activities conducted last spring and a commit- ment to more cohesive participation by the ten schools. SEVERAL PUBLICATIONS DEALING WITH VARIOUS ASPECTS The concern is not only for the child but also for the of special education, rehabilitation, and recreational fa- parents and the publicto make them aware of what cilities for impaired, disabled, and handicapped provide these kids have to offer. Formation of the special athletic helpful information which is especially valuable for archi- conference was prompted by interest in retarded chil- tects, planning groups, and facility administrators plan- dren's athletic and emotional development as well as their ning to build new facilities, renovate existing ones. or to social growth. Activities have been selected and rules add new services. Selected Rehabilitation Facilities in the modified to meet the special needs and specific abilities United States: An Architect's Analysis by Thomas K. of participants. For example, in basketball, free throw Fitz Patrick (Superintendent of Documents, U.S. Govern- distances are rated by each player's ability and foul calls ment Printing Office, Washington, D.C. 2()102, 65 cents) are much more lax than in some basketball games. Track provides information, pictures, and floor plans of compre- meets have been sponsored where youngsters were di- hensive rehabilitationfacilities, rehabilitationfacilities vided into classes according to ability and competed in with special disability or program emphasis (e.g., com- the 50-yard dash, 220-yard run, 440-yard relay, soft- munications disorders,blind, mentally retarded, emo- ball throw, standing long jump and kickball. The overall tionally disturbed), rehabilitation facilities directly re- idea of the association is that everybody winsthe kids, lated to a hospital, and the rehabilitation hospital; special

128 News about programs and activities, methods and techniques, resource materials and teaching aids. Contributions to this column are welcomed.

considerations in design of rehabilitation facilities are PhysicalEducation,RecreationMaterials: A Multi- also included. The Elimination of Architectural Barriers media Guide: and Elementary Teachers Guide to Free (Phi Chapter, Alpha Phi Omega, Syracuse University, Curriculum Materialsbringcomplete,up-to-date,or- Syracuse, New York) deals specifically with eliminating ganized, and systematized information on free educational, physical barriers on coliege/university campuses. Copies informational, and entertainment materials. Each guide of A Report on Archite,i4.1 Barriers in Indiana State contains descriptions of materials, sources, a title index, Parks, providing specific recommendations, suggestions, and a thorough subject index. Many films rented to schools and guidelines for making recreation facilities accessable by other agencies are free from sources in the film guide. to impaired, disabled, and handicapped, is available free Each of the guides is completely updated annually so that from Programs for the Handicapped, AAHPER, 1201 they are always current and include new materials and 16th Street, N.W., Washington, D.C. 20036. Environmen- listings. The guides may be obtained from Educators tal Design: New Relevance for Special Education by Alan Progress Service, Randolph, Wisconsin 53956. Abeson and Julie Blacklow(Councilfor Exceptional Children, 1411 South Jefferson Davis Highway, Arling- THREE MILDLY RETARDED YOUNG MEN FROM LAKELAND ton, Virginia 22202) resulted from the long and active VillageI Medical Lake, Washington) were the first par- interest of CEC in the development of efficient and effec- ticipants in a pilot skiing program recently initiated by tive educational facilities for the instruction of handi- the institution; Lakeland officials plan to establish a regu- capped children. This publication has been designed to lar skiing program this winter. For additional informa- permit use by a variety of persons and includes data tion contact RecreationDirector, Lakeland Village (P.O. about the status of educational facilities for the handi- Box 200, Medical Lake, Washington). capped, information about planning. research findings and needs, and discussions about specific design problems in building or renovating facilities for these purposes. "PERCEPTUAL TRAINING REVISITED: THE TRAINING OF NOTHING AT ALL" (Rehabilitation Literature, November 1971 1, is a timely and provocative article by Lester Mann. PLANNING RECREATIONAL. PLACES BY JAY S. SHIVERS AND Directorof SpecialEducation, Montgomery George Hjelte (Associated University Presses. Cranbury. Pennsylvania, and Executive Director of Buttonwood N.J.085121isa comprehensive book that covers every important phase of recreational planning including Farms, Philadelphia. The author questions the existence the essential basis for planning to design concepts and Of perception and challenges the reality of abilities. skills, components that make up the necessary physical facilities capacities. processes, potentials, faculties, and functions. and properties of well-ordered recreational service sys- Confusion over what tests do in fact measure and illogi- tems. Environmental designis considered fundamental cally conceived cause and effect relationships are to any planning assignment: local, metropolitan, rural. in terms of learning disabilities. perceptual-motor suburban, exuthan. and rc.,-,ie,nal planning are all consid- and visual-perceptual training. Dr. Mann concludes, "If ered. Chapters on neighborhood and community parks. we work on the basis of his (child's)information, we public swimming pools and beaches, and camps have will put aside much of the paraphernalia of activities that much to offer persons planning facilities for recreational have taken so much of our and our children's time in perceptual training and get to work on teaching what the programs for impaired, disabled, and handicapped. learning disabled child needs to learn. It is no easy job. but our digression, into perceptual training will not make MOTOR ACTIVFITES: NEWBORN TO SLY YEARS OF AGE WAS COM- it easier when we do get to it for they have kept us too piled by Orrin Marx, Supervisor of the Physical Education long from this critical challenge." Agree or disagree, but Department, University of Iowa Hospital School (Iowa read. analyze, and think about the contents of this timely City). This material contains developmental activities from article.

a Physical Ability Rating Scale developed by the staff of CONTROVERSY INCREASES 0':17.11 FORMAL SCHOOLING THROUGH the Physical Education Department, University Hospital early childhood programs for a!!children. Reports, re- School, in a continuing project initiated in 1957 to develop search, empirical evidence, and data regarding growth and such a scale for evaluating physically handicapped children. development of childrenprovide evidence that suggest The scale provides a basis for understanding developmental sending four-year olds off to school results infar more activities in terms of progressions, sequences. relationships, harm than good! In fact, some contend that children and is applicable to all children, including impaired, dis- probably should not attend school until they are seven or abled, and handicapped. eight years old. Numerous articles and reports deal with the controversy and suggest alternatives to early formal school- EDUCATORS GUIDE TO FREE FlumsTai Ps : EnucaToiis Gtint: ing such as Home Start and the important role parents, toFreeFilms:EducatorsGuidetoFreeHealth, especially mothers, play in providing the base in Ilia home.

129 PAPERS ON PROGRAM DEVELOPMENT IN RECREATION AND THE STATE BOARD OF EDUCATION, COMMONWEALTH OF PHYSICAL ACTIVITY FOR HANDICAPPED CHILDREN is being Massachusetts, for some 12 years has provided reimburse- distributedthroughtheInstituteofInterdisciplinary ment of 50r,4 of costs, including transportation, to com- Studies(Recreation and Leisure Studies Area), San munities offering approved summer or winter recreation Jose State College. San Jose, California 95114, and the programs for mentally retarded and physically handi- Center of Leisure Studies, University of Oregon, Eugene, capped persons. In addition, proportionate share of sal- Oregon 97403. for $2.50 (check or money order must aries of supervisors of art, music, physical education, and accompany orders). Contents include "Recreation and audiovisual education are reimbursed for actual super- Physical Education for Handicapped Children: Initiating, visor) services rendered for speech handicapped, hard of Expanding and Improving Programs at the Local, State hearing, partially seeing, or perceptually handicapped chil- and National Levels." "The Handicapped Child's Right to dren. During 1969-70, 3,563 mentally retarded and physi- Physical Education and Recreation. "' "Working Together cally handicapped individuals participated in these recrea- in Recreation and Physical Activity for the handicapped tion programs in 137 communities throughout the Com- Child," "Reference information on Recreation and Physi- monwealth. Half of the expenditures of $528,563.38 or cal Education for Handicapped Children," and "Hand- S264,281.69 came from state support and the other half book on the Therapeutic Recreation Service for Handi- from local funds. Massachusetts appears to be the only capped Children Curriculum." Each section contains pa- state with this type of specific provision and support given pers by leaders in the respective fields including Janet recreation programs for the handicapped through authori- Pomeroy, John Nesbitt, Genevieve Dexter, David Park, zation in the general laws of the state. Additional informa- Betty Wright, William Hillman, and Helen Jo Mitchell. tion, including details about programs. rules and regula- This is an excellent source for individuals and groups in- tions for administering priTrams, guidelines to communi- terested and involved in various aspects of physical edu- ties and the specifics of the legislation (Chapter 69, Sec- cation and recreation programs for the retarded and tion 29D) can be obtained from William A. Philbrick, Jr., handicapped. Of special interest will he the section dealing director, Division of Special Education, Massachusetts with ways and means of obtaining financial assistance for Department of Education. 182 Tremont Street, Boston. programs at the local level. Massachusetts 02111. RutNTLY THE. TEXAS ASSOCIATION FOR RETARDED CHM- dren sponsored a statewide retreat for representatives of Texas agencies and organizations involved in various as- DAN JAMISON WENT ON THE AIR AT WEER AM/FM RADIO, pects of physical education and recreation programs for Warrenton. Virginia. at 6:00 a.m. Monday, August 23. the retarded and handicapped. Delegates came from all He broadcast continuously-24 hours per dayuntil over the state to discuss ways in which their organizations. 10:00 a.m. Friday. September 3. setting a new world's agencies. associations. and groups could work together to record of 268-hours-11 days, 4 hoursof continuous extend and expand opportunities for the retarded and broadcasting Ithe oldrecord was 267 hours) . During the handicapped throughout Texas. True teamwork. coopera- marathon $13,500 was raised for the Fauquier County tion, and inter-multidisciplinary efforts and activity were Association for Retarded Children to be used to upgrade the keynote of deliberations and proposed activities. Per- and enrich programs and opportunities for the retarded manent advisory-steering committees at state and local throughout the county. Additional day care opportunities. levels are to be developed so that unnecessary and unwar- expanded camping and recreation offerings, and broader ranted duplication of time, effort, and money will be elim- programs in the operation of the FCARC will result from inated. Participants represented five major groups: col- this bonanza. Donations came from many sourcesout- leges and universities. public education, parks and recrea- right contributions from listeners, solicitations from per- tion, mental health. mental retardation boards and centers, sons in their own neighborhoods, and goods and materials and civic-service-voluntary organizations and agencies. donated by merchants to be auctioned over the air. All of The need for approaches of this type has been increasing this was Dan Jamison's own idea for which he receives fog scveral years: still another model for working together Challenge'saccolade of the month. has now been provided. Details and additional informa- tion about the program and this project which has been funded. under the Developmental Disabilities Act can be STANDARDS FOR RESIDENTIAL FACILITIES FOR THE MEN- obtained from Guy Owen, project director. Texas Asso- TALLY RETARDED has just been released by the Joint Com- ciation for Retarded Children, 833 Houston Street. Austin mission on Accreditation of Hospitals. These standards Texas 78756. represent the work of over 200 persons who served on advisory committees to contribute to the goal of improved MINIMUM STANDARDS FOR ACTIVITY PROGRAMS FOR THE. services for the mentally retarded. Major sections deal RETARDED is a manual for evaluation of programs, activi- with administrative policies and practices, resident living, ties, and efforts, designed for centers that maintain the professional and special programs and services, records, retarded in the community. Standards can be used for research, safety and sanitation, and administrative sup- agency evaluation and should lead to continual improve- port services. Specific standards of particular interest to ment of programs to meet objectives. Sections deal with readers ofChallengeinclude educational services, physical organization, facilities, bucigct, admission and discharge and occupational therapy services, and recreation services. procedures, program, and volunteers. The manual was de- A paper bound edition may be ordered at $1.00 per copy veloped by the Ad Hoc Committee on Standards for Com (postpaid) from the American Association on Mental munity Adult Activity Centers of the Staff Development Deficiency. 5201 Connecticut Avenue, N.W.. Washington, Project, Center for Developmental and Learning Disor- D.C. 20015: loose-leaf hinder editions at $6.00 per copy ders, University of Alabama Medical Center. 1720 Seventh (postpaid) may be ordered from the Accreditation Coun- Avenue South, Birmingham, Alabama 35233. Copies may cilfor Facilities for the Mentally Retarded, 615 North be obtained from the Center for $1.00. Michigan Avenue, Chicago, Illinois 60611.

130 Cross - Country Challenges

PARENTS OF OLDER RETARDATES IN LOWELL, MASSACHU- A MOBILE SERVICE TO BRING RECREATION SPECIALISTS setts, opened a Drop -In Center some four years ago for into the homes of the severely retarded was initiated late the in-between adult retardednot the one who is insti- in November 1970 by the Recreation Center for the Han- tutionalized nor the one who is capable of making it in dicapped (San Francisco). The program, financed by a the everyday working world, but the one who stares con- grant from the San Francisco Foundation, serves 159 stantly at the four walls of his home and who must be physically handicapped and mentally retarded children content with only the company of his parents and siblings. and adults who are too severely disabled to take part in All funds needed to finance this progrnm were solicited by programs conducted at the Center's facilities. The Foun- the parents from business, civic, and individual sources dation's grant will support the in-home service program funds have neither been sought nor received from the city, for two years, after which itis expected that the Center state, or federal governments. The Center has two pool will finance it through its regular budget. tables, three Ping Pong tables, an arts and crafts area, a Extension of services by means of the mobile program dance area, and a snack shack with booths and bar. Speech was stimulated by the Center's growing waiting list of and drama classes, hair care sessions, and other activities severely retarded and handicapped individuals in all age are aimed at having the retardate take his place in society. brackets who need assistance in improving their physical, Retardates also participate in bowling, swimming, physi- social, emotional, and self-help skills but have no access calfitness programs, (lancing, special olympics, roller tofacilities outside their homes. The program isnot skating, trips, and a special banquet awards night. The limited to children and young adults. Adults, particularly Center is staffed by parents and friends of the retarded. the elderly, are in special need of this kind of help to The older retardate need no longer sit at homehe has a overcome the isolation that results from being homebound place to go, a home away from home, a place where he for long periods of time. Many of those to be served by can enjoy the company of his peers; he is able to relax the mobile program are severely handicapped or retarded with the knowledge that there are adult volunteers always teenagers and adults who have returned from state insti- at hand to give him help if he needs it, or privacy if he tutions to foster care homes in the community. desires it. He is not bogged down by any set routine or A major expenditure in establishing the new program schedule. The Center is truly what its name impliesa was the purchase of a special bus used by the project staff Drop-In Center where the retardate knows he is always to carry equipment and supplies to the home. The range welcome. At present the age range of participants is from of activities in the homebound program includes table 15 to 50. games, sewing, arts and crafts, music and drama, and physical exercise. The new bus transports those who can FIFTY-SIX TRAINABLE MENTALLY RETARDED CHILDREN he taken out for brief periods of outdoor activity and con- participated ina six-week summer program at Milton tacts other homebound individuals. Avenue School, Atlanta (Georgia)Public Schools to Staff for the project consists of a director, who is a evaluate the effects on academic achievement of a motiva- regular member of the Center's staff, an assistant director, tional system using tokens. The Metropolitan Readiness and three graduate students from San Francisco State Test was used for pre- and post-test evaluations. Results of College who are serving in the program as part of their the testing indicated that the children made a 28.3% gain field work in therapeutic recreation. in academic achievement. Children were taught academic skills--numbers and writingone hour each day. The TILE FIRST iNTERSCHOLASTIC ATHLETIC COMPETITION FOR program includedinstructioninlanguage, grooming, the mentally retarded in Baltimore. Maryland, took place physical education, art, and music. but tokens were re- early in 1971 between two schools for the trainable men- ceived only for progress in academic skills. Tokens could tally retarded. An exciting floor hockey game between he exchanged for candy, trinkets, soft drinks, or an oppor- Upton and Poppleton Schools in late January was the tunityto participatein swimming, bowling, dancing, beginning of a series of activities between the two schools. shooting squirt guns, and similar activities. Negative re- In most athletic events, even professional sports, there are inforcement was not used. Once tokens were given, they slow, sometimes dull, moments throughout the contest. were never taken away, and it was the teacher's respon- Not this one! From the starting whistle it was a fast mov- sibility to provide academic work on the individual child's ing and exciting game. The entire audiencethree cheer- level and to reward the progression of correct responses. leaders for each team, all the students and faculty from the The system proved to be highly :motivating to the chil- home school, and several parentsreacted to each play as dren and provided a structured pattern by which teach- though they were watching the Colts in the Super Bowl. ers knew how their children were progressing for a given The game never once waned in action and enthusiasm. So sequenced program. much enthusiasm and effort made one wonder if more than -PAULA CALHOUN, Supplementary Educational Center. a banner, which read Hockey Champs-1971 to he dis- Atlanta, Georgia played in the winning school, was at stake.

131 SOME 300 SPECIAL EDUCATION STUDENTS FROM13 THE FINAL REPORT OF A THREE-YEAR STUDY SUPPORTED schools participated in the Second Annual Special Olym- in part by a grant from the Children's Bureau of the U.S. pic Play Day at St. Gregory's College (Shawnee, Okla- Department of Health, Education and Welfare has re- homa) under (ha direction of Father Paul Zahler, director cently been released and is available from Department of of the special program. During the morning session par- Recreation, School of Education, New York University. ticipants took part in softball, basketball, volleyball, track, Titles are Enhancement of Recreation Service to Disabled wrestling, boxing, miniature golf, soccer, archery, swim- Children, Recommended Standards with Evaluative Cri- ming, fishing, nature hikes, and a variety of games. Fol- teria. for Recreation Services in Residential Institutions, lowing lunch, rhythmic activities and folk dance instruc- Serving Disabled Children: Guidelines for Recreation tion took place. The major objective of the play day was Agencies, and Recreation for Disabled Children: Guide- to bombard participants with every kind of activity that lines for Parents and Friends, Doris L. Berryman, re- could be provided within the limits of the college campus. search scientistat New York University, directed the The day was concluded by teaching the entire group a project. Mexican dance on the gym floor which was followed by a TRICTIIEllaPEUTIC RECREATION INFORMATION CENTER very exciting modern dance band. This is a beautiful ;sub- is a literature and document storage and retrieval cen- stitute for an awards ceremony when no funds are avail- ter in therapeutic recreation. Published and unpublished able for awardsand, each school can leave according to articles, hooks, conference proceedings, and other ma- its own schedule. Father Zahler feels that the key to a terials are acquired, abstracted, and indexed for storage in playday is involvement and opportunities for decision TRIC's computer-based information retrieval system. The making. The choice of activity is left to the participant TRIC data base has been developed from a systematic whose reward is something he selects because he wants to search of selected information sources for the period from do it or learn it and not for a ribbon he may o: may not 1965 through 1970. Information requests will be handled win. Emphasis is placed on developing the kind of inde- by the Therapeutic Recreation Center without charge: pendence needed to become involved with children back users will be requested to provide a brief evaluation of home, in the neighborhood, on the playground, or at the relevance of material retrieved in relation to the in- school, where they can have a lot of fun with other people. formation request. Direct information requests to TRIC Department of Recreation and Leisure Studies, University of Waterloo, Ontario, Canada.

A USEFUL PUBLICATION HAS RECENTLY BEEN TRANSLATED into Spanish. Scouting for the Mentally Retarded is now available from Fundacion para Servicios a Ninos Mental- mente Retardados de Puerto Rico (1422 Americo Salas, Santurce, Puerto Rico) at $1.25 per copy including han- dling and mailing charges. Additional information about this publication and programs for mentally retarded in Puerto Rico can be obtained from Senora Eva Lopez,

:.---'--; president of the organization.

,... ePtat AFTER TWO YEARS OF CLASSROOM TESTING/ EVALUATION, ,rf the Me Now life science program for the mentally handi- --..r.. , gv.kv,;1 -Ada 7... x;aork , capped is available. Mc Now is a complete set of materials ....,.. for a two-year instructional block consisting of four units: Digestion and Circulation, Respiration and Excretion, Movement, Support and Sensory Mechanisms, and Growth THE EXCEPTIONAL PARENT, a new bimonthly magazine, and Development. Test results demonstrate that objec- is designed to help parents of exceptional children who tives have been achieved for the three-year project which reach out for assistance, guidance, or advice. The maga- was conducted by the Biological Sciences Curriculum zine makes available practical advice that !gas not general- Study (BSCS), Boulder, Colorado, under a grant from ly been available to parents of children with disabilities. the Bureau of Education for the Handicapped. All ma- The Exceptional Parent is dedicated to bringing toits terials, including a teaching guide, are available from readers the best and latest of professional and scientific Hubbard Scientific Company, P.O. Box 105, Northbrook, information presented in a useful way. Ingenious schemes Illinois 60062. Additional information, including evalua- for dealing with particular problems designed by parents tion reports, may be obtained from BSCS, P.O. Box 930, will he sought and shared; successes and frustrations of Boulder, Colorado 80302. adults with disabilities since childhood will be reported: children themselves will speak to parents about how they ARTS AND CRAFTS STUDENTS IN THE LA K ELAND VILLAGE feel, what they fear, what they resent, and what they want. I Medical Lake, Washington) special education service The Exceptional Parent proclaims the rights of children won many awards at the Spokane Interstate Fair. Blue with disabilities to full lives with adequate health care. ribbons were won for puppets, water colors, stitchery, and education, recreation, friimls, and vocational training and ceramics; red ribbons for ceramics, stitchery, and a map. job opportunities as they grow up as much as possible in Three mildly retarded young men from Lakeland Village the mainstream of their communities and not always were the first participants in a pilot skiing program re- segregated into special centers. Write to The Exceptional cently initiated by the institution; plans are being made to Parent, P.O. Box 101. Back Bay Annex. Boston. Mass- establish a regular skiing program. For additional infor- achusetts 02117: rates are $2.00 per copy and $12.00 per mation contact Superintendent, Lakeland Village, P.O. year. Box 200, Medical Lake, Washington 99022.

132 Cross-Country Challenges JY.;744-Z.g4tW-e

NEW MEXICO IS INTEGRATING MENTALLY RETARDED YOUTH HOME OF HOPE (VINTA, OKLAHOMA) A RESIDENTIAL CEN- into normal community settings. Fourteen residents of ter for mentally retarded adults 18 years of age and over, Villa So lano, one of the state's three training schools for combines the best qualities of a home, school, and recrea- the retarded, are attending classes at a nearby high school. tion center;it, is also classified as an intermediate care The residents are enrolled in vocational agriculture, driver facility. This center had its beginning in the spring of education, general science, language arts, physical educa- 1968 through a community effort stimulated by parents tion.;and music courses. Two of the retarded students tried and professional leaders aware of the continuing need of out for and made the school's football team. The primary the over-eighteen mentally retarded adult. This led to pur- objective of the project is to provide a means by which the chase of a home to provide an attractive facility with an Villa So lano students can develop socially and identify atmosphere conducive to family living, learning, and rec- with normal teenagers in dress, interests, and behavior. reation. Financing for remodeling and equipping the For additional information contact Carole Gorney, Public home was secured through a nonprofit corporation and Affairs Director, Department of Hospitals and Institutions, through donations and loans from individuals, clubs, and 425 Old Santa Fe Trail, Santa Fe, New Mexico 87501. businesses; repayment isto be made after a 15-year period. Month-to-month financing is accomplished through RONALD BRUCE NIPONASSOCIATION (PHILADELPHIA, payment of monthly fees made by parents or through Pennsylvania) is trying to locate recreation and socializa- Medicaid. Other income is derived through grants and tion programs for mildly retarded young adults. Itis gifts of money and equipment. Original enrollment was hoped such contacts will lead to some kind of alliance by eight residents; ten months later the home was filled to which mildly retarded young adults from around the capacity of 35. Changes in room arrangements increased country can communicate and have reciprocal kinds of enrollment to 48 and provided a waiting list of about 20 visits and/or regional or national meetings in much the other'. Those who reside at the home have mental ages same way as fraternities or sororities. Since its founding of 2 tirrough 9 years and chronological ages between 18 in P)65 members of the association have taken trips to and 39. A workshop and recreation center, now under Atlantic City, New York City, Washington, D.C., Mont- construction, will make it possible to increase population real, Canada, and ;Niagara Falls. Ontario; early in May to about 56. Hope provides a full schedule of activities a group from Ontario is coming to Philadelphia for a that include howling, swimming, shopping, movies, and visit. On June 1, members of the Association will leave athletics as well as weekly church attendance. The Home by jet for a week in London. This trip has come about sponsors the Hi Hopes, a popular choral group that en- because of the large number of members who have secured tertains throughout Vinta and the state area, emphasizing excellent paying jobs in federal government and private the mentally retarded person's ability to contribute and industry during the last three or four years; many have he a part of the community. All residents are recipients of accumulated savings and wanted to take a trip outside the an individually designed and scheduled program planned United States. Recently the Association was visited by the to benefit the older mentally retarded person. Job assign- director of a program similar to the Nipon program from ments in housekeeping, dietary, and maintenance provide Essex. England. Pen-pal relationships developed between tasks as simple as dusting to the more complex ones of Philadelphia and Essex so all are now looking forward to operating the commercial dishwasher or conveyor floor meeting each other in June. Contact Iry Segal, Director. buffer. Class activities range from personal development, Ronald Bruce Nipon Association. 6335 North Broad letter writing, or current events, to arts and crafts, sewing, Street, Philadelphia, Pennsylvania 19141, for details. weaving, and simple woodworking. Music and recreation are daily activities given emphasis and importance in the ROYAL PALM SCHOOL (WEST PAI.Nt BEACH, FLORIDA) work activity schedule. A volunteer auxiliary operates a received for the third year a flag of recognition from the Thrift Shop for the Home as well as donating hours of President's Council on Physical Fitness and Sports for service and companionship. A 60-passenger bus is a com- the percentage of students who have passed the Council's munity contribution that enhances day-to-day living for physical fitness test. Royal Palm is the first school for the all residents. Maintenance of this atmosphere and con- handicapped in the country to be recognized three con- tinued search for self-discovery through acquired skills, secutive years. Additional information about the program social abilities, and community relationships will remain and/or visits to ste the program in action can he obtained the goal and purpose of Home of Hope. Additional infor- from David Cant ley.Director of Physical Education, mation can he obtained from Ruth Smith, Administrator, Royal Palm School, West Palm Beach, Florida. Home of Hope, P.O. Box 200, Vinta, Oklahoma 74301.

133 w

SCOUTING FOR THE HANDICAPPED WAS THE SUBJECT OF A special one-day workshop sponsored by the National Area =. Council, Boy Scouts of America. William P. McCahill, ex- .17.74 ecutive secretary of the President's Committee on Employ- ment for the Handicapped served as chairman for the day's activities which included sessions on integrating the handicapped into regular units, working with mentally Several other states have obtained specialized consultant retarded boys, organizing Scout units for the handi- and/or supervisory personnel in physical education and capped, utilizing and obtaining community resources recreationatthestate people, materials, and media, visual aids, literature and level through various funding materials, local council services for the handicapped, and sources. Texas, Kansas, and New Jersey Associations for games and activities. Congressman Gilbert Gude, long- Retarded Children have received special grants through time supporter of Scouting and programs for the mentally Developmental Disabilities Services for personnel of this retarded, was guest luncheon speaker. Lucien H. Rice, type. New York has received a planning grant from the director, Scouting for the Handicapped, Boy Scouts of Bureau of Education for the Handicapped for a part-time America, North Brunswick, New Jersey 08902, partici- physical education consultant in the Division of Special pated in the program and showed the new Scout sound Education. Wisconsin has had a position of this type for strip On the Road to Light, depicting impaired, dis- several years. Puerto Rico will soon add a special physical abled, and handicapped Scouts in action. Further infor- education consultant in the State Department of Education mation about the program can be obtained from Larry and the Oklahoma Association for Retarded Children has Volin, President's Committee on Employment for the justinitiateda mobile unit in physical education and Handicapped, Washington. D.C. 20210. recreation for the mentally retarded. PLYMOUTH STATE HONIE AND TRAINING SCHOOL(Michi- gan) applied a unique buddy system in its day camp pro- THE NATIONAL VARSITY CLUB IS DESIGNED TO HELP CET gram last summer. The program ran five weeks with 20 every boy into school varsity, junior varsity, and intra- retarded and 20 normal children participating in each mural programs. All materials ordered through the Na- weekly session. Each community child was paired with an tionalVarsity Club,including films, planning guide, institutional resident and together they shared in camping booklets, posters, and awards, are sent to participating activities. The camp proved to he a valuable learning ex- schools absolutely free. Apply for membership and ob- perience for both groups of children. Residents from the tain additional information and materials from National state home were exposed to a more normal-camp situa- Varsity Club. P.O. Box 296, Rumson, New Jersey 07760. tion and the children from the community gained an awarenessofmentalretardation.Contact JosephN. Closer LookIS AN INFORMATION SERVICE WHICH WAS McCall, Director of Information Office, Department of established to help parents and others find services for Mental Health. Lewis Cass Building, Lansing, Michigan children with mental, physical, emotional, and learning 18926 for additional information. handicaps. This past year over 35,000 people wrote seekinginformation. Most were parents: some were FIVE YOUNGSTERS FROM BOULDER RIVER SCHOOL ANDHos- taking a closer look at their child wondering if he might pital (Montana) are learning to swim. The unusual thing have special needs. Others knew the nature and degree about this small class is that all participants are either of their child's problem, but wanted suggestions for day blind, deaf, or doubly impaired, and all suffer from some or residential schools. The remaining requests for in- degree of mental retardation. Since the children can formation came from professionals and students. All in- neither see nor hear, touch and sensation play an im- formation and materials, including a periodic newsletter, portant role in instruction techniques. They all react posi- are available without charge. Direct requests to Closer tively to weightlessness in the water end are quite pleased Look, Box 19128. Washington, D.C. 20036. with the feeling of buoyancy. An important side benefit has been the marked improvement in the children's be- Another newsletter of interest to readers is Newsletter havior and physical development. For more information, Exceptional Child Research Program, Teaching Re- contact Doug Barnes, Recreation Director, Boulder River search, Oregon State System of Higher Education, Mon- School and Hospital, Box 87, Boulder, Montana. mouth, Oregon 97361.

134 Cross - Country Challenges

In Love WithIfunzanity,apublication/brochure of Two hundred convicts from correctional institutions in FutureHomemakers ofAmerica, 2010 Massachusetts Norfolk and Concord, Massachusetts have earned parole in Avenue, N.V., Washington, D.C. 20036, is designed to help the last four years by helping mentally retarded persons and youth increase their awareness of impaired, disabled, and mentally ill patients in state hospitals. Similar programs are handicapped persons and contribute to enriching the lives underwayattheMinnesotaStatePrison;Harrisburg, of the handicapped. This project was devised by a national Illinois; Lorton, Virginia; and Maryland State Penitentiary. studentofficer of FHA because of her long standing interest in persons with handicapping conditions. Sections deal with educating the public, preventing birth defects, A prolonged study of children born into extremely volunteerwork,initiatingprograms and activitiesfor adverse circumstances has convinced Dr. Jerome Kagan, impaired, disabled, and handicapped persons and groups. Ilarvardpsychologist, that even the most intellectually Copies are available from FHA at 20 cents each. handicapped can catch up. The human brain is far more plastic than is generally recognized according to Dr. Kagan United Parents for Exceptional Children of Kankakee who made his report before the 139th annual meeting of County, Illinois, a private, non-profit agency funded by a the American Association for the Advancement of Science state department of health grant and a federal staffing in Washington, D.C. in late December. After spending seven grant, sponsors summer day camp and academic year monthsinSanMarcos,aprimitivepoverty-ridden recreation programs for mentally retarded children. The Guatemalan village where malnutrition and disease are rife, staff consists of a coordinator and eight full time em- he concludedthatmental effects of early childhood ployees. During the academic year the program includes a malnutrition and a deprived social environment are largely variety of activities including swimming. dancing, football, reversible. Using tests fair to persons of diverse cultural archery,badminton, andsoccer. The summer program backgrounds, he found very young children in the village to provides social training, arts and crafts, academic sessions, be more profoundly retardedthan even disadvantaged swimming, and varied recreational activities. Both programs youngsters of the same age in the United States. But to his are designed to promote recreational and physical develop- surprise, this condition began to wear off as soon as the ment so that students can participate in public supported children began to walk and be stimulated by their environ- r e c re a t Iona!activities.Althoughapproximately250 ment. The test scores of I1 -year olds in the village showed childrenare now served regularly,this represents only them to be as bright and capable a group of youngsters as about 25 percent of children needing such services. Contact those of the same age anywhere. Their intellectual capacities WilliamILNIcKinnev.Recreation Coordinator, United of reason, inferrenee, and analysis were also equivalent. Parents Pro-grams for Exceptional Children, 258 East Court What people do not realize is that teachers, the public, and Street, Room 312, Kankakee, Illinois 60901 for additional the poor themselves expect disadvantaged children to fail. information. If instead of taking this for granted, schools concentrated on building each Youngster's self-esteem, most children, no Sehieb Opportunity Center, San Marcos, Texas provides matter how ill-prepared, could be expected to do well. supervision and training for mentally retarded persons of all Children are more likely to learn and master skills involved theyfirst gain ages and levels not served by existing community programs. in reading, writing, and mathematics if Center program, sire geared toward socialization and physi- confidence in their ability to do well at other things. Many cal development. At the present time this Center serves 16 childrenfromdisadvantaged homes haveartisticand adolescent and adult mentally retarded versons. Plans are musical talents, work well with their hands, or are verbally being made to admit pre-school children who need spe- articulate.Ifschools would recognizethese assetsas cialized training. The Center is a joint effort between Hays vii!uable and encourage students to take pride in them, County Community, Austin State Sc hoot, and Austin State disadvantaged boys and girls would succeed all along the Hospital. Austin School provides localstaff, supportive line. services, and program supervision.It is anticipated that as the program expands it will encompass more mental health activities with support and supervision from Austin State Brad Harrison, San Nlarcps, Texas, former poster child hospital. Contact Theresa Ilarman, Director, Scheib Oppor- for the Texas Association for Retarded Children who was tunity Center, 41)9 Cheatham Street, San Marcos, Texas, or featured in the Si' p tem ber/Oe tober 1971 Challenge recently Mrs. Nicci Harrison, 335 Verarnendi Street, San Marcos, bowled his first 600 series with individual games of 222, Texas, for additional information about the Center. 215, and 176.

135 More than 300 residents of Lakeland Village, Medical "ExploitationSeeninEye Trainingto Overcome Lake, Washington participated regularly in a general swim- Learning Disability" by Johanna H. Weekley in a recent ming programlastsummer. Anyone who desiredto issue ofFamily Practice Newspresents pros and cons of participate was allowed to swim. There were no restrictions recent emphasis upon visual-perceptual function, problems, because of age, condition, or residence. At the programs and relationship to academic/cognitive performance, especi- end 54 swimmers receivedRed Cross Certification at ally in reading. The article deals specifically with current various achievement levels. A special therapeutic program conflict between ophthalmologists and optometrists and was conducted weeklyfor 71residentswith physical should be read and analyzed by everyone involved in handicaps. "This was wonderful exercise for them," stated programs and activities for children and youth. swimming instructor Steve Allen," and was also physically beneficial because "we could help on a one-to-one basis." Special EducationInstructionalMaterials Center lo- catedatHunter College, Box 390, New York, N.Y. A rowing machine to promote physical fitness was given focuses on early childhood education and parent educa- to the Blind-Retarded Unit at Lakeland Village, Medical tion with emphasis on the latter. During the pastsummer Lake, Washington by the Rosa liaLions Club. A total a special project was conducted in which several kits were exercise machine, it works on all body muscles and has developed. One of these lists programs, schools, andre- been very effective with multiply handicapped residents. lated activities throughout New York State, and another provideslistingsandmaterialsincludingbooklets, pamphlets and reprints about various disabilityareas aimed Playis a child's first means of learning, but a handi- at parents. capped child is likely to be set apart from playmates by lack of mobility. Such a child needs extra help from his Yerba Santa Campgrounds, a 212 acre camp designed for parentsinlearningtoplay,indeveloping motor and handicapped youngsters opened August 1 in the Laguna perceptualskills,andrelatingto other children. Your Mountains of San Diego. The new facility's five tent pads Child's Play, a booklet for parents, is available from the blend in with four regular camp grounds within the El education department of the National Easter Seal Society Prado siteinthe Mt. Laguna recreation area of the forCrippledChildrenand Adults, 2023 West Ogden Cleveland Forest. The designis planned so that young Avenue, Chicago, Illinois 60612. children can participate in group camping with only limited assistancefromrelatives or friends.Specially designed Twelve men from the Penitentiary of New Mexico have wheel ways, benches, tent pads, trash cans, tables, lights, formed the Concerned Convicts for Children Club to help water fountains, and toilets have been included to make the retarded childreninthat state. Each weekend the men camp pleasant and accessible for the handicapped while donatetheirfreetimetoworking at Santa Maria El maintaining a natural effect. Since Ilst fall civic organiza- Mirador, a private home for retarded boys located forty tionshaveraisedSI 8,000,volunteershaveprovided miles from the prison. In addition to providing companion- hundreds of hours of labor, and tons of buiiding materials ship for the 16 boys living at the home, the men help with have been donated to make Yerba Santa a reality. A group repairs, unkeep of the grounds, and harvesting crops from of Navy Seabees volunteered three weekends of heavy the home's small farm. Father Cyrillos Maria, director of El construction work, U.S. Forestry personnel contributed a Mirador states "the companionship provided to the boys by number of man hours, and hundreds of other volunteers the men is as valuable as the physical labor they doon the worked on the project from time to time. Among com- farm." The inmates recently held a variety show to raise munity organizations that volunteered help were Alpha Phi funds for El Mirador and other cornmunitY projects. Omega fraternityat California State University at San Diego, Del Cerro Junior Women's Club, Kearney Mesa Rotary Club, and Project Concern.

Explicitinthe Coals inSpecial Education recently Helping a handicapped person improve his physical announced by the New Jersey State Board of Education is appearance through exercise can improve his chances of assurance that all ancillary servicesphysical education, getting a job. Researchers at the Kennedy Child Study art, music, industrial arts, home economics -- be provided Center in Santa Monica, California explain that planned handicapped children on an equal basis with the non- exercise such as calisthenics and rhythmic activities improve handicapped. New Jersey Commissioner of Education Carl a person's image of himself. An improved self-image brings 1.. Marburger has notified all school districts in the state of about an improvement in the key attributes employers look this position. For additional information contact Thomas for in hiring. These include motivation, behavior, posture, NI.Vadola, Township of Ocean SchoolDistrict, Dow and general attitude. Thus, the employer is more apt to say Avenue, Oakhurst, New jersey 07755 or Ilene F. Ackner. "yes." The center experimented with exercises for two recreation director, NJ A RC, 97 Bayard Street, New Bruns- dozen handicapped young people, mostly mentally retarded wick, New Jersey 08901. and mentally ill; their self-images improved greatly.

136 Cross-Country Challenges'

A unique camping programinCharlottesville,Vir- Hazelhurst, Georgia is the site of the new School for ginia bringstogetherbothhandicapped and non- Multi-Handicapped Children which is designed for young- handicapped children under the direction of high school sters having two or more handicaps and confined to a and collegevolunteers. The camp takes place on the wheelchair. The school opened its doors in September, grounds of Bloomfield, a home for handicapped children. 1972 to eight students. These included a cerebral palsy The three-week camp is designed to enable the Bloom- victim who is learning to talk, a hydrocephalic who has field residents to learn new skills on an equal basis with been taught to crawl a short distance, and a blind girl other area children and to let them see for themselves who isgradually becoming aware of her surroundings. that they can do some things as well as,if not better Each child is taught regular academic subjects according than, non-handicapped children. In addition, it gives every- to learning ability. In addition, health education is taught one the chanceto make new friends. Volunteer high including cleanliness, body care, movement exploration, school students from the Youth Action Commission and safety, behavior, and recreation. The school is funded by University of Virginia students working through Madison the State of Georgia under the State Aid Program and Hall, a Charlottesville organization which channels Univer- eligibilityis based on medical, educational, and financial sity of Virginia students desiring to do volunteer com- criteria. Selection is made by the steering committee of munity work into appropriate areas, assisted the campers. the Aid Program. Last summer a volunteer worker took one of the residents home for a visit and her family decided that Bloomfield If a blind person can function in society, we no longer would have to do without their guest in the future. They think of his blindness; if a person is an epileptic and can made her a permanent member of the family. Bloomfield function in society, we no longer think of his epilepsy; if is supported by donations and by the fees paid by some a person is mentally retarded and can function in society parents. The children also receive funds from the Crippled to the best of his ability, can we continue to think of Children's Association, the Muscular Dystrophy Fund, and him as retarded? The 'And personisstillblind, the welfare. For further information contact Frederick Noble, epileptic still has epilepsy, the mentally retarded person is president, Madison Hall, 1908 A Lewis Mountain Road, still retarded, but each of them has the dignity of exper- Charlottesville, Virginia 22903. iencing those aspects oflifethat are common to all mankind with the limits of their impairment or disability. As a speaker at the Fifth International Congress on Men- tal Retardation in Montreal said, "There is nothing inher- Benny Beck, Enid State School, is the first Boy Scout entin from an Oklahoma institution for the mentally retarded the mentally retarded to produce a handicap." to reach the rank of Eagle Scout. Beck, 19, completed Handicaps arc placed on retarded individuals because of the requirements in six years and his program, as rugged ways they are treated by all of us. as any Scout would face, taught him to cook, fix tents, A comprehensive study in Virginia designed to provide row a boat, canoe, and save lives. Wes Jurey, his former a basis for developing diagnostic, preventative, and reme- Scoutmaster, believes that "scouting helped him in devel- dial programs for children found deficient in necessary oping his attitude,his confidenceinhimself, and his psycho-motor skills is nearing completion. The project has abilityto realize what his shortcomings are.It helped involved selecting and developing assessment measures, round him out as a complete person." ::nreening 4,500 children, and testing 1,500 children in kindergarten through fourth grade. Recommendations are to be made for changes or additions to existing elemen- Accent on Living, a national magazine for disabled tary school curricula and for teacher training programs persons, provides new ideas as well as information on and activities. The study has already resulted in identifi- nationalactivitiesfor the handicapped. Topics covered cation of severalspecific psycho-motor factors and a include inventions, information on employment and edu- number of unique behavioral patterns. The Purdue Percep- cation, and medical, social, recreational, vocational, and tual-Motor Survey and a newly developed Virginia check- therapeutic news. The magazine stresses thatitisthe listfor teachers have been primary instruments used in environment that handicaps the disabled individual, and if theproject. The Virginia Department of Educationis he can change his environment, the handicap is gone. For among the first to recognize the importance of psycho- further informationwrite Accent on Living, P.O. Box motor skills and to sponsor a major study of these charac- 726, Bloomington, Illinois 61701. teristics among school children.

137 A Visual Perception and Motor Coordination Program If you're looking for a new, fun way to help youngsters for Educable Mentally Retarded Children has recently been develop balance, try barrel stave activities. Youngsters can completed at River Road School, Mt. Pleasant School stand on the staves and rock from side to side or from front District, Wilmington, Delaware. The two year research to back. To increase or decrease difficulty, the position of project Wi Lisponsored by the Delaware Foundation for the arms can be changed. Surfing activities can be done in a Retarded Children. In the project, training began on an kneeling position and twisting from any position can be elementary level and advanced systematically to fine fusion Addedforinterestandchallenge.Youngsters can be exercises, The second year combination of visual examina- ..couraged to devise their own activities and stunts in tion and training plus motor coordination resulted in all various positions such as on the side, back, or stomach. children demonstrating a higher degree of improvement in Additional information about barrel stave activities can be all areas tested. It also indicated that if a choice of activities obtained from Richard Jones, physical education instruc- must be made, visual perception should be emphasized if tor, Coy Elementary School, Oregon, Ohio or from the the desired result is academic progress, while preference November 15,1972 issue of Physical Education Newsletter, should be given to motor coordinationif the program P.O. Box 8, Old Saybrook, Connecticut. objective is to improve physical appearance and dexterity. Special emphasis was given to the importance of complete cooperation and participation of both parents and class- Over 200 residents at A. L. Bowen Children's Center, room teacherstotheoverall success of the program. Harrisburg, Illinois 62946 recently completed the Basic Detailed information concerning background test results Motor Fitness Test as part of the fall physical education andtraining -methodsisavailablefromthe Delaware program. Charles Fields, director of the program, indicated Association for Retarded Children, P.O. Box 1896, Wil- that test results are used to determine the level of a child's mington, Delaware 19899. physical ability prior to beginning the physical education program. It has been reported that two Children's Center employees, a mental health technician and a vocational instructor, also took the test and performed remarkably Toledo, Ohio's Organized Recreationforthe Com- well in the events although one did see his chiropractor the munity's handicapped (TORCH), sponsored by the city's following day! Division of Recreation, is a recreation program designed for the area's handicapped persons. TORCH provides badly The Ilandicapped Children's Early Education Program in needed recreational opportunities to all of the Toledo area's the Bureau of Education for the Handicapped has funded physicallyand mentally handicapped. The programis segments of the Misterrogers' Neighborhood Tv program. designed to provide opportunities for socialization, recrea- Objective of this funding is to attack negative attitudes by tion, therapy, and skills training. The TORCII staff is made encouraging the acceptance of handicapped children by, up of professionally trained men and women in the fields of non-handicapped children. Segments of this pilot program- education,physical education, specialand elementary ming effort will be shown the week of January 15-19 with a and hearing therapy, psychology, social work, speech series describing "Planet Purple" where everything is the physical therapy, arts and crafts, and swimming. Separate same; February 5-6 when children's author Ezra Jack Keats programs are scheduled for various groups that participate will read a story about a blind child; and February 19-23 determined by interest,age, in TORCH. Groups are when a handicapped person will be seen realizing a dream referring organization, and physical and mental limitations. come true when he opens a soda fountain. Professionals in Additional information about these groups, the advisory thefieldwillbe askedtowriteevaluations of these board, the experience of the TORCH staff, and the strong segments to guide BEII in planning future programs. dedication to having fun, can be obtained from Kathy Carter, 2201 Ottawa Parkway, Toledo, Ohio 43606. Roosevelt School, 315 North Vernon Avenue, Pasadena, California 91103 has 190 physically and mentally handi- capped students 3 to 21 years of age who are enthusiasti- Computer based resource units (CBRU's) provide oppor- cally involved in the Run for Fun project. The students run, tunities for individualized instruction in a variety of subject or wheel without pushers, one-sixth mile or more per day areas including physical education and health education. on turf or a black top track. Participants are encouraged to Movigenics, Physical Conditioning, and Visual-Motor Devel- cover 10 miles in 60 days. A Roosevelt Roadrunner 10-mile opment are available from Computer Assisted Planning, ribbon is presented at the Friday morning flag ceremony to Communications Center, Professional Studies Research and those who have passel! the 10-mile mark during the week. Development Complex, State University College at Buffalo, So far, 100 students are 10-milers, 30 have received 25 mile 1200 Elmwood Avenue. Buffalo, New York 14222. Units patches, and one has passed the 100 mile mark. Goals of in health education include .-1/cohol, Dental Health: Health the project are to improve strength and endurance and _Status, DiseasePrevention and Control, Drugs: Mood instill a feeling of success. Many teachers run with their Modification,First Aid and Survival, Nutrition, Safety students to emphasize the program. Additional information Education, and Tobacco. can be obtained from Joan Simons at Roosevelt

138 4A-60.:641-017C

AVOggi§:glrtir. Cross- Country Challenges Mail2b:161Zikia"c 07 lAZCPS314

Project ACTIVE (An Children Totally Involved Exercis- The School Daze of the Learning Disability Child is a ing) focuses on providing preservice and inservice training parent/professional communicationkit designed to (1) programs for physical education/recreation teachers who identify implications of learning disabilities for parents and have established, or hope to begin, individualized programs teachers of the handicapped and non-handicapped popula- for impaired, disabled, and handicapped children. The tion; (2) serve as a professional tool for parent counseling project has been accorded high priority by both federal and and education; (3) encourage better use of community New Jersey State Department of Education officials. The resources;(4)provideparents and professionals with first year of the grant will be devoted to (1) validating a constructive proposals for gearing the educational system to teaching model, (2) developing a teaching model kit, (3) meet the needs of learning disabled children; and (5) identifying teachers/administrators who areestablishing encourage support for educational programs at federal, programs and desiretotakethe inservice course, (4) state, and local levels. The kit contains two color filmstrips selectingfacilitiestobeusedforthepilotinservice with audio cassettes, a resource and information booklet program, (5) securing students with a variety of handi- for parents of children with learning disabilities, recom- capping conditions to serve as subjects for teacher practi- mendations from the National Project on Learning Dis- cuumexperiences,and(6)conductingapublicity abilities in Children, and a listing of Special Educational campaign. The Township of Ocean Developmental and Instructional Materials Centers and their associate centers. Adapted Physical Education Program for the Handicapped Additional information about the kit can be obtained from has been identified as a model for the state of New jersey. Alpern Communications, 220 Culph Hills Road, Radnor, Presently a model kit is being developed which will consist Pennsylvania 19087. of a teacher's manual providing step-by-step procedures for individualizing instruction, an organizational manual with Inflatable mattresses, tubes, and cushier,s that are of specific guidelines for providing the teacher training pro- particular benefit to physically arid mentally handicapped gram, a student workbook of learning experiences with children are being manufactured in the United States. Even specific activities for vitally involving handicapped children children with severe, profound, and multiple handicapping inthelearningprocess, and apacket of audiovisual conditions can manipulate and control inflatables with ease materials that may be used in conjunction with other kit and use them to develop movement. Trials and tests with products. Additional information and specific details can be children suffering from a wide range of mental and physical obtained from Thomas NI. Vodola, project director, Title handicapping conditions have shown that the varying Ill Teacher Training Program, Ocean Township School, shapes and mobility of inflatables help children explore Oakhurst, New jersey 07755. their environment. The standard tube, 10' long by 2' in diameter when inflated, is linked in different ways to form two types of mattresses. One mattress, made up of six Cycles is a hi-monthly newsletter with information on tubes, has a soft yet stable surface on which youngsters can the 96 projects funded by the Handicapped Children's play safely. The other, a sort mattress, provides a more Early Education Act. This relatively new program, ad- mobile,less stablesurface which involves childrenin ministered by the Bureau of Education for the Handi- continual movement. It is formed by four standard tubes capped, Department of Health, Education, and Welfare, is linked to make a square which encloses a large inflatable designed to develop and demonstrate effective approaches cushion. Inflatables are easy to clean and assemble, and can in assisting handicapped children during their early years be completely stored when not in use. Other designs now and is structured so that other communities can adopt available are a circular cushion with an inflated diameter of exemplary program components to meet their own needs. 6' and an 18' long tube designed to aid semi-ambulatory A national goal has been set for educating all handicapped spastic and cerebral palsied children. By straddling a tube a children by 1980. Cycles is published for the First Chance child can edgehis way along itsfull length receiving Network by the Media and Information Division of the sufficient support to encourage walking and standing. Technical Assistance Development System, a support sys- Additional information on inflatables, which are manu- temforpreschoolprojects.T.A.D.S.givestechnical factured under license from the Royal College of Art in assistance to projects when requested and can be contacted England where they were designed, can be obtained from at the University of North Carolina, 625 West Cameron the Committee for New Materials for the Handicapped, 1 Avenue, Chapel Hill, North Carolina 27514. State Street, New York, New York 10004.

139 ". 170NA;),1,0.t.'t

5): VO:iVAIZTO Cross.Contadrg Challenges: . vF.:77.4741P4

The Office of Mental Retardation Coordination has been wilderness experiences. Remote and wild areas for all types established under the direction of Wallace K. Babington to of outdoor experiences are made accessible to people with replace the Secretary's Committee on Mental Retardation physicalandmentallimitations.Established programs in the U.S. Department of Health, Education, and Welfare. include archery, backpacking, hiking, and ski touring for Functions of the new federal unit arc to (1) coordinate and the blind. For persons limited to wheelchairs, programs are evaluate the Department's mental retardation activities; (2) offeredin backpacking, archery, and mountaineering. A serve as afocal point for considering Department-wide wheelchair trailis currently under construction on Elk policies, programs, procedures, activities, and related mat- Mountain in Colorado. Other programs being developed ters relevant to mental retardation; (3) advise the Secretary includeflycasting, technical rock climbing, wilderness in regard to issues related to the administration of the survival,orienteering, archery hunting, bowfishing, and Department's mental retardation programs; and (4) serve as wildlife observation. Additional information may be ob- liaison for the Department with the President's Committee tained from Max Morton, c/o Men's Physical Education on Mental Retardation. Information about the unitand Department,ColoradoState University,Ft.Collins, publications formerly issued by the Secretary's Committee Colorado 80521. on Mental Retardation are available from the Office of MentalRetardation Coordination,U.S. Department of The theme of the first of 50 short films to be shown on the Health, Education, and Welfare, Washington, D.C. 20201. CBSCaptain Kangaroo showisOops, I Made a Mistake. Prepared for the Office of Child Development, the 3V2- Civic service groups such as Junior Chambers of Commerce minute film segments combine animation and live action, a can successfully generate recreation and camping programs cast of cartoon characters and real boys and girls, in a series for the retarded according to WilliamB. Robertson, a designed to help young children become familiar with good member of the President's Committee on Mental Retarda- nutrition and health care, learn to cope with such everyday tion. Ile helped launch programs of skating, bowling, and emotions as fear, anger, loneliness, and disappointment, and fine arts as a Jaycee in Roanoke, Virginia. Ultimately the understand such concepts as sharing and the rights of themselves andothers.This marksthefirsttime a Jaycees persuaded the city to take over the program and then turned their attention to raising funds for a summer government-sponsored program has been presented on a camp which has served retarded yoUngs,ters Ore last two national commercial network. The messages are designed to contribute to a child's sound growth and development by summers. Camp Virginia Jaycee is located in the foothills of conveying ideas and concepts he can absorb and carry out the Blue Ridge Mountains adjacent to Jefferson Nationa! by himself. The major thrust is to help children develop a Forest near Roanoke. The camp site was purchased and is good self-image for it is this more than anything else that being developed by the Virginia Jaycees through annual determines their future social competence and emotional sales of a typical Virginia product apple jellyis sold health. The series attempts to show children that they arc statewide to support the catnip and its activities on Apple important and that their feelings and needs are recognized Jelly Sunday. Continuing development and operation of and taken seriously by adults. Camp Virginia Jaycee is a joint project between Virginia Jaycees and the Virginia Association for Retarded Children. A unique teaching program, recreational resources, and Many Virginia high school and college students took a innovative instructional facilities will be provided in a new Walk for Mankind(Project Concern) during the spring of schoolin Modesto, California for 60 trainable mentally 1972. This past suntnter many of these same young men retarded children between the ages of five and 15. Students and women spent part of their vacations at Camp Virginia from a nearby elementary school will serve as teacher aides Jaycee adding to and improving the facilities. Not only did and will enable the mentally retarded youngsters to meet funds raised about S50,000 finance camp projects, and work with others their age. The aides, in turn, will including a barn that will be used for farm animals to add discover that mentally retarded children arc not much new dimensions to the program, but each participant in this different from themselves. A park near the school will Adventure in Concernpaid for the privilege of helping his provide recreational facilities, including a swimming pool. fellow man. Additional information can be obtained from The special educational building will be pentagon shaped ShirleyMerrill, Camp Virginia Jaycee, R.F.D. #I, Blue with moveable interior walls. The flexibility will allow for Ridge, Virginia 24064, or Project Concern, 3802 Houston one large team-teaching classroom and up to five smaller Street, San Diego, California 92110. units. The centerwillbethefirstbuiltfor trainable mentally retarded by the Modesto School District. The new Alpine ChallengeEncounter providesindividualswith facility, will make it easier for teachers to give the children physical or mental limitations the challenge and reward of individual attention not always possible in regular schools.

140 VI. BOOKS

Kathleen Abernethy, Judy Cowley, Harold Gil lard, and John retarded, little has been written about its specific application Whiteside.Jumping Up and Down: A Manual of Motor to programs for the retarded. This book help.; fill a specific Activities to Develop Balance and Coordination.San Rafael, void for information and materials in this area for physical California:Academic Therapy Publications,1539 Fourth educators, special educators, classroom teachers, recreation Street, 1970. $2.00 specialists, volunteers, and parents. A wide range of activities suitable for boys and girls 5 to The contentsactivities, methods, approaches, procedures, thirteenyearsof ageare containedinthispublication. patterns, and conceptsare representative of what has been Individual, partner, and group activities with and without well received by retarded boys and girls with whom the equipment are presentedinthe following areas: warm-up, author has worked. Layne Hackett applies her knowledge of balan f: e,springing andlanding,strengthening,cardio- and experience in elementary school physical education in respiratory,flexibility,andfloorroutines.Simplicityin general and movement exploration in particular to programs presentm.ion and extensive use of stick-figure illustrations for the mentally retarded. All of the material in the book has facilitate selection and application of material. been used successfully many times at the Joseph M. McKin- non School for the Mentally Retarded and in workshops and in-service programs conducted by the author. Lida L. McGowan.ItIs Ability That Counts: A Training Chapters deal with body image, space awareness, self- Manual on Therapeutic Riding for the Handicapped.Olivet, confidence, visual focusing, balance, and hand-eye coordina- Michigan: The Olivet Press, Olivet College, 1972. tion. Valuable inclusions are sections which outline games This publication is based on the experience of the author as and other appropriate applications of various skills, patterns executive director and head instructor of Cheff Center for and concepts; ways are shown touse each of these in the handicapped, Augusta, Michigan, as she provided neces- increasingly complex situations.Activities are given sig- sary leadership to develop therapeutic horseback riding pro- nificance and purpose; they are fundamental, meaningful, grams. Although covering subject matter in depth, this book is practical, and can be used to introduce or to reinforce a written simply and directly in language easily understood by variety of perceptual or cognitive concepts, ideas, and proc- persons with little background in the area. It is designed for esses. Movement is given a perspective which emphasizes its anyone interestedindeveloping programs of this nature. great potential for significant impact upon educating, train- Specific chapters deal with program organization, day-to-day ing.. habilitating, and rehabilitating the mentally retarded. administration, selection of mounts and stable management, Summary and classification sections and equipment lists training of mounts, and therapeutic riding. and specifications will be of special help and value to the reader.

Medora S. Bass.Developing Community Acceptance of Sex Education for the Mentally Retarded.New York, New York: Sex Information and Education Council of the U.S., 1855 Broadway, 1972. $2.00 This guideforparents, schools, and community agencies explains in detail (1) why retarded especially need family life andsexeducationprograms,(2)parents' concerns and questions about sex education of their retarded children, (3) what concepts programs can and should cover, (4) a program of meetings to develop understanding, support, and involve- TheBicycle Blue Book,which provides helpful ment of parents, schoolpersonnel, and members of the information about good safety habits for cycling, is community.Extensivelistof curriculum guides,articles, being offered free of charge by the Public Relations hooks, and booklets for parents and children, and appropriate Department, Goodyear Tire and Rubber Company, films and filmstrips are included. Akron, Ohio 44316. Rules, traffic laws, night riding, safety tips, and bike maintenance are included along with a safety inspection check list. Pictures, animated LAYNE C. HACKETT. Movement Exploration and Games for figures, and other means of visualization make this the Mentally Retarded.Palo Alto, California: Peek Publica- booklet appropriateforuse with many mentally tions (4067 Transport Street) ,1970. retarded children and those with learning disabilities. Although movement, exploration has been used effectively by many individuals who teach and deal with the mentally

141 B. L. FREEMAN and JEAN MUNDY. Habilitative Recreation for merit of movement patterns in each of the 25 movement tasks the Mentally Retarded. Birmingham, Alabama: Center for during early childhood. Developmental and Learning Disorders (University of Ala- It was concluded that an identifiable sequence does occur bama in Birmingham, 1720 Seventh Avenue, South), 1971. in movement of children and that similar movement patterns This manual emphasizes the philosophy which undergirds emerge: that identifiable variations may also be expected; habilitative recreation and attempts to familiarize the recrea- that a young child's development in movement be as- tor with the prerequisite skills for developing such programs. sessed by his progress over a period of time and byby compari- Recreation's role in the multidisciplinary approach is dis- son with that of children of his own age; and that general cussed in terms of philosophy, program planning, conceptual- movement characteristics appear to be indicative of develop- ization of recreation programing for the mentally retarded, ment in movement (these are dynamic balance, opposition and symmetry, total body assembly, rhythmic locomotion, and administrative problems encountered in habilitative rec- reation. The big difference between habilitative recreation eye-hand efficiency, agility, and postural adjustment). and general recreation is not in what is done, but why it is done. The three characteristics which distinguish habilitative RAY C. WUNDERIACH. Kids, Brains, and Learning. St. Peters- burg, Florida: Johnny Reads, Inc. (Box 12834), 1970. recreation from other recreational programs are: (1)it is based on evaluation; (2)it is goal oriented; and (3)it is The author, a pediatrician specializing in child develop- sequential in nature. Various models for implementing pro- ment, mental retardation, and learning problems of children, grams are presented and discussed. applies his medical know-how, skills, and insights to the learning of children and to their learning problems. He JOSEPH CoRRADO and JAMES REED. Play With a Diflerence. shares valuable understandings and offers detailed recom- New York, N.Y.: The Play Schools Association Inc. (120 mendations that can be extremely helpful for any child, West 57th Street), n.d. especially those with learning difficulties. This publication This book reports a five-year on-site staff training pro- contains frank and revealing discussions about you, your gram at Letchworth Village, a New York State school for the child, and his learning. Ways of coping with existing prob- retarded. The project, initiated by a parents group and con- lems and how to keep problems from starting are discussed ducted jointly by the Play Schools Association and the staff in an informal way. Topics discussed include problems of of Letchworth Village, sought to determine the extent to brain injury, learning and its disorders, developmental prin- ciples, perception, specific language disability, early read- vhich the potiu.!ial of profoundly handicapped children and ing, freedom within limits, the hyperactive child, develop- adult residents might be developed through supervised play. The Pilot Project started with a series of workshops designed mental diagnostic screening, schooling the masses, educat- ing the retarded, the importance of the small step, increasing to encourage significant interaction between attendant and potential, toys and activities, systems of treatment, sensory- patient. Supervisors and attendants from all departments- motor-perceptual training and patterning therapy. administration, medicine, cottage life, education, recreation, and occupational therapyparticipated in the workshops. K. MINDE. A Parents' Guide to Hyperactivity in Children. The publication describes in depth this complex, yet reward- Montreal, Quebec (Canada) : Quebec Association for Chil- ing program as it emerges from activities structured on a dren With Learning Disabilities (Suite 11, 6338 Victoria one-to-one basis to group participrition. Avenue), 1971. CAnnt.INE B. SINcLAIR. Movement and Movement Patterns Parents and teachers have long been tormented by young- of Early Childhood. Richmond, Virginia: Division of Educa- sters who displayed an excessive amount of mobile and poorly tional Research and Statistics, State Department of Educa- directed energy. The author, an M.D., discusses the very sub- tion, 1971. stantial difficulties most well intentioned parents have in living with such children and suggests some methods to help Findings from data collected over a three year period to thesefamilies. Specific sections deal with Hyperactivity: determine the progressive development in movement and What Is It: When Does Hyperactivity Start; Who Is Af- movement patterns of young children two to six years of age fected: What Happens to the Excessive Hyperactivity Later are presented. Fifty-seven children were studied at intervals On: What Causes Hyperactivity; What Are the Main Diffi- of six months in their performance of 25 motor tasks; per- culties of Hyperactive Children; How Can Parents Help; formances were recorded on film, studied under slow motion Types of Management; Possible Problems Arising Out of a projection, and analyzed on forms developed for this pur- Day with a Hyperactive Child. The warmth and understand- pose. Eight general characteristics were selected for special ing of the author should bring comfort and courage to all study:11 Idominance (side preference for paired parts), those coping with hyperactive children. 121 oppositionI synchronized use of opposite hand and foot in the upright position and cross-laterality in quadri-pedal movement) and symmetry (including foot-over-foot action The CEC Information Center on Exceptional Children in climbing and descending), (3) dynamic balance, (4) total distributes two selective, annotated bibliographies of spe- body assembly, ( 5) rhythmic two-part locomotion, (6) eye- cial interest to Challenge readers. Physical Education and hand efficiency in manual response to a static or moving ob- Recreation and Arts and Crafts can be obtained free by ject, (7) agility, and (8) postural adjustment. All records requesting themfromInformationProcessingUnit, were studied in terms of success, elements of performance, CEC/ERIC Information Center on Exceptional Children, general characteristics displayed, and movement pattern. Jefferson Plaza, Suite 900, 1411 South Jefferson Davis Contents of the publication include descriptive analyses of (11 progress of young children in movement with indica- Highway, Arlington, Virginia 22202. tions of age, sex, and individual differences and (2) develop-

142 include the social structure of a hospital, effects of illness and disability on the social condition, recreative learning related to mental retardation and other conditions, opportunities for Challenge motivating physical activity, recreative experience as a poten- tLI:or learning, opportunities for self-realization through .4:4'=t-"*.gd-115.??0SC-:.,it:+1;';',04Z4' . .., recreating, and recreation as an integrating force in the lives of BOOKS impaired, disabled, and handicapped persons. The practical matters involved in organizing, administering, and providing Gabriel J. De Santis and Lester V. Smith.Physical Education: therapeutic recreation services in a variety of settings, includ- Programmed Activities for Grades K-6.Educational Research ing those in the community outside the residential facility, arc Council of America Physical Education Program ISBN 0-675 discussed.Criteriaforpersonnel,administrativepatterns, 09434-8. Columbus, Ohio: Charles Merrill Publishing Co. program planning, and facilities are suggested. Various research (1300 Alum Creek Drive), 1969. $37.50. studies and their applications to the practice of therapeutic This card file provides diversified resources for a compre- recreation together with some indications of the issues and hensive developmental physical education program for boys trends for the future are also dealt with by the authors. The and girls of elementary school age or for those functioning at publication is presented from the ,viewpoint of the recreator these developmental levels. In addition to detailed cards about rather than an addendum to a medical point-of-view. activities, special profile cards are available for boys and girls at various levels from 10 to 14. Over 800 cards deal with Cynthia C. Hirst and Elaine Michaelis.Developmental Activi- games of low organization including throwing and catching ties for Children in Special Education.Springfield, Illinois: activities, lead-up games for team sports, elementary gym- Charles C. Thomas PuL.lisher (301-327 East Lawrence), 1972. nastics, games for confined areas, and physical fitness activities $15.75. for body development,agility,and cardiorespiratoryef- This publication is for teachers whose training is in the field ficiency. Each section contains an introduction and completed of special education with no specialization in physical educa- index. Data on each activity include level, outcome, equip- tion. It provides an elementary progression of activity presen- ment, formation, and playing instructions. Many activities can tationsfor leaders employed attraining centersfor the be used directly in physical education and related programs for handicapped. Sequences range from a simple and basic analysis the handicapped while virtually all can be easily adapted. to the complex and complete skill in a variety of activities. Activities are presented with possible application to most Marianne Frostig and Phyllis Maslow.Movement Education: handicapping conditions such as mental retardation, emotional Theory and Practice.Chicago, Illinois:Follett Educational disturbance, blindness, deafness, and motor impairment. The Corporation, 1970. purpose of the bookisto present programmed physical activities to help children with learning disabilities develop Games movement activities the authors have used with and according to their own potential those physical skills necessary both normal children and children with learning disabilities are for enjoyable living. Academic skills have been integrated into discussed in terms of their Contributions to the total emo- the practice activities presented for physical development. The tional, intellectual, and social development of the growing book includes sections on movement exploration, motor child. In addition to promoting motor skills for their own perceptual activities, equipment exploration, exercise theory sake, a major purpose of the publication is to present physical and practice, stunts and tumbling, low organized games, and motor activitiesthat help develop body awareness, sequential development of sport skills, swimming, track and perceptual skills, language, arithmetic concepts, arid other field, and integration units. Principles and elements of move- academic learnings. This publication also contains material ment are presented as an aid for the analysis of skills. The summarizing current research on the nature of motor activi- following developmental areas are presented motor skills, ties, the manner in which motor activities integrate with other laterality,directionality,posture, body image, perceptual- activities, and current educational methodologies. Material is visual-auditory, and spatialdiscrimination, language skills, presented that dispels some of the prevalent misconceptions memory development, group association,aridmotivation. surrounding perceptual-motor functions. Theories of Kephart, Progressions are presented so teachers can find a starting place Busch, and others are discussed in terms of their implications for each child whether he is a beginner or an experienced for the classroom teacher. perfornwr. Virginia Frye and Martha Peters.Therapeutic Recreation: Its Theory, Philosophy, and PracticF,Harrisburg, Pennsylvania: Marianne Frostig and Phyllis Maslow.Frostig MCI, (Move The Stackpole Company (Cameron and Kelker Streets), 1972. GrowLearn) MovementEducationActivities. Chicago, $12.50. Illinois: Follett Educational Corporation, 1970. Thisprofessionaltrainingtoolprovides thehistorical Exercises and activities in this card file are taken from background of therapeutic recreation and establishes the Movement Education:Theory and Practice(Frostig and philosophical foundations upon which its principles are based. Maslow). Major areas include body awareness, coordination, Therapeutic possibilities of recreation are related to the effects strength, flexibility, balance, agility, and creative movement. of variousillnesses and disabilities upon theindividual's Each card presents appropriate activities in clear and concise capacity to realize his full potential. Major benefits that can terms that can easily be translated into action through the accrue from recreational experiences are identified and applied teacher or leader to the youngsters. A teacher's guide provides to helping overcome incapacities. The authors explore the additionalguidance and directioninusing the cards to attitude toward illness and disability on the part of the implement meaningful movement programs andactivities patient, his family, and the community. Other areas covered according to needs of individual children.

143 FOR ADDITIONAL READING The Best of Challenge. Washington, D.C.: American Associa- tion for Health, Physical Education, and Recreation (1201 Colleen George. "Motor Educability and Chronological Age as Poter.tia! Estimators of Errors in Perceptual-Motor Develop- 16th St., N.W.), 1971. ment of Educable Mentally Retarded Children." American This publication deals with all aspects of physical educa- Corrective Therapy Journal, July/Aug,ust 1972 (Vol. 26, No. tion and recreation programs for the mentally retarded; a 4), pp. 105ff. few entries deal with programs for individuals with condi- tions other than mental retardationthe orthopedically hand- Philip J. Rasch and Fred L. Allman. "Controversial Exercises." icapped, hearing impaired, emotionally disturbed, polio, American Corrective Therapy Journal, July/August 1972 (Vol. cerebral palsy, cardiac conditions, amputations, and visually 26, No. 4), pp. 95ff. handicapped are included. Materials and information are current, down-to-earth, and realistic; contents are of, for, and Thomas M. Shea, Thomas L. Phillips, and Ann Campbell. by the practitioner working at the grassroots level in public "Outdoor Living and Learning Complement Each Other." schools, residential facilities, day care centers, community Teaching Exceptional Children, Spring 1972 (Vol. 4, No. 3), recreation programs, and camps. The Best of Challenge can pp. 108ff. contribute to the physical educator, recreation specialist, spe- cial educator, administrator, supervisor, physician, nurse, Ruth Perlmutter."Papercrafts and Mobils." Teaching Ex- psychologist, social worker, student, professor, paraprofes- ceptional Children. Spring 1972 (Vol. 4, No. 3), pp. 134ff. sional, aide, volunteer, and parent. This compilation con- tains informative articles about what is going on in physical Ruth Rogers. "New Opportunities for Physical Educators." education and recreation for the mentally retarded and Texas Association for Health, Physical Education, Recreation features information about activities, programs, methods, fa- Journal, Spring/May 1972 (Vol. 40, No. 3), pp. 7ff. cilities, equipment, innovative ideas, leadership procedures, research, books and periodicals, films and other audiovisual "New Help for the Retarded." U.S. News & World Report, materials. Philosophical considerations, rationale, attack on September 18, 1972, pp. 58ff. nitty-gritty problems, and many other concerns of all per- sonnel involved in these programs are included. This publi- Will Bradbary. "An Agony of Learning." Life, October 6, cation can be Used as a basic or supplementary text for col- 1972 (Vol. 73, No. 14), pp. 57ff. lege/university courses in physical _education, recreation, special education, and related areas; as a resource for agency, Michael C. Latham and Francisco Cobos. "The Effects of organization, association, institution, or individual libraries; Malnutritionon Intellectual Development and Learning." as a reference for workshops, clinics, seminars, institutes, American Journal of Public Health, July 1971 (Vol. 61, No. classes, and similar in-service and pre-service programs. 7), pp. 130711. A Resource Guide in Sex Education for the Mentally Re- W. D. Abernethy. "The Adventure Playground...Oppor- tarded. Washington, D.C.: American Association for Health, tunity to Learn for Living." IRA Bulletin, May/June 1972 Physical Education, and Recreation (1201 16th St., N.W.), (Vol. XV, No. 3), pp. 4-5. International Recreation Asso- 1971. ciation, 345 East 46th Street, New York, New York 10017. This Guide was prepared by a special committee of the Sex Information and Education Council of the United States and Gladys M. Hillsinatt and Donald J. O'Grady. "Helping Adoles- the American Association for Health, Physical Education, cents with Mental Retardation." Children Today, May/June and Recreation. The content, activities, methods, and ma- 1972 (Vol. 1, No. 3), pp. 2-6. Superintendent of Documents, terials represent a cross-section of the thinking of many pro- Goverment Printing Office, Washington, D.C. 20402. fessionals, volunteers, and parents from every type of orga- nization, agency, and institution. A developmental approach Earladeen D. Badger. "A Mother's Training Program." Chil- was used in preparing the Guide. Concepts and the associated dren Today, May/June 1972 (Vol.I, No. 3), pp. 7-11, 36. ideas and materials are presented sequentially, from the basic Superintendent of Documents, Government Printing Office, and extremely easy to the difficult and more sophisticated. Washington, D.C. 20402. The teacher, volunteer, or parent can readily select materials from this developmental sequence for use with the educable Thomas R. Collingwood and Ron J ones. Physical Training as or trainable child. Resource materials have been developed an Aid to Client Rehabilitation. Discussion Papers, Vol. 3, No. around four major topical areas: awareness of self-becoming 13. Arkansas Rehabilitation, Research, and Training Center, a boy; becoming a girl: physical changes and understanding University of Arkansas, Fayetteville, Arkansas 72701. of self-becoming a man; becoming a woman; peer relation- shipsboy friends, girl friends, boy and girl friends; re- Thomas Collingwood. "The Effects of Physical Training Upon sponsibility to society as men and women. Special sections Behavior and Self-Attitudes." Journal of Clinical Psychology, are included to help parents and parent surrogates and to help 1972. teachers use the Guide more effectively. A detailed coded listing of resources includes publications, films, filmstrips, Frances Kaplan Grossman. "Brothers and Sisters of Retarded records, and other materials helpful in and appropriate to Children." Psychology Today, April 1972, pp. 81-84, 102-104. sex education programs for the mentally retarded.

144 can apply in a creative and constructive manner optimal methods of education, guidance, and treatment. The authors believe that every retardate can have a meaningful and pro- Challenge ductive place in society, if society is willing to offer him {,Ft ,44,41i, A., appropriate opportunities to develop his full potential and to offer him suitable guidance and training. Specific discussion AsA -AA. - BOOKS and attention are given problems of educational administra- tion, organization of classes, and general and specific meth- ods of teaching. Studies on special learning problems of the WILLIAM G. BENTLEY. Learning to Move and Moving to retarded and application of learning theory to such prob- Learn. New York: Citation Press (50 West 44th Street), lems have been summarized. Parental reactions are discussed 1970. in terms of new evidence and of the implications of such evidence. Society's role in program for the retarded is in- Over 100 different movement activities are outlined in vestigated and discussed. this publication. Exercises and activities are intended to help children acquire through a play approach movement patterns that will give them the foundation upon which to CHRISTOPHER M. ROBINSON; JULIE HARRISON; and JOSEPH build more complex movements. Few activitiesrequire GRIDLEY. Physical Activity in the Education of Slow-Learn- elaborate equipment; such everyday items as rubber balls, ing Children. London: Edward Arnold Publishers, 1970. bicycle tires, and bean i)ags are used to give children op- portunities to explore and extend their own physical capa- This book looks at four aspects of physical education: (1) bilities. From simple experiments with jumping and land educational gymnastics, (2) educational dance, (3) games ing to more complex balancing activities, youngsters are and skills training, and (4) specific posture training. These constantly involved in trial-and-error proce..ses that are both aspects of physical education can be provided for in most challenging and fun. This is a concise, easy-to-follow guide schools, residential facilities, and day care centers. Each for allinterested and involved in physical education and section describes materials to use and ways to use them ef- recreation programs. The publication can serve as a supple- fectively for different age and ability groups. The Laban ment to almost any existing physical education program and approach has been used for both educational dance and is ideal for group activity since the activities generally re- educational gymnastics to stimulate mentally handicapped quire all participants to be active at the same time. The children to use their minds in an interpretative way, and book is organized around six principle skillslocomotion, not just copy or "do as teacher says." Games and skills axial movement, balance, hand-eve coordination, muscular training has therapeutic value as well as value in teaching control, motor development. Each section contains a brief manipulative skills. Specific postural training exercises, al- introduction before listing activities. Also included are a lied to the work of physiotherapists, are designed to help short explanation of movement education, a glossary of lessen the effects of such conditions. The contents of this terms, a listing of free and inexpensive equipment, a se- book have evolved from the authors' experiences in teaching lected bibliography, and references related to audiovisual mentally handicapped children in schools. Observation, ex- materials. perimentation, and modification have influenced and di- rected this guide which all teachers of the mentally handi- capped should read and use. OLIVER P. KOLSTOE. Teaching Educable Mentally Retarded Children. New York:Holt, Rinehart and Winston, Inc. (383 Madison Avenue), 1970. CHARLES W. McQUARRIE. A Perceptual Testing and Train- ing Guide forKindergartenTeachers.Winter Haven, This book usesaconceptualizationwhich combines Florida: Winter Haven Lions Research Foundation (Box netkrophysiolJgical theory with behavioral theorytose- 111), 1967. cure a consistent frame of reference for teachers to use. Methods and materials are related to specific behavioral out- Thisisanother publication emanating from theactive comes which are consistent with the goal of developing Winter Haven Lions Research Foundation, a pioneer in adults who have acceptable skills for work and independent perceptual motor programing. Section I deals with testing living. Translating theory into practice provides an internal and evaluation of the visual-motor skills of five to six year consistency for the program and assures that practices at old children. The procedures can be expected to provide one level are related to those of the next level. useful information about the perceptual development of individual children. Section II details several training pro- cedures including copying, training forms, walking beams, MAX L. HUTT and.Rouurr GWYN GIBBY. The Men' Re- sloping work surfaces, jump boards, and chalkboard activi- tarded Child: Development, Education and Treatment. Sec- ties.Every method and procedure presented has been ond Edition. Boston: Allyn and Bacon, Inc., 1965. teacher-tested and can be counted on as representing reliable and developmentally sound teaching approaches.Several The basic orientation and thesis of this publication are research studies are discussed and their results interpreted that the retarded individual is a unique personality, as are in terms of practical application for teachers. Although the all individuals; to understand him in all of his complexity guide does not deal specifically with the mentally retarded, and uniqueness, we must seek to understand the multiple it offers much practical, functional, and useful information causes, direct and indirect, of his current status so that we for teachers of the retarded.

145 For additional reading field.Illinois: Charles C. Thomas, Publisher (301-327 East Lawrence Avenue), 1972. $7.00. Devereux Reprints T. Devereux Foundation, Devon, Pennsylvania) This scaleis designed to measure motor proficiency in much the same way and with the same style and format as the (;EORGE E. DEHAVEN, JoHN B. Mount-wt.:, .and JOAN M. LAY- Lincoln-Osereisky Motor Development Scale. Teachers of KOVICIL "Evaluation of Coordination Deficits in Children moderately and severely retarded children can use this scale in with Minimal Cerebral Dysfunction." either classroom or physical education programs. It can be JOHN 13. Mom:lot:K. "Effect of Stress on Perceptual-Motor used as a vehicle for developing a curriculum to improve motor Functioning of Adolescents with Learning Difficulties." proficiency and motor coordination and also has value for researchers who need to determine improved motor perfor- JOHN B. N1ORDOCK and GEORGE E. DEHAVEN. "Movement mance as a result of an experimental motor research program. Skills of Children with Minimal Cerebral Dysfunction." The scale measures motor proficiency in 17 areas ranging from ambulationabilitytofinefinger dexterity. The scaleis JOHN B. MORDOCK and RUTH C. FELDMAN. "A Cognitive designed to provide an overall motor development score or to Process Approach to Evaluating Vocational Potentialin provide separate scores for any of its parts. No norms are the Retarded and Emotionally Disturbed." assigned because of the nature of the population for which it is designed. Since norms must depend upon either a chronologi- Sit tru.EY M. JAHNsoN and LowsE E. WEIR. "Therapy cal age or mental age and severely and moderately retarded Through Music." children exhibit wide variations or combinations of these two measurements, norming is considered neither possible nor JOHN B. Nlounock and Vrro J. SEI.VAGGIO. "The Child- essential. Each child must be treated as au individual; his case Worker and Sensory Training." performance on the scale should be measured against his future or past performances or against some arbitrary stan- NOTE: A complete Publications Catalog of Devereux Pub- dards which examiners or teachers prescribe. The range of lications and Reprints can be obtained from Department of scorespossible allowthe scaleto be adapted for both Publications. The Devereux Foundation. Devon, Pennsyl- preschool and high school retarded children. vania 19333.

II. Cornelia llollander. Creative Opportunities for the Re- Ronald C. Adams. Alfred N. Daniel, and Lee Huffman. Games, tarded Child at Home and in School. Garden City, New York: Sports, and Exercises for the Physically Handicapped. Phila- Doubleday & Company, 1,971. $10.00 delphia: Lea & Febiger (Washington Square), 1972. $11.00. Sixbookletsinthisseries Getting Started, Finger This informative book emphasizes the need for and value of Painting and Print Making, Drawing and Painting, Clay and gross motor activities in the life of the handicapped, helping Other Dimensional Media, Stitchery, and Woodworking and him assume responsibility for his future to the best of his Odds and Endsplace major emphasis on the handicapped child, physical ability. Presenting actual programs, procedures, and but activities can involve and interest the whole family. Each equiprm-.at,the publication focuses on structured therapy activity is presented in a step-by-step mariner with each step emphasizing the relationship between the hospital, rehabilita- just a little harder than the last. These booklets were written tion center, and the school. Following an introductory discus. for parents who need down-to-earth advice and ideas about sion on the history and principles of therapeutic recreation, many things they can do with their children, for teachers and the authors describe specific disabilities and games, sports, and volunteers who serve in homes and institutions and want to exercises which may be adapted to piirticular handicapping know more about ways they can help parents and children conditions. Each piece of equipment is described and dia- worktogether, for nursesvisiting homes or working in grammed. All exercises are outlined to include areas of the hospitals where the retarded child requires special care and body, specific positioning, and methods of stretching and who need reference materials and ideas that can also be passed strengthening various muscle groups. Materials described have On to parents for things to make arid do with handicapped been developed or modified by the authors and have been children, arid for vocational workers who need materials and ideas for money-earning projects. This is an excellent refer- testedinpractical situations. Physical education, physical therapy, occupational therapy, recreation, corrective therapy, ence, source, and guide for individuals and groups interested special education, and rehabilitation are all touched upon and and involved in recreation, arts and crafts, and educational dealt with in the book. Administrators, physicians, therapists, programs for the retarded and handicapped. Specific areas physical educators, community or camp recreation directors, coveredinthe profuselyillustrated series include: finger and parents of physically handicapped youngsters will find this painting, pulling a print, butterfly prints, gadget printing, vegetable prints, stencil rubbings, printing from a prepared a handy reference source. surface, silk screen printing, linoleum block prints, scribbling, crayon processes,felt-tip markers, colored chalk drawings, melted crayon drawings, ink drawings, painting, cut-tear-paste pictures, puppets, paper mache, collage, mosaic, wire sculp- H.D. Bud Fredericks, Victor L. Baldwin, Philip Doughty, and ture, seed pictures, tongue depressor projects, and holiday I,. James Walter. 7'he Teaching Research Motor-Development decorations. Bibliographical listings and additional resources Scale for Moderately and Severely Retarded Children. Spring- and contacts are included in each booklet.

1I

146 exercise as a demonstration to parents. In return, parents and their own children learned various techniques of stimulation, exercise, and development necessary to carry on this program so, day after day. As parents worked with their children, the Challenge 41, 4.% therapist circulated and adapted the program to each indi- vidual. Working with the therapist, parents became aware of their child's abilities and disabilities and basic principles of BOOKS growth and development as well as meter concepts. This program was based upon simple, inexpensive, common items readily available to most families., Within several weeks of John A. Nesbitt, Curtis C. Hansen, Barbara J. Bates, and Larry guided work parents or a parent substitute became skilled L. Neal. Training Needs & Strategies in Campii,g for the enough to carry on and become the child's therapist. Early and Handicapped. Eugene, Oregon: Center of Leisure Studies sustained therapy increases the possible achievement of maxi- (1587 Agate Street), 1972. $3.50. mum potential for each child. Activities designed to imple- This collection of 28 position papers represents seven areas: ment such a program as described are presented in clear and research,participation and programs, philosophy, develop- concise ways, each simply and fully illustrated. Included for ment, integration, operations, and training. The book covers each activity are objectives, motivating activity, equipment, the three objectives of the "National Conference on Training and timely suggestions for maximum sensory, motor, and Needs for Personnel in Camping, Outdoor and Environmental physical stimulation and satisfaction by the child. Recreation for Handicapped Children," March 29 April 1, 1972, Asilomar Conference Grounds, Pacific Grove, California. These objectives were to: (1) investigate the training dimen- Joyce Novis Laskin. Arts and Crafts Activities Desk Book. sion of camping for the handicapped; (2) determine specific West Nyack, New York: Parker Publishing Company, Inc. problems and needs in providing handicapped persons oppor- 1971. tunities; and (3) develop strategies for improving activities and Presented are over 110 arts and crafts ideas to develop developing curricula and materials. Contents include a review creative expression while teaching important new learning of literature on camping for the handicapped, a status survey concepts. Art lessons are designed to correlate with such of the national state of the art, position papers, and work activities as space study, foods and nutrition, music and dance, group interaction and reports. Appendix and bibliographical and the human body. Projects range from simple to complex materials provide meaningful information for practitioners at and are geared to all age groups. A visual guide makes selecting the grass roots level. the best ar iivity for a particular group easy. Illustrations provide a functional step-by-step representation of written Thais R. Beter and Wesley E. Cragin. The Mentally Retarded procedures. A checklist of materials needed, motivational Child and His Motor Behavior:Practical Diagnosis and techniques and background information, follow-up activities, MovementExperiences.Springfield,Illinois:CharlesC. and classroom management hints are included with each Thomas Publisher (301-327 East Lawrence Avenue), 1972. lesson. This book provides effective, simple, and practical educa- tional experiences to enhance learning potential and total personality functioning of mentally retarded children. It is FOR ADDITIONAL READING designed to assist anyone working with exceptional children whether it be in an educational, institutional, or recreational Helen Beck. "Pressure in the Nursery." Children Today, Vol. setting. Philosophical material in the first two chapters and 1, No. 5 (September/October 1972), pp. 20-24. diagnostic and program planning information in the rest of the book are applicable to children with all types of learning C. Alan Hogle. "Lean on Me: A Unique Scouting Program." difficulties, including children born with or who later develop Children Today, Vol. 1, No. 5 (September/October 1972), pp. neurological impairments, emotional disturbances, perceptual 7-10. deficits, or other mental handicapping conditions. Information presented is not intended for use only with the less retarded, Edward Vockell and Pamm Mattick. "Sex Education of the but:.anbe used effectively with more severely retarded Mentally Retarded; An Analysis of Problems, Programs, and persons. Movement experiences designed to develop factors of Research." Education and Training of the Mentally Retarded, physiological efficiency and complex motor performance as Vol. 7, No. 3 (October 1972), pp. 129-134. well as perceptual-motor efficiency are discussed in detail and social patterns of behavior and leisure-time activities are also Peggy B. Smith. "Acquisition of Motor Performance of the included. Young TMR." Mental Retardation, Vol. 10, No. 5 (October 1972), pp. 4649. Patricia A. Griswold. Play Together, Parents and Babies. Indianapolis, Indiana: United Cerebral Palsy of Central Indiana Edna Neelcy. "Cars Motivate Nonreaders? Of Course." Teach- (615 North Alabama Street), 1972. $3.00. ing Exceptional Children, Vol. 4, No. 3 (Spring 1972), pp. Activities suggested in this manual were successfully tested 142-144. with apf.roximately 38 children and their parents in a group program meeting two times a week in the Cerebral Palsy Oliver Kolstoe. "Programs for the Mentally Retarded: A Reply Clinic. A therapist with some auxiliary and professional totheCritics." Exceptional Children,Vol.39, No. 1 student helpers carried on a program of stimulation and (September 1972), pp. 51-56.

147 BEVERLY S. WILLIAMS. Your Child Has A Learning Dis- objectives, and innovative ideas about the activityitself. ability... What Is It? A Guide for Parents and Teachers Floor and mat skills, locomotor activities, rhythms, along of Children with a Hidden Handicap.Chicago: National with activities emphasizing balance, body image, laterality, Easter Seal Society for Crippled Children and Adults (2023 directionality, posture, strength, visual-perceptual training, West Ogden Avenue), 1971. eye-hand coordination, manual dexterity, and problem solv- What do you do if you suspect a child has a /earningdis- ing are representative of the many areas described. abilityanacademically disabling condition known vari- ously as hyperactivity, minimal brain damage. dyslexia, or by other nomenclature? The author, a parent of a child with a learning disability and an Illinois teacher-specialist in the field, says to give him understanding, praise, and proper educational training. She speaks especially to parents but offers tips for teachers who may have a child with a hidden Physical dependence upon others is a state which no handicap of this kind in their classroom. Symptoms of learn- child enjoys. All children must run, jump, and skin their ing disability, the need for early identification, and remedial knees in order to feel like children. In all things, then, let suggestions for home and school are expressed in layman's language. This publication will he of interest to diagnosti- us encourage each child to develop the strengths neces- cians, school psychologists, administrators, physicians, social sary to enjoy as many aspects of life as possible. workers; it can serve as a reference source to help all who guide and teach children with learning disabilities.

GERALD D. ALPERNandTHOMAS J.BOLL (editors).Educa- tion and Care of Moderately and Severely Retarded Children. FOR ADDITIONAL READING Seattle; Washington: Special Child Publications, Inc. (4535 ALONZOE.HANNAFORD."Factors Affecting Motor and Cogni- Union Bay Place N.E.), 1971. tive Performance of the Educable Mentally Retarded."Amer- This publication was prepared by the Educational Staff of ican Corrective Therapy Journal,Vol. 25, No. 4 (July-August, the Marion County (Indiana)Associationfor Retarded 1971), pp. 105-10. Children to provide specific guidelines, pointers, curricular ideas, andproceduresfor teachingchildrenwithseriousin- WALTERF.ERSINGandRUTH WHEELER. "TheStatus of Pro- tellectual deficits. Although contentis aimed at thehow, fessional Preparation in Adapted Physical Education."Amer- what,andwhenof classroom instruction. special attention is ican Corrective Therapy Journal,Vol. 25, No. 4 (July-August, given to physical and motor development. Activities are in- 1971), pp. 111-18. cluded to help youngsters learn about their bodies. move STERLINGL. Ross, JR.;HENRYC.DEYOUNG;and Julius S. body parts, move from one place to another, perform stunts, take part in rhythms, use different types of playground and Cour:N. "Confrontation: Special Education Placement and gymnasium equipment, participate in games. and take part in the Law."Exceptional Children,Vol. 38, No. 1 (September a variety of recreational activities. Other major chapters 1971), pp. 5-12. deal with communication and language development. behav- MORTIMER GARRISON. JR. and DONALD D. HAMMILL. "Why ior modification and precision teaching. discipline. and per- Are the Retarded?"Exceptional Children,Vol. 38, No. 1 sonal appearance and hygiene. An extensive curriculum guide includes many practical and functional activities dis- (September 1971), pp. 13-20. cussed in terms of age levels for tasks. and airn. purpose. RUTHC.WEBB."Is Movement Necessary in the Development and description of each activity. Alphabetical and subject of Cognition?"Mental Retardation, Vol.9, No. 4 (August indexes add to the functional use and practicality of the 1971), pp. 16-17. publication which can be used by teachers. parents. aides. volunteers, and others directly involvedin programs for ALICEBIIIZA."Yes, Scouting Is for the Retarded Boy."Scout- moderately and :severely retarded children. ing,Vol. 59. No. 6 (October 1971), pp. 71-73. ELIZABETH A. GREENand R.H. TAYLOR. "ATherapeutic Play Apparatus for the Handicapped Child."Physiotherapy, May 1971. pp. 220-21. Y1PGINIA D. TooPER. A Graded Activity Handbook for Teachers of the Mentally Retarded.Columbus. Ohio: Ohio FLottExcE DIA mom). "A Play Center for Developmentally Department of Mental Hygiene and Correction. Division of Handicapped Infants."Children,Vol. 18. No. 5 I September/ Mental Retardation(State Office Building. Room 1210), October 1971 I, pp. 17.1.-178. 1971. EAlicAnEEN D.BADGER,"A Mothers' Training Program-----the This manual provides assistance to instructors of the men- Road to a Purposeful Existence."Children,Vol. 18, No. 5 tally retarded for planning specific experiences to facilitate maximum physical, intellectual. emotional, social. and vo- I September/October 1971). pp. 168-173. cational development: a great deal of emphasis is given to KIRKL. Fisor.R. "Effects of Perceptual-Motor Training on the thelearning ofmotor skills. Ideas and activities are pre- Educable MentallyRetarded." Exceptional Children.Vol. 38, sented in clear and Concise language and are supported by No-. 3I November 1971 I. pp. 261-266. illustrations. Evahlativ-: procedures for each of the 27 areas and activities are help,u1. Each activity is described in terms JOSEPHP. \VINNICK AND DANIEL M. LANDElls."Try Trampo- of correct performance, needed materials, playing area, teach- lining with Handicapped Children."Teaching Exceptional ing procedures, preparing and using materials, goals and Children.Vol. 3, No. 4 (Summer 1971 I. pp. 181-188.

148 r..,.; ..trtftki's";;'. HIGHLY RECOMMENDED .W1.1, "Can Poverty Children Live on 'Sesame Street?'" (Herb- 4 ert A. Sprigle, Young Children, March 1971, Vol. XXVI, Challenge No. 4, pp. 202-17) is an assessment by an eckeator who incorporated Sesame Street into his program for disadvan- taged children. His conclusions: there are no simple solu- BOOKS tions to complex problems! In addition to the evaluation of Sesame Street, there are many direct and indirect implica- tions and applications for activities, methods, approaches, Physical Education Workshop for the Elementary Grades. procedures, and other considerations in physical activity and West Nyack, New York: Parker Publishing Company (Route recreation programs for all children, especially those with a variety of physical, mental, emotional, and social problems. 59A at Brookhill Drive). The article is highly recommended for everyone interested The Workshop provides practical teaching tips and help- and involved in programs and activities for children. (Young ful hints for teachers, activity leaders, recreation specialists, Children is published by the National Association for Edu- volunteers, and parents. Although designed for elementary cation of Young Children, 1834 Connecticut Ave., Washing- school physical education programs, the activities, methods, ton, D.C.) organizational suggestions, and lesson plan approaches can be adapted and applied to special education programs in FOR ADDITIONAL READING general and in programs for the mentally retarded in par- CLAUDIA JANE KNOWLES. "The Influence of a Physical Ed- ticular. Monthly 16-page publications include active and ucation Program on the Illness and Accidents of Mentally quiet games, relays, creative activities, basic rhythms, folk Retarded Students." American Corrective Therapy Journal, and square dances, exercises, stunts, and free play sugges- November-December 1970 (Vol. 24, No. 6), pp. 164-68. tions. Objectives, equipment and supplies, play area, num- ber of players, formations, variations for different age, grade, ANNE H. ADAMS. "Physical Education for Young Handi- and ability levels, and points to ponder are included for each capped Children." American Corrective Therapy Journal, November-December 1970 (Vol. 24, No. 6), pp. 172-75. activity. WANEEN WYRICK and GUY OWENS. "Effects of Practice on Creative Crafts. Englewood Cliffs, New Jersey: Best Foods Simple Reaction Time of Trainable Mental Retardates." (Consumer Service Department, A Division of CPC Inter- American Corrective Therapy Journal, November-December national, Inc., International Plaza). 1970 (Vol. 24, No. 6), pp. 176-79. Included in this brief craft book are easy to follow tested WILLIAM C. CHASEY. "The Effect of Motor Development on School Readiness Skillsof Educable Mentally Retarded formulas for inexpensive home preparation of many basic Children." American Corrective Therapy Journal, Novem- craft materials plus directions for using household products ber-December 1970 ( Vol. 24, No. 6), pp. 180-83. for creative experiences and activities. Activities with papier mache, finger paint or craft colors, play clay, hobby craft DAVID M. Aurrr.a. "Reminiscence Among Mentally Re- paste, dyeing for color crafts, and paraffin wax are outlined tarded and Normals as a Function of Age." American Cor- and discussed. Projects made from starch, mold, paste, and rective Therapy Journal, MarchApril 1971 (Vol. 25, No 2), dye for gifts, jewelry, games, items for a bazaar, and decora- pp. 35-37. tions are included The reader is encouraged to let his imagi- B. ROBERT CARLSON. "Retention of Visual-Motor Training nation wander for creative and original effects. Effects." American Corrective Therapy Journal, March- April 1971( Vol. 25, No. 2), pp. 38-41. ANNE and PAUL BARLIN. The Art of Learning Through JON D. SWARTZ, CLIFFORD J. DREW, and CHARLES C. CLE- Movement. Los Angeles,California: The Ward Ritchie LAND. "Facilitating Mental Retardates' Social Adaptability Press, (30-1-1 Riverside Drive), 1971. Through Corrective Habilitation." American Corrective Ther- apy Journal, January-February 1971 (Vol. 25,No. 1), pp. This teacher's manual of movement for students of all 16-18. ages is based on the premise that all children want to learn and that the key to this is total involvement. When a child DEAN C. FUNK. "Effects of Physical Education on Fitness and Motor Development of Trainable Mentally Retarded has put all of himself into an experiencehis body, his mind, Children." Research Quarterly, March 1971 (Vol. 42, No. his emotions, his imagination, and his enthusiasmhe will / 1, pp. 30-34. learn and he will grow. He will grow not only in the specific experience at hand, but through his entire personality. Reac- WILLIAM C. CHASEY. "Overlearning as a Variable in the tions and responses of children to these activities and ap- Retention of Gross Motor Skills by Mentally Retarded." Re- proaches are well documented throughout the book with search Quarterly, May 1971 (Vol. 42, No. 2), pp. 145-49. many action photogr,aphs. Representative of chapters are: C. JEAN MUNDY. "A Conceptualization of Recreation Pro- Involvement Through Stories; Involvement Through Fan- gramming for the Mentally Retarded." Therapeutic Recrea- tasy: Vigorous Movement; Moving With Others: Involve- tion Journal, Second Quarter 1970( Vol. IV, No. 2), pp. ment Through Games; Movement Isolations; Involvement 22.25. Through Dramatic Play; Involvement Through Emotional JAY S. SHIVERS. "Rationale for an Outdoor Recreational Expression; Moving Through Space; and Using Movement Learning Facility for the Mentally Retarded." Therapeutic in Other Classroom Subjects. General hints and first lesson Recreation Journal, Second Quarter 1970 (Vol. IV, No. 2), plans are other valuable inclusions. pp. 26-32.

149 Charles B. Corbin. Inexpensive Equipment for Games, Play, This is a book of games, contests, and stunts designed to and Physical Activity.' Dubuque, Iowa: Wm. C. Brown Com- aid in the physical development of children at the e!,,men- pany, 1972. tary school level. Sections deal with physical fitless exer- Thisbook provides classroom and physical education cises, classroom games, and aquatic exercises. Activities are teachers with ideas for constructing homemade equipment. indexed according to type and grade/age range for which Chapters deal with equipment made from throw-away items, each is appropriate. low cost equipment, and inexpensive equipment for general use.Practical teaching suggestions are also included. This Note Other publicationsinthisseries: SPICE (language publication will be of value to recreation personnel, scout arts), PROBE (science), PLUS (mathematics), SPARK (social leaders, volunteers, parents, and others interested in develop. studies), CREATE(art), STAGE (dramatics), RESCUE ing learning through play. (remedial reading), ANCHOR (vocabulary discovery), PRIDE (Black studies), and LAUNCH (early learning)contain prac- tical and simple games, ideas and activitiesto arouse an elementary school student's desire to learn.

Richard A. Ness (primary author). Toward Better Movement: A Manual of Movement Activities for the Lower Level For Your Additional Reading Mental Retardate. Denton, Texas: Denton State School for the Mentally Retarded, 1972. David M. Luterman. "A Parent-Oriented Nursery Program for This manual provides background methods and media for Preschool Deaf Children," The Volta Review, October 1967, a comprehensive physical activity program for lowerlevel pp. 515-520. "A Parent-Oriented Nursery Program for Pre- mentally retarded persons. An attempt has been made to schoolDeaf ChildrenAFollow-up Study." TheVolta provide activities. suggestions, and hints that can he used in Review, February 1971, pp. 106-112. existing programs or adapted to unique facilities. Contents deal with teaching methods and suggestions, developing and J. McLeod, J.A.G. Gittens, and C.K. Leong. "Physical Activi- using learning packages, locomotor/non-locomotor/manipula- ties for Mentally Retarded School Children." The Australian tive basic movements, low organized activities and trampo- Journal on the Education of Backward Children. March line activities, and tunibling and stunts. Detailed information 1972, (Vol.19, No.1), pp. 40-52. Available from John about each activity along with charts outlining sequences and NIcLeod, Institute of Child Guidance & Development, Uni- progressions makes this publication useful to anyone inter- versity of Saskatchewan, Saskatoon, Saskatchewan, Canada. estedinphysical activity, recreation, camping, or related programs. Philip A. Smith arid Ronald W. Marx. "Some Cautions on the Use of the Frostig Test: A Factor Analytic Study." Journal of Learning Disabilities, June/July 1972.

Philip A. Smith and Ronald A. Marx. "The Factor Structure Carol Arslander, Constance R. Curry, S. Annette Keck, and of the Revised Edition of the Illinois Test of Psycho linguistic Gale Salzman. Day Camping for Developmentally Disabled Abilities." Psychology in the Schools, October 1971, (Vol. and Exceptional Children: Guidelines for Establishing Day VIII, No. 4), pp. 349-356. Camp Programs. Springfield, Illinois: Department of Mental Health, Division of Mental Retardation Services, June 1972. Mark M. Tucker. "Physical Education for the Educable Men- This manual tells neither why nor when, and in many tally Retarded." The Journal for Special Educators of the cases not even how!It stresses what activities and exper- Mentally Retarded, Box171,Center Conway, New Hamp- iences can be incorporated into a day camp program to shire 03813, Fall 1972 (Vol. IX, No. 1), pp. 53-57. increase the enjoyment of emotionally or mentally handi- capped participants. This manualis intended as a lift-off Blair Bennett, Edward Vockell, and Karen Vockell. "Sex point for the imagination, creativity, and resourcefulness of Education for EMR Adolescent Girls: An Evaluation and each reader. Therefore only a small sampling of possible Some Suggestions." The Journal for Special Educators of the activities has been suggested. Sections deal with adminis- Mentally Retarded, Box 171, Center Conway, New [lamp- tering a day camp, physical activities, arts and crafts, music shire 03813, Fall 1972 (Vol. IX, No. 1), pp. 3-7. activities, and solving camp behavior problems. Suggested references and recommended readings are included with each Robert Perske. "About Sexual Development." Mental Retar- section. Application forms,lists of materials, job descrip- dation, February 1973 (Vol. 11, No. 1), pp. 6-8. tions, sample schedules, and ideas provide additional valuable information for camp administrators. Linda Andron and Mary Lynn Strum. "Is'I Do' inthe Repertoire of the Retarded?" Mental Retardation, February 1973 (Vol.I I, No. 1), pp. 31-34.

James Peller."BicyclingWheel-a-Way Down the Path to Mary M. Roy. ACTION: A Handbook for Teachers of He- Normalization andPhysicalHealth." Mental Retardation mentary Physical Activities. Stevensville, Michigan: Educa- News, January 1973 (Vol. 22, No. 1), p. 8. (Published by tional Service, Inc. (P.O. Box 219), 1967. the National Association for Retarded Children.)

150 ties for various levels of students are provided for rhythmic activities, creative rhythms, singing games, folk, square, and social dances, games of low organization, manipulative activ- ities, seasonal sports, stunts and tumbling, apparatus activi- ties. aquatics, and enrichment activities. Appendices include suggested class period timetables. an annotated bibliography., BOOKS and several sample teaching units. ABNEL W. PATTEmottE. Arts and Crafts for Slow Learners. JOSEPH J. BAUER. Riding for Rehabilitation: A Guide for Dansville, New York: Instructor Publications, Inc., 1969. Handicapped Riders and Their Instructors. Toronto, Ontario, Canada: Canadian Stage and Arts Publications Limited (49 This booklet presents successful projects which have been Wellington Street East). 1972. used in special education art classes and assists teachers in planning a worthwhile program. The art program should be In Part 1, the author relates how he overcame the painful a challenge and provide certain achievement for each and consequences of various mishaps which befell him at an age every child. Contents include planning a program, the when they are usually accepted with fatal resignation. The teacher's role, picture making, design, gifts, lettering, model- struggles of a dedicated group to organize riding possibili- ing. paper mache, casting, ceramics, model building, paper ties for handicapped adults and children on a broad basis sculpture. mobiles, box sculpture. weaving, print making, and how this book came to be written are related. Part II found materials. puppetry, seasonal crafts, classroom decora- deals with the technical problems that confront a handi- tions, and displaying children's works.. capped rider as well as instructors and assistants. Detailed descriptions of equipment and methods employed by the author and a number of European organizations prominent FOR ADDITIONAL READING in the field of riding for the handicapped are documented by 78 factual photographs. Specific chapters deal with the in- DAVID AUNTElt."Evaluation of Perceptual Motor Training structor, school horses, equipment. building and grounds, Programs." Teaching Exceptional Children, Winter 1972 lessons, mounting and dismounting, trail riding, and phases Vol. 1, No. 21. pp. 89.97. of progress. Special chapters discuss riding for incurable children, timid and nervous children. physically handicapped GoanoN K. FARLEY and LENORE GODDARD. "Sex Education and retarded children, aggressive and rebellious children. for Emotionally Disturbed Children with Learning Dis- the deaf and the blind plus riding and preventative therapy. orders." Journal of Special Education (Vol. 4, No. 41, pp. .115-150. NANCY R. MILES. Learning Through Individualized Trampo- line Activities. Chicago. Illinois:Developmental Learning PAut. A. KRAL. "Motor Characteristics and Development of Materials 13.505 North Ashland Avenue), 1972. Retarded Children: Success Experience." Education and This new manual outlines many activities designed to aid Training of the Mentally Retarded, February 1972 (Vol. 7, the trampoline student in skills related to balance. differen- No. 11, pp. 14-21. tiation,laterality, time-space orientation; and general co- ordination. This book is of value to those working with thc LOUISE M. BR ADTKE, WILLIAM J. KIRKPATRICK, JR., and learning disabled child, and the information and techniques KATI!ERINE P. ROSENBLATT. "Intensive Play: A Technique given relative to general movement and awareness of self and for Building Affective Behaviors in Profoundly Mentally Re- surroundings make the manual an excellent aid to teachers of students of all ages and abilities. Specific attention is given tarded Young Children." Education and Training of the to teaching procedures and techniques, coordination as a Mentally Retarded, February 1972 ( Vol. 7, No. 11, pp. 8-13. teaching technique, safety. use of spotters, and values to the child. This fully illustrated manual focuses on using the PHOEBE HARI:UM. "Using Clay Bodies in Multidimensional trampoline as a tool in the teaching/learning process and not Teaching of the Retarded." Education and Training of the just for gymnastic or athletic purposes. Mentally Retarded, February 1972 (Vol. 7, No. 1), pp. 3945.

DONALD G. Voss. Physical Education Curriculum for the HOLLACE GOODMAN.JOYGOTTLIEB, and ROBERTHARRISON. Mentally Retarded. Madison. Wisconsin: Wisconsin Depart- "Social Acceptance of EMR's Integrated into a Nongraded ment of Public Instruction (126 Langdon Street 1. Septem- Elementary School." American Journal of Mental Deficiency, ber 1971 ($1.501. January 1972 t Vol. 76, No. 41, pp. 412-417. This curriculum guide was developed during a period of two years of intensive effort under the leadership of Mani- MARK M. TuckEtt. "Physical Education for Educable Men- towoc County (Wisconsin) Handicapped Children's Educa- tally Retarded." Journal for Special Educators of the Men- tion Board Special Education staff and consultants. Part I tally Retarded, Winter 1972 (Vol. VIII, No. 2), pp. 91.93. sets the atmosphere for the entire publication with a dis- cussion of physical education, its philosophy and purposes, JAMES MCCORMICK "The Role of Perceptual-Motor Train- characteristics of a sound program, and recent trends. Men- ing in Therapeutic Recreation Programs for the Mentally tal retardation and characteristics of the retarded child are Retarded." Therapeutic Recreation Journal, Second Quarter reviewed, Part II discusses fundamental movement patterns 1971I Vol. 5, No. 21. pp. 63-66, 93. and motor skills in terms of behavioral objectives, common deviations to watch for, and suggested developmental activi- ties to use in developing patterns or skills at each level. Part ROBERTA KEIMAIIK and RACHEL MCKINNON. "Leisure Pref- III includes practical games, sports, and recreational activi- erences of Mentally Retarded Graduates of a Resident Train- ties in which patterns and skills discussed in Part I1 can be ing Program." Therapeutic Recreation Journal, Second Quar- put to use. A brief narrative, teaching suggestions, and activi- ter 1971 (Vol.5, No. 2), pp. 67-68, 93-94.

151 RICHARD D. ANDERSON. "Application of Educational Rhyth- mics to Therapeutic Recreation Service." Therapeutic Rec- reation Journal, Second Quarter 1971 (Vol. 5, No. 2), pp. 75-78, 94.

DARLENE CONOVER, "Physical Education for the Mentally CARL E. FRANKSON AND KENNETH R. BENSON. Crafts Ac- Retarded." Focus on ExcePtional Children, January 1972 tivitiesFeaturing 65 Holiday Ideas.EnglewoodCliffs, (Vol. 3, No. 8). Love Publishing Co., 6635 East Villanova New Jersey: Educator's Book Club, 1970. Place, Denver, Colorado 80222. Teachers and recreation leaders are given an intriguing variety of crafts activities specially designed for quick and DIANE IMIRILSE. "The New Look in Playgrounds." School easy use by children in grades K-6, to be coordinated with Safety, Vol. 7, No. 2 (January/February 1972), pp. 11-13. major holidays. Each activity-155 easy and inexpensive projects in allis complete on a single page telling what materials are needed, how to proceed step-by-step, how to ANTHONY G. LINFORD and DAN W. KENNEDY. "Research take special care in handling certain materials, and how to The State of the Art in Therapeutic Recreation." Therapeutic encourageimaginationandcreativityamong children. Recreation Journal, Vol. V, No. 4 (Fourth Quarter, 1971), Neither teacher nor children need any special mechanical or pp. 168-69. artistic skills to complete activities:instructions are self- explanatory and children get the full benefit of doing things CHARLES C. CLELAND, JOHN D. SwAtaz, and WILLIAM C. on their own. An explanation of the significance of each CHASEY. "The Role of Play Games and Toys in Recreation holiday is tied in with projects to illustrate it. All activities Programming for the Moderately and Profoundly Retarded." and projects have been tested and evaluated over the years Therapeutic Recreation Journal, Vol. V. No. 4 ( Fourth Quar- with only the best included in the publication. ter, 1971 ). pp. 152-55.

JAMES H. HUMPHREY AND DOROTHY D. SULLIVAN. Teaching NIAYNARD C. REYNOLDS and MALCOLM D. DAVIS. Exceptional Children in Regular Classrooms. A publication of the Lead- Slow Learners Through Active Games. Springfield, Illinois: ership Institute/Special Education sponsored by the Bureau Charles C. Thomas, Publisher. 1970. After thorough discussion of the identification of various for Educational Personnel Development, U.S. Office of Edu- types of slow learners, the theory of active game learning, cation. Distributed by Department of Audio-Visual Extension research, and factors influencing learning through active ( University of Minnesota ), 2037 University Avenue, S.E., games, the text describes over 200 active games for use in Minneapolis, Minnesota 55155. Price: $1.95. helping children learn in the areas of reading, mathematics. and science. Each game contains the concept or skill to be MICHAEL C. LATHAM and FRANCISCO CORDS. "The Effects of learned along with a specific application of the game in Malnutrition on Intellectual Development and Learning." developing the concept or skill. The games serve to remove American Journal of Public Health, Vol. 61, No. 7 (July learning from the realm of the abstract and make it a part of the child's physical reality. Each game has been tested 1971) , pp. 1307-24. with great success in many actual classroom situations. This publication is valuable as a text in professional preparation courses in special education: as a supplementary text in OLYMPICS INSTRUCTIONAL MANUAL professional preparation courses involving teaching of read- ing, elementary school mathematics, ,,science, and physical The American Association for Health, Physical Educa- education: and as a handbook of desirable learning activi- tion, and Recreation and the Joseph P. Kennedy Jr. Foun- ties and experiences for classroom teachers. dation have worked cooperatively on a recently released publication. Special Olympics. . .From Beginners to Cham- pions contains sections on conditioning and fitness, track and field, swimming, and volleyball. The publication has Challenge to Change: Program Guidelines in Physical Edu- been designed for classroom teachers, volunteers, parents, cation for the Mentally Retarded. Harrisburg, Pennsylvania: and others with little or no background or experience in Department of Education (Box 911), September 1970. physical education, recreation, or athletics. Contents pro- This manual provides an overview of mentally retarded vide activities, methods, training cycles, helpful hints, and children and the effects that planned physical education and practical suggestions for working with youngsters regard- recreation programs may have upon them. Contents are less of their functional abilities, athletic skill, or previous directed to physical educators, recreation specialists. special sports experience. Emphasis is upon year-round broad-based education teachers. school health services personnel. and physical education and comprehensive recreation programs. school administrators to encourage die establishment of The manual is being sold and distributed through AAHPER new programs of activity or revitalization of existing pro- Publications-Sales, 120116thStreet, N.W., Washington, grams. Motor development in children. physical evaluation D.C. 20036, at $2.00 per copy. of the mentally retarded. progressive physical education programs for the retarded, and methodology are among the many specific topics dealt with.

152 expected to help meet residents' educational and emotional, as well as physical, needs. Today's attendant is a teacher, b :e0':"^:2,ei:2:4;" counselor, and parent substitute; he is a model for resi- dents to imitate. The attendant has the key role in provid- Challenge ing daily dental care to residents. He may have to provide direct care to severely and profoundly retarded; for others he may only need to supervise toothbrushing and to en- BOOKS courage them to eat a balanced diet. This manual serves as a guide to ward personnel as they select and adapt PATRICIA A. DAVIS. Teaching Physical Education to Men- various methods which best suita particular ward or tally Retarded Children. Minneapolis, Minnesota: T.S. cottage and to give them ideas in developing workable Denison & Company, Inc., 1968. approaches to oral.hygiene on the ward. One major section deals with "General Information on Dental Health for the In this book of methods for teaching physical education Retarded." Specific chapters discuss the why of dental activities and skills to mentally retarded children, a variety care for the retarded, the attendant's rolein providing of individual and team activities are discussed in terms of dental care, dental information, how and when of tooth- procedures, needed equipment, and teachinghints and brushing, care of toothbrushes and equipment, and recog- suggestions. Some attentionis given to use of these ac- nizing abnormal mouth conditions. The second section tivitiesto attain other educational objectives, especially deals with "Group Care" in cottage programs, suggests language development. The publication is a resource which program approaches and content, and provides helpful hints can be used by special education teachers, physical edu- and suggestions for helping residents who require total cators, recreation specialists, volunteers, and parents. care, partial care, or who are able to care for themselves. A listing of films, slides, and other audiovisual materials S. ANNETTE KECK, CONSTANCE R. CURRY, GALE SALZMAN, is a valuable inclusion. Although this manual is directed and CAROL ARSLANER. Day Camping for the Trainable and primarily to personnel inresidentialfacilities,itisap- Severely Mentally Retarded: Guidelines for Establishing propriate and usefulfor supervisors and instructorsof Day Camp Programs. Springfield,Illinois:Divisionof in-service programs as well as to parents and workers in Mental Retardation, Department of Mental Health (State day care centers. Office Building, 401 South Spring Street), April 1970. I Limited copies are available at no cost.) This publication was prepared by regular and consultant GENEVIEVE I. CURRY.Winter Haven's Perceptual Testing staffof Herman M. Adler Zone Center(Champaign, and Training Handbook for First Grade Teachers. Winter Illinois )to meet the expressed need of community recrea- Haven Florida: Winter Haven Lions Research Foundation tion personnel for a handbook on camping for the trainable P.O. Box 111), 1969. and severely mentally retarded. Itis not designed as an answer for all problems and situations, but has been written This publication is designed to help children just starting as a guideline and a resource. Sections deal with adminis- their classroom activities achieve at levels more nearly equal tering a day camp, physical activities, arts and crafts ac- to their maximum learning potential. The contents can serve tivities, music activities, sample schedules, forms, job de- dual purposes: suggest remedial activities for older children scriptions for staff, materials, and a selected bibliography. with specific perceptual problems and provide younger chil- dren with appropriate developmental readiness activities as RALPH L.WICKSTROM. Fundamental MotorPatterns. preventive measures. Perceptual figure testing, gross motor Philadelphia: Lea & Febiger, 1970. training, coordinated physical activities, visual and auditory considerations, program implementation, and conferencing The author identifies continuity in the movement pat- parents are among the many helpful; practical, and useful terns of some of the fundamental motor skills as develop. sections.Although not specifically designed for mentally ment proceeds from the simple to the complex. A chapter retarded, the activities, methods, approaches, and procedures is devoted to each of six common basic skills: running, are quite applicable and appropriate for those functioning jumping, throwing, catching, kicking, and striking. The at these same levels.Of particular interestisa chapter continuity of motor pattern development for each basic dealing with implications for older, corrective students. skillis followed from thefirst appearance of theskill, through acquisition of a mature pattern, and into more advanced sport skills. Discussion of each skill covers per- formance trends, development of form, related mechanical EVAN W. Thomns. Brain Injured Children.Springfield, principles, adaptations of basic skill patterns, and analysis Illinois: Charles C. Thomas Publisher, 1969. of form. Pictorial data are used to illustrate movement New perspectives in managing children with non-progressive patterns.Accurately rendered sequence drawings, made brain injury and functional approaches to diagnosing and from carefully edited high-speed motion picture films, de- treating these children are stressed in the book.Part I of pict the various aspects of motor patterns at each of the the hook surveys this problem as it has been presented in stages of development. the medical literature under such symptomatic diagnoses as cerebralpalsy,mentalretardation,epilepsy,behavioral Dental Care for the Mentally Retarded. Birmingham, Ala- disorders. and dyslexia. The importance of a knowledge of bama: Center for Developmental and Learning Disorders, the relationship of the neuropathology to the clinical aspects University of Alabama Medical Center, nd. of non-progressive brain injury is emphasized. Part II dis- This publication deals with a topic which emphasizes cusses the rationale for diagnosing brain injury and for the changing responsibilities of ward attendants inresi- treatment designed to influence the neurological organiza- dential facilities for the mentally retarded. No longer are tion of the brain.Criteria for functional evaluations on a attendants viewed as caretakers or custodians; they are developmental basis are presented.

153 JOHN N. DROWATZKY. Physical Education for the Mentally Retarded. Philadelphia: Lea & Febiger, 1971. This book approaches physical education for mentally re- "I thank Cod for my handicaps, for through them, I have tarded in terms persons with little or no training in physical found myself, my work and my God." Ilclen Keller education can use for instructional purposes: it also will be of use to professional physical educators and to parents who desire to help their retarded children. The theoretical frame- work for selecting activities has been integrated with pres- entation of methods, to help readers develop a better physi- cal education program than would he possible if activities For your additional reading only were presented. The book is divided into two parts for convenient use. The first five chapters present the theoretical JOHN N. DROWATZKY. "Effects of Massed and Distributed orientation of the book and deal with the nature and causes Practice Schedules Upon the Acquisition of Pursuit Rotor of mental retardation, fitness and motor characteristics of Tracking by Normal and Mentally Retarded Subjects." the retarded, the learning process, and planning physical Research Quarterly(AmericanAssociationforHealth, education programs for retarded children. The last seven Physical Education, and Recreation), March 1970 (Vol. 41, chapters are more practical and present specific activities and No. I). teaching techniques for improving physical fitness, basic DOLORES GEDDES. "A Physical Educator's View of Social movement skills, and perceptual-motor skills. Low organized Aspects of Physical Activity for the Mentally Retarded." games, lead-up activities, and sports and recreational skills The Journal for Special Educators of the Mentally Retarded are included. Chapters deal with teaching aids, special equip - (107.20 125th Street, Richmond Hill, New York 11419), merit, and resources for teaching mentally retarded children. Winter 1970 I Vol. VI, No. 2). Note: This journal includes This publication is especially useful as a multi-purpose re- articles concerned with education (broadly defined) of the source for classroom teachers, physical educators, super- mentally retarded. Reports of pilot studies, classroom work, visors,administrators,specialeducators,students,and and innovations from local programs are encouraged. parents. "Service to Retarded." Scouting, May-June 1970 (Vol. 58, No. 3) . CHARLES J. ALKEMA. Art for the Exceptional. Boulder, Colo- Therapeutic Recreation Journal. Washington, D.C.:Na- rado: Pruett Publishing Company, 1971. tional Therapeutic Recreation Society (1700 Pennsylvania The tone, mood, and objectives of this publication are Avenue, N.W.). Note: This quarterlyjournalincludes summarized in the "Afterword." "Having briefly viewed the articles dealing with various aspects of programing for various types of exceptional children and their problems, one the mentally retarded. Itis free to members: 84.00 per must agree that art experiences, creative in nature, can he year for nonmembers. of tremendous value in the general development of the excep- Newsletter of Information Center Recreation for the tional child. By experience and experimentation the teacher Handicapped (c/o Little Grassy Facilities, Southern Illinois can provide the proper atmosphere for these values to be University, Carbondale. Illinois) contains articles about on- realized so that handicapped children may become adjusted, going recreation and physical activity progio.K. the useful citizens of our society." Although specific chapters mentally retarded and physically handicapped. Free. deal with physically handicapped, emotionally disturbed, Annual Report of the Motor Performance and Play Re- juvenile delinquent, deaf, gifted, and blind children, major search Laboratory. Champaign-Urbana, Illinois: Children's attention is given to mentally retarded. In practical, mean- Research Center, University of Illinois. This report contains ingful, and usable ways, the book presents topics such as abstracts of research completed in the laboratory during the motivating the retarded, selecting and presenting an art topic, year July 1, 1969, to June 30, 1970. Direct requests about the report, laboratory, and specific projects to M. J. Ellis, sources of art topics (i.e., field trips, scrap materials, phono- Director. graph records, imaginary occupations, science,self por- traits), art appreciation, evaluating the art product, special techniques, methods, and materials (i.e., television displays, demonstrations, printing techniques, subtractive method, ad- ditive method, stencil printing, monoprints), metal tooling, paper sculpture, mosaics, stitchery, puppetry, clay work, finger painting, crayon techniques, collage techniques, wood- working, and weaving. Samples of children's work and brief annotations about individuals who are responsible for these works are sprinkled liberally throughout the book.

154 Mr. Peanut's Guide to Physical Fitness. Although de- signed for non-retarded seven, eight, and nine year olds, much of the content of this Guide is appropriate and ap- A [0101.[11. IIIAC41 PROGRAM of oxo °co YOUR GUIDE plicable for retarded youngsters. Clever illustrations and ALI... II !! t ! LIAt TO FITNESS simple and direct wording make the pamphlet appealing to youngsters of various ages and abilities. Content is such that other aspects of a child's curriculum can be developed around the booklet. Various projects and reading activities can be stimulated from the booklet. Copies can be obtained from Standard BranJ2 Educational Service, P.O. Box 2695, Grand Central Station, New York, New York 10017. Also available are Mr. Peanut's Guide to Nutrition and Mr. A Complete Exercise Program: Your Guide to Fitness Peanut's Guide to Tennis. (distributed through the courtesy of the Quaker Oats Com- pany, Chicago, Illinois, in cooperation with the Amateur Athletic Union). This booklet provides many helpful ideas and suggestions about how to provide vigorous physical activities for children, youth, and adults; sections deal also with important whys of activity. The booklet is well illus- trated and designed for persons with little or no special train- ing or background in physical education. Also available from the Quaker Oats Company are helpful brochures en- titled Physical Fitness Program for the Youth of America ri and Your Guide to Fitness.

155 VII. FILMS

Movement Exploration: What Am I? Film Associates, 11559 Floor Hockey (16mm, sound, color, 15 minutes). Canadian Santa Monica Boulevard, Los Angeles, California 90025. Association for Mental Retardation, Kinsmen NIMR Build- (16mm, sound, color, 111 /2 minutes) ing, York Univ., 4700 Kee leSt.,Downsview, Ontario, This film is based on knowledge of the positive relation. Canada. ship between sensorimotor activities and perceptual devel- Floor hockey has proved to be an excellent team activity opment. It provides exciting motivation for children and also for both trainable and educable retarded. This film, aimed is an excellent guide for teachers. In exploring movement, directly at the players, providessequences and progressions children improve their motor coordination, clarify theircon- to help introduce and expand this activity in physical educa- cepts of direction and space as related to themselves, and tion and recreation programs in public school andcommu- promote the development of perceptual skills which affect nity recreation settings. Ways of adapting teaching methods their ability to read and write. Experiences in movement to meet the varied needs and abilities of the retarded are a exploration show children that they can move not only like major contribution of the film. Segments of the film deal with themselves but also like birds, animals, and machines. Study- equipment (stick, puck, goalkeeper's face mask) and skills ing the movements of the things around us, and moving as requisite to success in the activity (checking, stick handling, they do, can be fun as well as helpful in developing skills. shooting, face off, and passing).Culmination of the film is the Special Olympic Floor Hockey finale between Philadel- phia and Montreal in Maple Leaf Gardens in Toronto. Everybody Wins. Bradley Wright Films, 309 North Duane Avenue, San Gabriel, California 91775. (16mm, sound, color, Visual Perception Training in the Regular Clossrnnut (16mm, 22 minutes) sound, black and white, 23 minutes). AIMS Instructional Methods, activities, procedures, and techniques of reach. Media Services, Box 1010, Hollywood, Calif. 90028. ing individual children through active participation in phys- This film demonstrates how a program for training in vis- ical education are vividly shown in this film. It includesways ual perception can be integrated with the regular public and means to recognize a child's readiness for specific activi- school curriculum at the kindergartern and early elementary ties, to consider his previous experience in these and related grade levels; techniques and principles also applyto Head activities, and to allow for experimentation to meet indi- Start programs and those of residential facilities and daycare vidual needs and differences. Logicalsequences and pro- centers. The film shows step-by-step training including the gressions from the easiest level to the complex and sophisti- use of three-dimensional materials and training in body cated are presented for ball activities, including handling, awareness and directionality as well as two-dimensional pen- catching, throwing, and kicking, along with a series ofrun- cil and paper exercises. Training is integrated with bothre- ning activities. Concepts introduced and discussed can be ceptive and expressive language skills with particularem- applied and adapted to other activities, skills, and move- phasis upon vocabulary denoting size, shape, position in ment programs not included in this film. Emphasis is upon space, and relationships in space. Areas discussed are: eye- the practical, the functional, and the logical with muchuse motor coordination, figure-ground perception, constancy of made of homemade, improvised, easily obtained, and inex- visual perception, position in space, and spatial relationships. pensive equipment and devices. Visual Perception and Failure to Learn (16mm, sound, black and white, 20 minutes). AIMS Instructional Media Services, Circuit Training. United Association for Retarded Children, P.O. Box 1010, Hollywood, California 90028. 225 East Milwaukee Avenue, Milwaukee, Wisconsin 53202. This film illustrates how learning failure and/orpoor be- (16mm, color, sound, 21 minutes) havior in young children is often due toa hidden handicap Practical and functional ways for teachers and students to such as a disability in visual perception. It has been designed set up regular classrooms for circuit training are shown and to draw attention to the necessity for adequate diagnostic discussed. Specific methods are introduced to meet special procedures and remedial training when learning doesnot needs of mentally retarded youngsters: arrows direct move- take place, suggesting the feasibility of introducingpercep- ment from one station to another; charts and pictures depict tual training into regular school curriculums. The film dem- activities at each station; music times action portion at each onstrates the effects of different visual disabilities upon the station; color coded cards differentiate repetitions for indi- performance and behavior of children in a regular class- vidual students. A class of trainable to severely retarded room and in a center for remedial education; explains that boys and girls are shown participating in a circuit consisting good visual preception is not dependentupon good eyesight, of such activities as bat' press, box step of 6". 12", and 18", but upon the brain's ability to interpret the incoming visual sit-ups, medicine ball exercise, half-squat with bar behind stimuli; shows how the process of perceiving consists ofa thighs, push-up or modified push-up, and bar curl. Different number of distinct abilities, each of which affects the child's levels of ability among the youngsters are obvious along ability to learn in distinctive ways; and outlines and demon- with ways in which activities are modified. strates a preventive and remedial training program.

156 .2 becomes free to Dance With Joy. The philosophy, activities, methods, and approaches are appropriate for youngsters with %It i.!-Ntf:15:- ";1 various handicapping conditions including the' mentally re- Challenge id tarded, emotionally disturbed, and physically involved.

A Walk in Another Pair of Shoes. (35mm filmstrip or 35mm .1 FILMS slide with synchronized cassette tape; color, 18V2-minutes). California Association for Neurologically Handicapped Chil- dren, Film Distribution, P.O. Box 604, Main Office, Los Maybe Tomorrow. (16mm, color, sound, 28-minutes). AIM for Angeles, California 90053. Filmstrip set, $6.90; slideset, Handicapped, 945 Danbury Road, Dayton, Ohio 45420. $21.00. Punctuated by blind,deaf. mentally retarded, cerebral This program, narrated by Ernie Ford, was produced to palsied, and orthopedically impaired children actively partici- alleviate the problem of teasing educationally handicapped pating in movement activities, the role and contributions of children by regular school children. A secondary goal was to AIM (Adventuresin Movement) are vividly shown. AIM, communicate to teachers and others who work with these organizedin195t1inDayton, Ohio provides movement children how it feels to be a child with learning disabilities. experiences for children with various handicapping conditions. Focusing on an educationally handicapped boy, the problems Today housewives, teachers, social workers, and others volun- ofvisualandauditoryperceptionaridimpaired muscle teertheirtalents andservicesto helptheseyoungsters. coordination are illustrated as they occur in the classroom and Throughout the film AIM instructors show many innovative, on the playground. The dialogue repeatedly calls the viewer's imaginative, and effective ways of reaching and teaching attention to how it would feel to be educationally handi- youngsters with various handicapping conditions. Emphasis is capped. The handicapped child's potential to excelin music, given to basic movements, the importance of success, achieve- art, or science is illustrated. Reference is made to several well ment, and fun, teaching r:nd reinforcing a variety of concepts known people who have been identified as having learning through movement, and approaches that are basically the same disabilities. The film suggeos how a normal child might be a as those used in teaching normal children. The Al %! program is friend to a handicapped child and illustrates ways he might viewed through the eyes, heart, and active participation of a help him to bear or overcome his handicaps. The story is held young physical education teacher who enrolls in the training together with the theme of the old Indian prayer, "Great program so that she too can be involved and contribute. Spirit, gant that I may not criticize my neighbor until I have Scenes are shown from the annual summer seminar where AIM walked a mile in his moccasins." The melody for the theme personnel meet to exchange ideas and share their experiences song, "A Walk in Another Pair of Shoes," was composed by to improve, enrich, and expand movement opportunities for Dean, the educationally handicapped child about whom the all youngsters. Gene Kelly narrates the film, but the mission story was written. and the impact of AIM are expressed at the end of the film by a young girl on crutches who confidently says, can walk all Looking for Me. (16mm, black and white, sound, 29-minutes). by myself!" New York University Film Library, 26 Washington Place, New York, New York 10003.

Dance With Joy. (16mm, color, sound, 13-minutes). Docu- The use of dance and movement as a therapeutic tool is mentary Films, 3217 Trout Gulch Road, Aptos, California. explained by an investigation of the therapeutic benefits of (Rental, $17.50 per day; purchase, $155). patterned movement inwork with normal preschoolers, emotionally disturbed children, autistic children, and adult This film is designed for teachers, psychologists, and those teachers. Particular emphasis and consideration are given to involved with programs in early childhood education spe- movement as an alternative to traditional approaches for cifically, and in elementary education generally. A racially and reaching children with specific problems. Personal and indi- socioeconomically integrated group of two-and-a-half to four- vidual growth are shown as the children involved become more year-old children respond to the inner stimuli of music and conscious and aware of themselves and their bodies, share rhythm in an experimental early childhood education pro- experiences with others, and exhibit self-discipline through gram. The film suggests that children are natural dancers when greater confidence and self-assurance. The importance of given the opportunity and that they need to be quickened recognizing ways in which children communicate through from within and allowed to move in their own ways. The film body language receives special emphasis. Activities arid expres- depicts an experienced teacher of dance creating an environ- sions emphasized are those meaningful to children. Dance and ment within which very young children find spontaneous, movement are shown to be effective ways of teaching children bubbling, un- adult - crated expression for their own deeply felt to feel as little conflict as possible between their bodies and language of movement. The film also shows the dance teacher their emotions. Body language is felt to be the basis for real working witholder elementary childrentoillustratethe communication and the first step in total personal integration longitudinal effectiveness of her philosophy of movement and as well as verbal language. Especially for those for whom dance. The brief narration, occurring at three different points growing isapainful experience, various body movements in the film's development, emphasizes the consultant's phil- become important activities and experiencesinthe long osophy that when the teacher creates an uninhibiting atmo- developmental journey from infancy to adulthood. sphere in which the child's own way of moving is stressed, and in which no standards of achievement are set,the child

157 Automated Devicesil6min, sound,color,15 minutes). Warren Johnson. College of Health, Physical Education. and Recreation, Preinkert Field House. University of Maryland, College Park, Maryland. Several pieces of apparatus developed specifically to moti- vate children with various physical/motor problems, de- fiiencies. and difficulties are shown. Apparatus includes: Po //oil' Me Balance Beamlights come on to reenforce suc- cess as child moves along the beam: 'Valk Trainersound Specific Sports Skills (16mm, sound, color, 20-minutes). and light feedback are given to a youngster when he exe- Documentary Films, 3217 Trout Gulch Road, Aptos, Cali- cute:: correct movements; Multipurpose Rebound Boxlight fornia. after each successful response stimulates the individual to This film applies movement exploration specifically and continuetothe nexttask:Walking Posture Training successfully to teaching volleyball skills and activities. Layne channels or wires are used to assist a child make appro- Hackett shows that movement develops sequentially from priate movements: Crawl Trainerpictures and similar self-discovery through a transitional phase to specific sports devices are used to encourage a youngster to crawl. skills. As objectives of movement education become more refitted, the teaching method becomes more analytical and Childretis Physical Developmental Clinic (16mm, sound, directed. In teaching for transfer of skills, there is a com- black and white. 27 minutes). Warren Johnson, College of bination of ill movement exploration in which structured Health. Physical Education, and Recreation. Preinkert Field formations are kept to a minimum, an adequate supply of House, University of Maryland. College Park. Maryland. equipment is available, and teachers challenge students to A typical Saturday at the Children's Physical Develop- respond and then evaluate their responses, and (2) coach- mental Clinic. University of Maryland.is shown. Discus- ing specific sports skills in which demonstrations are used sions are included about the clinic populationyoungsters when these are most effective and efficient, individual analy- with a variety- of physical, mental, emotional, and social sis and assistance is given when needed, Solutions to prob- problems,difficulties.anddeficiencies:aboutclinicians lems are confined to rules of the game, and only one correc- who serve the youngstersundergraduate and graduate stu- tion or progression is presented at a time. dents atthe University: and about the philosophy and operation of the Clinic itself. Children are shown partici- Why Billy Couldn't Learn 116min, sound, color, 40-minutes). pating in a variety of physical/motor activities designed CaliforniaAssociationforNeurologicallyHandicapped to help them make friends with themselves and to assist Children, P.O. Box 601, Main Office, Los Angeles, California them sculpture whole new selves: clinicians are described 00053. as catalysts inthis process. Pre- and post-Clinic sessions This film shows neurologically handicapped children in are shown as staff and clinicians plan the day and evaluate classroom and playground situations: it highlights the char- progress of specific children. acteristics of these children and their learning problems. ThinkingMoving--Learningilomm. sound,color,20 The movie was filmed at the Palos Verdes Unified School minutest, Bradley Wright Films. 3(Y) North Duane Avenue, District (Southern California) and focuses on the diagnosis San Gabriel. California 91775. and teaching techniques used in a special classroom for edu- cationally handicapped. There are many fascinating and Various basic motor activities that contribute to the total thought-provoking scenes; things are left unsaid or are only growth and developmentofchildrenare demonstrated. Emphasis is placed upon the fun and success children have suggested so that the film does riot overpower the viewer. in performing and achieving in innovative, creative, and Itis dedicated to finding better ways of doing things f'r neurologically handicapped children so that each has oppor- easily designed activities. Although many specific methods, approaches. and easily obtained devices are shown, viewers tunities to become as independent as possible and to grow are encouraged to develop programs and procedures of into a rewarding adulthood. their own. Representative activities are shown on the bal- ance beam or walking board, in movement exploration. Mental Retardation Films. Parsons, Kansas: Audio-Visual with balls, with ropes. on mats, with shapes and numbers Department, Parsons State Hospital and Training Center painted on the playground, on bouncing apparatus, with ( P.O. Box 738) . form perception boxes. and over obstacle courses. Activities Production of this list of 16mm films on mental retarda- stress improving motor skills. developing perceptual abili- tion was undertaken by the staff of Parsons State Hospital ties.arid fostering confidence arid sell-image. Consultant and Training Center as an outgrowth of the International for the film is Jack Capon. Alameda. California, author of Film Festival on Mental Retardation. Each film in the list an article in the January- February 1971 issue of Challenge was checked to ascertain its direct relationship to the field in which some of the approaches were discussed. of mental retardation and to eliminate any dealing with subjects peripheral to the field. Films are listed in alpha- betical order and no effort has been made to cross-reference or index them. There are entries in physical education, physi- cal fitness, motor development, recreation, camping, dance, perceptual-motoractivities,outdoor education/recreation, art, music, and movement activities with and for mildly, moderately, profoundly, and severely retarded.

158 V instructions and signals, improving kinesthetic awareness and balance with aquatic games and water exploration, stimulat- ing language development by talking about things, promot- Challenge ing breath control by bubbling and blowing, sharpening visual and auditory discrimination by retrieving objects from underwater and with different games, and encouraging mem-

Sol FILMS ory and attention through most all games and activities. In addition to readiness activities, academic concepts such as The Proud Ones.t 16mm, sound, color,131A minutes) counting along with words like empty/fill, push/pull, toward/ Montana Film Productions, 1236 Helena Avenue, Helena, away, touch/grasp, and hold/drop are presented to and ex- Montana 59601. perienced by the children with feeling in the water environ- Purposes, reasons, and values of active participation by ment, Water offers a tremendous motivation for learning that mentally retarded in sports, athletics, and other fun activi- has been relatively untapped, and itis so simple and inex- ties are presented in terms of the Montana Special Olym- pensive! The children in the film show that it's fun to learn pics. Boys and girls are shown swimming, running, jumping, to splash aitd to splash to learndeveloping swimming skills and throwing in competition as well as eating, dancing, mix- is an added and often unexpected bonus! ing with others, relaxing, and having fun. The traditional Olympics parade and lighting of the flame are inspiring. HAPAmerica at its Best (16mm, sound, color, 27 min- Swiieining and track and field events are shown as ways for utes). Columbia Forum Productions, 10621 Fable Row, participants to establish goals that are important to them to Columbia, Maryland 21013. be individuals, to have a sense of belonging, to experience success, and to stand tall in victory or defeat. As youngsters The Handicapped Athletic Program (HAP) has shown leave for home each shows a newfound sense of independ- that mentally and physically handicapped can help each ence, a personal feeling of accomplishment, and pride in other. HAP, a community project in Anne Arundel County having done his best. I Maryland teaches mentally and physically handicapped children and young people to help each other through spon- A Song for Michael: 4 Demonstration of How Music Ther- soing and supervising athletic contests such as softball, apy is Used 7'o Develop Language in a Multiply Handi- basketball, and bowling, as well as social affairs such as capped Boy of Fourteen 116nn, sound, black and white, parties, banquets, and picnics. Participants in HAP practice 22 minutes/. Music Therapy Center, fl-It) Eighth Avenue. a lot of teamwork by shouting encouragement to one other New York, New York 10019. in their ball games and by openly showing affection for team- mates: they are taeght to he patient with those who are This film presents a condensation of one actual music ther- slower to learn and to tolerate unusual game rules which apy session. It demonstrates how music is used at the Music help players with less abilizy (e.g., one softball rule allows Therapy Center as a functional tool to hannote emotional poor players six strikes while lod players get only three). and social growth as an adjunct to psychotherapy. Even in HAP has brought a sparkle of life to many cnildren who the space of one session, Michael displays the bewildering ;reviously shut themselves in a mental closet because the variety of symptoms and responses on which his conflicting world offered them no normal social contact. Youths who diagnoses of autism, schizophrenia, brain damage, and men- cJuld only stagger now run and jump with abandon. This tal retardation were based. The viewer sees how the therapist film vividly brings to life time physical and social therapy for deals with the many levels of behavior in terms of the goals mentally and physically handicapped children and young establishing and strengthening associative thinking and people through team-oriented athletics. eliciting communication. More than a dozen songs and games are used in this film and, out of their phrases, rhythms, and meaning are devised the materials for facilitating interplay, establishing identity, and achieving autonomy. Despite some production flaw photographer's too frelent use of the zoom lens results in some distracting out-of-focus frames the film is well worth seeing, especially by therapists, special education teachers, and others who work with mentally dis- turbed children. The film is intended for professional audi- ences rather than for the general public.

Splash 116mm, sound, color, 21 minutes) .Documentary Films, 3217 Trout Gulch Road, Aptos, California 95003. Exciting, stimulating, and fun ways to use water environ- mentspans, sprinklers, wading pools, and swimming pools -and aquatic activities to introduce and reinforce a variety of concepts are presented to sub-trainable-severely mentally retarded and multiple handicapped childreninpractical, functional, and meaningful ways. Emphasis is placed upon developing self-help skills, such as undressing and dressing, paying attention and responding to directions through simple

159 InOutUpDownOvertinderUpsideDown.(16mm, color, sound, 9-minutes). ACI Films, 35 West 45th Street, New York, New York 10036.

Each of these words is introduced and reinforced by sound, action, and the superimposed word to an original and catchy musical score. Althoughthisis one of eleventitlesina Starting to Read seriesdesigned to introduce words and concepts to beginning readers, there are many subtle and underlying implications for coordinating physical education and classroom activities. Many activities presented to develop these particular concepts are play and activity oriented swimming, camping, outdoor education, ball activities, stunts, Thursday'sChildren.(16nun,color,sound,29-minutes). and tumbling. In addition to being directly applicable to and Swank Motion Pictures, Inc., 201 South Jefferson Avenue, St. usableinclassrooms, many ideas for relating movement, Louis, Missouri 63166. physical activities, and motor performance to teaching and/or reinforcing other concepts are provided. This film deals with the importance and influence of the first four years in a child's total growth and development. Normal growth patterns are presented but emphasis is upon Community Adaptive Recreation Program for the Handi- deficienciesinwhich youngsters with normal intelligence capped.(IGrum, color, sound, 7-minutes). Recreation and present abnormal growth patterns. Causes and effects of Adult Division, Milwaukee Public Schools, P.O. Drawer 10K, developmental lags and deviant behaviors are discussed in Milwaukee, Wisconsin. terns of predicting high risk youngsters because of motor problems, gross and/or fine motor difficulties, communication Emphasis inthis 111111 is upon a balanced teaching and problems, poor memory, short attention span, distractibility, training developmental program through recreation; it is based hyperactivity,lackof hand-eye coordination, friabilityto uponactivitiessponsored bytheRecreation and Adult organize himself or his environment, and emotional overlays. Division, Milwaukee Public Schools. Adaptation, imagination, Assessment and diagnostic procedures at Miriam Diagnostic and ingenuity are keys to the program; games and equipment Pre-School (Webster Groves, Missouri) are presented in terms are custom-made where needed. Activities are designed to of the sch,rol's major program objective to have children meet individual needs and to satisfy personal interests so that eventually enroll in regular schools. Standardized test results each child is encouraged to act. Staff patience and kindness are used asindicators and for supportive evidence while encourage and motivate many youngsters so that they can and observation, learning profiles, and flexibility are stressed in doreturntotheregular program. Paraprofessionals and assessment procc;dures. Peer teaching in whichachild strong in volunteers play important roles in carrying out a program of a given area or skill works with a child weak in that same area fun activities thatbecomelearning activities.Active participa- or skillis described. Limited free play provides opportunities tion leads to greater- mobility, manual competence, language for children to make choices within boundaries that they can development and usage, and social interaction by the young- tolerate and handle. Nluch emphasis is placed upon the role of sters. The basic philosophy of the Division and this program is theteacheras the key to controlling. group interactions, to provide opportunities for these children to do things that promoting self-confidence, and relieving fears and tensions can be done by any other child, since these youngsters are among children. The importance of adaptability, flexibility', people first, and handicapped second. cooperationwithother agencies, and individualizationis stressed. This film is appropriate for any group lay, student, or professional to obtain practical information and insights Beginnings it ,,l bout Play.(161mn, color, sound, into problems children face in growing and developing and 14-minutes). Produced by Toy Manufacturers of America and ways to prevent and remediate these conditions. distributed through Nlodern Talking Picture Service.

Children are studied and discussed in terms of their world of play.Playislearning of the highest order; all playis approached as educational, developmental, and creative. Too often adults failto view things from the child's constantly changing vantage point and consequently don't recognize various types and levels of play:physical/motor, sensory/ creatirelexploratory, artisticicreetMe problem solving. intellec- tual, fantasy/dramatic play., and organized games.Each type of playisessential andisto be encouraged, stimulated, and promoted. Emphasis in play is upon the individual since every child develops at his own and different rate. It is important for adults to join in the experience andplay with the child, not have him play with you. When playing with a child, give him attention, enrich his play experience, add complexity slowly, let him develop at his own pace, and encourage him to explore in his own way. Play is rewarding to all involved it provides first hand experiences and opportunities while so much of formal education is second hand.

161) learning process. Basically this film is less clinical than spirit- ual as its subject is the struggle of children who are deter- mined to learn, move, and grow in spite of impairments and disabilities. It presents a courage that communicates to other children and to adults equally and immediately. Emphasis throughout the filmis upon each youngster's abilities as FILMS shown through their active participation in playground, na- ture, arts and crafts activities.

I Can Learn(16mm, black and white, sound, six 27-minute A Child Creates(16mm, color, sound, 7-minutes). Soundings, films). Franklin County Curriculum Materials Center, 46 East 2150 Concord Boulevard, Concord, California 94520. Fulton Street, Columbus, Ohio 43215.

A philosophy of art educationfor young childrenis This seriesintroduces typical problems of children with presented in a film that can be used in teacher education, learning disabilities and suggests basic techniques for remed- in-service activities, and parent-teacher groups. Two kinder- iation before severe learning problems develop. Each of the gartners touch and feed many different animals at a chil- six films deals with a specific aspect of the total problem. dren's zoo, and then create their impressions the next day at school with paints, felt pens, and crayons. A child creates naturally with a richness of color and freedom of form. The Identifying Learning Disabilityintroduction to char- role of the adultinfostering thiscreativity consists of acteristics of learning disabilities. Stresses the role of educa- providing enriching experiences andfree environment, of tion and medicine in dealing with these problems. Definition listening, and answering the child's questions, of allowing of learning disabilities, causes, identifying classroom charac- him to make mistakes, and of recognizing him as a person in teristics, team approaches, basic classroom procedures, and his own right. A child will respond in proportion to the possible special programming methods are discussed. depth and warmth of stimulation he receives. Finding beauty in his art, a child develops other potentialities in himself and seeks to expand his awareness of the world about him. Perceptual-MotorTrainingexploresrelationships between gross and fine motor coordination and classroom functioning. Film segments include activity demonstrations, definitionof perceptual-motor training,characteristics of Tune Into Fitness(16mm, color, sound, 28-minutes). State children with poor perceptual-motor skills, and examples of Department of Education, Tallahassee, Florida 32304. perceptual-motor activities.

Describes a comprehensive physical education program developed under the TitleIII Elementary and Secondary Developing Auditory and Communication Skillsdes- Education Act project at Melrose Park Elementary School. cribeseffects of auditory-perception weaknesses on language Many innovative and inexpensive pieces of equipment are development and learned academic skills and illustrates ap- demonstrated, Apparatus has been scaled to size and ability propriate remedial techniques. Defines auditory perception of children and emphasis is on what not to do as well as weaknesses and their effects upon academic learning, effec- what to do on each item. Children are tuned in and turned tiveness of training techniques, and examples of auditory on by the variety of activities provided. Fitness is obviously perception training. fun for these children. Lifetime recreational skills and sports are an important part of the total program. Workshops and clinics are held for teachers in other counties served by the Developing Visual-Motor Skillsdiscusses need for suf- project so similar programs can be introduced throughout ficientvisual-perceptualdevelopmentfordiscriminating thissection of Florida. Children from special education shapes and in academic pursuits, visual motor activities are classes participate in both general and special classes as part demonstrated.Filmaddressesitselftodefiningvisual- of the comprehensive program. Obvious consideration for perceptual weaknesses and their effects upon academic learn- children'sinterests,developmentalprogressions,creative ing. approaches, and fun are evident throughout the film.

We Can Grow(16mm, color, sound, 13-minutes). ACI Films RemedialLanguage Artsoutlinesremedialreading Inc., Distribution Center, P.O. Box 1898, 12 Jules Lane, techniquesfor intermediate grade children who have not New Brunswick, New Jersey. received preventive educational programming inthe early grades. Types of reading instruction, determining specific This is a film abd-ut how crippled, deaf, and blind young- needs of children with reading problems, and giving suppor- sters get started in school. These children are seen learning tive help in other subject areas where reading at grade level things all children learn and playing games all children play, is required are discussed. but in ways adapted to their specific conditions. A simple poetic commentary, spoken from the viewpoint of the chil- dren, describes how impaired sensory modes or physical DirectiveTeachingillustratescombiningacademic abilities can be supported by others, and how braille, lipread- instruction and control of classroom behavior. Film treats ing,physical therapy and other techniques figure inthe definition of steps involved in applying directive teaching.

161 archery, bowling, and othre recreational sports. The thera- peutic design of the swimming pool affords multiple use; wooded and play areas complement nature and outdoor activities; an artificial lake creates opportunities for experi- ences in small craft and fishing; buildings are functional as well as aesthetic. A highlight of each session is a colorful Olympics in which all campers participate enthusiastically in competitive events by skill and ability levels. Emphasis is on personal concern for campers through a great deal of individual and group contact and interaction. Another feature of the camp is The Madison School Plan (16mm, color, sound, 18-minutes). a Center for Learning and Training in which parents are Aims Instructional Media Services,Inc.,P.O. Box 1010, actively involved with specialists in speech, hearing, and vision. Hollywood, California 90028. A special camp session is held for stroke victims. Training The Madison School Plan is an innovative learning center implications for medical, paramedical, professional, and volun- concept providing for the education of exceptional children in teer personnel are evident and mentioned; however, there is no a setting allowing free flow of children between regular and elaboration on such program opportunities. The film presents specialized classes.It shows elimination of traditional dis- camp facilities, shows campers inactivities, and depicts a abilitygroupingforallbut administrative purposes and general overview of camp management and support that will illustrates an instructional program linked to a continuous assessment of those educational variables which operate to be useful for promotional purposes and general audiences. hinder the performance of the exceptional child in regular classrooms. Labels are done away with as children move Tools for Learning. (16mm, color, sound, 27-minutes). Kings- progressively through levels pre-academic I, pre-academic II, bury Center, 2138 Bancroft Place, Washington, D.C. (Rental and academic I to the regular classroom academic 11. At each $25; purchase $250). level youngsters are given increasing opportunities to function A sculptor and master artist introduce elementary school in groups with less individualized attention and support and to children to academic skills through woodwork. The children use regular lessons and curriculum materials. Tangible rewards concentrate on making a product such as a chair, table, boat, are reduced as youngsters move toward regular classroom or musical instrument while the sculptor concentrates on such placement. learning processes as coordinating eye and hand, planning, organizing, and understanding sequences, and the relationship of the parts to the whole. As the children work, they acquire The Santa Monica Project (16mm, color, sound, 28 minutes). solid academic skills and reading foundations. The children are AIMS Instructional Media Services, Inc., P.C. Box 101U, introduced to new fields of knowledge. A young boy and girl begin to understand anatomy as they make chairs to fit their Hollywood, California 90028. bodies. Another child makes a musical instrument and learns The Santa Monica Project engineered classroom demon- about vibrations of sound. Two boys build a rowboat and strates a clearly designed set of educational procedures easily learn about principles of physics. Each student takes home not appliedtotypicalpublic school classesfor educationally only a product to use and skills that can be applied to many handicapped and/or emotionally disturbed children 6 to 15 other situations, but also the knowledge that "I can do it!" years of age. It is designed to bring overt behavior of children The film documents Kingsbury Center Lab School's successful into line with minimum standards required for learning. The use of the arts as a central part of elementary education and program helps lengthen attention span, promotes successful urges the increased involvement of artists as part-time teachers accomplishment of carefully graded tasks, and provides an in the early grades. environment with rewards and structure. The hierarchy of educational goals described includes helping students sequen- tially gain ability in these traits: attention, response, order, exploratory, social, mastery, and achievement. Each student works within this structure at tasks for which he is rewarded in terms of attaining goals and fulfilling objectives in areas where he needs special attention. Although many of these children occasionally take a step backward, this program and its special approach are designed to help them then take two steps forward.

Challenge: A camp for All Seasons (16mm, sound, color, 12- minutes). Easter Seal Society of Florida, 231 East Colonial Drive, Orlando, Florida 32801. Camp Challenge is a recreation and rehabilitation facility in centralFlorida supported by theEaster Seal Society of Florida. Its program is designed to challenge both children and adults with a variety of impairments and disabilities. A ge!).:4al camp program routine is followed for two-week sessions which provide opportunities for each camper to participate in arts and crafts,nature,aquatics, small craft,fishing, dancing,

162 the film will see what can be taught to and accomplished by these children (CA 5 to 21; MA and physical maturity #051,1%Tgaikaiiii 2 to 12)in physical motor activities. Activities in many Challenge different areas are shown: posture improvement, balance training, body awareness, spatial awareness, anticipation and timing training, group participation, increasing atten- FILMS tion and lengthening interest span, muscle strength and en- durance. Creativity should be stimulated, since many of the Changing Expressions (16mm, sound, color, 20 minutes) . activities shown are done with inexpensive, easily obtained, Education Service Center, Region XIII, 816 East 53rd and highly motivating pieces of apparatus. Street, Austin, Texas 78751. This filmisconcerned with evaluation and teaching Developmental Physical Education (16mm, sound, color, 28 methods used in the Title III, federally supported research minutes). Simenson and Johnson, Box 34, College Park, grant, Functional Concepts in Physical Education for Mental Maryland I available for rental or purchase). Retardates. at Austin State School (Texas). It shows how The film demonstrates a program of sequentially arranged teaching is planned specifically around the breakdown of motor development activities in a school for trainable men- activities. Emphasis is on conducting a flexible physical tally retarded students 6 to 15 year:, of age. (Those doing education program and on developing theparticipant's the teaching are students in a special clinic at the Uni- personality through interaction, competition, and successful versity of South Florida). experiences. The programs depicted, which present activities in ap- propriatesequenceandmeaningfulprogressions,help Patterns(Challenge, September 1969), thefirstof two youngsters to follow directions, be successful, gain in con- films developed in the Austin State School Title III Project, fidence, become more cooperative, and gain in physical is also available from the Education Service Center. Fur- fitness and motor ability. Most of the many different ac- chzhe price for both films is $160; rental is 54.00 per day tivities presented require little in the way of expensive or or 815.00 per week. extensiveequipment. Teacher-leaderparticipation,inge- Just for the Fun of It (16mm, sound, color, 181/i minutes). nuity. and sincere interest in the children are clearly evi- Orange County Departmentof Education(Educational dent. Enjoyment, pleasure, and fun by the children are Media Center), Civic Center Drive, Santa Anna, California. reflected through the spontaneity oftheir participation, Presenting a series of physical activitiesfor mentally the nature of their comments, and the expressions on their retarded children, this film shows ideas and activities from faces. The philosophy embodied in the final words, "To the most simple to the complex. Teachers of mentally re- move is to live and to enjoy the quantity and quality of tarded children can learn how a physical education program life," is shown in action for allto incorporate into their can become more meaningful and important. Those viewing own programs.

163 IX. RESEARCH

William E. Grave line.A Study of the Effect of a Physical WI.N1 ALucius. LAFrooN.A Comparison of Flexibility in Education Program on the Manual Dexterity of Educable Mongoloid. Other Mentally Retarded, and Normal Children. Mentally Retarded Boys at the Opportunity Training Center at Master's thesis. Hendrix College, Conway, Arkansas, July Grand Forks, North Dakota.Masters thesis.University of 1968. North Dakota, Grand Forks, August, 1968. This study purported to determine if significant differ- ences in extent flexibility as measured by toe touch, twist Experimental (N - 7; CA 16 to 21; IQ 56 to 78) and control and touch, abdominal stretch, and spinal extensiontest (N - 7; CA 18 to 21; IQ 59 to 78) groups of male subjects were existed among mongoloid, other types of mentally retarded, compared on four measuresof manualdexterity (U.S. Depart- ment of Labor General Aptitude Test Battery; assembly and and normal children. Subjects were from Children's Colony, disassembly tasks consisting of putting washers on rivets and Conway. Arkansas( 20 girls, CA 11-18, 10 mongoloid IQ 16-35 and 10 other retarded IQ 15.39; 20 boys, CA 11-21, thenplacingthem on corresponding holes on aboard; adaptations of Minnesota Pegboard Test; and a turning task) to 10 mongoloid IQ 13-23 and 10 other retarded IQ 19.50), determine effects of a structured physical education program from a private schoolin Conway matched according to on manual dexterity of educable mentally retarded boys. The CA and sexwith children from the Colony, and from Hissom Memorial Center, Sand Springs, Oklahoma (24 experimental groupparticipatedinastructuredphysical education program consisting of 80 percent arm and hand girls, CA 7.18. 12 mongoloid IQ 17.59 and 12 other re- development activities and 20 percent gross muscle develop- tarded IQ 30.69; 18 boys, CA 8-19, 9 mongoloid IQ 20.49, ment activities. This special program consisted of 24 one-hour and 9 other retarded IQ 18.72). Overall results showed class periods, three days per week. During this time the control mongoloid girls significantly superior to retarded girls in group was enrolled only in the vocational training program. toe touch and twist and touch: mongoloid boys signifi- Analysis indicated that the experimental group had significant cantly superior to retarded boys in spinal extension; and gains on two of the four test items and it was concluded that retarded boys superior to mongoloid on abdominal stretch. participationina physical education program did improve At Hissom Center, mongoloid girls were significantly su- manual dexterity of these mentally retarded boys. Several perior to retarded girls on toe touch and twist and touch; observations were also reported: (I) physical disabilities such mongoloid boys significantly superior to retarded boys on as cerebralpalsy and muscular dystrophy influenced per- spinal extension: and retarded boys significantly superior formances of subjects; (2) performance of certain activities is to mongoloid boys on abdominal stretch. Generally, results affected by a pyramiding effect where success or failure on favored mongoloids over normal comparisons although one part determines success or failure on succeeding aspects of only differences in the toe touch were significant. No sig- the task; (3) specific nature of physical and motor activities nificantdifferenceswere found among mongoloid and was apparent as some subjects who did poorly on those test normal boys. mentally retarded and normal girls, and men- tally retarded and normal boys. The question was raised as items didwellinotheractivities suchas ceramics; (4) importance of fundamental elements of physical fitness and to why mongoloids tended to be more flexible than the basic motor performance as a basis for many activities was other groups: perhaps irregular body build, laxnessof noted. At certainpoints and at specificlevels,physical jointligaments.or some unidentifiedreasons werere- education cannot he overlooked or neglected. sponsible.

Nedia Dora Morene.A Sandy of Static and Dynamic Balance CIA D YS GLENNA GWEN DI )1 NBRITT.The Effectsofa Physi- of One Hundred Educable Mentally Retarded Children in cal Education Program on the Balance and Coordination Laredo,Texas. Master's thesis. Texas Woman's University, of the Trainable Retarded in Brampton, Virginia.Master's Denton, August 1968. thesis.East TennesseeStateUniversity,JohnsonCity, Tennessee, August 1968. This study was designed to determine performance of 100 educablementallyretardedchildren(N - 57boys, The purposes of this study were to determine the effects CA - X - 12.8; 43 girls, CA - X - 12.3; CA - 8 to 15, X 12.6; of a planned program of physical activities designed to It,) - 47 to 77, X - 63.8) in Laredo, Texas elementary, junior and improve balance and coordination of trainable mentally senior high schools on tests of static (Bass Balance Stick Test) retardedI N-11: CA 8-2 to 10-1; MA 2 to 4-5; IQ 30 to 60) and dynamic (Springfield Beam Walking Test) balance. Results and the effects of participating in these physical activities indicated (I) low positive and significant relationships between upon the social behavior of these boys and girls. Measure- static balance and IQ and CA; (2) low positive relationship ments included a balance beam testIstatic balance), leap- between dynamic balance and IQ and CA; (3) low positive ing footprint test (dynamic balance). throw and catch test relationship between static and dynamic balance; and (4) the I eye-hand coordination 1. and criss-cross test(eve-foot co- higher the IQ, the higher the dynamic balance score. ordination I:social behavior was evaluated with a rating

164 developed by the investigator. Balance and coordina- Since the degree of body image boundary definiteness test items were administered four timesin September had been found in a previous study to be a good predictor .,efore introducing any physicalactivities;in December of the social adjustment of mentally retarded children, the after a unit of low organized activities; in March after a position taken for this study was thatif physical fitness unit in rhythms; in May at the conclusion of the program. contributed to the social adjustment of retarded children, Assessments of social behavior were made in September then measures of physical fitness would be related to the and May. Results indicated that this program of physical social adjustment predictor of body image boundary defi- activities had significant effects upon balance and coordi- niteness. Results showed: nationas measured by these fourtests;no significant Significantrelationships between barrier score and changes occurred in social behavior. fitness measures with both male and female groups for which shuttle run and sit-ups were the significantly related items; penetration score was significantly relatedtoall fitness tests for male subjects. TYZZ LANG CHEN.An Experimental Evaluation of the Effec- Male subjects in general superior to females in per- tiveness of Using an Automated Gross Learning Device To formance of fitness tasks;barrier score was higher for Improve Neuromuscular Control of Mentally Retarded Chil- female subjects and their penetration score lower. dren. Master's thesis, 1:nivel-Ay of Maryland, College Park, Maryland. 1966. Mean scores of subjects in terms of body image boun- dary similar to nonretarded subjects of similar chronologi- This study was developed to determine the effectiveness cal age. Using barrier score as the predictor of socialization, of an automated gross motor learning device (AGMLD) in subjects would appear to be capable of fairly normal social teaching motor tasks to mentally retarded children (N-22; adjustment within their own group. CA 6 to 13; IQ -ID to 701. Seven items from the Lincoln The nature of the significant relations seemed to indicate Oseretsky Test were used to measure different attributes of that subjects with only mediocre physicalfitness scores neuromuscular control and coordination. Experimental and evidenced the greatest potential for social adjustment as control groups were paired on the basis of sex, age, and IQ. measured by barrier score. The number and extent of The experimental group worked onthe AGMLD three relations were not sufficient to be conclusive, but the study times per week over a four week period 112 10-minute ses- did not support the supposition that a higher level of physi- sions). The AGMLD involved walking and following foot- cal fitness contributes to the social adjustment of retardates. prints with toes turned out at -15 degrees, aligned straight, and with feet crossed over one another on each step. Al- though no significant differences existed between groups on the pretest, significant differences favoring the experimental BII.LY JOE BROWN.Some Relationships Between Intellectual, group were found on sixof seven posttest itemswalk Social, and Physical Variables and Physical Performance of backwards, stand on one foot, jump over a rope, stand heel Selected Trainable Retarded Subjects. Doctoral dissertation, to toe, hop, and throw a ball at a target. It appeared that University of Cincinnati, Cincinnati, Ohio, 1970. training with the AGMLD did favorably influence these This study was designed to investigate some relationships mentally retarded children to perform better and to exhibit between intellectual (from scores on either the Stanford- greater neuromuscular control and that these tasks on this Binet or Weschler Intelligence Scale for Children which had AGNILD were an effective way for improving neuromuscular been administered by qualified psychologists within at least control of the mentally retarded. Note. See Challenge Films four years), social (determined by the Vineland Social in this issue for a summary of a movie dealing with this Maturity Scale), and physical variables (developmental age and other automated devices used in the Children's Physical determined by plotting height and weight on the Wetzel Developmental Clinic at the University of Maryland. Grid)andphysical performance(determined bythe AAIIPER-Kennedy Foundation SpecialFitness Test)of 179 trainable retarded subjects enrolled in a nondistrict public school for TMR in Cincinnati, Ohio. Subjects were RUTII WREDITII DAVIS,The Relations Between Body Image legally excused by the Ohio Department of Education from Boundary and Physical Fitness in Children from a Train- regular school because of mental deficiency resulting in an able Program for Mental Retardates. Doctoral dissertation, IQ below 50, had a mental age not lower than two years Ohio State University (Columbus), 1970. and six months, were between 12 and 19 years of age, had a This study was designed to explore relations between developmental level not lower than three years, were toilet body image boundary and physical fitness in mentally re- trained, were ambulatory, and were able to demonstrate tarded subjectsI N-33 male, 21 female; IQ 30-78; CA 12- benefits from classroom experiences. Of the subjects, 103 20)attending a public day school with a program for were males and 76 females, 122 Caucasians and 57 Negroids, trainable mentally retarded. The Holtzman Inkblot Test, 82 classified as mongoloids and 97 classified with other scored for barrier and penetration, was used to assess body etiologies, and 103 moderately and 76 severely retarded. A image boundary; the AAIIPER-Kennedy Foundation Spe- Stepwise Discriminate Analysis, giving means, standard cial Fitness Test was used to evaluate physical fitness status. deviations, F-tests, and discriminate analysis, was used to Chronological age, IQ, and mental age were obtained from analyze data. Results revealed that: school records.

165 1. Moderately retarded performed significantly better than loss in peer acceptance was noted among EAR girls who severely retarded on the 7 items of the Special Fitness Test. remained in the regular physical education program. 2. Males performed significantly better than females on the General conclusions included: seven items of the Special Fitness Test. 1. Participation of EMR girls in physical education was 3. Although Negroids had better performances on the seven associated with greater motor performance gains than noted items of the Special Fitness Test, no significant differences among intellectually normal girls receiving the same amount were found between Caucasian and Negroid subjects. of instruction. However, the adapted program appeared to 4. Significant differences were found among performances be no more effective than the regular program in promoting of chronological age groups (12.13, 14-15, 16.17, 18-19) on motor development among EMR girls. the arm hang (arm and shoulder strength), 50-yard dash 2. Social adjustment among EMR girls appeared tobe (speed), and softball throw (coordination) with the 14-15 achieved better through participation in adapted physical age group having best performances on all seven items of education programs rather than through retention in regu- the Special Fitness Test. lar physical education classes. 5. Significant differences were found among mean perform- ances of the social development groups on the seven items ETOYAL G. SMITH. .4 Comparison of Two Methods of Teach- of tic Special Fitness Test with the high social ages having ing Motor Skills to Trainable Retarded Children. Doctoral best performances. dissertation, University of Alabama. University, Alabama. 6. Significant differences were found among the mean per- 1969. formances of the developmental age groups on the seven items of the Special Fitness Test with the 9.10 age group This study was conducted to determine the effectiveness having best performances. of two methods of teaching selected motor skills to train- able mentally retarded children. Method I consisted of con- 7. The standing broad jump best discriminated among the ventional means of teaching motor skills and was used with intellectual, social, racial, and developmental age groups, the control group. Method II consisted of techniques used in and the softball throw best discriminated among sex and Method I plus the experimental treatment of video feedback; chronological age groups. this was used with two experimental groups.These two groups received video feedback during each class period. An KELA 0. ADAMS. The Effects of Adapted Physical Education Ampex 7000 VII, a television camera, and a monitor were Upon the Social Adjustment and Motor Proficiency of Edu- used for the taping and reply of the performances of the cable Mentally Retarded Girls. Doctoral dissertation. Indiana students. Subjects consisted of 27 trainable students who University. Bloomington, June 1970. were enrolled in the academic school program at Partlow State School and Hospital (Tuscaloosa, Alabama). This investigation, was designed to determine the effects Three units of activities were selected for the study: Unit I of a one-semester adapted physical education program upon included skills in walking a balance bean) forward. sidewise, the motor proficiency and social adjustment of educable forward carrying an object. and backward: Unit II, an mentally retarded 119 50-79) junior high school girls. Three obstacle course, involved stepping in boxes, stepping over a treatment groups were randomly selected from two public low hurdle, and crawling under a high hurdle; Unit III in- junior high schools. Experimentalsubjects (N-21) were cluded skills of throwing, catching. bouncing. and bowling taught in adapted physical education classes by the experi- a ball. menter on alternate days for one semester. Control groups Preperformance and postperformance of each subject were lone of 20 EMR's and the other of 23 intellectually normal recorded on videotape for each of the three units. Scoring for girls)remainedinregular physical education programs each unit was based on ratings of three teams of experts who as they existed in their schools. Subjects were tested prior rated preperformance and postperformance of each subject. to and following the semester. Comparisons were made to determine significance in im- Comparisons were based on scores on the KDK-Oseretsky provement between groups on each unit of activity. In addi- 'rests of Motor Development, Cowell Social Adjustment In- tion. this study provided the opportunity to analyze the dex, and Cowell Personal Distance Scale. validity of the ratings of evaluation teams by comparing the The following findings were based on results of this study: ratings of the three teams against each other for significant 1. Intellectually normal girls were superior in motor per- difference :,. The Lindquist Type I Design analysis of vari- formance to mentally retarded girls prior to and following ance was used to determine significant interactions between the semester of instruction in physical education. However, groups. gains in motor performance significantly favored the retar- The following findings resulted from this study: dates regardless of their program placement. 1. No statistically significant differences tat the .05 level 2. Teachers' judgments of social adjustment significantly of confidence) were found in improvement of skills from pre. favored normal subjects on initial and final ratings. How- performance to postperformance on any of the three units ever, net gain scores of FAIR experimentalsubjects repre- I balance, obstacle course. ball handling) as a result of the sented a significant improvment at the .01level; the net experimental treatment. loss score of the EMR control group indicated a significant Significant differencesI at the .20 level of confidence) were loss in social adjustment at the .25 level. The net gain score evidenced for Group III. of the intellectually normal subjects failed to reach signifi- 3. The three evaluating teams were consistent in their rat- cance. ings of all three groups in balance. However, some inconsist- 3. Peer acceptance scores favored normal girls and EMR encies appeared in their ratings in the obstacle course and girls placed in the adapted program. The only significant ball handling units.

166 muscular strength and flexibility, and to their limited facility in balance tasks. Individual differences in motor performance .1- of EMR boys and girls were considerably greater than in the Challenge intellectually normal children. This means that a program of instruction to be successful with EMR children must give particular attention to diagnosing individual strengths and RESEARCH weaknesses inthe motor domain and must individualize instruction accordingly.

Robert Joseph Janus.A Study of Motor Performance In G. Lawrence Rarick and D. AlanDobbins. Basic Components Relationto Persistenceof Effort of Hyperactive Brain in the Motor Performance of Educable Mentally Retarded Damaged Children.lviaster's thesis. University of Maryland, Children: Implications for Curriculum Development.Berkeley, College Park, 1966. California: University of California (Department of Physical Purposes of this study were to determine relationships (1) Education),August31,1972.Finalreport ofProject between mental age of brain damaged children and length of #142714, Grant #0EG-0-70-2568(610), Bureau of Education time subjects were willing to spend repeating a simple motor for the Handicapped, U.S. Office of Education, Department of task walking patterns on an automated training machine, (2) Health, Education, and Welfare. between MA arid number of tasks or trials subjects were Purposes of this investigation were to (1) determine factor willing to initiate during time spent with the machine, and (3) structure of motor abilities of mentally retarded boys and girls between CA of brain damaged children and temporal and (N - 261, CA 6 to 13, IQ 41 - 95) and to ascertain the extent quantitative responses on the machine. Subjects (N - 52; 10 to which factor structure differed by chronological age and female and 42 male) were drawn from five elementary schools sex; (2) determine if factor structure of motor abilities of (CA 5-10 to 13-11; IQ 38 to 114). Children with cerebral palsy EMR children differed from that of intellectually normal and visible physical defects were not included. Correlations children (N145) of same age and sex; (3) provide baseline assuming both linear and non-linear relationships among time, data from which motor performance of EMR children and trials, CA, and MA were computed; partial correlations were normal children could be compared; and (4) prepare appropri- computed between time and MA and time and trials with CA ate guidelines for curriculum development based on findings of held constant in each case. Results revealed a relationship the study. After considerable preliminary investigation, 61 between time and MA, time and CA, trials and MA, and trials tests were selected fur the following basic components: static and CA when non-linear relationships were assumed. These muscular strength,explosivemuscular strength, muscular relationships were not found when linear relationships were strength-endurance, gross body coordination, cardio- assumed. Subjects tended to take a longer time to become respiratory endurance, limb-eye coordination, manual dexter- satisfied as MA decreased, to take more trials as MA decreased, ity, static balance, dynamic balance, kinesthesis, flexibility, and showed more persistence of effort as MA decreased. speed and coordination of gross limb movements, body fat, and bodysize.Intercorrelationswere run and resulting matrices factored on 47 test items sufficiently reliable to be Peter G.Kramer. Developmental Trends of Selected Per- usedinfinalcomputations.The 30-month investigation formance Items In Mongoloid Males.Master's thesis. Spring- concluded that EMR children were considerably less able in field (Massachusetts) College, August 1969. motor tasks requiring elements of muscular strength and This study was designed to examine and compare develop. power, gross and fine motor control, flexibility, and balance ment of selected motor performance items at different age thanintellectuallynormalchildren of the same age and sex. levels (10, 15, 20, 25, and 30 years of age) in institutionalized Reasons for this deficiency were not clear. The fact that on mongoloid males (N - 38; IQ 30 to 50) with normal (N - 43) almost all of the tests some of the children scored well above controls. Participants were measured for reflex time (patellar the mean of the normal children suggested that the deficiency tendonreflex),reactiontime (CreightonHaleReaction was not solely a function of subnormal intelligence. This was Analyzer),performancetime(CreightonHaleReaction further supported by the low correlations between scores on Analyzer with two keys), nnd grip strength (Srnedly Hand performance tests and IQ scores. Markedly greater deposits of Dynarnorneter). Within limitations of this study, the following body fatin retarded as compared to normal children was conclusions were made:(I) no differences were found indicative of insufficient physical activity on the part of the between reflex time of mongoloid and normal subjects and retarded and a limited involvement in motor pursuits. Factor according to age; (2)performancesof mongoloid subjects were structure of motor performance of retarded children, while found inferior to those of normal subjects in reaction time, differing somewhat by age and sex, was strikingly similar and performance time, and strength; (3) normal subjects showed did not vary greatly from that of normal boys and girls. This developmental changes in reaction time and grip strength with suggested that the orientation of the program of physical continued improvement throughout the age range of 10 to 30 educationforretardedchildrenneednot bematerially years and with less improvement after 20 years of age; (4) different fromthatofferedto normal children provided mongoloid subjects showed developmental changes in per- consideration is given to their retarded motor development formancetime and grip strength but responses did not andto difficulties manyofthem havein comprehending continue to improve throughout the period of 10 to 30 years motoric requirements of particular motor skills. Particular of age as with normal subjects; and (5) mongoloid subjects attention needs to be given to the faulty movement patterns were generally incapable of making rapid conscious responses. characteristic of many of these children, to theirlack of

167 JEAN ELIZABETH CALDER. A Motor Age for Severely and capacity values did not deviate essentially from those of Profoundly Retarded Children. Master's thesis. University of normal population: this was noted especially in male group Connecticut, Storrs, 1970. in which all trainees did not complete the bicycle ergometry The purpose of this study was to develop a means of de- task. A program of gymnastic trainingone hour twice a termining motor age of severely or profoundly mentally re- week for two months--was carried out with some subjects. tarded children and to pilot motor age profiles that give a Physical work capacity was about 30(X higher in the men diagrammatic representation of the range and specificity of after training: in the female group, no appreciable difference an individual's motor ability. It was hoped to provide practi- was found. The industrial work of trainees at no stage de- tioners with a test to enable them to measure individual manded great physical effort so physical work capacity was motor ability of children, to establish current level of func- not expected to be a determining factor for industrial work tioning of individual children, to use as a basis for an achievement. This fits also with the finding of no correlation individualized physical activity program, and to measure a between assessment of industrial work and results of bicycle child's progress. Subjects consisted of 37 boys and 19 girls ergometry tests. However, a distinct correlation was found (CA .1 -1 to 18-11, X 10-2, boys X 9-4, girls X 11-7; IQ 51 in the menI but not the women Ibetween muscle strength, down) ; 82 test items, classified as to balance and mainte- especially in the upper extremities, and industrial work. nance of posture, locomotion, and receipt and propulsion, Note: For additional information about this study and were scored on a pass/fail basis. Long and short form tests reprints contact Bengt Nordgren. M.D., Department of Clini- were developed to discriminate motor age from 6 to 60 calPhysiology. University Hospital, S-750 14, Uppsala, months (short form of 41 items is used only above 15- Sweden. months). Items omitted to establish short form were those passed by all or almost all suspects: items below 15-months level only discriminated non-ambulatory, very low, or erratic youngsters. Among conclusions of the authors were that N1E111111.1. MATHEW OAKS. An Evaluation of the Effectiveness functional abilities and patterns of exceptional children are of a Developmental Sequence for Teaching an Industrial Edu- different from normal children with same raw scores and cation Psychomotor Task to Severely Mentally Retarded motor age does provide information different from other Students. Doctoral dissertation, University of Maryland, Col- available measures and thus gives important data about lege Park. 1970. severely and profoundly retarded. Specific mention is made 'Phis study was designed to develop, implement, and evalu- of the importance of looking at individual motor patterns ate a method for teaching industrial education motor skills and specific abilities of youngsters rather than general trends to severely mentally retarded boys 8-15 years of age. Effec- based on such characteristics as CA, mental level, or diag- tiveness of the method was evaluated by comparsion of prior nostic category. knowledge, initial learning, and retention as measured by a performance rating of scribing, sawing, time, and safety ad- ministered prior to. immediately following, and 10 days fol- lowing the instructional period. The instructional program BENGT NOBBGRN. "Physical Capabilities in a Group of Men- was conducted for five days: no instruction took place during tally Retarded Adults." Scandinavian Journal of Rehabilita- the 10 -day period after the post-test. Results revealed that tion Medicine 2:125-32, 1970. "Physical Capacity and Train-. the sequential method utilized was effective for teaching a ing in a Group of Young Adult Mentally Retarded Persons," scribing-sawing psychomotor task to severely retarded boys: Acta !Inertial. Scandinavia Supplement 217:119-21, 1971. the method was also responsible for significant retention of With Lars Backstrom."Correlation...BetweenMuscular learning. It was felt that a similar sequential technique could Strength and Industrial Work Performance in Mentally Re- be applied to teaching other industrial activities and aca- tarded Persons." Acta Paediat. Scandinavia Supplement 217, demic subjects and for teaching children of higher ability 1971. levels. It could also be used by regular classroom teachers A group of young mentally retarded persons (39 men: who.instuet specialized subjects. 24 women: CA .19-39; IQ 30-70) undergoing habilitation industrial training in Sweden were studied with bicycle ergometry (including heart rate, ECG, blood pressure, res- piratory frequency at rest and after action), maximal iso- ADDITIONAL RESEARCH READING metric muscular strength evaluation, and anthropometric DoNALD C. RAisnow. Comparison of E.vpressed Leisure In- measurements, and compared with a normal population. Sub- terests in Educable Mentally Retarded Boys and Normal jects were also divided into educable and noneducable groups Boys. Doctoral dissertation. University of Minnesota. Minne- for comparisons. Study of mean physical capabilities showed: apolis, 1971. (1) skeletal development of trainees provided no constitu- HARRY Nlo.ETT and LINDA 0. MoFFETT. The Effect of a tional barrier to training of muscle strength since no sig- Diagnostically Designed Program on the Recreative Func- nificant difference in'body build existed between this group tioning Level of the Trainable Mentally Retarded Child. and the normal population; no significant differences were Master's thesis. Florida State University, Tallahaste. June found in anthropometric data between educable and non- 1970. educable trainees: (21 lower muscular strength of trainees Nmima SEwm.L. Sequential Recreation Activities Suggested than in normal persons . this was more pronounced in non- for Use in the Development of Body Image and Body Posi- educable; (3) considerable variation of trainees' circulatory tion in Space. Master's thesis. Florida State University, Talla- functional capacity although mean (average) physical work hassee. June 1070.

168 Certain PPMS items tended to measure common P-M charac- teristics and could possibly be eliminated from the present battery. The fact that P-M efficiency measures did not more accurately predict academic achievement suggested (1) P-M Challenge efficiencyisbut one of many factors which influence daill"ar academic achievement, (2) P-M efficiency may be more or less important in academic achievement depending upon age or RESEARCH achievement levels, and (3) academic achievement as measured inthis investigation may require forms or levels of P-M John Charles Wells.Improving the Health Status of Blind efficiency not measured by PPMS. Mentally Retarded Children Through Adapted Physical Edu- cation.Doctoral dissertation. Indiana University (Blooming- Alvin Dwayne Harkleroad.The Effect of A Planned Program ton), September 1971. of Physical Education Upon the MotorPerformance of Educable Mentally Retarded Eighth Grade Boys.Master's This study was designed to develop programs of individu- Thesis. University of Maryland (College Park), 1966. ally prescribed adapted physical education activities to im- prove the health status of six blind and mentally retarded The purpose of this study was to determine the effect of children (3 boys, 3 girls; Ca 9-3 to 13-1; IQ 12 to 60; MA 18 selected physical education units on motor performance of months to 6-0). Each of the six children received initial educable mentally retarded boys (N-39; CA 13 to 16; IQ 60 to medical and manual muscle examinations. On the basis of 80) integrated in public school eighth grade physical education health problems noted from these examinations and those classes. Test items (dodge run, balance test, hand dynamome- found in each child's health history record, individual and ter, vertical jump, and 50 yard dash of which 30 yards were group physical education activities were prescribed for each timed) were administeredtostudentsinthreedifferent child. Monthly visits were made to the homes of the children physical education classes at the beginning and end of five to talk with parents and to find by personal observation the week units groups took part in health education activities, home conditions of each child. At the conclusion of the tumbling, and track andfieldactivities. There were no investigation each of the children received final medical and significant differences among classes in age, IQ, and in each of muscle examinations from the same individuals who con- the motor performance items at the beginning of the pro- ducted initial examinations. Final evaluations of the health grams. Both activity groups did significantly better on the post status of subjects were based on improvements noted. test dodge run than the health group but were not significantly Findings of the investigation included: (1) health status of different from each other; on all other items there were the six children improved during the time they participated in nonsignificant trends favoring the activity groups. The investi- this investigation; (2) amount of improvement was different in gator concluded that track and field activities brought about each of the six children; (3) an unexpected leadership ability greater improvement in motorpreformanceof EMR boys than evolved in three of the children which permitted them to tumbling; track and field and tumbling arc activities appropri- conduct activity and calisthenicperiods; and (4)special ate for the educable mentally retarded, and five week units are techniques for children who were both blind and mentally not too long to hold the interest of the educable mentally retarded had to be utilized when conducting physical educa- retarded. tion. Conclusions were: (1) children who are both blind and mentally retarded prefer a limited number of activities within Terry R. Finks. a fixed routine with continuity from an old activity to a new Participation by Educable Mentally Retarded Males in Secondary Interscholastic Athletics.Master of Educa- one; (2) adapted physical education programs should be tion research paper. University of Missouri (Columbia), April conducted every day with blind retarded children to provide 1972. them with needed physical activity and should be coordinated withother activityprograms inregardtoactivities and Purposes of this study were (1) to determine the participa- terminology; (3) all staff members working with blind retarded tion in interscholastic athletics by educable mentally retarded children should be given in-service training in first aid; and (4) males in grades 9-12, and (2) to study recommendations made home visits should be used to coordinate the school physical by authorities concerning EMR males participating in activity program and the home activities. inter- scholastic athletics in grades 9-12. Questionnaireswere sent to 38 special education directors in Missouri schools andto 10 randomly selected individuals considered authorities in the Leonard 11. Kalakian.Predicting Academic Achievement from Perceptual-Motor Efficiency in Educable Mentally Retarded field of mental retardation. Analysis of results showed that 50 Children. Doctoral dissertation. University of Utah (Salt Lake boys from 27 schools participated in interscholasticsports City), August 1971. including football, basketball, track, baseball, wrestling, arid cross country: several lettered, a few made all conference teams, and one gained all This study purported to investigate possible relationships state honors. Problems in and between educable mentally retarded youngsters (N-20; MA benefits of participation were realistically and honestly de- 7.0 to 8-9) level of perceptual-motor efficiency as measured by lineated with overwhelming endorsement given to encouraging the Purdue Perceptual-Motor Survey (PPMS) and academic FAIR boys to participate in a variety of interscholastic athletic achievement as measured by reading and arithmetic subtests of activities. General conclusions included: (I) benefits outweigh the California Achievement Test. A related purpose was to special problems, (2) opportunities for participating in inter- develop an abridged form of the PPMS. Data were analyzed in scholastic activities are limited for the EM Itso that more needs to be done to encourage them to participate in athletics, terms of various correlations and regression statistics to predict Since seven (3) many individuals fail to recognize detrimental effects of academic achievement from P-Mefficiency. poor significant correlations (r.44 to .66) existed between P-M deprivation, nutrition, and relatedareas on motor performanceand physicalperformanceof EMR, arid (4) active efficiency and academic achievement it was concluded that participation by EMR in interscholastic athletics should be certain measures of P-M efficiency are capable of predicting encouraged. academic achievement with varying degrees of accuracy.

169 GENE A. lity ES. Ca.s.c Study of Municipal Recreation and swimming front crawl has potential for bringing about Programs for Senior (:itizen., and ihe Handicapped. Doctoral significant increases in IQ scores. dissertation. Denton: North Texas State University. August 1971. Maurice W. Collins. .4 Survey of Physical Education Programs for Special Education Students in the Public Schools of New This investigation studied the programs Texas municipal Hampshire. Masters thesis. University of Maryland (College parks and recreation departments provide for senior Lark), 1972. mentally retarded, physically handicapped, and emotionally disturbed. lata were first gathered from a statewide feasi- Special questionnaires were sent to all special education (221) bility survey. with.li included all municipal parks and recrea- and all physical education (262) teachers in New Hampshire to tion departments in Texas. The survey provided sufficient gather information about physical education programs for evidence to indicate that a more intensive case study was special education students. A personal interview questionnaire warranted. and 15 municipal parks and recreation depart- was sent to 13 randomly selected physical education teachers ments were selected as case studies. to determine program content of representative schools and to (-hay municipal parks and recreation departments which identifyconsistencies among existing progzams. Important provided recreation programs for atleast two of the four trends gleaned from the responses of 148 special educators special groups were considered. Five departments were in- and 140 physical educators included: (1) all special education cluded in each of three categories: departments providing students received some form of physical education through recreation services toII)allfour special groups. (2)to two years of high school; (2) programs varied from biweekly three of the groups. and. (3) to two of the groups. Criteria to three times per week; (3) great variations of grade and used to aid in selective cases were number of participants in ability levels were found in the same class; (4) although many programs, population of communities. and geographical lo- school systems did not possess up-to-date guides for regular cation of communities. physical education and only three reported special physical Detailed information about each of the 15 selected case education guides, -progressive units built on previously taught studiesis reported. Findings obtained in each case were skills and lesson plans were reported by all physical education studied carefully for similarities and reported according to teachers;(5) elementary specialeducation students were the following areas: (I) when and how programs developed. usually known to the physical education teacher or an entire 2) philosophies. 131 finances. I-1) leadership. (5) locating special education class came as a unit to physical education; participants.161 determining activities.171cooperating (6) few school systems had secondary level special education programs,andnotificationaboutstudents withspecial agencies. (F1') communications and publicrelations,(9) transportation.( ID)liability coverage, medical clearance, physical education needs was poor; (7) few physical education in conferences concerning special physical examinations. IIII most and least effective activi- teachers were interested ties. and (12)factors contributing to the successof the education students; (0)all special education students were program. Recommendations for developing a recreation pro- permitted to participate in interscholastic athletics and some gram for handicapped and senior citizens in the community were successful members of varsity teams; (9) special students are presented. with special attention to each of these areas. competed successfullyinintramuralprograms; and (10) carryover activities were taught in all schools so students could Jo. 11ny Mc IRAN. The F.:fleets of the Front Crawl Swim- continue at home during non-school time and after gradua- ming .Stroe on Trainable Mentally Retarded Children. Doc- tion. toraldissertation. University of Utah (S1'Lake City). August 1971. Courtney, G. Louise. Effects of a Program of Physical Activ- ities on the Balance of Elementary Educable Mentally Re- This study purported to determine effects of participating tarded Children. M.Ed. in Physical Education, 1972. in a program in which the front crawl swimming stroke was During the nine month 1971-72 school year, two 30- taught on development of1(,1(Peabody Picture Vocabu- lary )and social competence (Vineland SocialMaturity minute class periods each week were devoted to an instruc- Scale)of trainable mentally retarded children (N=20: tional program in physical education. The control group (9 CA 5-1 to 7-1: IQ 25 to 55). and to determine if partici- EMR boys and girls)participatedina physical education pating in this program was more effective than performing program similar to the experimental group (12 EMR boys conventional developmental tasks(e.g.. puzzles, color and and girls), except that various activities designed to develop shape recognition. lacing shoes, building blocks, kittyin balance were employed with the experimental group. The kegs, stack color and size setst. Subjects were divided into Balance Stick Test. first right then left foot. Leaping Foot- two matched groups according to CA. pretest MA. pretest print Test, Springfield Beam Walking Test, and Dodging Run social age. and sex: each group participated in its respective Te.rt were administered to each group prior to fall-winter activities in two 30-minute sessions per week for ten weeks. indoor and spring outdoor programs, and at the end of the Hawthorne (halo) effects were controlled by having same school year. Results of pretest and post-test indicated that time allotments and schedule for each group. all instruction no significant differences existed between means of control on a one-to-one basis, and the same teacher and aides taking part in b programs. Data indicated that for these young- and experimental groups on any of thetest items. Mean sters, part.pating in and learning front crawl swimming performances ofthe experimental group improved signi- stroke resuiP.q1 in significant improvement in both IQ and ficantly on Springfield Beam Walking Test and Leaping Foot- social comp. :once scores: subjects who performed develop- printTest.whilethecontrolgroup showedsignificant mental tasks improved significantly only in social compe- improvement on Leapiiig Footprint Test. arid Dodging Run tence score. Conclusions were that TNIR children can im- Test. Neither group showed significant improvement in static prove in social competence when given individual attention. balance as measured by Balance Stick Test.

170 .!.arzoir..i,,,N: ., i, :1-? )-,t Challenge .,0' tu.

f..--T-

,...-;.. --; - ...... RESEARCH proved coordination than did the control group. Significant improvements in both gross and fine motor coordination KATH MUNE NEsst.En JENKINS. The Relationship Between Par- were achieved by children receiving behavior modification ticipation in Physical Education Instruction and the Gross as compared to the control group. It is also noteworthy that Motor Performance of Institutionalized Trainable Mentally gains made by children receiving behavior modification Retarded Boys. Master's thesis.Denton: Texas Woman's treatment were retained after a three month period during University, August 1968. which no treatments were administered; this seems to indi- cate that gains made were stable. This study investigated the efficacy of physical education It was concluded that behavior modification methods have instruction as a means of improving gross motor perform- merit as a technique of improving motor coordination; it was ance of TMR hogs (:N = 3g: CA 9 to 14; IQ 20 to 50). Ex- the most successful treatment of those examined for improv- perimental and control groups were compared on Heath rail ing coordination in a mongoloid population. The study also walking, standing broad jump, 30-yard dash, and an original demonstrated that a systematic program could achieve re- hopping test. The experimental group met an hour daily, five sults in improving coordination. Conceivably the Doman- days per week for seven weeks, receiving both individual and Delacato treatment might have had a more demonstrable group instruction: each period was divided into four seg- effect over a longer treatment period: similarly, the effect of ments with 10-12 minutes spent in walking, running, hopping, more extensive behavior modification treatments remains to and jumping. :Ictivities. Various behavior modification tech- he demonstrated. The shapes of learning curves for both treat- niques and procedures were also used. Difference among all ment groups at the conclusion of the study afforded only pretest scores were nonsignificant: posttest scores showed minimal clues. significant improvement and differences favoring the experi- mental group in all but the 30 -yard dash. It was concluded that TMR boys can improve basic skills of rail walking, jumping, and hopping when given these movements over a JOHN AIM' YN GF.oncE GrTINs. The Effects of a Program of period of seven weeks. Ilurlerhr Educational Dance on the Perceptual-Motor Skills and Psycholinguistic Attributes of Trainable Mentally Re- tarded Children. Master's thesis, University of Saskatchewan, Ff. D. But) FREDERIcKs. A Comparison of the Doman-Dela- Saskatoon, Saskatchewan. cato .Method and Behavior Wodication Method Upon the Current theories suggest a progressive hierarchy of skills Coordination of Mongoloids. Teaching Research, A Division from motor through perceptual to cognitive. The nini of this of Oregon State System of Higher Education, Monmouth, study was to determine effects of modern educational dance Oregon. on measurable perceptual-motor skills (Crattv Los Angeles This study examined over a nine-week period, the effects Perceptual-Motor Abilities 'rest), body image (Goodenough of DomanDelacato method and behavior modification pro- Draw-A-Man I, psycholinguistic (Illinois Test of Psycholin- cedureI only social reinforcement) on coordination of mon- guistic Ability) and intellectual DISC) skills of trainable goloid children( N = 63: CA 7-0 through 12-8). Subjects mentally retarded children attending a public special educa- were randomly assigned to one of six groups: two which tion school, Sixty TMR children were randomly assigned to received Doman-Delacato method, two which received be- three groups: experimental received sessions of modern havior modification procedures, and two control groups. educational dance three times weekly for twelve weeks, (2) One group of each pair was pretested and tested every two Hawthorne had quiet classroom activities such as records, weeks during training while the others received no testing story-telling, games, and films, and 13) control had no extra until completion of training. The Doman-Delacato Profile activities. At the end of the experimentll periods all chil- and a modification of the Lincoln-Oseretsky Motor Develop- dren were tested with the various instruments; differences in ment Scale were evaluation instruments used in the study. posttreatment performances were tested by analysis of co- No signicant differences were found between results of the variance. Three tests discriminated in favor of the experi- two treatment methods, although children receiving behavior mental group:visualclosure I.T.P.A.),grossagility modification demonstrated at the conclusion of the study I P.M.A.). and Draw-A-Man; no significant differences were more improved coordination than did children receiving found for other tests administered. A longer period of treat- Doman-Delacato method. There were no significant differ- ment may have yielded more extensive effects, but under ences between results achieved by children receiving Donian- conditions of this study, gains were restricted to skills which Delacato method and the control group although those re- clearly have elements in common with modern educational ceiving DomanDelacato method did demonstrate more im- dance.

171 LANE A. GooDwiN. The Effects of Two Selected Physical programmed so that Group I participated in activities related Education Programs on Trainable Mentally Retarded Chil- to the tested items; Group II spent half of each period in dren. Doctoral dissertation, University of Utah, 1970. related activities and half in game activities; Group III took This study was designed to compare the effects of se- part in games only. Classes were held for 30 minutes daily, lected physical cducation programsindividualized move- five days per week for six weeks. Only significant improve- ment exploration and group oriented activitieson social ment was found in the standing broad jump (power meas- maturity as measured by the Vineland, physical fitness as ure) for Groups I and II. measured by the Hayden Test, and IQ as measured by the Peabody Picture Vocabulary Test, of trainable mentally re- DOLORES GEDDES MUSGROVE. A Factor Analytic Study of tarded children ( NI-30; CA 10-15; MA 3-10-6-8).Subjects Perceptual Motor Attributes as Measured by Selected Test took part in their respective programs 30-minutes per day, Batteries. Doctoral dissertation, University of Northern Colo- five days per week for 10 weeks. Higher levels of physical rado, Greeley. fitness were obtained through traditional physical education Scores of 80 first and second grade level public school ( group oriented) programs. Physical fitness. IQ, and social children (CA 5.11 to 7.6) were factor analyzed on the 28 maturity were all improved by either program although IQ test items of The Perceptual-Motor Attributes of Mentally was affected more through movement exploration. Retarded Children and Youth battery (Cratty) and The RICARDO CHAVEZ. Effects of Three Physical Education Pro- Purdue Perceptual-Motor Survey (Roach and Kephart). Ten grams on Selected Fitness Components of Educable Mental factors were extracted and nine of them named: visual track- Retardates. Doctoral dissertation, University of Southern ing, visual discrimination and copying of forms, visual dis- Mississippi, May 1970. crimination and copying of rhythmic patterns, verbal body This study was designed to determine the effects of three image, dynamic balance, spatial body perception, postural physical education programs on agility, balance, power, maintenance, visual discrimination and copying of motor speed, and strength of educable mentally retarded boys (N- patterns, and gross agility. The study indicated that the in- 45; CA 6-9 to 17-5; IQ 50 to 82). Subjects were randomly dividual test items are very specific in nature and measure selected and assigned to one of three groups on the basis of very specific perceptual motor acts since items purported to pretest scores on the five criterion measures. Groups were measure the same general skill loaded on different factors.

172 Index

Academics. SeeCorrelated learning llabilitative Recreation for the Mentally From Beginners to Champions, 152 Adult programs. 75-77, 78, 113, 131, 133 Retarded, 142 SocialandSexualDevelopment: .1 Ari education,151,* 161 Inexpensive Equipment for Games, Play, Guide for Teachers of the Handi- Arts and crafts.SeeCrafts and Physical Activity, 150 capped, 128 Athletics ItIs Ability- That Counts: A Training Standards for Residential Facilities for programs for retarded, 21, 134,152, 159 Manual on Therapeutic Riding for the Mentally Retarded, 130 interscholastic, 128, 131, 132 the Handicapped, 141 Teaching Educable Mentally Retarded retardedin regular interscholastic pro- Jumping Up and Down: A Manual of Children, 145 grams, 21, 24 Motor Activities to Develop Balance Teaching Physical Education to Mentally and Coordination, 141 Retarded Children, 153 Behavior modification, 2-3, 92-93, 95, 131. Kids, Brains, and Learning, 142 The Teaching Research Motor-Develop- 145 Learning Through Individualized Tramp- ment Scale for Moderately and Se- Bicycling, 58.59,111 oline. Activities, 1.51 verely Retarded Children, 146 Boatingsafety, 64-65 Learning to Move and Moving to Learn, Teaching Slow Learners Through Active Books,reviewsof,21,128_130, 132, 145 Games, 152 141-155 Love, Sex, and Birth Control for the TherapeuticRecreation:ItsTheory, ACT/ON: .1Handbook for Teachers of MeniallyRetarded:A Guide for Philosophy, and Practice, 143 Elementary Physical Activities, 150 Parents, 128 Toward Better Movement: .1 Manual of Art for the Exceptiotuil, 154 The Mentally Retarded Child and His Movement Activities for the Lower The Art of Learning through Movement, Motor Behavior: Practical Diagnosis Level Mental Retardate, 150 149 and Movement Experiences, 147 Training Needs and Strategies in Camp- Arts and Crafts, 21 The Mentally Retarded Child: Develop- ing for the handicapped, 147 Ar2s and Crafts Activities Desk Book, ment,Education, and Treatment, Winter Haven's Perceptual Testing and 147 1.15 Training Handbook for First Grade Arts and Crafts for Slow Learners, 151 .Minimum Standards for Activity Pro- Teachers, 153 17ie Best of Challenge, 144 grams for the Retarded, 130 YourChildHas A LearningDisa- The Bicycle Blue Book, 141 3hivernent and Movement Patterns of bility... WhatIs11? A Guide for Brain Injured Children, 153 Early Childhood, 142 Parents andTeachers of Children Challengeto Change: Program Guide- Movement Education: Theory and Prac- with a Hidden Handicap, 148 lines in Physical Education for the tice, 143 Your Child's Play, 136 Mentally. Retarded, 152 MovementExploration and Games for Complete/...xeriseProgram:Your the ,Mentally Retarded, 141 Bowling, wheelchair, 72-73 Guide to Fitness, 155 Mr. Peanut's Guide to Physical Fitness, Brain-injured children, 15:1 Crafts Activities Featuring 6.5 Holiday 155 Papers on Program Development in Rec- Ideas, 152 Camping, 79 -8(1, 117-118, 136,1.17 Creative Crafts, 1-19 reation andPhysicalActivity for Cain's Creative Opportunities for the Retarded Handicapped Children, 130 A Parent's Guide to Hyperactivity in day, 82-113, 84-86, 87, 1:14,150, 153 Child at Homeandin School, 1.16 overnight, 80, 81,117, 137,162 Day Camping for Developmentally Dis- Children, 142 A Perceptual Testing and Training Guide Circuit training, 45, 62, 156 abledandExceptionalChildren: Clinic, University of Maryland,158 GuidelinesforEstablishingDay for Kindergarten Teachers, 145 Physical Activity in the Education of Community.See Integration:Pt:bike.educa- Camp Programs, 153 tionof.Recreation, cornnvinitypro- Slow-Learning Children. 1.15 Day Camping for theTrainable and grams for Severely Mentally Retarded: Guide- Physical Education and Recreation, 21 Physical Education Curriculum for the Competition, 4 lines for Establishing Day. Camp Pro- Consumer advocacy, I Mentally Retarded, 151 grams, /53 Coordinated learning 9ental Care for the Mentally Retarded, Physical Education for the Mentally Re- arithmetic and physical education, 31-33 153 tarded, 154 followingdirections, body perception Physical Education: Programmed Activi- Developing Community Acceptance of and movement, 25-27 Sex Education for the Mentally Re- ties for Grades K-6, 143 pines and color recognition, 29 PhysicalEducationWorkshop for tin' larded, 141 games and let ler (number, name) recog- Elementary. Grades, 149 Developmental Activities for Children in nition. 20-29 Planning Recreational Places, 129 Special Education, 143 games and listening abilities, 211 Education and Care of Moderately and Play Together, Parents and Babies. 147 games andperceptual-motor learning. Play With a Difference, 142 Severely Retarded Children, 148 36-38, 46-47, 49,143 The Elimination of Architectural Bar- Puberty in the GirlWho isRetarded, games and spelling. 13 128 riers. 129 movement conceptsand physical educa- Environmental Design: Neu- Relevance A Report on Architectural Barriers in tion,160 for Special Education, 129 bulimia State Auks, 129 music and physical education, 31) Erostig IIGI. (Move-Grow-Learn) Move- AResource Guide in Sex Education for reading and physical education, 30 ment Education, 143 the /lent. ly Retarded. 111 Riding for Lehabilitation: A Guide for sensory awareness, 34-35 Fundamental Motor Bitterns, 153 Crafts, 12-13,HO, 147, 1.19, 151,152,154 Games,Sports, and Exercises for the Handicapped Riders and Their In- Curriculum, 94, 95, 132, 138, 143,151 Physically Handicapped, 146 structors, 151 A GradedAciivity.Handbookfor Scouting for the Mentally Retarded (in Teachers of the Mentally Retarded, Spanish), 132 Dance. 74,157 I.18 Selected Rehabilitation Facilities in the Dental care. 1.53 GrowingI PYoung: About,Menstrua- United States: An Architect's Analy- Diagnosis,147, 148 tion for Parents and Teachers of the sis, 128 Directions,following, 25-27 Menially. Retarded, 128 Special Olympics Instructional :Manual: Discipline, 42-43

*Page numbers in italics refer to descriptions of books or films. 173 Editorials. See Philosophy Games Recreation. See also Games

Education, general, of mentally retarded, alley, I1 books about, 130, 142, 143 145, 148 arithmetic, 31-33 community programs for, 78, 108-110, Equipment,88,89-91,136,139,158 ball, II, 13, 18 11.1, 131, 133, 135, 138, 140, 159, do-it-yourself, 10. 16-17, 22, 58, 106, bean bag, 19 160 138, 150 books about, 141, 146, 1.52 funds for, 112, 130 Exercises, 45, 54, 61762, 146, 155 for cognitive learning,1:1, 28-29, :31 -:'3 social activities, 11:3, 131, 133 Evaluation forperceptual-motorlearning. 36-A, sources of information, 1:12 of students, 3, 81 46-47 standards for programs, 113, 13(1, 132 of programs, 130 handball, 11 Research, 164-172 hopscotch, 46-47 automated gross motor learning device, Facilities indoor croquet, 16-17 165 design of, 128-129 modifications of, for physical handicaps, balance, 164, 270 standards for, 130 20 behavior modification, 171 Film loops for teaching skills, 60-61 Numbers Jump, 38 blind retarded, 169 roller skate tags, 56-57 body image, 165, I71 Films coordination, 164, 171 lists of, 129, 158 shape recognition, 37, 49 dance, 171 reviews of, 52, 156-163 shuffleboard, 15 Doman-Delacato method, 171 A atornated Devices, 158 spelling, 13 factor analysis of Beginnings -:1 Film about Play, 160 with trampoline, 18 motor performance, 167 Challenge: A Camp for all Seasons, 162 word, letter, color or number recogni- tion, 14-15, 211-29 perceptual-motor attributes, 172 Changing Expressions, 163 fitness, 165, 172 A Child Creates, 161 Guidelines, working with trainable mentally retarded, 93 flexibility, 164 Ch i/d r en 's Ph ysical Developmental health, 169 Clinic, 1511 hockey, floor, 156 hyperactive brain-damaged, 167 Circuit Training, 156 Hyperactivity, 142 industrial work, 168 Community Adaptive RecreationPro- intellectualvariables,165, gram for the Handicapped, 160 169,170, 171, 172 Dance with Joy, 157 Information, sources of, 21, 129, 134, 136, interscholastic athletics, 169 Developing .-luditory and Communica- 137, I39, 142 manual dexterity, 164 tion Skills, 16! Integration mongoloids, 164, 167, 171 Developing Visual-Motor Skills, 161 with normal children, 5, 6-7, 133, 134, motor age, 3, 168 Developmental Physical Education, 163 137, 162 motor development, 167, 168 Directive Teaching, 161 into cunununily, 8, 101 municipal recreation program, 170 Everybody Wins, 156 Isometrics, 54 neuromuscular control, 165 Floor Hockey, 156 Interdisciplinary coordination, 122, 130 persistence of effort, 167 HAP-America at its Best, 159 physical capacity of adults, 168 I Gm Learn series, 161 Leadership, 119-127 physical education programs, effects of, Identifying Learning Disability, 161 Learning disabilities, 148, 156, 161 164, 166, 169, 170, 171, 172 I nOut Up- Do wn-Over U rter social variables, 165, 166, 170, 172 Upside Down, 160 swimming, 63, 170 Just for the Fun of it, 163 Motor development, 50-51, 129, 142, 146, video feedback to students, 166 Looking for Me, 157 153, 160,163 Residential centers, 1(11, 133 The ,Madison School Plan, 162 711otor learning activities, 44, 45, 48, 52-53, 141, 143, 145, 147, 149, 150. 151, 152, Retarded,severely/profoundly, 2, 74, .1/aybe Tomorrow, 157 75-77, 92-93, 96-97 Movement Exploration:What dm 1?, 156,157, 158,163. See also Games; Rhythmic activities, 39.40, 52-53 156 specific act v it it's Music, 30, 159 Riding, 141, 151 Patterns, 163 Roller skating, 55.57 Perceptual- :Motor Training, 161 Rope skipping, 31-32, 52-53 The Proud Ones, 159 Neurologically handicapped, 158 Scouting, 114-116, 117-118, 132, 134 Remedial Language Arts, 161 Normalization, 0. See also Integral ion Sex education, 128,141,144 Rope Skipping, 52 Outdoor education, 34-35, 140 Skiing, 129 The Santa ,Monica Project, 162 .1 Song for Michael: ,4 Demonstration of Square dancing. 74, 78 Parents, help for, 10, 132, 136, 142, 147, Swimming, 63, 66-67, 68, 70-71, 134, 136, How MusicTherapyIs Ilsed 1.111 /59 DevelopLanguagein a Multiply Perceptual-motor learning, 1311, 156 Handicapped Hoy of Fourteen, 150 Perceptual-motor learning activities Teacher training, 119 -121), 122, 139 Specific Sports Shills, 158 foot placement, 45 Teaching hints, 10 Splash, 159 hopscotch, 46-47 Tension, reducing, 30 Thin kirig Moving Learning, 158 playground markings, 36-30 Trampolining, 22.23, 151 Thursday's Children, 160 rhythmic activities. 39-40 Trends, 9 Toots for Learning, 162 Amps' discrimination, 49 Tumbling, 96-97 Tune into Fitness, 161 Perceptual training, 129, 136, 145, 153, 156 TV programs, 138, 140, 149 Perception and Failure TO tivara, Philosophy, 1-9, 129, 135. 137 1.56 Physical education programs. 2-3, 94, 99, Video tape recorder, 88 Visual Perception Training in the Regti 102 -1114, 105-107, 122, 124, 143, 146, Visual perception disabilities, 156 tar Classroom, 156 151, 132, 154 Volleyball, 1511 .1 Walk in Another Pair of Shoes, 157 Placement, noncategorical, 5 Volunteers, 121, 123, 124-125. 126, 137, (Fe Gin Crow, 161 Play, 142, 1.17, 160. Sep also Games 140 {flay Billy Couldn't Learn, 15a Prisoners, 1:15, 136 Wheelchair, 72-73, 74, I :37 Psychomotor skills, study of, 137 Vfloil craft. 162 Fitness,15, 14, 61, 62, 119-01, 133, 136, Public, education of.11)1, 135, 130, 139, Work loads, 89-90 138, 155, 161 1.57 Work programs, 75- 77.81, 128

17,1 PUBLICATIONS FROM THE AAHPER UNIT ON PROGRAMS FOR THE HANDICAPPED

BEST OF CHALLENGE I RESOURCE GUIDE IN SEX EDUCATION A compilation of the best articles from Challenge, AAHPER's news- FOR THE MENTALLY RETARDED letter for special educators, parents, volunteers, and others who work A comprehensive guideforthe educator, volunteer and parent, with the handicapped. Designed as a basic or supplementary text for prepared by AAHPER and the Sex Information and Education Council college courses, and as a reference for workshops, clinics, seminars, of the United States. A developmental approach is utilized in order that institutes, classes, and similar in-service and pre-service programs. 1971. materials can be readily selected for use with the educable or trainable child. Includes a detailed coded listing of additional resources. 1971

GUIDE FOR PROGRAMS IN RECREATION AND PHYSICAL SPECIAL FITNESS TEST MANUAL FOR EDUCATION FOR THE MENTALLY RETARDED THE MENTALLY RETARDED Guidelines and suggestions fir developing new programs or enriching Explains the development of the test, which was adaptedfrom the and expanding already existing programs, including a self-evaluation AAHPER Youth Fitness Test, and describes each of the seventest items procedure and format. 1968 andtells how eachisadministered. National norms formentally retarded boys and girls, age 8 to 18, are presented along withstandards of eligibility for each award. 1968. PHYSICAL ACTIVITIES FOR THE MENTALLY RETARDED (IDEAS FOR INSTRUCTION) SPECIAL OLYMPICS INSTRUCTIONAL MANUAL Instructionin activities promoting fundamental motor development FROM BEGINNERS TO CHAMPIONS and the exploration of general areas of skill; designed for use by Covers activities, methods, teaching/coaching hints, and progressions physical education instructors, classroom teachers, parents, and recrea- for conditioning and fitness, track and field, volleyball and swimming tion personnel. 1968. appropriatefor youngsters ofallages,atallperformance levels. Developed primarilyforuse by aides,volunteers, and classroom teachersof mentallyretardedyoungsters,but equallyusefulfor PHYSICAL EDUCATION AND RECREATION professionals in the fields of physical education, recreation, sports, and FOR THE VISUALLY HANDICAPPED athletics. Published jointly with the Joseph P. Kennedy Jr. Foundation. A valuable resource for the special educator, recreation specialist and 1972. physical educator as well as the volunteer, paraprofessional or parent involvedinphysical education orrecreationforthevisually Motor Activity handicapped. Includes information on the nature of visual impairments, and Perceptual Development practical suggestions for active participation in modified programs, and successful,easy-to-administerinstructionalmethods. A variety of ANNOTATED BIBLIOGRAPHY sources are suggested for further reference, study and use. 1973. ON PERCEPTUAL-MOTOR DEVELOPMENT An up-to-date bibliography with sections devoted to auditory percep- tion and movement; body image and movement; and depth-distance PRACTIAL GUIDE FOR TEACHING perception and movement. A separate compilation of tests, programs, THE MENTALLY RETARDED TO SWIM material sources, assessment instruments and films is included. 1972. Designedto help professionals and volunteers teach the mentally retarded to swim or to swim better. Sections deal with the instructional APPROACHES TO PERCEPTUAL-MOTOR EXPERIENCES staff, volunteers and aides, prr..-service and in-service training, com- An overview of programs relating perceptual-motor experiences to munity involvement, and include creative approaches which have been movement education, motorabilities,reading readiness, and the used successfully in aquatic programs. 1969. problem child. Reprinted from JOHPER. 1970.

FOUNDATIONS AND PRACTICES IN PERCEPTUAL-MOTOR PROGRAMMING FOR THE MENTALLY RETARDED LEARNING: A QUEST FOR UNDERSTANDING IN PHYSICAL EDUCATION AND RECREATION A multidisciplinary examination of major conceptual viewpoints of Includes material on recreation and day care for the mentally retarded; perceptual-motor behavior and teaching methods, from the Oct. 1970 a community recreation team approach to programming; play facilities Cincinnati conference. Includes descriptions of action programs, tests, and equipment; motor activities in programs for the retarded; and resource materials, and a professional preparation survey. 1971. recreation programming for the adult retardate. 1968. MOTOR ACTIVITY FOR EARLY CHILDHOOD Articles and film list dealing with motor activity for children ages 3-8. RECREATION AND PHYSICAL ACTIVITY Reprinted from AAHPER publications. 1971. FOR THE MENTALLY RETARDED Coverstheobjectivesofrecreation,briefdescriptionof mental PERCEPTUAL-MOTOR FOUNDATIONS: retardation, what play can mean for the retarded, objectives and desired A MULTIDISCIPLINARY CONCERN outcomes of programs in physical activity, organization and teaching, Describes action programs for developing sensory and motor skills, and suggested specificactivities. Annotated bibliography of source personalizing early education, and providing developmental activities. materials. 1966. 1969.

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