DOCUMENT RPSUME

ED 038 781 EC 003 675

71-11111:' Curriculum Guide for Teachers of fnrainable Retarded Children. TNsTITUTIOn Pissouri S tate Dept. of Education, Jefferson City. DqB DAT?. Aug' 67 NOT? 237P.

FDPS PRICE PD RS MP-$1.00 HC-S11.9c T-TSCFTPTORS Academic Education, Creative Development, *Curr;culum Guides, *Exceptional Child Education, Family Life Education, Health Education, Instructional Materials, Language Development, Learning Activities, *Mentally Handicapped, Pefceutual Development, Physical Development, Safety Education, Self Care Skills, Sensory Training, Social Development, Trainable Mentally Handicapped, Vocational Education

ABSTRACT Curriculum for the trainable mentally handicapped is developed on the m:imary, intermediate, andyoung adult levels. Units treat self care and personal health, interpersonalrelations, safety education, and sensory and perceptual training.Additional units cover language, physical, and creative developmentas well as functional academics, home living, and vocationalpreparation. (JD) , AV/ //%, , I j / 4 . . a a. S I I ' f,r

-1 CURRICULUM GUIDE

The curriculum guide was developed throughthe cooperative efforts of all the teachers in the state schools forretarded and the administrative personnel. Committees four and six gratefully a-Anowlectethe assist- ance given by Mr. C. W. Brewer, coordinator, Schools for Rdtardedand Extended Employment Sheltered Workshops.

CURRICULUM COMMITTEE CHAIRMEN

Self-Care and Personal Health Kazyn Stansbery Interpersonal Relations Verelle Peniston Safety Education Berniece Wilson Sensory and Perceptual Training Phyllis Geppert Language Development Jewell Stevens Physical Education Lou Adamson Creativ, Development Harriett Kellogg Functional Academics Sue Faros Home Living Mary Jo Kirkey and Janice King Vocational Preparation Blanche Corrigan

August 1967

Prepared under the direction of B. W. Sheperd, Director State Schoolsfor Retarded and Extended Employment Sheltered Workshops.

Dewey Bilyeu, State Supervisor, Schoolsfor Retarded.

Schools for Retarded State Department of Education Jefferson City, Missouri

U.1. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CONSULTANTS

Mr. Dewey Bilyeu, State Supervisor, Schools for Retarded.

rr. Charles W. Brewer, Coordinator, Schools for Retarded and Extended Employment Sheltered Workshops.

Mrs. Dorothy Cline, Graduate Student, University Jf Missouri.

Mrs. Nelle Dabney, Former Director of Special Education, Kansas City Public Schools.

Mr. Richard S. Dabney, Former Director of Special Education, State Department of Education.

Mr. Stanley Darr, Area Supervisor, Schools for. Retarded.

Er. Woodford L. Denton, Vocational Supervisor, Schools for Retarded.

Mrs. Mary Hayter, Area Supervisor, Schools for Retarded.

Dr. Donald D. Huddle, Assistant Professor, Department of Special Education Indiana University, Bloomington, Indiana.

Mr. Jess A. LaPuma, Consultant in Speech and Audio-Visual Services.

Mr. E. M. McKee, Area Supervisor, Schools for Retarded.

Mr. George Osborne, Area Supervisor, Schools for Retarded.

Dr. Bobby Palk, Associate Professor of gducation, George Peabody College for Teachers, Nashville, Tennessee.

Mr. B. W. Sheperd, Director, Schools for Retarded and Extended Employment Sheltered Workshops. nr. James O. Smith, Professor of Education, Special Education, University of Kansas, Lawrence, Kansas.

Mr. J. D. Walker, Assistant Director of Extended Employment Sheltered Workshops. INTRODUCTION

The first "Program Guide for Teachers" basedon the knowledge and skills of the teachers who pioneered the program for trainable children in Missouri was issued in 1960.A revision of this guide was issued in '1963.

Professional growth of the faculty, increased insight into the abilities of trainable children, and the advent of locally managed state subsidized extended employment sheltered workshops has demanded the publication ofa new curriculum guide. In this guide changes and additions have been made in those areas where study and evaluation have shown thatwe might more effectively train these children.

This guide will also be subject to revisionas the program in the schools for retarded children continues toprogress.A curriculum guide such as this cannot be exhaustive, butcan only provide a frame of reference from which each teacher can build daily activitiesthat will lead to the fullest development of each child's abi7 4f-ic

Upon recommendation of the teachers the curriculumis developed on three levels:

Primary, largely made up of young children sixto ten years of age.

Intermediate, largely consisting ofan older group who are perform- ing on a higher level than primary. (approximateage of ten to fourteen or fifteen years)

Young Adult, largely consisting of olderteenagers who are preparing for transition to the home or workshops. ;approximateage of fifteen or sixteen to twenty-one years)

There is often overlapping of level activities. TABLE OF CONTENTS

Page

Program Philosophy

Program Aims

Overview

1 I. Self-Care and PersonalHealth

15 II. Interpersonal Relations

57 III. Safety Education

75 IV. Sensory and PerceptualTraining

87 V. Language Development

111 VI. Physical Development

139 VII. Creative Development

157 VIII. Functional Academics

199 IX. Home Living

217 X. Vocational Preparation PROGRAM PHILOSOPHY

The trainable mentallyretarded child isa precious

individual who should beprepared to live insociety

to the extent of hiscapabilities. He needs and has

the right to affection, happiness, a feeling ofimpor-

tance and independence. He has the rightto be trained

to the best of his ability;he needs to developan

awareness of himself and hisrelationship to others

and to learn to live wisely and well inthe environment in which he finds himself; where societywill accept him understandingly.

PROGRAM AIMS

Eveky trainable childshall be offeredan opportunity to accomplish to thefullest extent ofhis abilities the skills that willhelp him 5n hiseveryday living. OVERVIEW

The trainable mentally retardedchild within the training programwill be presented material thatwill be within his frame of reference. In an effort tomake all material meaningful andusable to the individual child, chronological grouping mustbe used.

(1) The Younger Child (2) The Intermediate Child (3) The Cider Chile

The responsibilities of eachgrouping must be to develop withinthe child the ability to move to the n_xthigher level, remembering that eachchild will not master all of each levelbut only those areas that may bemeaning- ful to him.

Goals for the Younger Child

classroom situation. (1) To become oriented to the (2) To learn to folloW groupdirectian. and to use such (3) To learn to respect school property material in a meaningful manner. (4) To become an interactingmember of his peer group. the objectives of the program (5) To develop to his ability guide.

Goals for the Intermediate Child

(1) To become acquainted with thetools of learning. (2) To develop at his rate andunderstanding the language and numerical skills. (3) To develop into a responsibleindividual. (4) To develop on interest in art,music, and nature. (5) To become aware of the world inwhich he lives.

Goals for the Older Child

(1) To realize that he is an adultin the eyes of society. (2) To develop work skills thatwill be usable in his continuing environment. (3) To develop practical applicationof his understanding of language and numerical skills. (4) To learn to perform as anindividual in carrying out assigned tasks. (5) To develop all his abilities,social and occupational, whereby he may take his place within hisfamily and community. SELF-CARE AND PERSONAL HEALTH:

Committee

Chairman: Karyn Stansbery Lebanon

Original Members: Claribel Casey Springfield Blanche Donaldson Rolla Dorothy Schuster Eldon Wilma Curry Bolivar Mary Lorett Ava

Reactor Members: Judy Raspberry Mapaville Nancy Henry Mapaville Laura Sue Hoefer Poplar Bluff Ivalee S. Hartsock Kirksville Dorothy Bogart Raytown Shirley Redinger St. Charles Patricia Box North Kansas City Mary Lou Hill Kennett Judith Webb Cape Girardeau Sarah Bauchum Kansas City General Aims: SELF .CARE AND PERSONAL HEALTH 3.2.1. ToTo give developemphasize daily knowledge practicalthe importance of experience of self help in the phases of toileting, dressing, and good health habits. eating and grooming habits. 4.5. To promotedevelop sociallyhabitually acceptable good health sexual proper nutrition. practices. behaviors. PRIMARY To learn toilet routines LEARNINGS Handling clothing ACTIVITIES AllProcedure: beginners toileting should MATERIALS & EQUIPMENT be necessary;unsnappingboys:Eachhandled trip as girls:pants,to a theformal loweringtoilet learning should clothing omphasize unzipping fly, unbuckling belt, raising dress, lower- situation. us Proper bathroom procedure Procedure:arrangementplacingrezipping,ing panties. shirt ofresnapping, clothing.tail, checking buckling, for Each trip should emphasize properre- properly,seatproperly;Eachtoilet tripwhen seat both:andshouldnecessary, toflushing urinateemphasize cleaning toilet, boys: self sitting correctly on or using urinal raising Wash and dry hands Materials:TurnProcedure:Filmstrip on faucet Reel and 6 regulate flow of - Frames 2,3,4 wrieni, Usebardistributetowelthoroughly. ofsoap, handto scrub wipe soapcream turn handsthoroughly,well tooff avoidcompletely faucet, chap dry. on hands, replace rinse use one mav he Materials:FrameSoap,lotionintroduced. 1terry (optional), and/or paper Film towels,strip, Reelhalo 1- To learn dressing and undressing LEARN INGS AcpyITIEs MATERIALS & EsipumENT Manipulateclothing fasteners and closures of TheProcedure:teacher'sopportunitiesthese teacher skills approP.hshould foron aprovide beginners shouldregular be basis. toconsistent. practice a variety of. The Materials:ActionmannequinChildren'sstress songs motion with ownaild clothing,supplyand games position. ofmay childclothing, be devised site ply- to materialboardpictures.snaps,felt with withbookhooks belt withbuttons and ends, aboveeyes, and swatches closingszippers, button of holes,clic., as part oi Remove and replace shoes and socks whereProcedure:Emphasisfirst, heel sliding shouldgoes, bepullingtop placed up, sockputting on observitiv shoes onto foot on Lace and tie shoes Materials:Procedure:Children'sbreakingcorrect downfeet, own counter. shoespulling and tongue socks up, not Children'sMaterials:consistent,skillsRegular should opportunitiesown methodical shoes, be provided. practicefor supervised, of thesc spare shoes (un- matedlocal shoes shoe are stores often at available no cost) at , dummy depart.ire')urin!;Removeformal and learning colashould replace months be situation. utilizedouterweareach arrival as a and shoes, lace and tie boards. To learn good habits of eating LEARN1NGS Use spoon and fork ACTIVITIES ULKELALLAERUEMIEL StressProcedure:foodsspoonStress sittingandproperly three fork. fingerupright eaten position withand liftingeach holding utensil. food Stress the kinds of Materials:mayusabletheseto be mouth. developed learningskills. toperiods. further practice School lunch periods are Story play Use knife HaveProcedure:standardfortea a thesets,beginner eatingwhole tables spread grouputensils, and before butterchairs child lunch (optional) size on bread or at Eat finger food mentMealProcedure:practicesnack oftimes time.finger opportunitiesand foods.snack times for will neat offer This task may be rotated. manage- andDrinkUse bottle napkin from glass, cup, carton, Materials:Procedure:Paper(optional) napkins, child size tea equipment Materials:drinkmightlunchField abe counterstripsbottle allowed to of maylocal topop. purchase,be groceryarranged. Children stores oruncap and withvegetablesEmphasize meal. first,eating dessertmain dish last, and milk bottles,Standard straws,glasses, etc. cups, milk cartons, To learn good grooming WashEat handsin a cafe,and face restare.ant or cafeteria asProcedure:Each as practicebefore-meal period. period con ht utilized Materials:periodssoap,towel washcloth,should be arranged,terry and/or coo. paper Extr.1 practice Brush and comb hair ACTIVITIES Procedure:Beginners may have serious diffi,:ulty MATERIALS & EQUIPMENT mirrorshouldrecognizingtoif observepossible but be aplaced mirrorandmirror and utilizing ontheshould image.recognizing student be image prose encouraged ownio-t Emphasis Recognitionproperly,combsmoothingspare and hand brush, drawing all ofto neatholdingofhelp straighthair hairposition combto and proper part,and recognitionhair, brus*9- usingposition. Use a facial tissue or handkerchief Procedure:ofSometeacher blowingneed beginners for may through hair help have cut thetheir mastered should child nose. belearnthe emphasized skill the If not, Care for nails 8mphasisProcedure:hismotorto lipsblow. sensation shouldtogether heby whileplacedmanually directing on pressingrecognizing him Matertais:water.bingdirty,Nail nails brush,broken with soap.nails. nail, brush, soap and Practice scrub- Brush teeth Procedure:recognizingRegularFurnished. practice own toothbrush, periods sho.d wetting be titiphasit, should be placca on withbrush,onrinsing brush,proper squeezing mouth, brushingmotion, smallwashing rinsingall amount sides out brush, ofof pasteteeth r. - Toothpwitedaterials:paste.oappingplacing toothbrush, paste, turning replacini: off ootvv, tooth- r.1- toothhrush Lew each ehiw. MIPS7'..Vt;,double cideBottleusedGalloning withassame and plastichead real directionchild models action.bleach shculd to most nearlyto practice coin- on. bottles can be be placed fuc- withoutWhenTie apronsa childlooking, is ablethe teacherto tie amay bow tie ApronMaterials:Scarf, modified plastic bottles Laceattemptto transferand intie regular shoesthis learningpractice to aprons. periods Procedure: itethodical.board.Practicetrastin, bow colors tying fastened Lacing shoes should be Lle, no right side shoolo on ribbon:. ctt etn- to cdlds of verr ti putsamealways tips tip he together throu0leaner. both and pull,bottom holev, Child should thread to even then 9 - A p 41041.144 - LEARAIM;S ACTIVITIES IltrIMIIPPRIMFMMIRMIRPOIk 1.1111.1111klATERIALS Rhythmicandbeshouldlengths. laidthreaded down,gomovements across, across, lower should be stringright laid be pickeddown, Right string shoJld string esta- go across, etc. up Dress on on initiative with minimum Materials:Tieblished.shoes. board, child's own shoes, spare out,Remindersinspection front andabout back, up andcorrect down, shoe right for side Fimstlip Reel 1, Frame 1. 6 To learn good habits of eating Usevisualtofoot, knifehelp cluesetc. himself. shouldso student always be pegged can be helped to Procedure: Thecantofoods teacher be arrangedas availableshould by use providing standardfor school practice lunchchildknife withand forkthis and skill. small Additional practice materi;lis Practice acceptable table manners Materials:Procedure:utensils,Standardshapes formed schoolplasticine fromlunch plastietneclay fonds and clay. mentTheintripsthe teacherpublicoe child sufficientto eatingpublic shouldto avoid situations.eatingtablestress unfavorable decorum facilitiesthe develop- for Field notice may enlistetc.Abe in 'host'arranged begieningmay parent benr chosen.to-hostess' the cooperattouemphasize meal, to pas:iinr take the food, leaJ The teacher should practice. in establish- Use of napkin ing!iNsl,rinsocial maeoers situation. Ace' that 6, will :'rams fit 2the LEARNINGS To learn good grooming careThe teacherdays"'Self when care children days' may choose to have 'self ACTIVITIES go through a Filmstrip Reel 6, Frame MATERIALS se EQUIPMENT 2 Bathedevelopcomplete mastery series and of grooming independence. skills to Procedure: skillatsheIf school the maylevel teacher requestoccasionally in this has the access to area.studenta tub, to bathe to check his ;.he can itemsintroducedthesuggestself child connectedwith to be totheinspection. encourageddeodorant, student'swith bathing at this Child may beto bathe otherparentshim- cosmetic that Observe self in full length mirror Materials:towel,(optional)time. deodorant, bathtub, etc. soap, washcloth, mightTheProcedure:tofull children observetactfully length shouldthemselven. mirror point have and out goed andbe poorencouragedThe teacheraccess to a Care for nails Thehimself.himselfareas child of and shouldgrooming take be pride in their encouraged to notice and interest in own person. arrangedRc!,:,ularantiIntroducet.rocedure: orange sopractice nailstickthey clippers, withperiods supervision. emoryshould board be orangeMaterials:smooth killattcks. nails brush, an': pushsoap, clippers, can learn to back cuticle. emo...y boor ,s, LEARNINGS ACTIVITIES mATE; R IA 11S..4 )21..A.) 1.P) ru Polish shoes Procedure:onfurnished.Regular table practicesurface, periodsput on Child should lay apron,should choose be newspaper moveshine,polishproper shoes, replaceneatlycolorharden remove polish andorshoe dry,shoethoroughly, laces,for brushlaces, own shoes, apply replace or rub to let re- Materials:apron.throwshoes, away replacetie newspaper,or requestshoe polish help remove and replace andin buffer,tying Shampoo hair Procedure:Opportunitiescloths,ofAprons, shoe oldchildren'spolishes, for girls buffingown shoes,to experiment newspaper brushes or variety hair.withtimeItstraining mayvarious for be all advisabletheir ways children hairof combingto should be to care forarrange their a routine and re- provided. bymodestyTo sociallearn and automaticcustom procedures in toilet demanded response to cussadvancedField varieties trips st :udenLsoffer of toiletopportunitiesto observe facilities and YOUNG ADULT for dis- Materials:and brushes portable hair dryer, combs Toroutines. learn to dress properly Boysandfamiliar dresspractices inwith. white that shirtthey and may not be tie Materials: Tienarrowunon:hcontrastm)ress (non -diend.) white instracting sizeshil:t notween (in collar wide and nr all or one to fit each boy.) patiern with good size Fi8 LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT nessCheck dress for neatness and complete- TheProcedure:onthe teacherselves students andat firsteachhold other.amay formal want dressto have check However. as To learn good habits of eating ChoosePracticeoccasion. clothing acceptable appropriate eating forprocedures the Procedure:studentMaterials:to take is initiative able, he shouldfor this be task.encouraged filmstrips, scrapbook Thestudentlearnings.to teacherfacilities be sure to should unfamiliarhe may retains beobserve arranged. kindsall the earlier ofstudent dining Field trips to introduce the 9 To learn good grooming Teachsafety boys razors. to use both electric and TheProcedure:outElectric safety blade razorrazorfor initial shouldmay be attempts.beintroduced used first. with- Materials:Standardsoap,razor,(optional), pre-shave, safetybathroom Filmstrip,razor, fixtures,after blades, shave Reel electric lotions,lather1, Frame or 29 Teachsafety girls razor to use both electric and Procedure:safetySinceingsto a verymaypersonalrazor beginfew should girla eleet:icwithout be will stressed. blade.razor, have accessuse Learn- of Girl FieldCareStory trip forplay nailsto barber shopProcedure: andregularapplyshould then latherleant: patternthe other,orto aroundsoapdisrobe rinse, suds, first as wipeworknecessary, one dry, inleg Letanails. partner'seach girl nails.polish her odn, Let the girls polish Muchbearmpitsrinsetender takenthe razor, same exceptskindue proceduretoputarea. thatawkward equipment special will position away,applycaution andredress.to must Use of deoderant mny Materials:deodorant.CooperationSafetybe introduced razor, with blades,with home this should lather area be orof enlisted. soap,learning. f """'" "" '" F e lce I PERSONAL HEALTH To learn difference between edible LEARNINGS Categorize things that can be eaten ACTIVITIES PRIMARY MATERIALS & EQUIPMENT Toand learn non-edible to eat differentfood foods foodbeginnersTheand thingsteacheron their eatthat should plate.a mustbite insist notor twobe that eaten.of all every Toprepared learn that for someeating. foods must be Giveto bebeginners cleaned rawfor gardenlunch orvegetables snack time. INTERMEDIATE Materials:Unprepared foods LowTo developdisease someis transmitted understanding of carriesexpelledandonThe ashow teachermirror the himpointing germs ormaythe sheet have moistureofout hisof thethat paper,cold childthat this to heetc. cough moistureothers has Toapprehensionand learn examinations to take medicines, with minimal shots ReadFieldStoryin the appropriatetripsPlay room. stories Materials:Doctor(see bibliography)kits (optional), (optional) story books Todentists, learn functions hospital of doctors FlannelRolepersonnelSchoolField playingtrips visitsboard discussionsby medical and dental ;EX iDUCATIOL:

t;irls need to understand menstruation as a natural andnecessary function of the female body.That menstruation isa sign of approaching adulthood should be stressed. The necessity of copingwith flow to re- main neat should be stressed. The necessity of regularlychanging pad, ,=eat disposal of pad should be strewed.The purpose of thepad and sani- tary belt should be understood. The necessity of maintainingunusual cieanliness during menstrual period should be explainedand stressed. Modesty should be stressed. Practice in fastening padsis useful, particularly if there is a female manikin available. The teacher should not stress the bodily discomfortthat sometimesoccurs, but if one of her students experiencesthese sensations, shemay be of help to the student by pointing out the temporary nature of thediscomfort and lack danger in menstrualpangs. She should never referto the menstrual n2riod b; any slang name and discourage negative referencesto the period by her students. Her own attitude toward the student'sinitial learning struggles should be casual and sympathetic. The femal teacher shouldmake it clear by her actions that she is available to helpif needed in changing and positioning pad and should avoid show of either discomfortor at the other extreme, immodesty.

Boys in the trainable group may not as often experience thespontaneous physical arrousals common among post-puberty boys. However, these dooccur and sometimes cause the boy discomfort, fear, embarrasementor an urge to unsocial activity. The teacher should expalinthese occurrencesas natural happenings. Socially acceptable behaviorshould be stressed. The boy should be helped to find occupations that will relievehis tensions inan acceptable manner. For most trainable boys, thispattern of modesty and substitute tension relief willbe their only approvedpublic sexual habit pattern of their entire lifespan. Therefore, the teacher shouldtry to instill this patternas a habitual practice.

The teacher may be able to stress the role of themale and female in society in sufficiently lucid terms so that some trainablesare encouraged to play their sex roles only to the extent they are ableto fulfill the responsibilities. However, much of the sexualeducation of the trainable will need to be limited to concrete do and don't. Such learnings needto be of the nature that will allow him to pass unnoticedand by the camouflage being unobserved allow himto be free of victimization. The student si:ould be encouraged to always tell his parents wherehe will be and who he Jill he with. Modesty and lack of publicdisplay of person and impulses should be stressed as definsive measures as wellas socially desirable Learnia3s concerningrespect for other's privacy andperson shout fl .e stressed. The student's home situationsnould be considered in e4=Icatio.i. Some homes may give the studentlittle supportor pro- cectioo these youngstersare in particular need of the guidanceand support 0: the Tr%iniig School in sex education. The teacher may wishto leep a case of miceor rabbits at school touse in teaching reproduction. Some simplified chart andfilm material is availablethrough public health services and libraries. PX .:4IACJtiun Page 2

Th., :.eacher should recognize that while it is generally recommended oral children receive sex education as their questions indicate tae tcaiaable child is generally unable to form questions to seek neeed information. The teacher should provide sexual information as it is needed on an individual basis. BIBILIOGRAITY

1:1),-/ To Teii the Retarded Girl About Nellstruation,pamphlet, ttliSCOOSiA.

34hAson, Ilucatingtne Retarded Child

Missouri. Divisio0 of VealL:=, A Boy Grows Up,pamphlet.

Nissouri Department ofii'ducation, Instructors'Film Strip Manual.

Missour- Department ofEducation, Program Guidefor Missouri Teachers.

The Three R's Z'ortne Retarded.

Perry, Naralie, Teaching the Mentally Retarted Child,Columbia University Press, New York 1960.

Pres. Comm. on Mentally Retarded, The MentallyRetarded: Their New Hope... Pres. Comm. on Mentally Retarded, How to BringNew Hope to the Mentally Retarded.

Roseneig, Louis E. andLong, Julia, Understanding and Teaching theDependent Retarded Child, Teachers'Pub. Co.

Ryan, Mellie T., WhatEvery Teacher ShouldKnow.

A Visit to theDoctor, Golden Books Pub. INTERPERSONAL RELATIONS:

Committee

Chairman: Verelle Peniston Chillicothe

Original Members: Fern Jones North Kansas City June Flint Bethany Marie Eberting St. Joseph Pat McAuliffe Kansas City Marilyn Pearson Cameron

Reactor Members: Joann Austin Popular Bluff Patricia Spiesz St. Charles Itha Caskey North Kansas City Betty Heisserer Kannott JoEtta Campbell Kansas City Hazel Carr St. Louis Velma Harmon Bowling Green Helen Gammon Flat River Vinnie Smith West Plains Gene Lewis St. Joseph INTERPERSONAL RELATIONS

INTRODUCTION

The most glaring deficiency of a trainable mentally retarded person is that of social deficiency. This deficiency immediately categorizes him in the eyes of some people as being less than human. Thus this area cf Inter- personal Relations is very basic to the training of the mentally retarded. Unless he looks right, feels right, and acts right, he will not be given an opportur2,ty to fulfill his potential, to use the academic and vocational skills he has mastered in school.

The learnings listed here are developmental, sequential, and measurable. The activities are not an end in themselves, but merely suggestions as to a few ways of teaching these learnings. The creative teacher will use them only as a foundation upon which to build, taking into consideration the pupils' individual abilities and needs, the materials and equipment on hand, and the resources and mores of the locale. The materials and equipment listed are but a few of the myriad of resources that can be used to teach and reinforce social adequacy. They are listed to make the teacher aware that physical materials are necessary to the teaching of intangible and spiritual attri- butes.

The underlying theme of teaching this area is that success or failure begins with and depends upon the teacher's mental health and attitudes toward the pupils. Unless you, the teacher, can accept, touch, laugh with, sympathize with, discipline objectively, see beauty in, and extend human dignity and respect toward these children; you can never hope to help them to look right, feel right, and act right. ,,ro.,,,,,,:,,,,,m,,..i.7,,,t,..w.,, rs ,saFsvm,,rzxr:\v44smartms,rs,..^^. rwr..tltx , General Aims: INTERPERSONAL RELATIONS 2.1. To thedevelopfacilitate child social with the habits,growth of a feeling of security, a sense of belongingness, attitudes, and skillsa sodesirable that each personality, provide tasks, child, according to his abilityand satisfaction in adequacy. materials and activities that and level of learning, will so furoish 4.3. Toefficientwillstructively establishhelp conduct each worker thosechildhimselfand tofor habits,develop the ingratification. maximumsuch attitudes,some special and interestsskillsa whichway and as willabilities not to be immediatelyof his ability. help each individualidentifiable child as mentally which will enable him toretarded. use leisureto be time a responsible con- and b.5. TobecauseTo locality,lead plan each hemeaningful hasthechild learnedschool, to community basicpublic accommodations,concepts,experiences by whichexperience, commercial will provide of his thephysical services, and social and child with a feeling of environment which includes his recreational agencies. environmental security immediate 16 accepted practices in LEARNINGS mosta sensecommunities. of respect and reverence for ACTIVITIESPRIMARY those patriotic and religious activities which are BecomesSelf-Awareness aware he andis aDevelopment person - orHavefigure vertically. child puzzle assemble which all is cut straight parts of face or across Songs:"Put"My Head,Your FingerMy Shoulders, in the Air"My Knees" MATERLALL& EQUIPMENT Assemblecut intoout manikin andbody mounted parts. from onphotograph cardboard, of child then Child-Music Activities for the Retarded Recognizes and responds to own TeacherEncourageDisplay makesindividual child nameplates to findpictures himself.for ofall each the chil- child Individual pictures name yourThisdren isandname. my herself name. Youand aresays, "I am Miss This is . attheGreet school. room. each child individually Let him know you are happy he is as he enters Music"Good"GreetingSongs: Activities Morning" ,one for "Birthday Retarded Song" Child -- Sing and Learn LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT, Colorname.Label cuethe nameschild's to belongingsaid recognition. with his Print in large distinct letters. Responds to simple directives me."himTeachername at inthe calls a samedirective, child's time. name"Tommy, and cometouches to Use child's Songs:"Looby"Chiapanecas"-Music (Action) Loo," "Mulberry Act. Bush" for Ret. Child Beacceptabletion.Keep certain directives you response. have singular the child's and very atten- simple. Wait for response. Reinforce Becomes aware of his own sex Sort pictures into two categoriesPP *A such Boy doll and suitable clothes Qualifyas"Boys - Boy's willdirectives clothes sit at suchthe bigas: table." Boy's toys POI 1114 Girl's toysclothes Girl doll and suitable clothes Whenwitha "Girlsgiven a "goodchild task,will boy"tries workteacher or hard at"good their expressesto girl."accomplish desks." approval Hasappearance basic concept and behavior of acceptablea. Blows nose when reminded drool,him,Remainis rejected.and etc.objective. he is sweeter Never without make child the mucous,feel he This is somethingHelp him he to can know you love Kleenex b.c. WipesRefrains drool from when unacceptable reminded easilyCalmlyremember take give to care dotissue it.of. to child. This cue, You will help him Song: body handling.3.2.1. Masturbation PickingBiting fingers,nose nails orhair Teachbeaccompanied more how effective to byblow a meaningfulnose.than verbalHelp look,if reminders. necessary. may See"Clean Area Hands"I - Self-Care - Sing and Learn ^ IftI,TfniT. !WY,. CIAX .rn-trrryrrmum", , LEARNINGS ACTIVITIES MATERIALS & ultingla e.d. Makesclothesclosed.Returns an effortproperly from bathroomto rearrangedcontrol with hy- and opportunitiesKeepactivities children geared foractively to theiroccupied success. ability, with with collectionFingertoys, paints,clay of or pictures puzzles,pla-doh, beads to sort andput-together to string, perexcitability.3.2.1. Perseveration CryingLaughing handswithA Neverbored thebusy let childnearest witha childwill manipulative available entertainlull sit. object. materials.Keephimself his Dept.clothstack, of for sampleMail children Order book Companieswith to feel. swatches of - Catalog ChangeDecreasetriggers the environmental pace,hyperexcitability. stimulation that 18 experiencesSomethe childrenchildren, that should but will only notmotivate be exposed scene or activity. over-stimulate the most of to Wants to participate in self- Keepplaceregainhypersensitive awith limited his quiet composure. number child.activities of Provide a quiet: to help him directed activitiesa. Directs self to object andpicks it: up. AtChangeon same shelf the time availableselection every day toregularly. tellthe children. educational toys children, d.c.b. ReturnsRepeatsUses object objectaction constructively towith proper place.tofor his a lengthability. of time relative many objects. and noise."playdren"Go withhaveget Set theourchosen timer toytoy until you want."a Whentoy, allsay,or chil- "Weclock. will we hear this When timer Timer, alarm clock Keepshelf.rings, your say, goals "Put realistic. ' your toy hack on the Do not: expect Crayons, scissors, paints and easel withofcutting,toothe taskall long.young schoolvery painting. child gradually. activities to Increase time and complexity stay with one task Use this method - coloring, Group Behavior LEARNINGS Interaction with ACTIVITIES MATERIALS & EQUIPMENT adultSchoolFormsteacher). outside Personnela close of relationship family (usually with one beThe part teacher mother of -the part young teacher, retardate forming must a. vocalizationCommunicates with pleasurable ofthisandtheficial. affection thebridge stage unknown betweenreasonable is bothworld the necessary of physicalsecurity school. and expressionof bene-home At b.c. BringsExpresses "gifts" affection spontaneously acceptably Teachyouimportantteacher's whenchild needed. tothatname, say he orall be "teacher." orable part to ofsummon It is 19 Obeys when directed by words, gestures, ExpectBeitthe it is child's rock,thej,iven, child worm, gift with to orin warmthobey meltedthe spirit and candy, pleasure. in acceptwhich and being bodily moved.a. Listens"Don't touch'and responds and "Sit to clown. No," WaitBerepeating certain for the hedirective. childhears toand respond understands. before b. onStarts commands and stopsor cues. all activities Teacheryourchildthe chair,"pencil ingoes turn to to "get - circle me,""Come me "go theandto wash circle,"book,"requests your "bring "bringhands."each balAlternatewithpiano, directives, a certainsing by usinga phrasesuchactivity, cues as that rathera chordetc. they than onconnect thever- ±1,..7tyrxISIR,Thurn.,74)770,7.7neirMtWASTPX9rEFIRWST-",7wmirtzstifIS7704wAwm,,,,.. "trttm butBeginning relies onto adultdevelop help inner control LEARNINGS Listenin you; to sympathizethe child; withencourage his hurts. his trust ACTIVITIES MATERIALS & EQUIPMENT b.a. dailyAsksSeeks forschool help and whenactivitiesaccepts hurt help in A dosteadyingorsourcesand more "Stop a meaningfulto for that!"handhelp self ona childcontrollookan arm fromrally orthan teachershoulder his a "Don't"re- can Recognizes all school personnel PromptknowledgeHelp only children allwhen requests helpto greet is positively.needed, all school but ac- 20 a. Callsableand otheraid,sounds busteachers driver, by cook,recogniz- Teacherspersonnelsubject should tobyand thename. teachagree authority thethat children childrenof all toschool are re- b.c. AcceptsexpectKnows which thefrom assistance serviceseach heand can Helpaid,spect children busand driver,obey to them.make and "gifts"regular forvolunteer the authority of each. whohelpersas"thankor hashelpingon their atrenderedyou" Christmas, with birthday.card a torecentfield presentValentine's trip. service, to someone Day, such Make a composite Interaction with peers1. Learnsreturns which to itdesk on iscommand his and MakeareashisUntil alabeled gameofchild the of deskbecomes roommoving inand theschoolfrom back same desk tooriented, location. theto otherdesk. keep 2. Develops a willingness to share PraiseDuringchild childwho music fails. who time succeeds. wait turn to use a Encourage Rhythm instruments a.and a desire to take turns. Understandsyours. "mine" and tt Taketoyfavorite turnsor getting instrument:. being in"first" line. in selecting a LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT b. equipmentUses school cooperatively materials and TakeSharea large turns an ball activityon playground equipment - rolling or tossing Large ball groupLearns to function as a member of a Provideorto duplicate variant ample uses.grouptoys. supplies;Give verbal similar attention animalpaintz,SetOutdoor of set, smallpictureplayground doll blocks, housecards, equipment doubleand barn andeasel furniture and b.a. childPlaystouchingShows doingalongside awareness much of theof another others by same tionProvidethat of encourage twoactivity or three participationcenters children. around and the coopera- room 21 c. Participatescirclething, activities without in teacher-led cooperation SingingHaveof largea numbergames, blocks, ofcircle children Supervise activities, play closely. with rhythm e set RhythmBlock instruments,buster blocks records Learns to listen and respond groupcountingband, participation.action songs songs, offer fingeropportunities plays, and for priately to other children appro- Havethem,somethingandrelates alistening. "showthey experiences. to willand share. tell"listen time to us."when child Clap for those who have "If we listenStress to being quiet Minimizeother children undersirable a.actions toward Control biting and spitting Steps for teaching the1. meaning NO: Immediacy-Theinfraction.the crime immediately punishment must upon the meet b.c. ControlControl hitting kicking 2. Captureoftaking"squaring" the theexecutioner.his child'shands him directlyor attention shoulders in frontby and d. Control pushing and grabbing 3. good,Shakeiously determinedfinger close of to other skake,his nosehand and precar- - one say LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT 4.5. Holdseconds.not"Nov fingerloud, firmly butand andwithfrown authoritatively, a forstern five frown. 6. Thenanddon'tchildthis you smile like means thehope whatandfeeling "Ito administerlikeconvey that you to the the teacher you are doing." - but I a hug, JuliaSteps forMalloy, Teaching Trainable "No;' Childrenquoted from Acquires basic social habits Bears"Dramatizing and "Little "Goldilocks Red Riding and the Hood" Three mind.likes me, but she expects me to Stories: 22 b.a. KnocksInvites, before "Come entering in." Structuremakesto emphasize knocking classroom useon doorsof situations amenities more meaningful. inbeing order Child-sizedtea set ,play house,"Goldilocks"Little furniture, Red and Riding the ThreeHood" Bears" d.c. ShakesRespondsto "hello" hands in someandwhen "goodbye." appropriateanother offers way Playingstressed.learning house social offers graces, opportunities but must for be Doll-sized play house, furniture, e. withUsesto reminders. do"please" so. and "thank you Promptdirectedcomments child in or order toreplies make for suitable toit otherto be courteous children.effective forSongflexible Retarded- "Good family Manners"Child group - figuresMusic Activitien, g.f. UsesSits spoonat table or forkwhen ineating preference orCompliment actions. the child on courteous words h. Doesn'tto fingers. gobble or wolf food A pupilsuseTeacherteacher courtesies and setsshould teach example sheeat table islunch bytrying never with to failingher teach. manners by example. to See - Self Care, Section I mother,daddy',Recognizes'myInteracting etc.) brother,' family with andmembers Familyothers as (Grand-"my 'my mother, ' 'my sister," Cutetc.sexes outfind picturesandthe varieddaddy, of ages.thepersons mother, of boththe baby, Have children Manipulative family groups:figures,flannel graphblock figures,figures, :lexiblepuppevs LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT Makesfamily an effortmembers to say names of UseCountdepictingfamily. these and pictures hisname own members tofamily. assemble of each a child'sposter Makeshelfagraphs lookpage).a "My for atof Family" itchildrenchild's as a book self-initiated familyto usingfind (one theirphoto- picture activity.own and to Keep these available on an open Understandsfamily member he is by: a contributinga. Doing simple chores at home water.Actuallydishes,Directed washetc. play the with dishes, child-sized using soapfurniture, and Sweep the floor. Make the beds. orhousecleaningPlay crackers, house, furniture, milk,equipment, juice, dolls, cookies, or waterdishes, 23 b. atUsingkeepingcomparable school social to graces school learned house- TeacherandSet "thankthesimple participates table. you:'table "hello"manners. and usesand "come"please" in" Serve milk and cookies. Keep it fun. Makedishes.hechild acompleted very to Send takesimple one anotherhome chartchore recording chart, (pictorial)such as specifyingthe dry days forthe "Now I Look" - John Day Company hisExhibits parent acceptableor parents behaviorvisit school. when HelpPrepareanother child task,child to thefeelfor next visitsecure week. whenever in his schoolpossible Home visit, school visit b.a. GreetsparentReturnsfriends parent observes. to who task andit is.attells hand his while Ashasislife parent activitiesinterested and leaves,encourage atin helpschooland him wantschild tothat know toby his see. saying,that family he c. Canout tell tears. parent "Goodbye" with- Mother.'work.activity,"Weshould must succumb staya chance at toschool totears save and and face, finish clinging. if ourhe Then you can take it home toAlways give him a substitute - A`7k.-17 crirMNZ".47%trnI17,1 1"Tint -"Vi'`NrFt;r1XVIZ,E, rjrnc'EFP,W9A41 IN 3: Vu7RSTM17.7117r DevelopservicesFunctional environmental Experiences security with .public LEARNINGS ACTIVITIES MATERIALS 64 EQUIPMENT ReconizesRecognizes thethe firemanpoliceman as asa frienda friend arechildpoliceman,Usetive someonefilmstrips, knowfigures, fireman,whowho theypictures,likescommunity andare them postmanand actual helperand feel that visitsmanipula-that they, they by to help graph,Communityflexible puzzles, Helpers:figures, puppet puppets, playmates flannel- block figures, Learnsthe telephone to respect: and thethe servicespost office of realGivethemin turn,telephonechildren play canwith experiencelike.if it. possible. with Use it as a directed Never leta discarded Real telephone, toy telephone 24 b.a. Answers"Hello.aRealizes toy. telephone I'll the calltelephone by mommy."saying isn't versation.housephone.haveactivity. onlyfor freelimited play use and with to stimulate Keep toy telephones in the playChildren at this age need to a real tele- con- d.c. NeverRealizes disturbs the mail the is neighbor's important. LocateLet each mail child boxes mail while a letteron walks. with his Put - toge tlier toys: e. mail.putsBrings it inin parent'sspecified mail place. and mailChildrenparent'sdesk. and placenamego as andita grouponhome teacher's-in-charge addressto bring in school Caution, 'Mail is important. on it. de mailboxtelephonetruck with highway signs whatconcerningInhelp, Parent-Teacheryou but are we the tryingare telephone very conferenceto careful.teach and their theemphasize ' mailchild .4ithservicesFunctional adult supervision,experiences withtwo or commercial three and ask for their cooperation. restaurantGrocerybusinessprimary store, childrenplace dimeand can behavestore, visit acceptably. a local isandSet thatDirectmade. upare articlesplay notplay storesto carefully. bedisplayed takenin the unless belongclassroom. some to theexchange store Convey to the child LEARNINGS Schedule field trips after careful ACTIVITIES MATERIALS & EQUIPMENT advancestorethefor groceryeach orplanning. sometrip, store, article such a as smallneeded to buytoy at cookies school, Have a specific purpose at the dime at or WithFunctionalrecreational adult supervision Experiences facilities two with local or three Pointto order out anda soft discuss drink local at a restaurant.recreation PoolNeighborhoodacceptably.primaryrecreation children areasParks, can and Swimming go behave to local wayTeachareasschool we correct behavewhile playground, onatplayground walksthe public stressingor behaviorschool playgrounds. thisexcursions. is the on the homewillhaviormingIf pz.ogram. andknowat at all hethewhat willpossible, public to not do, pools.draw hehave willattention feel to This will insure good be- a school swim- The child at RecognizeandFunctional religious the experiences norms.American flagwith whenpatriotic he himself.Begin every school day with some activity American flag a.acceptablesees it, andmanner. responds to it in an Graspssignificance. a minimum amount of its Pledgebuiltableandfor slowly onvocalizationstheof the Allegiance,most byAmerican thepart teacher andwill repeatedflag, respond only whileusually makeclearly by children emulat-pleasur-the b. Makesattentionof Allegiancean effort and repeat toin standunison the at Pledgewith Havestanding oneteacher's erect, child rightholdposture. thehand flag while others over heart, and Note:flag. DoEach not classroom let the shouldchildren have play a others. myTeach lovelookflag. theatmy It theflag. youngis flag.red, Ichild love white, tomy country."and blue. I Praise effort. say, "This is with it. LEARN INGS ACTIVITIES MATERIALS & EQUIPMENT FlyordinarilyRide the around school flown town flag andon everyday, dayslook whenfor flags.flags except in are prayerRecognizes in an prayeracceptable and respondsmanner. to assumeandNeverinclement playful expecta prayerful weather. activitya child attitude. toand stop immediately some noisy b.a. beingRespondsenceImitates quiet.when to gracean public attitude is saidprayer of at rever- bymeals. eating.Teacherin unison says witha simple her. Children attempt to say it grace before Puzzle, "We Say Grace" ThisTeachStresssaid is childbeforeabout being to thestarting quietwait only untilwhile to eat others response that can grace has been or drink. pray. Ablenecteda limited to appreciatewith way some in patriotic,theand festivitiesparticipate religious, con- in Planbe expecteda school atparty this for each holiday. age. Thanksgiving,Day,and traditionalEaster. Christmas, holidays. Valentine's Halloween, pretty.dren.Decoratethistions. Conveyis thetheir toroom roomthem with the seasonal feeling decora-that Use art work done by the chil- - they have made it days.usuallyExpose For associatedchildren instance, to with allowmodified specific children activities holi- to pumpkin, boilednrable eggs,tree decorations,non-loxic dye large decorateandjack-o-lanterntree huntexchange and their Easter exchange valentines,classroom outeggs. ofgifts, a Christmas pumpkin,and make color make a real LEARNINGS attentionandVisit call gaily suchof decoratedthe points children of areas interest as indecorated ACTIVITIES your town to the MATERIALS & EQUIPMENT anstoreteacherridinglive opportunity windows,Santa aroundordinarily Claus. toNativityin teach aThis isschool notbusScenes, withbusmanners, andthe offers chil-since can be done by or a Self Awareness and Development - dren when they are in the bus. INTERMEDIATE Recognizesidentity. and expresses his own ettehair,TeacherFinds among eyes, himselfmakes others. etc. silhouettes. in Recognizes group photographs. Child colors own silhou- NewspaperCompositepicturesSnapshots clippingsSchoolof of school school pictures thatactivities activities include write,accordingTeachtelephone orchild trace to number, tohis hisrecognize own ownage, ability. and and birthdate, point name, address, to, centersCharts,telephone displayingbulletin numbers, boards, namen, etc. andaddresses, interest Becomesindividual aware of himself as a useful bySetmakeTell each up himstories, achild jobfeel charteachimportant.inserting day.with achild's job to be done name to Stories: "Like"Just Me"Like - Me"Childcraft - Scotts-Foresman No. I presence)ofDisplay it to child'spraise towork visitors and find (in his some part Songs: "Greeting"M"Put Is Yourfor Mary"Song"Finger in the Air" Teacherhaveifimportantin theywhicha createsplace were allto to notthechildrena fill,classroom there.teacher and feel wouldandatmosphere they that be missedthey are "Thank"Good"Everybody" Morning" You" - SingMusic and Act. Learn for Retarded Children 171>!.. TIVW,70VTOCiiiWillta7.10",N, rtii r Tinalqqa-VrtIVIA.41,10af oftenIs aware reminds of right others and of wrong misbehavior and LEARNINGS TellThis tendencychild, "How can nicepresent that its you own can problems. remember ACTIVITIES MA TAILLLEAFALLUMEI termsIs beginning of what tohe becan realistic do in mentsUsetheforgot. charts rules.by use to of show stars child or stickers.his accomplish- Let's help him to remember." feels bad because he reach,Note: sequential, and rewarding when New tasks must be within childexpectedactivitiescomplete.success progresses, ofin ifhimprevious he and understandsgoal has activities. increase met with what is is Child will attempt new As 28 effortRealizesful to to others somecontrol habits and them. makes are distaste-a conscious Remindthe need child to quietlycorrect andsuch privately social offenses. of difficult, but must always be realistic. a. blowsRecognizes it or asksneed forto blowhelp. nose and TEACHcaringIf child IT for NOW. hasthese not needs mastered prior techniques to this of He can't do it if he age, Tissues,Books:See Area physicalI, Self-Care training exercises, "All by Herself" All by Himself" b. Makesand effortwipes chinto control if needed. drooling mission.Allowneeddoesn't childrenit, know without how.to getstopping a tissue to askwhen per- they postersSongs: - Music Act."Clean"Look for in Hands"Retarded the Mirror" Child d.c. TrieshairIs distrubed tomussed, catch whenorsneezes. clothing face is torn,dirty, orderDiscuss to themake need friends. to be clean and neat in Filmstrip: "We Get Ready for School" - Sing and Learn T.P.R.C. e. andGirlsit. skirtswants sit towithdown. do feetsomething on the about floor E. andBoys return are conscious to bathroom of anto openzip up.fly privacy.ahim,If private child hoping forgets,matter, he will towhisper gethe caredthe a ideareminder for thisin tois ShoeZipper model and button boards g. Uses acceptable words LEARNINGS r gestures Teach child to ask, "May ACTIVITIES I use the bath- MATERIALS & EQUIPMENT Acquiressophistication. some degree of to express bathroom needs. work Havethanroom, child routinely. please?" perform if tasksthey need in the class- to go other Pegboards, completely filled with a. ownFollows choice through and tasks assigned. mt tasks of his Periodicallytograduatingroom choose starting the togive taskthe with child he the more difficult. most simplean and opportunity withcolors;tovarious string,set pegboards, patterns;colors, any ...set with and sewingpartially cards; filled beads rows of single clearly under- b. without4orks unnecessaryquietly at his talking.own task hisHelpis own beneficialchild and tohis realize andneighbor's when he is hindering wouldlust prefer. hm: much talk work. stood assignment. 29 c. acting.Listens to directions before outeachsimplePrepare the child taskdirection. a picksset on ofthe cards, card, a card and carriesPlay a game in which each bearing as read by a Book: "Listen and Help Tell - Abingdon Press the Story" bandiesPlaythe records teacher. that requireand use finger plays or actions to simple Rhythmic"Imitation," Activities "The Stairs," - donePlay"putdirectives. bya your gameentire handswhere class on your shoulders" directions, such areas ChildrenEducational Rhythmics for Handicapped d. Puts away equipment before going childof the who game. misses the directionat once. is out The e. orDoeson regular tonot another become routine task.upset is changed.when job UtilizeOccasionallyitties. fun. cooperative change routine clean-up activi- and make Materials:neatnessNote: on thv part of the A neat room will Job chart encourage child. explainedUseRoutine calendar changesbefore or carriedshouldclock be to illustrate. out if possible.introduced and ClockDay bywith Day movable Calendar hands -,"7,T.,."'N1;7^..NWIT: ? . Z. r A ^,.....^.,,,,,.ssirivalyci--4Tw-r..q 'r.f.,:r1W-2.,\Nla LEARNINGS Makesuch forslight as:different routine activities, changes everyday, change Change seating arrangement ACTIVITIES MATERIALS & EOjLPMENT SchoolGroup behaviorpersonnel - Interaction with Helppositionsfrom child classroom inlessen line to hisas lunchroom, childrendependence walk etc. on you withownworld schoolteacher. by forming personnel close other relationship than - Has widened his his Alwaysmakebyschool encouraging childspeak personnel. feelwell him thatof toschool they relate likepersonnel, him, to other 30 Callsusing all Mr., school Miss, personnel or Mrs. by name Teachpolitelyhim,that childrenthat there tohe requests mustareto greet manyobey of them.and school respond ways they can help personnel Teachautomaticroutineand visitors.child remarks sociallythe correct so acceptablethat it will reply. be response to an Hasin respectauthority. and not fear for persons mostpersonTeachrespect. familiar respect,of authority - andYOU. notwith Be fear worthywhom toward they of their arethe ba. Likescourse.Obeys toadult help as adult. a matter of understandable.withStateNote: use reason of fewest for restraint' words possible. and make it Firm insistence on obedience, d.c. wayAsksadult.Expresses for and affectionaccepts help in acceptablefrom Teach children to express their affection creatinglove.relaxation,Note: room enthusiasm,atmosphere ofand helpfulness, brotherly TeacherSpeak kindlysets the to examplethem, act by helpful e. Gives compliments spontaneously. whenby"Youtothan giving say,you hugging,have are"Ithem a like gone."pretty substitutekissing, you" dress." "You etc. "I miss areactions nice ratherto me," Prompt them you althoughence,istoward very listen them,theobvious tosolution act them to properly you.sympathetically, to their in theirproblem pres- LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT tionShares with his others teacher's willingly. time and atten- HelpGreetequally children the important children to realize toindividually the teacher.that all are when Teachwhenteacherthey childrenhe arrive leaves. is talking andnot say goodbye to.each one to interrupt when personnelRunsfrom errands his teacher and carries to other messages school returnanotherSend the them. classroom child to withthe Some children to another person. office or writtento notes or to can carry verbal childUsemessages a getslist and anin shouldopportunityorder be encouraged to be certain every to be "errand to do so. Note:Job Chart, Armbands. Cooperation between teachers is functionInteraction as witha member Peers of - Learns toa group evidenceRecognizeboy!'for the of day.and social applaud growth, the Use armbands to designate most minutesuch as parallel "Mestsenget" whatnecessary.courtesy he wants. and take time Treat the messenger with to understand a. Participates in a group activity EncourageRecordplay where progress child once totherein joinbehavior was no participation.group by using journal. FilmstripBehavior andJou:mals record: b. Doesfor notat leastinsist fifteen on his own way. minutes. Provideformcircle minoropportunities activities. responsibilities for child to per- to group. Filmstrip: "Recognition of Responsibilities" -S.V.E. "A Day at School" - E.S.V.E. UseaEncourage fieldpal. "buddy trips. thesystem" isolate when child going on walks, to select c. Conforms to "taking turns" ThePraiseProvidesomething, others both a listenstory tellerhowever timelike and brief,when listener. a polite audiunce. eachto thechild whole tells group. LEARNINGS ACTIVITIES MATERIALS & 'EQUIPMENT d. Preferssolitude. group activities to givesRhythmPlanorchild is activitiespractice bandbandin turn encouragesdirector. at playsthat taking requirea participationfavorite turns turn as instrument eachtaking. and Partner"RhythmRecords:-Educational band - Square instruments Records, Dance Records"Honor Your "Let's Have A Rhythm Band," Respects the property of others Childfor smallis assigned possessions, own desk, place chair, for clothing, box -Music"La"Marches," Raspa," Act. "Minuet," for"Children's Ret. "DanceChild Polka" of Greeting," a. materialsUses school cooperatively. equipment and Displaychild'splaintowel, that name.schooltoothbrush. these materials belong Label toon everything alla table. of the with Ex- 32 b. Willpossessions. share or loan his own Haveandobjectschildren shared. child to anddistribute three are membersto beidentical handled of the small carefullyclass, in- Filmstrip and records: "Respect for Property" -S.V.E. SingRemindcludingthis songs is childhimself. mine." that that recognizes things have ownership owners. of He says, "This is yours; Song: "New Clothes" -American Book Co. c. Asksofit. otherspermission and remembersto use property to return Insistarticles.touchestoys, childcrayons, the askpossessions etc. permission of toanother borrow Insist no child suchUses asand secret, appreciates promise, abstract friend, words ChristmasunlessUtilizeowner. he opportunitieshasseason received to teach permissioninherent the meaning at of the the of colorFilmstrips: strips and records) - Eye Cate "Oaktree 7" (all four prize, gift, neighbor. Makedon'tidentitysecret gifts tell. forsecret.) family or friends and (drawing names and keeping the It's a secret. House,"Acceptance"Consideration Inc. of ofDifferences" Others" -S.V.E. wordUseteacherillustrate "Autumnoften andin at theinterchange pupil.Oaktree word "promise."7" betweenfilmstrips Use tothis e,4,Akt.1 Nv,iitgrewa+vA., tyki wiiaat LEARNINGS Use singing ACTIVITIES MATERIALS & EQUIPMENT Teachsituationsillustrate children as the howthey word, game, "Rig A Jig Jig" arise.to be friends using "friend." to Puzzle:Story: "Billy Goes"Love to School"Thy Neighbor"-Scott Foreman keepingdeskHappyspectSet "neighbor." upStreet." of hisroom neighbor's with desks own home intact and in Call person in Encourage pride inproperty. as "houses along adjacent re- 33 asSometimesUsethe theya ability"prize" complete a small of all. a task as an incentive on occasion. prize goes to Sometimes the "prize" that is within everyone Hassuccessfor acquired failure of another socialand individual. congratulation for habits of sympathy Playsuchgoes games as to guessing thewhich winner. whichany child of could win, your hands a. appropriateOffers help times.to another child at Teacherforhaveholds you" the asets rock, whenexperience example child so that each child of winning.by saying, "Good may b.c. IsisCalls hurt.happy for, for assistance child who has met when another Teacher"Better shakes luck hands next time" when he fails. is successfulwith winner and and Filmstrip and records: with success. shakeforlosingSincerunner-up; unacceptablehands, mostand substitutesretardedencouragesthis loser acrioa. takes the sting children love to acceptable action to do so. out of Inc."Autumn at Oaktree 7" -Eye Gate House, misfortuneUselaughsfor "funreto unacceptable or misbehavior. share about his behavior ifown or another's a laugh, "not funny" a child LEARNINGS d. ill,Is sad absent, when aor classmate has misbehaved. is hurt, duringUse proper roll wordcall: and facial expression "Ann is here. ACTIVITIES We are happy." MATERIALS&IDLIPMENT haviorLearns to control disinhibited be- Maintainconfusions consistent and lessen attitudes tensions. to avoid "We"Ann missis not Ann." here. She is We are sad." our friend." AsuntilRemove mediator he child can ofregainfrom a conflict, group if inner composure. necessary or outer, RemoveencloseScreens toys "quietor curtainsor materialsplace." to partially anacceptablemakeSubstitute unacceptable sure theconduct an participant acceptableact. and what knowsactivitiy is not. what foris otherssituationstheInsist by children hitting to help crossor themkicking. their resist feet bothering or fold hands in circle or close contact Has acquired the habits of being by"Don't "Close talk" your andlips" "Don't or "Fold hit" are replacedyour hands." a.ofcourteous others. and respecting the feelingsThankUses spontaneously You, Hello, Goodbye- Please, Emphasizetimes.Stressto negative. "please" positive and approach "thank inyou" preference at all Note:shetoinfluence. practiceis teaching. religiously the courtesies A good example is a powerful Teacher must be careful b.c. RepliesUses "excuse tc, "How me" arewith you?" reminders. d. Shakes hands. Trainattors, appropriate to introducing meet and times. shake themselves hands withand othersvisi- LEARNINGS ACTIVITIES MAITALAILfiSSLTLIJMENT e.f. AllowsWaitsa room. and others walks to in precede line: him into Dramatize good manners shown in films. Filmstrips:"Good Manners make Good Friends" "Billy and the 'Manner Man" g. Opens and holds door for others haskindness,At endobserved of courtesy,day that teacher day andrecalls or self-control she rewards by acts of Rhythmic(simplified Activity: version) - T.P.R.C."Good Manners"- Educational bulletin board recognition,PlaceAdd names gaily to decoratedSanta's namelist. on it in Easter Basket. egg with child's such as: Records:rhythmics 4or Handicapped "Ach du lieber Augustin"- Russell Label Children Practiceroom. good mannersPlace in school balloon with child'sin clown's hand. Use praise and rewards name on it lunch- "Manners Can Be Fun" - Frank Luther h. manners.Practices (1) elementary Uses napkin table properly, Placeforce a "blueeffort ribbon" to conform. on table where to rein- BulletinPocket EaselBoard (6)(5)(4)(3)(2) UsesEatsDoesAsks utensilsslowlynotneatlyto havebelch and(leans foodproperly. quietly, over), at table, passed, "good manners children" are sitting. i. others.Enjoys parties and entertaining No.cocoaDivideto 1 converse.gnpup or children Koolaid entertain intoand No.serve. 2 two groups. group. Melp them Have Make Complimentrefreshments.tions,Invite decoratemothers good points totables, of the Discuss afterwards. a tea. prepare simple Write invita- tea. vN7r1.1431:RTS,TPNwt 177', 47.ury.tcwiprt.7.-nagr: z. Interaction with Family LEARNINGS Make personal family photograph albums ACTIVITIES Manipulative family group figures; MATERIALS & EQUKPMENT asLearnstributing an entity to recognize member and himself of his that family asgroup. a con- group childandfor printed eachkeep childthis name book withto each ina singlehis page desk picture to . Let mates,blockflannelgraph figures,paper dolls. puppets,figures, puppetflexible play- figures, Callstheir his correct own family names. members by youEncouragelook as atyou when childlook he attochooses. itshare together this bookand hewith "Now I Look" -John Day Company - "Now I Read" Is more knowledgeable about his Readwithdaddy.points each.stories to each depicting and says, family "This life, is my in- His name is Repeat "Billy and His Family" -Follett Publish- 36 a.family and their possessions. Knowsschool. where siblings go to overGivesertingto othersthechildren child'sweekend. the an happenings nameopportunity wherever in to hispossible. relate home -Missing Co., Frances' "In my Books House" - "Peek In" betheorIf mentioned ahasattention member a picture inof of thehis all.in localfamily it, callnewspaper happens this toto b.c. RecognizesRelates activities family car. of family. Make(Helping, scrapbooks sharing, of family and playing.)pictures. d. Knows where parents work. Builddrenusethenfamily acanblocks. changehouse figureseither withto makeplayingworking removable some together.together furniture roof. andHaveChil- or House can be built with Assumeschores responsibilityat home. for regular MakeBlockhome.home simple Busterto keep chartsBlocks. record the of children chores donecan takeat Parent-Teacher Conference LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT attendEnjoys schoolhaving programs.parent visit'shhool or PrepareInvolvetainment.tions, children themplans, actively decorations,for parents' with the andvisit. prepara- enter- ChristmasOpen House Program DiscussDisplayparents.child hasworkcorrect something around behavior the to room. showwhen hisentertaining parents. Be sure each SchoolSpring visit Program Develop environmental security - weAfter forcan theall.do tovisit, make evaluatethe visit and more decide enjoyable what 37 byservicesFunctionalTs community aware ofexperiences helpers.basic services with publicrendered To theirhelp childcommunity, recognize use matchingpublic servants games of in ChildrenSong: "Who Am I?" -Music Act. for Ret. a. Policemanstreet,lost. helps- helps children us cross who the are as:usuallymatching associated type of clothing with the or person, equipment such traffic light - Policeman, etc. whistlePiecesfireman's of or Equipment: badge, hat, postman'spoliceman's hat cap, policeman's b.c. PostmanFiremen bringsput out our fires. mail. visitandVi3itthan invite theone schoollibrary, ata differenta time. periodically, fire publicstation, servantnot etc., more to Prepare the children ToyFirst Nurse'sDoctor's Aid Kitkit bag e.d. Doctorlibrarian makes loans us well. us books. wellafterIn formany experience. these areas experiences. Bookmobile services are Evaluate puzzles,Communityflexible puppet helpers:figures, playmates. block figures, puppets, flannelgraph, availableoutgivesit. a book,children regularly, caring the forexperienceif requested.it, and ofreturning checking Most bookmobiles provide films, also. This rwo'l'oftOm LEARN INGS ACTIVITIES MATERIALS ,,,& EQUIPMENT Hasa.tool. begun to use the telephone as a Can dial operator. aCall trainermonthfree early andor from two,inthey theBell ifwill year requested.Telephone leave to reserve it Co. with Tele- you for This is CompanyTeletrainer,Personal Telephone telezonia Books - Bell Telephone b.c. AnswersCan dial the home telephone telephone properly. number. phoneIf possible, as a piece have of a roomdiscarded equipment. real tele- Providechildrenthe school actual who telephone speakexperience clearly occasionally. by toallowing answer Note:anddialingletters facilitates for onand thethe numbers theirretarded.dial furtherseemsuse of to thesimplifies simplify phone. Using numbers alone rather than Covering the 38 placesFunctionalfamilyservices as and a-experiences memberbehaveCan go ofwithoutto alocalwith group embarrass- commercialbusiness or with Playtionicles dining to in what ocher in willrestaurants, stc%us, be expected. calling buying atten- art- menta. to self and others. Canrant. order simple food in a restau- ArrangeChristmasrestaurant withan excursion gift forparents afor dessert. personforto achildren nearby whose nameto buy b.c. Buysstore. nuesmall item toy in or supermarket. gift in dime mentsschoolstore.they made.have activity drawn withat school advance at arrange-local dime This would have to be planned e.d. VisitsBuys anursery paper ator newstand.greenhouse. WhichAllowTeachIn theheeach children isspring childto replant toplanto keepbuy a and visitatheir smallcare tohands for.planta nursery to belongDiscusstakethemselves them tothe the without facton store such that payingandfield items one fortrips. displayeddoes them. not

41/0/A.I11,1 :EARNINGS ACTIVITIES MATERIALS & EQUIPMENT selfandFunctionaltiontional behaveand areas Facilities.others. withoutExperiences with a embarrassmentgroup with or Recrea-with tofamily - Can visit recrea- Explainbe to(run,timesquiet various tosing)when(walk, children recreational peopleand listen). some thatmay times talkthere areas, whenand decide laughthey if Before going are some must b.a. TheaterBowling alley it is a quiet place or a fun place. d.c. NeighborhoodSwimming pool Park drenawimmingIf atwho all can program possible, participate in yourhave inschool.a bowling and a meaning- Chil- 39 e. Camping areas have.Investigateful way at campingsuch places possibilities will not misbe-for f. Zoo Prepareparentsretarded awarewell children forof thisvisit in opportunity. yourto zoo by stress- area. Make h.g. ConcertsSpectator Sports youranimals.Includeing dailysafety a schedule.short rules music concerning listening people time and in Records: musicattentively,fully,than that appreciativeuse requires goodtoo. music no listening. response and seasonal other music Select music care- Teacher listens - "Pete"First"Nutencker"A Golden and Listening the Christmas Suite" Wolf" Experience" Sing Along" i. Scenic areas aroundDrawrocks,flies. child's us; birds, snow, attention Christmas autumn toleaves, trees,the beauty flowers,butter- andFunctional religious Experiences with patriotic LEARNINGS norms. ACTIVITIES MATERIALS & EQUIPMENT wardHasa. developedflag and patrioticpositive attitudesactivities withCan raisehelp. and lower school flag to- Weatherandresponsibleflag lower daily.permitting, it. for putting display the outdoor flag Teach correct way to Makeraise more capable children up. school PicturesSmallLarge U.S. of flagsflagsFlag for every classroom b. Caninpeat standunison the at Pledgewith attention others. of Allegiaacc and re - Varysequenceture,in openingorder words, of for exercises,patriotic andchild responses to activities dolearn not associated daily, correct pos- use same asAmerica,Original to correct etc.,tape responses, withwith Pledgeoccasional for of individual Allegiance, reminders 40 c. asCan a leadschool the activity. Pledge of Allegiance Letwithand children each.leading takethe Pledgeturns holdingof Allegiance. the flag Filmstrips:quiet"Ann's time School" listening. "A Day at School" -E.S.V.E.- frame 38 -T.P.R.C. e.d. nationalStands erect anthem. when he hears our NowatPraise this is thechildrentime. timetn who organize have behaved Scouting acceptably Activ- Souting equipment: scarves, hats, f. Enjoysothers.Sings flag"America" activities, in unison and withreal- helpconcerninggive itiesto the emphasize forchild love the a of children.andsense flag reinforce ofand belonging Such activities country. teachings and uniforms, insignia Has acquired basic attributes of beizes played the with.American flag is not a to Discuss the name of one's town and a.good citizen. Knows the name of his town. ThisenlargedfromIn mapmany more will roadschools than show map one therelocationto town. display will of be these children Make a modified, in the room. state. towns Moaified road map, real road map b. PresidentKnows the ofname the of United the current States. DisplayPresident.ofofand the the picturesUnited roads the States;that of United theconnect the States. them. present President present Vice- Vice-PresidentPictures of current of U. PresidentS. and LEABNINGS DisplayElectpictures. aa roomchart president with their and ACTIVITIES namesvice-president. and MATERIALS & EQUIPMENT c. parkskeepingFeels freea streets,responsibility from litter. yards, and toward a toschoolGooddistinct put housekeeping trashand carry-over on in the correct playgroundactivities in receptacles.teaching willpracticed have at children d. andKnows school the boundaries yards and ofdoes his not go own EmphasizetheonEmphasize walksyards importance andof"Do otherfield not be peopletrips.of a litterbug" when not going into Has developed positive attitudes permission.beyond those boundaries without to- Whenpermission learning to days e) there.of the unless you have 41 a.activities.ward the church, Knows which church his family prayer, and religious majoritySunday withof people. church attendance week, associate for the Wildwood,"Songs:"Mary"Jesus HadLoves "In A ?fie;' Baby,"His Hands," "God "Church "Thank "Do Lord," "Open Up in Love," in the Your Heart," you, b. meals.Canattends. say a simple grace before ChildableactivityFilltype willona of scrapbook a you churchenjoyshelf can finding forbuildingfind.with free pictures of every Keepor religious thisabrowsing avail-church time.that God" Recognizes public dren.timelooks withlike pictureshis. brought Add to it from time by the chil- to withstand.activityresponse. head (2) bowed,that Otherwise(1) requires Standsand hands sits if others prayer as an a particular quietly,clasped TeachGod,one they childrenfor canour usefood. as Amen"an adult. a simple grace, not a is sufficient. "Thank you poem, attitude.in lap. (3) Assumes a prayerful Dooffend.youraware sponsenot pupils, beof torigidchurch the be in sayingtolerantpreferences teaching of and ofdo all of grace. correct re- Younot are Knows significance of LE &RNINGS own special ACTIVITIES MATERIALS & EQUIPMENT Appreciatesreligiouslocal observation andholidays. participates of patriotic, in re- position,Discourage as classic this will folded mark "Praying the adult re- Hands" Filmstrip:(filmstrip 3) -Eye-Gate "Stories for Special Days" ligious, and traditional holidays. bowed,childrentarded hands assit infantileclasped or stand quietly andquietly different. in lap.with heads Have ThePuzzles:to Little Sleep, Choir, Saying Now Grace, I We Thank Manger Scene, Our Church, LayHouse Me Down Thee IntermediatedesireBeyour cognizant pupilsto celebrate childrenofand religious appreciate and love discuss holidaysholidays. the child's them. of all Help for the Food We Eat eatingparties,opportunitiesseason.them foodto field enjoy associated trips,inherent them fully,decorations, with in each by Take advantage of teaching each holidayplanning holiday. and Sel.flearn Awareness that the &right Development choice of - To Discussactivities, the different and concrete YOUNG ADULT seasons, specific Filmstrip: "As Others See You," confidencegroomingclothing will andand contributedefinitesocial adequacy. personal to self- determine the correct choice of FormalSchoolSex WorkInformAlSeasonalreasons to clothing. ColorPicturesoccasions.Charts"Grooming blends showingand Forarticles Girls" of clothing proper attire for participation.Re-enforceindividual previous interaction learnings in group of Dramatization of sharing: Recreation Equipment Color EgahaLlxLeriallaaxitBehaviorParent - JournalTeacher conference GamesPossessions a.b.a. BeingProperty Personal Leaders of belongings others Oaktree 7 TelevisionTelephoneRecordRadio Player b. Being Followers LEARNINGS Teacher's time and attention ACTIVITIES MATERIALS & EQUIPMENT Groupschool Behavior personnel - Interaction with Usestories puppet family and act out class prepared habitsToand rightlearn confidence which relationand willdevelop for oftend thosetolerance,those toward insocial authority.the loyalty, Nameschool those personnel persons grout. who make up the average CookTeachersTeacher-in-charge Discuss and dramatize situations relating ti AidsCustodianBusSupervisors Driver 43 appropriatethatInteraction constitute behavior with socially peers and -standards acceptableLearn Discussionschool personnel. of desirable behavior: In the classroom Stories behavior for young adults. OnDuringIn the the busfieldplayground taxiworkshop trips Structured83038302Filmstrip At PartiesSchool situation- MANNERS TowardDuringAtIn parties restpublic guestsrecreation rooms places time Flannel830683058304 In WhileAt Publicboard Play Visiting and appropriate pictures Actual situation experiences: RidingGoingAttendingDining bowlingin a busrestaurantparty and or swimminga taxi Practice the following generalMakeEnterReply manners: requests appropriatelyinto group politely conversation for gifts acceptably PostersChildren'sRecord 5depicting - Literature.Values these.5 - The Best in LEARNINGS Receive guests properly ACTIVITIES MATERIALS & EQUIPMENT Discuss the need to: AcceptKeepOffer a constructive assistancepromise appropriately criticism DevelopObserveKeep a secret themodesty, ability respect to respect p-tvacy,admire andown and body work of peers mustBe awarebe rendered that some at aresponsibilities scheduled time. bilitiesPractice at:assigned work-share responsi-PreparationClassroom clean-up for lunch time ClassroomnamesRoom chartwith clockdailylisting -schedule calendarduties ofand time. student Develop the ability to communicate Introduce friends and familyPartyDaily andclassroom entertainment and school time routine AssignedyoungerDuties forroutinechildren committee assistance members with to a group AssumeBeAssumesequencialtively able leadership roleto follow ofpattern. being graciously directions a follower in acoopera- Learnjectstion to andand contribute toinformation select groupappropriate informa- sub- Relateconcerning: specific information toWeather theCurrent class reports news items TelevisionRadio ATaskFieldVacation moviestory procedurestrips trips Picturesrecognition)Objects(Prepare from simple field word trips lists for oultworrLITT=77,71,T,77.4_ Youngsit, adultsand move must with learn ease, to 'stand,confidence, LEARN INGS Practice correct procedures in:Walking ACTIVITIES Fullspace length mirrors, sufficient practice MATERIALS & EQUIPMENT and in an acceptable way. ArrangementpositionPlacementStandingSitting of of feet clothing and legs when in sitting AttainmentDemonstrationthecae activities. charts and for practice motivation charts in and Interaction with family - Learn to DoDiscuss all tasks these efficiently activities: and cheerfully risingstandingsitting procedures beadultloyalty,tolerance,transferring an acceptable directives. and cooperation, thethose family utilization social memberhonesty, habits ofby of AskOfferExhibitReceive questions assistance guestsacceptable ifproperly procedureappropriately behaviormembers in towardand some visitors taskfamily 45 Toquired forlearn gifts. techniquesto use some to previous create itemsac- Makepotchild. aholders, scrapbook tote for bags a isyounger or not swimming clear or.a sickbags, Weave in frames with loopers: ChristmasScrapbook cards,- Suitable Valentines pictures, moccasins.combtechniquesrugs,learned cases, place wood billfolds, andmats. workingmake a gift.booktechniques. marks, Apply previous learned sewing Lace leather crafts: Apply previously WeavingLeatherLoopers frames kits, Lacing To toleisurehelp develop students creatively social learn fulfillments. by to providing use ways andProvide boy:: activities of interest to girls GamesParties Adult sponsors transportation GroupDancingPicnics singing OutdoorIndoor Attend as a group: ParksTheatersBaseballFootball games games LEARNINGS Participate in Community Recreation: Swimming ACTIVITIES Necessary articlea to participate in MATERIALS & EQUIPMENT BoyGirlGolfBowling Scout Scout Organizations Organizations MakeMcCalls,GirlSchools,each It Scout typeBook Handicrafts Pack Manual,of- McCalls,sport. of FunBoy for MagazinpDoScout ElementaryIt BookManual, - knowledgeEac7.1its function student of his mustin environmentorder acquire to partici- and some Handcraft projects andaccommodations.Learnpate to tobethe somesecure basic degree inservices the of community.proficiency of nublic Visita letter. a post office, buy a stamp, mail number.Visitandefficiently dialthe firethe in firedepartment, fire department drills, participate recognizephone waterA Becomesimplecompany, department, acquaintedstudy public of electricity,the library.with a policeman. telephone gas company, To forrecognize its value and toappreciate each stuck:it. school phoneGiveofthe all informationnamenumber, personnel. of theand toschool,the anyone its who location, might ask name and capacity CommunicatL,,n Becomecommunication: familiar with common modes of Telephone Select familiar and most needed tele- TelegraphTelevisionRadio Newspaperbook.phone numbers and programfor a personal magazine telephone guides. 'LEARN IN GS Sirens: Fire ACTIVITIES MATERIALS & EQUIPMENT MagazinesNewspapers AmbulancePoliceStorm warnings mightLearnfunctional bethe useful location commercial to theand younguse services of adult. those that Takeor receivetrips where services one mightfor the go following:to purchase MedicineFood HaircutClothingFurnitureRecordsClothes (boys cleaned or girls) andRecognize phone number.family doctor and dentist name CosmeticsSewing needs and shaving necessities Helpcommunity the students recreational learn facilities.to use the Plan trips to: ClubsParksPlayZoos grounds YWCAYMCA CraftHobbyChurch - sponsored TheatersChurchBowlingRestaurantsSummer activities lanescamps Visit a dining place and order meal srPrfrTIM,Pr,,,,I7TrTgr-,777777, Developone's ownan attitudereligion ofand respect the religion for LEARNINGS Participatesomeone less in fortunate.a project to share with ACTIVITIES RetardedRefer to Church's Ministry to the MATERIALS EQUIPMENT of others. Beshow able the to appropriatediscern difference emotion for:between and prettyfunny -- notnot prettyfunny Acquire the ability to be thankful. pleasantkindhappy - -unkind not- unpleasant happy ParticipateBeof owna worthy special and member relatereligious of the days. significancecommunity and 48 Toone'sa becomeperson happiness. confidentwho can contribute of themselves to some- as Makebeacceptedshut-ins, usedgames by byand youngerorcommunity. otherothers: classes,materials siblings, that could beangetvisitcheckerscrapbooks bagswell to boardscardssick pupils MarkersPly-woodTagScrapbookssewing boards materials and pictures countingnumbercookiesseasonalflash cardscards boards cards PaintSeeSandpaper Sectionand brushes XXVII for cooking equipment Teachsong or a game birthdaythank youcakeanother notes student or a group a chosenactivity.Find the necessary materials for the briefPresent and and simple guide historical students inand LEARNINGS a State Capitol - Jefferson City, ACTIVITIES Missouri Geographic magazines, pictures, MATERIALS & EQUIPMENT state usegeographical any local background.historical events.)(Especially NumberCurrentNationalCurrent ofNational CapitalStatestates Governor President;in U. S. - Washington, D. C. Fiftypuzzles, Stars globe (American Sing Book) State and National Flag (Missouri)HandlingEmblemsColorsStrips inof eachFlag flag PledgeNationalStateFlags ofSong AnthemAllegiance Patriotic, Religious, and Traditional FoldingLoweringRaising Holidays: ValentinebChristmasThanksgivingHalloween Day (Pilgrims) RoomCalendarsStories decorations JulyWashington'sFlagEasterLincoln's 4 Day Birthday Birthday Location of: MississippiMissouriCity or Rivertown River students live in Missouri road map 6 BIBLIOGRAPHY

Antey, John W., Sing and Learn, New York, The John Day Co., 1965.

Bauer, Charles E., Retarded Children are People, The Bruce Publishing Co. Milwaukee, Wisconsin, 1963.

Baumgartner, Bernice B., Helpin& The Trainable Mentally Retarded Child, New Ycrk Bureau of Publications, Columbia University, 1960.

Bernstein, Bebe, Now I Look, The John Day Co., New York, 1965.

Bernstein, Bebe, Now I Read, The John Day Co., New York, 1955.

Carlson, Bernice Wells, and David R. Gingland, Play Activities for the Retarded Child, New York, Abingdon Press, 1961.

Cheves, Ruth, Instructor's Guide, Visual-Motor Perce tion Teachin: Materials, Boston, Mass., 1966.

Connor, Frances P., An Experimental Curriculum for Young Mentally Retarded, Bureau of Publications, Teacher's College, Columbia University, New York, 1964.

Courses of Study for Elementary Grades, State Department of Education, Jefferson City, Mo., 1946.

Crow, Lester D., and Alice Crow, Readings in Human Learning, David McKay Co., Inc., New York, 1963.

Curriculum Guide For Teachers, Gracewood State School and Hospital, Gracewood, Georgia, 1963.

Curriculum Guide for Miller School of Special Ed., St. Joseph Public Schools: St. Joseph, Missouri.

Curriculum Guide, Trainable Mentally Retarded Children and Youth Special School District of Sc. Louis County, St. Louis, Ho., 1966.

Curriculum For The Trainable Child, Southern Wisconsin Colony and Training School, 1962.

Eberting, Mrs. Robert (Marie), A Church's Ministry To Mentally Retarded, Mo., Baptist Convention, Jefferson City, Mo., 1964.

First Aid Manual, (American Red Cross) Northwest Casualty Co., Seattle, Wash.

Gaitskell, Charles and Margaret, Art Education for Slow Learners, Charles A. Bennett Col Inc., Peoria, Iii., 1953.

Gingland, David R. and Winifred E. Stiles, Music Activities for Retarded Children, Abingdon Press, New York, 1961.

Goldstein, Herbert, The Illinois Plan for S ecial Education of Exce tional. Children, The Interstate Printers and Publishers, Inc., Danville, Ill. Guide For Teachers, TheEducation of Elementary ChildrenWho Are of Retarded Mental Development,State Department of Education,Jefferson City, Missouri.

Girl Scout Manual

Hamilton, Lucy. Basic LessonsFor Retarded Children, TheJohn Day Co., New York, 1965.

Hamilton, Lucy, Basic LessonsFor Retarded Children II, TheJohn Day Co., New York, 1965.

Heider, Fritz, Psychologyof Interpersonal Relations, JohnWiley and sons, Inc., New York, 1958.

Horwick, Dr. Frances R., IDecided, In My House, and Peek In,Rand McNally Co., Chicago, Ill.

of Teaching Hudson, Margaret,Identification and Evaluation of Methods College Severely Trainable Children, George Peabody for Teachers, Nashville, Tenn.

Kirk, Samuel A., and OrvilleJohnson, Educating The RetardedChild, Houghton Mifflin Co., Riverside Press,1951.

Manual For Boy Scouts,National Council, Boy Scouts of America.

Molloy, Julia S., Teaching TheRetarded Child To Talk, John Day Co., New York, 1963.

Molloy, Julia S., TrainableChildren, John Day Co., New York, 1963.

Montessori, Maria, The MontessoriMethod, Robert Bentley Inc., Cambridge, bass., 1964.

Music For Young AmericansKindergarten, American Book Co., New York,1959.

Music For Young Americans I,American Book Co., New York, 1959.

Nickell, Vernon L., The IllinoisPlan for Special Education ofExceptional Children, 1955.

Perry, Natalie, gielyTeachint1entallRetarded Child, Columbia University Press, New 7brk, 1961.

Program Guide For Teachers, Stateof Missouri Training Program -Retarded Children, Jefferson City, Mo.,1963.

Research in the Management of theMentally Retarded Child, Winfield State Training School, Winfield, Kansas.

Rosenzwsig, Louis E. and Julia Long,Understanding and Teaching the Dependent Retarded Child, Ed. Publishing Co.,Darien, Conn., 1960.

Robins, Ferris and Jennet,Educational Rhythmics for MentallyHandicapped Children, Horizon Press Publishers,New York, 1965. Rothstein, Jerome H., Mental Retardation, Holt,Rinehart and Winston, New York, 1961.

Scouting For The Mentally Retarded, NationalCouncil, Boy Scouts of America, Revised for M.R., Nov., 1966.

Stubblefield, Harold W., The Church's Ministry In MentalRetardation, Brcadman Press, Nashville, Tenn., 1965.

University of Miss*uri, College of Agriculture,Agricultural Extension Service, Columbia, Mo., 4-H Circular 93, As Your Friends SeeYou, 4-H Circular 89, Look Your Best. REFERENCES FOR MATERIALS AND EQUIPMENT

Books -

Barrows, Marjorie, The Children's Treasury II and III, Consolidated rook Publishers, Chicago, Ill.

Gossett and Dauber, Children's Picture Cookbook, Wm. B. Scott, Inc., New York, 1944.

Hufford, Grace T., Laura Mae Carlisle, and Helen Feclis, My Poeta Book, John C. Winston Co., Philadelphia, Penn., 1952.

Johnson, Edna, Carrie E. Scott, and Evelyn R. Sickele, Anthology of Children's Literature, Sec. Ed., Houghton Mifflin Co., Riverside Prdes, 1948.

La Puma, Jess A., Speech. Workbook, Training Program - Retarded Children, State Department of Education, Jefferson City, Mo., 1964.

McCormack - Mothers, Living Today, Science, Safety, and Health Series, McCormick - Mothers Co., Wichita, Kansas, 1957.

National 4-H office, Washington, D.C., 1957, 4-H Circular 94, You'll Like To Sew, 4-H Circular 95, Sewing Can Be Fun,.4-H Circular 96, Clothes For Summer.

O'Keefe, Maxwell, Zimmer, Health Series, John C. Winston Co., Philadelphia, Penn., 1954.

Pack-O-Fun, Craft Magazine, Boston, Mass., (Monthly subscription).

Simplicity Pattern Co., New York, Simplicity Sewing Book.

State of Missouri, Department of Education, Home Living Curriculum Guide, Grades 7, 8, 9.

University of Missouri College of Agriculture, 1957, University of Mo., Circular 568, Learn to Sew.

Wescott, Alite C., and Carlotta M. Scott, The What Is It Series, Benefic Press, Dallas, Tex., 1962.

Winston, Health Series, John C. Winston Co., Chicago, Ill., 1954:

Word Lists -

Words and Phrases Trainable Children Should Know, Speech Consultant, Training Program, State Department of Education, Jefferson City, No.

Workshop Vocabulary List, State Department of Education, TrainingProgram, Retarded Children, Speech Consultant, Jefferson City, Mo., 1965. Word List - 1. Clothing and sewing 2. Crafts and Industrial Arts 3. Foods and Homeliving 4. Good Grooming 5. Survival Word List (See Appendix)

Filmstrip -

Good Manners Filmstrip, BritannicaEncyclopedia Inc., Wilmette, Ill., 1965.

As Others See You, Ideal Picture Corp.,The Toni Co., Merchandise Mart:, Chicago, Ill. Your Hands and Feet Crscming For Girls

Little Things:That Count, GuidanceSeries, 192, Eye Gate House, Inc., 146-01 Archz.': kw., Jamaica, New York.

Oaktree 7, Eye Cate House Inc., 146-01Archer Ave., Jamaica, New York. 25A Winter at Oaktree 7 25B Springat Oaktree 7 25C Summer at Oaktree 7 25D Fall at Oaktree 7

Filmstrip Series, State Departmentof Education Training Program, Jefferson City, Mo, good Manners Holidays Clothing and Safety Good Food Transportation How To Use Tools

Records -

Holiday Action Songs, Classroom Records LP 3080, Kimbo Records,Deal, N.J.

The Best in Children's Literature Series,Bomar Records, 10515 Burbank Blvd. N. Hollywood, Calif. Halloween Tales Thanksgiving & Easter Christmas Stories February Days Values:Making Decisions Children's Classics Imagination & Insight What Do Sounds Mean? The Five Senses Transportation Commanities & Community Helpers The Universe Around Us Rhythms of Nature Fun with Language Holiday Action Songs, Classroom Records LP 3080, Kimbo Records, Deal, N.J.

Ach Du Lieber Augustin 33-308 Copy Cat Shadow 33-107 (A & B) The Happy Farmer 33-302 B - Russell Label

Let's Play Together Let's Have a Rhythm Band First Listening Experience Nutcracker Suite Peter and the Wolf Marches A Golden Christmas Sing Along - Educational Record Sales

March Militaire - Young People's Records

On Parade - Coast Guard SAFETY EDUCATION:

Committee

":hairman: Berniece Wilson Kennett

Original Members: Viriginia Williams Kennett Evelyn Baker Bloomfield Joanna Krone Cape 'Urardeau Gene Francis Cape Girardeau Judy Sides Sikeston

Reactor Members: Leola Curry North Kansas City Kathrine Gretzer Kansas City Susie Dent St. Louis Marian Vahrenbeg Chillicothe Dorothy Lee Sedalia Helen Moss Neosho Thelm Roux Potosi SAFETY EDUCATION

INTRODUCTION

When the trainable child makes his entry into society, he finds him- self surrounded by many dangers. He cannot depend upon his instincts altogether for self-preservation. His only hope lies in the acquisition of a :Jell-grounded set of safety habits. These safety concepts should be taught as early as the child is able to comprehend. New safety con- cepts should be taught in keeping with the child's growth and development.

A safety program in the school should be positive and practical if the boys and girls are to acquire the needed safety habits for the protection of life and property.

Safety education must be correlated with every activity in the curric- ulum for the trainable child.

The most important step in the development of correct safety habits is their application to actual life situations. Therefore, the teacher should provide as many opportunities as possible for the practice of safety habits. SAFETY EDUCATION 2.1.General Aims: To create withinan awareness the child of dangersthe desire in the child's and necessity of obeying general environment by providing practical safety rules so that he will experiences. not focus 4.5.3. nonToundue helpincrease- existentattention the childthe dangers. uponchild'* recognizerealize himself. ability that real by dangers to size up a situationnot and observing foresee safetypossible precautions he and cope with them, and not to worry mayneedlessly endanger about others imaginary as well as himself. dangers. or Homefor Safetyemergency - To call. learn to dial phone LEARNINGS Teach proper use of telephone ACTIVITIES PRIMARY Telephone or telezonia kit MATERIALS LIJIILIME 58 ToTo floorsjectslearn learn andto orto be steps.odors.recognize cautious dangerous ob- on slippery WipeClassroom wet feet demonstrltions before entering house Doormats,Objects andrags, empty and containersmop ToTcand learn closing to cleanuse doors. care up spills.when opening Take"Spills" turns andbeing "clean-up" "doorman" practice at school Water, old cloths withoutTo learn adultdanger supervision of taking medicine Daily re-enforced instructions Safetytainers posters, empty medicine: con- To learn to care for petstoys ViewDailytoys. film practice or filmstrip, in playing read and stories, storing Toys, cabinet or toybox prepared.awaySafety from in stove Cooking while food is being - To learn to stay Classroombringinvolved. pet instructions to school. to learn dangers Filmstrip, posters 714..1109,1 To learn to recognize the LEARNINGS odor of Classroom instruction by actual ACTIVITIES demon- MATERIALS & EQUIPMENT burningSafetylearn foodinto cleaningwatch for the rough home places and - To Actualstration experience with teacher Rags,Toaster cleaners, & bread, mop, hotplate, bucket pan and foodand water Tooffwoodwork. splinterslearn floor to and keepif stairwayscleaning objects windowspicked or up Daily re-enforced instructions Storage container SafetyclosedkeepSafety washingin whilein Sewing home inmachine laundryuse. - To leave sewing or clothes dryer - To learn to washer,Classroom but discussion, this is Mother's." "We use uur toy machineToy washing and dryer.machine and regular home 59 pins,Tomachine learn and alone.thatbuttons thimbles, need1.1b, are not to be Discussthesedangers.Classroom articles.dangers discussion and for proper storage of awareness of Thimble,Sewing machineneedle, pins, buttons aSafetyplaced themdefinite there.in theplaying place mouth. for all toys and - To learn to have put Personaltions, classroomexample by instruction. teacher, demonstra- bothSchoolfloor. feet safety under the desk - To learn to sit with and on the Watchingcussion. filmstrip, followed by dis- Filmstrip Toandclosing learn other properthedoors sharp proper use objects. ofopening scissors, and Coloringtalking duplicatedabout the dangersillustrations involved. and PostersDuplicated and materials,charts crayolas Tosharp learn objects to keep out pencils of mouth and other currsafetyProcedure: iculum. conceptswith every at: activity all Encourage obedience to times. Correlate in the LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT ToSafetyhalls learn inand tohalls onkeep the and to stairway. onthe stairways right in -the waysUseLearnPractice whichminiature which inhave isthe carathe hallwayscenter racingright line side.setand designated.foron theolder stair- MaskingSong:line. tape"This or is paint the wayto markwe climb a center the To learn to walk with care on slippery Coloringyoungerchildrenimportant childrenduplicatedand to tricycles keep to toillustrationsexplain theor wagonsright. "why" forandit is DuplicatingSetstairs"tricycles of miniaturesung and/or materialsto the racing two tune andwagons. cars,of crayolas Health two Song. Safetytofloors put on orfruit the steps. playgroundpeelings, paper,- To learn and playground.Classroompictures.discussing instructions,the dangers involved demonstrations in the on Toprovidedtrash learn of forto all lookthat kinds aheadpurpose. in whenthe trashrunning. cans Lineand uppractice. with proper distance between pupils ToTo watchingobjectslearn learn to to in anot keepgame,the run mouth or play with a orsafe when distance others whenare ClassroomactualViewinvolved. filmstrip, demonstration instructions, classroom on explain playground. discussion, dangers Filmstrip Toequipment.usingwhile learn swings in to line notand orcrowd, while trip, playing or push other playground dangersView filmstrip, involved classroom discussion of Filmstrip Towhen learn finished to notput with goall them.into playthings the street away ViewandLearnfor designate filmstrip, storage.proper placechildren classroom for tostorage discussionbe responsible of articles of Filmstrip, posters Ononafter thethe the busSchoola doorstepball stops Busor for otheror- Tosidewalkyou. learnplaything. tountil wait Continuousdangers involved. repetition of instructions Filmstrip: "Safety on a School Bus" LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT Tostarts learn tocoto movefastensit down seat before belts the bus boxesClassroomuse asof busplywood. demonstrations or a bus may withbe built chair with to DuplicatingSafety 2 Materials, Health and TobodyTo learn learn inside to to keep thekeep seatedbus. all parts until of the the Music:Filmstripthe bus" viewing Sing, "This is the way we drive ToFirebus learn comesPrevention what to toa completedoand in Safety stop. Measures case of fire - established.Definite signals for fire drill should be FireProcedure: drills should be held often To report any fire to the teacher ConductParticipate fire drills.in fire drills. Teacherofemergencychildren bell systemimmediately arises.will meansknow openswhat"lire toherDrill.'' do class- when Three short rings so the an 61 it.or an adult and to stay away from ClassroomFilmstripand discussions. instructions, viewing demonstrations, anotheraChildren teacherroomchild door teacher'sis fileand andin singl are thestands quicklyroom,bathroom IA( they counted.the or doorway.in line behind the report to If Postermaking Childrenoftheir the buildinghomeroomfile quickly atteacher the and closest immediately.quietly exit out:, PlaceMark "DANGER" "EXIT""DANGER" on on signoutside inflammable doors materials building.superviseforand andare Childreniftaken theone achndrenis safeare missing, quicklydistance outside accounted fromand the two adults Toclothingsire learn prevention what should to docatchand in safety onthe fire. event measures - etc.Demonstrateheater to smother use flame.of coat, rug, blanket, near open flame Demonstrate roomchildrenchild.definiteother windows adults androoms andteachersre-enter assigned the classroom closethe to building seekthe doors. class-the with Note: In formal drill the Toopen learn flame to keepheaters safe distance from lying down and rolling. Thelast outside adult doors leaves are the closed buildinA. when the pamphlets, workbook LEARNINGS -f! WNV-17,114,iO3,1 ACTIVITIES (E.77.-7 MATERIALS & EQUIPMENT signals.toStreet observe and Highwayred, green, Rules and yellow - To learn IngreenDiscuss: rhythms means learnsafety. to respond When red means danger, when to music that Materials: poster, color chart, etc. asUsesays the the estop,"beginning drawing "go," orof a"fast," "Safety "slow." Street" cut-out traffic signal of outProcedure:Record for theplayer, bulletin record board; This may be drawing, or a three a cut- Usecut-outs electric arranged stop and on the bulletin go sign board. wiring,Stopcoloreddimensional ana light papergo sign,cardboardbulbs, for lumber,lights. three signal electric-switches. using Play the "Traffic Cop Game." MakeProcedure:yellow, trafficthree one circles.cop. green. Color One player is the one red, one Thecopother playersothers holds players must takeup one dowalkturns whatcircle around being at He holds the circle. The the circle says. him. a time. the cop. The atTo designatedlearn to cross corners. the street only crossingcornerDiscuss: where guard the gives safety signals. patrol Specific incidents on the or OttosignsPoster,Green thelight filmstrips, Auto, Series traffic * signals and Tocrossing learn to the look street. all ways before rightwalkDiscuss:then to beforeleft the again.center. walking First look left, then right, If the street is clear Thenon acrosslook to the the Go,Posters Go, Go, Slowly * To sidelearn of to the walk street. on the left hand Discussionstreet. Ask:Material: What do you see in the poster pictures Howthepicture?to are peoplepolicemanplay, people Where toin crossbeingthehelping. is picture. thecareful street? a safe place to walk? Talk about all in the How is LEARNINGS IPM=1,AVIt Toguard.of learn the trafficto obey policemanthe directions or crossing ACTIVITIES Afteranda busy topreparing learnintersection safe the practices.class, to observe take traffic MATERIAL§§;kIgnIEMENT theo to To learn to look in both directions Use puppets to enact safety guides. manchildrenthe can street conduct have correctly. observed,the trip. they After the may crowsA polick.- doors.gasolinewhen crossing stations, in front of or open garage an alley, makePaperthe and satisfactorysafetydollsdolls, manipulate pasted guides.paste, puppets them.and cardboard. for on cardboardThe wouldchildren could enacLAng Tostrangers. learn to not accept rides from Film viewing TheFilm:I'm TalkingSafest No Fool WayCar As ** A Pedestrian As A Pedzstrian * * 63 pedestriansSidewalkrules - playTo onlearn andthe equipmenttosidewalk. watch for safety walk.watchDemonstrateon the out sidewalk. for proper pedestrians use of equipment The child should on the side- ToMaterials: safetytricycle,interest ask, theetc. children in sidewalk Sidewalk, wagon,"How would scooter, you like to providebringtommorrow. some scooter, of your wagon play and things The teacher or school eould ',Alt:. to school Toway learn into to the skatenot street. coast on the down sidewalk the drive- or Discuss posters on safety. WayPosters, To Play !lannel * board. Know the Safe Toprotectedgoing learn up to privateor remove coming drive.skates down be;:ore steps. cuss.DuplicatingLetteach children proper materials skate skating on tothehabits. color sidewalk and dis-to HealthMaterials: & Safety No. 1, No. 2, and Sidewalk and rollerbkatcs No. 3 obeyBicycle traffic safety laws. rules UseBicycle proper drivers arm signals. keep right. - To learn to Actual experience of riding a bicycle andwithoutTeachMaterial: turns. the wobblieg childbicycle toand be to able make quick A white handkerchief tied co ride stops LEARNINGS ACTIVITIES MATERIALS & EpUIPMENT Thedriveronof the teacherthe toupper necessity see should arma rider will ofmake at:obeyinghelp the a child nighttraffic a distance. aware Note:andmarkedinrules. ateaching mechanicalintersections the stopchild acrd light bicycle is safety.helping A bicycle shouldA make-believe have a be street with corner crossing notRailroad play onsafety the railroadrules - To learn to Discuss railroad safety Material:Bravehorn,flector. headlight,Engineer * and tail light Pictures and filmstrip or re- Tobefore learn crossingtothe stop, railroad alook, railroad signs. and listentrack. A trip to see a railroad crossing. TheMaterial:play result train in which the classroomcan lead to safety Toy train, truck, signal. may be passingToor learn lights train to alongnot or throw atthe the railroadstones signals at a Books Railroadsinstruction. Film Directory * Safetyright-of-way.to identify in Out-of-Door and avoid Sports poisonous plants - To learn Classroom picture identification, actual identification while on the hike. Pictures,actual plant slides, or animalfilm strips. if possible. The Toanimals learn and to snakes..stayidentify with wildthe group.or dangerous To learn what tc do if lost! PracticeareKnowing with.with name walking the and leader. address in pairs and and what stay- Be aware of general directions. group you bottles,To learn jars,to recognize poisonous LEARNINGS cans, or other con- Discuss the dangers and ACTIVITIES uses of poisons Farmers' Check List: MATERIALS Se loirmENT Safetyskulltainers andin by thecrossbones their City label -To learnand by the Visit store with this Pesticide * To properlearn safetyuse of onrevolving the escalator doors. Song, shopping trip type of door EscalatorPiano or songvoice * ToTo learn learn safety how to with use electric an elevator departmentPictures, tripstore to a tall building or My Little Pictionary * doors and shopping carts Trip to the grocery store INTERMEDIATE Shopping cart, grocery list To inclementlearningsSafetylearn safetyin weatherforthe precautionsPrimaryHome - Re-enforce group, also: in Clean snow and ice from steps and walks Broom, shvel, and salt SafetyToRe- .barn enforce in firstCooking learnings aid for primary - medicineClean a cut or scratch and put on First: aid kit Toonusinggroup, learn stove gas also:the andstove. proper how to position remove lidsof To learn caution in pans DemonstrationTeacher demonstration and participation Stove, pansmatches Togrease, learn dangerstheand properdater of :.pilleduse of pot food, holders Demonstration"Spill" and "clean-up" time Food,Stove grease, water, , pans, pot holders rags and mop vi-A7.773r,itf LEARNINGS oryF,Fls.rmilvwTmvoi, svs-1,;`VP ,,,7001-1,R,-15474-,77r,;TFevikk1il).4: WW7,17.77, 771-PrvY14-'4,4,3-40 7t ACTIVITIESr0014 MATERIALS & electricalToSafety learnlearn insafeto appliances Cleaningconnect use of andthestep disdonnectHome ladder - To UseActual of experiencestep ladder StepSmall ladder appliances, mixer, coaster, etc. Toon learn floors dangerswindow washingof broken precautions objects UseDemonstrationsdemonstrations of scraper and actual classroom Whisi.Windowcloths broom,scraper, dust cleanser, pan water, and ToTo andlearn learn mops dangers proper ofstorage scatter of rugsoily rags DiscussionDiscussionto make rugsof and dangers skid-proofclassroom involved activities Posters,Rugs and filmstrips rubber materials * 66 eyesandalso:enforceSafety keep in learningsit the away Home from for Laundry theprimary face group,and To learn to measure detergent - Re- gentClassroom getting discussion in the eyes, of dangers nose, andof deter-mouth Detergent and measuring cup Tosupplies learn dangersproper after use. storagein use of ironlaundry ClassroomRe-enforceof iron andinstructions instructions how it will and burn. demonstrations ElectricStorage space iron in laundry room. ToSafety ingingslearn machine for inthe Sewingprimary safe operation- group,Re-enforce also: of sew-learn- Demonstration Sewing machine ing materialsTosupplies learn the proper storageuse of sewingof sew- Make sewingTeachpins kitthe use and dangers of needles and SewingSewing supplies materials Safetylearnings in the for Classroom primary LEARNINGS group, also: - Re-enforce ACTIVITIES MATERIALS & EQUIPMENT ToStreetobjects. learn andproper Highway way toSafety carry heavy - To learn A Classroomwalk around instructions the street andnear practice school. Take zhe class for a walk dround the Tomajor learn stop warningschool signs. stopsigns. signs. Flour,Keepsigns:street Out, near Keep the to school.the Right, etc. School DriveSLOW Slowly, - STOP Keep - 15Off, Miles Per Notice all To learn streetto recognize exit and one-way entrance streets. signs. youWhenNotice"Trylanterns. willwe togo usetell rememberback of me reito what theflagswhat theschoolroom, the andsigns signsred tell tell us." Suggaut this to the children, us. Toand streetlearn the fullnameand number,name,of the home school.father's address, name Teachthestreet childname and ofto number, thesay school.his father's name, address, name and Material:TheProcedure: children may use a toy telephone Toy telephone to nameaskandstreetthese each ofanswer school. andthingsother game.number, hisare name, important.father's address, name and This will beDiscuss a question why knowing whenTodark. walking on the highway after learn to be especially careful oraDiscuss: whitecarry handkerchiefaWearing flashlight. light around clothing, your armtie Material.handkerchiefFlashlight,Telephone, aid playhouselightEquipment: clothing, and police white station. ToBicycle streetslearningslearn toSafety or, walkfor highway Rulesprimarybicycle crossings.- Re-enforcegroup,acrous also:busy Postersconduct and on filmsa bicycle. to demonstrate proper TheSafetyI'm Day No Theon Fool aBicycle Bicycle On A BicycleDisappeared * * * To Tolearnalley. throughlearn to tostop streets ride before along and crossing beforethe right riding curb from distributedService"How To Ride by YourAudio Bicycle Visual Safely"School - LEARNINGS ACTIVITIES MATERIALS & EagmeNT R. a r P. 4` i1 ToLearningsRailroada learnrailroad Safetytofor bridge.not Primary Rulesfish orgroup, hunt also:from - Re-:enforce Safetyings forin theprimary Home and intermediate - Re-enforce learn- age YOUNG ADULT Toashesgroups, inlearn proper toalso: handleplace. and dispose of To learn to burn trash Practice with supervision Metal receptaclecontainer 68 wayageSafetyings to groups, put forin pansCookingprimary also: in theToand learn ovenintermediate withoutthe - Re-enforce learn- proper Demonstrationproper precautions with unheated are learned. oven until Stove, pans Safetyagelearningsgetting groups, in burned.Home for also: Laundryprimary and intermediate To learn to check - Re-enforce Discussion and demonstration Towear.electric learn proper appliance method cords of fillingfor fray and Demonstration FirstAppliancesSteam Aid iron Kit ToSafetysteam learn iron into theuse Vocationaltools and equipmentWorkshop - Drillhold, onand the use correct tools andway equipment.to pick up, Toelectricalof inlearn the workshop teacher.to plug-intools under correctly andclose un-plug supervision demonstrationsView filmstrip, classroom discussion and Pamphlet * "About Electricity" flammableTo learn toliquids identify and poisonsmaterials. and in- UsqshouldAllcleaner, underpaint be closemarkedthinner,inflammable supervison "poison" paint liquids remver, withof teacher. andred brushpoisonspaint. PosterRed paint* "Poison, and brushHands Oft ' LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT To theyitemslearn happen. withoutto reporthandle damaging accidentslarge andthe whenheavybody Classroom instructions and demonstrations Pamphlet "Simple First Aid" To foundlearn onhowsimple doors to workfirst and locks windows.aid commonly withClassroom locks foundinstructions in and demonstrations Plywood,First aid locks, kit latches, keys, wood To learn to use fire extinguisher Demonstrationand"lock latches board" with various kinds room or shop. of locks Make a Firescrews. extinguisher 69 hot.enginerefuelSafety while aon tractor the it Farmis orrunning other - To learn to not gas or very Visitcedures.the aproper farm andrefueling ask the and starting owner to demonstrate pro- Fuel and oil, fuel can, funnel Tomeasures learn recommendedto keepobserve all thebyshields manufacturer.safety and onVisitthe machinery. manya farm shield or implement and safety place signs and painted note beforeToguards learn dismounting into placealways stop power takeoff DiscussionCopyaboutto someread safety. ofthem.and the read safety to children signs and from learn books ATractor Family SafetyAffair * building.operatealso:PrimaryPoisoning gasand - motorIntermediateRe-enforce in an learningsenclosed for To learn that one should not age groups, Placeon bulletinpicture ofboard skull and crossbones Bulletin board, pictures BIBLIOGRAPHY

Home and School Safety

Filmstrip: "Safe and Sound at School" "Safe At School" "Safety op. the Playground" "Safety in an Emergency" Society for Visual Education "Safety at Home" 1345 Diversey Parkway "Safe Living" Chicago, Illinois

Safety While Playing" - McGrawHill "Safety on a SchoolBus" 330 West 42nd St. New York, New York

Film "I'm No Fool With Fire" (Walt Disney)- Encyclopedia Britannica 1150 Wilmette Ave. Wilmette, Illinois

Teaching Aids: "Know The Safe Way toPlay" - AmericanNational Red Cross "Fire Can Burn" Midwest Area "Poisons" 4050 Lindell Blvd. St. Louis, Missouri

Workshop Handbook Department of Public Instructions Des Moines, Iowa

Pre-Printed Liquid DuplicatingMasters "Health and Safety 1,2,3" The Continental Press, Inc. Atlanta, Georgia 30303

Publicatiors:

Publication List - NationalFire Protection Association 60 Batterymarch Street Boston, Mass. 02110

Farm Fire Safety InspectionBlank American Insurance Association Your Farm and Fire Safety Engineering & Safety Department Home Fire Safety Check List Chicago, Illinois 60603

Pamphlets: Is This Your House? - AmericanInsurance Association 120 South LaSalle Street Chicago, Illinois

Health and Safety National Fire Protection Association Clothing Can Burn 60 Batterymarch Street About Electricity Boston, Mass. 02110

0 Workbooks: Safety Guides For You, Primary Rooks - National FA:ration A 1201 16th Street Northwest Washington, D.C.

Safety For Me Stanwix House, Inc. 3020 Charitiers Avenue Pittsburg, Pennsylvania

Street Safety

Filmstrips: "Betty Pedal Pusher" Society for Visual Education 1345 Diversey Parkway Chicago, Illinois

Safety On a Bicycle" McGraw Hill 'Safety On a School Bus" 330 West 42nd Street "Safety On the Street" New York, New York

"I'm No Fool ona Bicycle" Encyclopedia Britannica "I'm No Fool asa Pedestrian" 1150 Wilmette Avenue "As a Brave Engineer" Wilmette, Illinois

Films: "Im No Fool as a Pedestrian" Automobile Club of Missouri "The Safest Way" 3917 Lindell Blvd. "The Talking Car" St. Louis, Mo. 63108 'The Day the Bicycle Disappeared" "I'm No Fool on a Bicycle" "Otto .:he Auto Series" "School Bus Patrols" Your School Safety Patrol"

Workbooks: Safety Guides for You - National Education Association 1201 16th St. N.W. Washington 6, D.C.

Safety For Me Stanwix House Inc. 3020 Charitiers Ave. Pittsburg, Pa.

Posters: American National Red Cross Midwest Area 4050 Lindell Blvd. St. Louis, Mo.

Teaching Aids "Know the Safe Way to Play" American National Red Cross "Go, Go, Go, Slowly" 4050 Lindell Blvd. "On Ice and Snow" St. Louis, Missouri Farm Safety

Books: 4-H Safety Missouri University Columbia, Missouri

Safety Sam Webster Publishing Company

Make Your Farm Safe National Safety Council Chicago 11, Illinois

Selected Youth Safety Resources National Safety Council Chicago 11, Illinois

Safety Makes Sense University of Missouri Extension Div. Columbia, Missouri

Let's Prevent Accidents University of Missouri Agriculture Extension Service, Folder 47 Columbia, Missouri

Farmer's Checklist for Pesticide Safety U. S. Department of Agriculture Program Aid No. 622 Washington, D. C.

Make Your Farm Pond Safe Publication 396 U. S. Department of Agriculture Washington, D. C.

Films: My Model Farm Missouri Library Film Coop 211 North Osage Independence, Missouri

Farm Tractor Safety A Family Affair - Division of Health Jefferson City, Missouri

City Safety

Books: My Little Pictionary Scott Foresman

The Basic Health and Safety Program Scott Foresman 1962 Just Like Me

Fallout Protection: "What to Know Department of Defense and Do About Nuclear Attack" Office of Civil Defense - Dec. 1961

Nixie the Pixie Series Special Education Materials Development Center 2020 R. Street, N. W. Washington, D. C. 20009 Fire-Can You Get Out Missouri Division of Health Jefferson City, Mo. 65101

Songs: Escalator Song - John Schaum Piano Series

The Friendly Cop - Our First Music

Kits: Telezonia Kit Southwestern Bell Telephone Company

Filmstrips: School Bus Safety - Junior Safety Series Missouri Division of Health Jefferson City, Missouri

Bicycle Safety Riverside Regional Library

Good Manners (8306-C-S1) Encyclopedia Britannica Films Manners in Public

I'm No Fool as a Pedestrian - Walt Disney 8-minute color with I'm No Fool With a Bicycle Jiiny Cricket

Safety on Two Wheels (bew) - National Safety Council

Recreation Centers, A Community AN 37 Problem (bew)

Planned Escape From Fire (11 min.) Missouri Division of Health Jefferson City, Missouri

Playing in City Streets (E.P. 40) Riverside Regional Library

Film: The Fireman (20b) (11 min.) (bew) Riverside Regional Library

Records: Safety Can Be Fun - Frank Luther SENSORY AND PERCEPTUAL TRAINING:

Committee

Chairman: Phyllis Geppert Kansas City

Original Members: Peggy Evahs North Kansas City Meivie filcher Sedalia Joanne Hoover Harrisonville Helen Kling Butler Sharon Johnson Hickman Mills

Reactor Members: Willene Monda Waynesville Dorothy Wolfe Raytcwn Peggy Evans North Kansas City Phillip Beaudion Raytown Anna Campbell Neosho Eula Simmons Ste. Genevieve Mildred Marler Mapaville Eula Bridges Lutesville Juanita Stevens Marshfield Juanita Ketchum St. Joseph SENSORY AND PERCEPTUAL TRAINING

INTRODUCTION

The child's awareness of the world around himcomes through his senses. After he senses something, the next step is preception, followed byconcept formation and thought.

Trainable mentally retarded pupils usually have adequate sensations, but: their perceptions are often faulty; therefore, it isnecessary to pro- vide sensory training to stimulate their perceptual skills of seeing things around them accurately, rapidly, and completely. This is basic to all learning.

Early identification of the pupils adequacy in perceptual skillscan be made by formal tests and by observation by the teacher.Pupils with visual or auditory handicaps should have their impairment correctedto improve their opportunities to respond properly tosensory stimulation. Oftentimes when the pupil has difficulty in perceptual tasks, itcan be traced to lack of physical control and widegaps in developmental patterns so he also needs training in basic motor skills and coordination involving both large and small muscles. Physical exercises for these disabilities are discussed in the unit on Physcial Education.

Furthermore, since the trainable mentally retarded do not develop the higher mental abilities, their perceptual abilities should becare- fully developed because perceptual proficiency has occupational signifi- cance for them. General Aims: SENSORY AND PERCEPTUAL TRAINING 1. To stimulitactile,develop morediscriminationolfactory, effectively gustatory, by in recognizing developing and kinesthetic, likenessesperceptual andskills to utilize by planned sequentiAl activities the differencesof in seeing all sensory and understanding areas: visual, the auditory,world around one.sensory VisualTo learn awareness of visual sense LEARNINGS Childroom. follows flashlight beam in darkened ACTIVITIESPRIMARY Flashlight MATERIALS & EQUIPMENT AttachheadReadchild at round"Look followall. objectat itYour with to Eyes" stringeyes, by notandPaul movinghave Showers, Ball and string To learn identification WiseIdentifies then"IBrown. Have progress Two self, Eyes to classmates pictures.To See With" and byobjects, Margaret Encourage etc.Simple Use objects simple, such uncluttered, as a ball, mounted doll, To learn eye-hand coordination differentprogressStringleft tobeads torightshapes using of eye allin different movement.aone pattern. color colors and shape,and Beadspictures. and string PlaymetricHaveseparate "Simonthe figures; child sheet Says" followeachof from paper. pattern dottedvisual mastlinesclues be inonly on a geo- To andlearn sizes to match colors, forms, Toplacechild inplace primary ita squares similarover colors matching ofsqure constructionon andchalkone haveon rail. rail. himpaper Give Duplicatepaper in squaresprimary ofcolors. construction LEARNINGS Haveboard. child choose ACTIVITIES one color to put in peg CutProcedure: two squares, 14.LATERIALS (S, LQUIPMENT Use form inset boards and inset puzzles. Manilapaper,ingtwo formtrianglespaper. and oppositemount from one the of each Have child paste match-two circles, and colored construction corresponding form on preparedputAfter circle preliminary duplicated around the discussion, have childmaterial. like objects on Press"Webasic Get shape. ReadyTo Read." - Continental Visual memory PlaceputAfterjects circlethree preliminary on preparedobjectsaround the big duplicateddiscussion, material. have childon a tray. or little ob- Press"We Get Ready to Read." - Continental auditoryAuditory sense - To learn awareness of Calloneject object,child's is missing. have child tell name which ob- Remove TosoundsTo learn learn to to recognize listen and respond to Childcommands responds such as "stop" andappropriately "come here." to verbal asIncrease the child the can complexity handle ofthem. the ditections common sounds TakePlay listening walk. games. Walk"Theandidentify children bouncingby Paul sounds listen such a ball.Showers. without lookingas closing a "Thedoor Listening to To learn to imitate sounds. Childlikelaughing;that imitatespeoplecat and noises make, dog that teacher in makingmake; noises suchmade asby crying and familiar animals noises Play18imonBoxTapeRecord of recording objects "Old Says" MacDonald thatof with various sounds. make sounds. Had A Farm." To learn to listen music.Childthings listens such Use finger plays. as bell, train and whistle.to stories, poems, and Brown,"Indoor. and "MyNoisy Five Book" Scnses" by by auditory Margaretclues. Wise Aliki. Tactiletactile - To sense. learn awareness of LEARNINGS Ticklefeather child to accustomon face andchild hands to touchwith ACTIVITIES a MATERIALS & EQUIPMENT blocksheBlindfoldsensation. knows and how childput to pegs do,and insuchhave pegboard. him do things as stack Do orobjects.not put insist his ownon blindfoldhand over ifeyes. child Child may close his eyes To characteristicslearn identification of things we touch of Becomesensations: aware ofsmooth, and name rough, different soft, hard,touch MakeMargaretReadtextures a "Findchart Wise mounted Out ofBrown. materialsBy onTouching" it. with by different Havethesharp,to a"feel"the child blunt, one if feellike heand can.material itsticky. on the and chart. then point Name Cardson them with Is the on samethe chart.materials mounted aboutyouTakegrass, can. walksthings dirt, and the andfeel children sand. as many find. things Point out the sidewalk, gravel, Compare and talk as Sampleture ofand foods. talk about the different tex- Varietyrawand foods.vegetables of foods toincluding contrast cooked with thefruits outbeHavethings blindfolded,the child oneof walkdifferenthe was walkbarefoot on. ontexture. or crawl one, then pick Child can on andRug mats.samples, or a variety of rugs To learn identificationto identify temperature and dis- Startchild with tell hot which and iscold which. and have the waterUse cans of differentor jars with temperature. lids filled with crimination of shapes and sizes. peekAfterataboutlike oneinto. a shapes,itfewspecific in times a letcontainer shape,of the feeling childthen that andfindfeel he talking cannotthe or look one Twoblocks, items andof eachbeads. shape such as spools, LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT PutHaveobjectsnamecontainer. oneseveral or of hepoint the believesfamiliar duplicateto the it objectsone to objects ofbe. theon ainseveral table. the Have the child feel it, then Anor assortment objects. of duplicate small toys Theaswithfind childhe two becomesthe cansizes size feel more andtold efficient.orincreasein shown the containerhim. the number to Start nails.Blocks, beads, buttons, nuts, bolts, olfactoryOlfactory sense- To learn awareness of GuessBlindfold"Smelling what's guessing Bee"cooking - games.smell in the and cafeteria. identify things. andodorschocolate,Familiar heat.soap; as flowers,foodsdangerous and peanutsuch fresh odorsas butter; bananas,air, as perfume pleasrnt apples, gas, smoke 79 Gustatorytaste sense. - To learn awareness of Childthinks tastes it tastes.food, comments on how he Adddough. spices, peanut butter or garlic to ToKinestheticof learn taste. to identify characteristics To learn awareness of ChildFingerand bitter.learns paints. tastes of sweet:, sour, salt, Procedure:Passand dishestea for of tasting. sal;., sugar, vinegar, musclehand and feel. arm movements by developing MoldsBuildsRolls clay. withball. blocks. about.ofPutfistone the a finger, teaspoonandpaper swirl anduse of the the hispaint paint childwhole in around;willthehand, centerpush makethen it a Teacher will have the child use 4 Themovementsuseing childboth together. hands,involvingfeels his4nd thearmsuse shoulders. largennd hands swooping mov- LEARNINGS ACTIVITIES To inglearn muscle awareness feel. of body by develop- Free"Busy movement Bee" activities.to music. ChildrenpartnerProcedure: seatedand touching on floor feet facing to feet. MATERI4ILAIMEMIll a The priateDemonstrateCrawl actionthrough actionsuch boxes. as words jump, by and the run.appro- Thenetc.childrenfindteacher knees new turn saystopartners. knees, backs"hack thumbstoto back" and At the call "Busy Bee" all Some children do one another. to thumbs, the must To learn manipulation Use color towers, form puzzles, pegs, Procedure:benotthe led understand teacher. through the.directions motions and have expected by to and turning handles. Teacherspoolhorn,top, ofspongelargehas thread, several ball,in water,drum coupleitems and clay, suchofsticks, windstapler, as bik3 toys, roll- partononecomeing table. ofpin,item, to the theglass identifybody table ofhe water, andisit, moving manipulateand discuss and using.to what Teacher chooses a child to spoon and fork colors,Visual -forms, To learn and tosizes. discriminate Color pictures by direction. INTERMEDIATE FitChild different sorts according objects intoto color. proper spaces. Squaresin primary of colored and secondary construction colors. paper drenUseFit-A-SpaceStack thisto blocksee as whotoya tree,game canavailable withlottofinish several fromfirst. U.S. chil- Toy. games. FitotherKitten different according in the size Aegs.to barrels size. inside each 'm"'"WP4MommTmizr .71,r-717.77Wen7T7 LEARNINGS Childnumbers. sorts alphabet letters and ACTIVITIES Parquetry blocks. MATERIALS To learn tovisual categorize. memory. pictureChildFrom recognizesa thatvariety is incomplete. ofwhat's pictures, missing have in child a Ideal chart To learn association andsubjectselect people. allsuch the as picturestoys, foods, dealing animals, with one To learn to match words. words,MatchPlaydanger, "Go-Together" wordsuch boys, cardsas stop,girls of lotto. protective and exit. vocabulary go, hot, cold, poison, Flashto each cards card. made of tag board, one word 81 betweenAuditory sounds. - To learn to discriminate whisper;Loudandtalking orunpleasant. soft; expressions and fastsinging; or ofslow, normalfeeling; high speech andpleasant low;and distinctions.Use music to teach some of these Discriminatestruments.Recognize familiar between tunesvoices and of musicalclassmates. in- Play "Dog and Bone." See Area VI. Tosounds. learn to listen and respond to mates.ChildappropriatelyRecognize encouraged initial to to conversation soundslisten ofand words. respondwith class- Use telephone. ThiswithfreeSee training use speechof ofcharge telephone-trainingmaterials.can bybe telephonedone effectively company. kit lent See Area V. Tosources learn auditorytoof detectsounds. memory. location of PlayTrainsoundteacher Echo children in gamessays. order -to tochildren search avoid injury.forrepeat source what of Fill in story telling. N.,' , , 4 *0 Tactile LEARNINGSTo learn to discriminate Have the child feel other materials that ACTIVITIES MATERIALS & EQUIPMENT To texture.learn to discriminate shapes and Raisedoneare onnot shapes, the on chartthe figures, chart, it feels andand thethenletters most decide like. which can Thesealike.For example,materials cotton can be and purchased flannel feel or sizes. difficultnamedbethe theput shape or child,on shownascards, he the while feels,him. teacherusing blindfolded, or sand findwishes. the shape These can be as or felt, then can name Filmstrip:made by the teacher. -Encyclopedia Britannica "The Feel of Things" Olfactory - To learn to identify byObjects the child can bewhile placed he isin blindfolded.order of size and discriminate different odors. DistinguishTakegeroussmell "Nose onodors. a Stroll"pleasant,nature -hike. listunpleasant all things and dan- Especially learn the we TeacherorRead purchase "Followcan prepare bottled Your herNose" odors own by materialsfrom Paul Laradon Showers. 82 Gustatory - To learn to identify Blindfoldanddifference heat forchild. inprotective the and smell let measures. himof samplegas, smoke, a Hall, Denver, Colorado. Tocludename learn ofnew tofood foodsdevelop by andtaste. tastes beverages. to in- viouslyStimulateeating.familiar liked. curiosityfood and guessabout whatfoods he not is pre- writing.memoryKinesthetic of movement - To learnnecessary muscular to Traceand filllines,metal in templates letters,figure with numbersof crayon.geometric with feltfigures Montessori type geometric insets. Usepen. clay pan for different letters. A largesomeing clay, letterflat andpan with pupilis stylusfilled writes inwith clay.the model- trouble- To learn manipulation LEARNINGS aidSnap in clothespins teaching number to rim of ACTIVITIES concept. can as concrete MATERIALS & Match weight boxes. materialsWeightpair.forming boxes of a theset of six pairs, - twelve .mall containers same weight for each filled with Cutting,nails. pasting, folding, YOUNG ADULT pounding Tocolors,Visual learn - forms,wordTo learn recognition. and tosizes. discriminate PupilSorts reads words from protective vo- nails,Buttons, etc. screws, bolts, nuts, washers, 83 To learn observation of details. MatchFollowcabulary. cards a maze. with intricate patterns. PlacesDistinguishdition. story picturesopposites, in high-low, proper con- Judy See-quees. Auditory - To learn auditory acuity. Userice, matchedfar, paper and pairs safe-dangerousclips, of andbottles dried beans situations. filled with near- and bottleshaveImprove the match. pupillistening determine skills by by reading shaking which a Tactile - To learn tactile acuity. ability.Sortofstory shapesobjects to theshould while pupil beblindfolded. andlimited ask him to pupil's to tell it. Number Any objects that can be sorted. LEARNINGS warm-cool;ofExpand opposites touch recognizing ofrecognition soft-hard, pain to sensationwet-dry, understanding andand ACTIVITIES MATERIALS & EQUIPMENT Olfactory - To learn olfactory acuity newDiscussionhot,personal words and describing cold.dangerof purpose of itemssmell, of smell; that such introduceas sweet, are sharp, DiscussLearngood, to peculiar,reasons trace odorsfor clean, personal to source.and pleasant.cleanliness. inGustatory tastes. - To learn discrimination cussingDistinguish them. flavors by tasting and dis- Cautionpoisons,taste good,to andbe forusedthings example, when that things wefood do don't spoilage,not 84 iningKinesthetic coordination dexterity - andTo with continuegeneral senses. bodystrengthen- usage Weaving, crafts, sports. taste. BIBLIOGRAPHY

Cruickshank, William M., Bentzen, Frances A., Ratzeburg, Fredrick H. Tannhauser, Mirian T., A Teaching Method for Brain-injured and Hyperactive Children. Syracuse 10, New York: Syracuse University Press, 1961.

Erickson, Marion 3., The Mentally Retarded Child in the Classroom. New York:The Macmillan Company, 1965.

Frankel, Max G., Happ, William F., and Smith, Maurice, Functional Teaching of the Mentally Retarded. Springfield, Illinois: Charles C. Thomas Publisher, 1966.

Frostig, M.,Horne, David, The Frostig Program for the Development of Visual Perception. Chicago, Illinois, Follett Publishing Company, 1964.

Kephart, N. C., The Slow Learnerin the Classroom. Columbus, Ohio: Charles E. Merrill Books, Inc., 1960.

Radler, D. H., and Kephart, N. C.,Success Through Play. New York: Harper and Brothers, 1960. LANGUAGE DWELOPMENT:

Committee

Chairman: Jewe.il Stevens St. Charles

Or Members: Margaret Ca2pbell Mapaville Pauline Daugherty Bowling Green Mary Adderly St. Louis Opal Ellett Kirksville

Reactor Members: Gail Pa:-.;cns Kansas City Norma West Springfield Lucile Owsley Poplar Bluff Suzanne Purdy North Kansas City Carol Rasmussen Kansas City Anna James St. Louis Joyce Beach Springfield Geraldine Eassop Carthage Betty Byers Caruthersville Jonnie Kay Eckelkamp Union Sandra Elaine Levy St. Louis t,Rzt I, LANGUAGE. EVE LUFM E

INTRODUCTION

Most authorities eAree that language development is a multi-dimeational process. This simply :roans that it cannot be separated from other facets of human development.

Montessori states that one can consider language begun when it is established in relation te perception. This means that a child gets mean- ing through all the senses. such as seeing, feeling, hearing, smelling and tasting.

Oral language development represents a series of stages remarkably similar in most 'normal' children; each step is made possible by gradual maturation of the organism. Therefore, each child shows a period of speech readiness. This occurs during a time at which the organism is most open to language stimulation and when the child's speech development seems to pro- ceed at a maximum rate.

According to research on speech patterns of children, many of the authorities agree that the following stages of development are common with most 'normal' children. 1. A child first cries. 2. In the third month, babbling sounds are made. (goo) In the fifth month, double babbling sounds are made. (goo,goo) 4. In the ninth month the child imitates sounds. There is no real speech, just mechanical sounds. 5. At one year, true speech sounds appear with words such as 'up' and 'hot.' This is usually rapid speech. 6. At two years, the child repeats more phrases, and imitation of what he hears. He speaks in simple sentences. 7. At two and a half years to three years, the child relates more variety of sentences. 8. At three and a half years of age sounds begin to be perfected.

The trainable retarded child is generally slow in his total development. Oral language is an area which is often difficult for him to acquire.

According to a speech and language survey conducted by the Training Program, Retarded Children of the State of Missouri, it was found that 98 percent of the children enrolled in the State Schools for the Mentally Retardedhad oral language problems. One percent of the pupils had no oral language; and one percent progressed at the 'normal' level of oral language development.

The oral language development of the trainable retarded child is similar to that of a normal child of equivalent mental age.

There are many factors which influence oral language development. The following are paramount: Intelligence: Teachers of the trainable mentally retarded must realize that, because of his retardation, the trainable child is unable to learn at the rate of the 'normal' individual. Therefore, it is quite difficult for a child with slow mental ability to keep the pace set by 'normal' individuals in his society. is aaother factor that influences oral language develop- Childrea AUSt ready to learn to speak. Continual stimulation Ind .e-iaforcement are n.:cessary.Many children will tend to point or mimic .when there is no stiaalation or encouragement to do otherwise. Teachers must (lever be conteat to .ccept a gesture or a single sound in place of a :4.1rd it this is less than the child's ability.

Physical Condltio.1: The physical condition of the child is another factor which influences lani:ua6e developm2qt. This includes Cae way a child breathes, the condition 3f his teeth. ton;ue, palate, lips, and hearing and visual condition.

Cultural: Anather important factor is the cultural atmosphere found in the home, school. and commuAity.A child will imitate good or poor speech models if exposed to them for a length of time. The cultural atmosphere also affects the emotional development of the individual.

cc co ORAL LANGUAGE DEVELOPMENT Generalin society. Aims: Oral language development is one of the Every effort should be made to help this child in this greatest assets the trainable mentally retarded child has for adjustment willexpressrarelythis become area himselfobtain aof productive development,perfect verbally, speechmember teachersregardless whileof mustin of usethe time our society, and be understood whensome hecases, speaks. refinement of sounds is not as important every technique necessary to carry the childand effortto needed to accomplish it. area of development in the hope that eventually he This should be the objective InMost trainable retarded children as teaching the child ato level to his potential. 2.Therefore,1. the following aims are in order:To developcreate aa desirereadiness for fororal speech. language. 6.43.5. To developincrease thea meaningthe ability vocabulary. for to soundssayuse words.words and words.individually and in simple sentences. 39 10. 9.8.7. To developteach memorizationrefinementcomplexunderstandable forms of and sounds.of simple conversationalconnected forms language. of connectedspeech. language. Auditorydirections attention: following LEARNINGS Hanging uv. coat. ACTIVITIES PRIMARY Clothes hanger or hook or nail. MATER_IIIIIAc E 1..111.1LMENT AskingstandRunning theup, simple childsit down, errands.to sit walk up toin thehis door,chair, etc. Listening to sounds around us. Closingbouncinghonkingringing of of ofa a door, ahorn, phone,ball, ticking walking ringingtweeting of footsteps, of of a bell, a clock, a bird, beasItems used the foundfordoor, sound withina clock, effects. the and classroom a bell cansuch barking of a dog. What'sJeanrecordSound Utley,Itseffect: album Name Ph. producedrecotds is D. Author. areby Maicoavailable: Co. Inc. an auditory training Listening to rhythmic LEARN INGS ACTIVITIES MATERIALS & EQUIPMENT patterns SeatcouragingBeatinging childrena rhythmon the a drum childininstrument. three a circle with each hold- to repeat the pattern. times and en- Rhythm baud instruments. himchildcircle.child to seated makeand sita aroundsound him inwiththe The teacher nowthe points middle to ofanother the circle signalinghis instrument.Blindfold one Listening to words. ToThe thebe blindfolded effective,source of thethechild sound. teacher shouldis then to point pre- to Training Program, Specich Workbook words,Thedrenwhichpare teacher might pertainlists'action' be shouldof involvedto wordswords the be or activitiesaware the chil-of 'concrete'groupsin at ofthe words time. Vocabularyspeechvocabulary workbooks. lists List. as found in varioks 90 ballbabyConcreteExample: bowActionblow and 'abstract' words. byAbstractbeen TheProcedure: teacher should set the example and aNote: boxnewtype word of wordto a beingchild presented,becomes IC teachers bite can keep in mind the relatinglest; diffi- but bepresentlate able manner tothe imitate. words so that io the a slow and articu- children will tapeRavingcult.'talking recorder children toys,' act listen asEtimulators.'Language to words from Master,' awl LanListeniqa y0.89 Master, and by Bell toys l,y Mattel and Howell andListening stories to phrases, sentences pupilsPhraseslanguage to and grnsowhich sentences shouldmight be emphasizingbe thepresented.difficult for the TapePrepared recorder list andof phrasesear-phoAcs. and sentences. LEARN INGS ACTIVITIES MATERIALS 6.5 EQUIPMENT Thewouldaslives. teacherto possible therelate pupils should toand the with inpresent pupilsa asdeliberate much stories everyday voice andthat expression articu- The stories should be presented TapesCommercialFairyStories for tales recordercreated recordings from byvarious teachers if applicablepublications. Theandlateto standard nurserythemanner. pupils. Mothertales canGoose, also Folk be presentedstories, Sound effect records Listeningand stories to phrases, sentences, AfterExampleeffectsparedon theira tapesface Story:can coats tobeof facepresentedthe and stories presentation,they toheard withthe Daddy,pupils.sound pre- who "Sue and Mom were putting Tapeaidconsiderationactivities,In recorderthepreparing child and the in tapesthe earphonesgainingteacher rate for of listeningattention.must arespeed takeused at intotowhich waspreparingrecordingthejected in teacherthe into car,tapedof thecanthe honking stories carusestory hornsound the atwith should thishorn."(Aeffect sound point.) be recordseffects, inter- In Preparedphrasesrepetition,the children tapesand sentences onlyinvolvingcan comprehend.after can particularthe be teacherused for Visualvisual Activity: stimulation. Perceiving through at:beObjectssound aincorporated point effect found in is thewithin needed.into story athe languagewhere classroom a particularlesson can hasobjects.Languagepupils presented personally. object the kitexamples containing to the miniature Recognizingsizes, and objects:quantity. colors, shapes, Theasclassroom. items wellpupils asthat willminiature cannot learn be replicasfrom found "See withinof it various and the CarnivalLottoProducts games ofillmilailajouodsCo. Instruct° Pictureobjects"Sayulste it" language gamesflashgames. andcards as "Finding wellcan beas tileusedlotto missingto games. stim- PeabodyCards)Flash Language cards Development (Ideal Picture Kit Vocabulary MoviesHavestimulate childrenthis and respect.televisionlanguage. view Eilmttrips will also that aid mightin MovieLanguageFilmstrip projector, Master projector, television filmstrips I c I- stimulationVisual Activity: of objects and pictures LEARNINGS To react to visual Displayfood tray. three or four objects on a plain Each object can begin with aACTIVITIES Toysuch objects as: doll, representing dog, duck, various baby, item::ball, MATERIALS 6 1U.IIPMENT by vocal response. withrepresents.jectEncouragesound the by in objects,handling whichthe pupil the haveit pupilandto him recognizesaying mightclose whatneedhis each eyesithe ob- After a child becomes familiar Largebird, etc.food tray which is plain in color. andorSurprisetell turn have what: away the Box objectfrompupil Game tray. islookwill missing. atinterest the tray the and child. Remove one object Toy objects and a sturdy box or can box.withThethein objects a choosingpupil'slid. should currentthe itemsbe placedproblem she placesin sounds. a box in the She can take into consideration The teacher can be selective Have with a lid. hands;childand"I'll hold repeatwhat close it can afterhigh my it eyes forbe?you: everyoneand touch to with see." my I'll pull it out beansgame.Surpriseinto and beats Beanchili Game is bliudfoluvdis similar toand the reaches box Teacher hides objects in a can or find item and to 1.u(ss Visualfilmstrips.visual Activity: stimulati)n of projected React orc.11,, te l'avewhata filmstrip it toe pupils at oneview Limo. only a row frames of is. Pro ,out each Filmstripfilmstrips. projector, screen, simple what:Coshouldframe before andbe thegive screvo a completL old ansoor exnlanation qocstinhs is in each picture. h- aad not too involved. Ca,..h pupilTh( sh)uld picturLs PublisherFilmstrip:1955. Alebster. Oivision, McGraw Co., Tplkiwijime, Set I, usedExercises where forapplicable) Better Speech: LEARNINGS (To be Have inhalethe pupils and exhale stand severaland ACTIVITIES times. breathe deeply; ditionNote: in order MATERIALS & EQUIPMENTThe whole body must be in con- Learning to relax and breathe properly. Blowing upping balloons. pong balls across the room. balloons,exercisesing should ping involving be included. bending pong balls to speak well so other and stretch- HaveBreatheinfirst.see pupils who can variousrace get in the crawling ball patterns, fast, slow, across the room position to pupilHoldetc.string acan piece in see front ofhow ofthe air paper or feather on a a pupil so that the affects the Strips of paper, feathers, string paperBuyitems. a andplastic let childrenpinwheel see how they or make one from can constructionstorebought pinwheel paper, dollof plastic stick and or Exercises for better speech: minutes.makerelaxIf conditionsit completelymove by permit,blowing on the floor for several teach the child to it. straight pin. Example:inflectionthey are floating of teacher during Have the children pretend on the water. these periods Voice that theirhowIfis children tomost arms lean important. drop. theirare seated heads at desks, showforward them and let Desk adaptPretendfall, according snowflakesthey are to flowers in the season, leaves in the ',inter, etc.in the wind, See Area VII. Learning to control the tongue: LEARNINGS mouthsGivethem every hold pupilit upright a tongue in frontdepressor. of their Have so that the tongue tip can reach ACTIVITIES Tongue depressors MATERIALS & liti11 I P,1ENT Toaroundseveralout get and the thetimes.touch pupil roof the toof depressor. workthe mouth,the tongue spread up some Do this Peanut butter Learning to improve jaw and month PretendLickpeanut lolly childbutter pops, is on a it.icepuppet cream, if theyetc. are Lolly pops, ice-cream movements Withhavingisthough alsoa make-updifficulty pullinggood. brush, string relaxing paint on chin, jaw--playthe child'syawning as Clown white - mirror Teaching better speech through Names:ouslipslook facial wth into clown expressions.a wall white. mirror and imitate vari- Their own and other children in Encourage him to Namvs printed on flash cards memorization rind dramatization. Recognitionsituation.the class.child's and ability recall andof wordsenvironmental that fit Girls,Survival exit, words etc. such as mon, women, boys, Teachingrole-playing. better speech through communityHove children helpers, wear etc.various hats depicting INTERMEDIATE Act out situations noveltyHomemade store. hats, or hats purchased from directions.Auditory Attcnt:Lon: Following HangingRunning up simpLe errands. .cat. Clothes hanger or hook or nail LEARNINGS etc.Askingstand theup, childsit down, to sit walk ACTIVITIES up in his chair,to the door, MATERIALS & EQUIPMENT Listening to sounds around us. andSuggestingtions: pencil "Tommy, andjobs picture." involvingplease bring several direc- me the paper barkingbouncinghonkingClosingringing of ofof ofa aa dog. horn, aball,door, phone, walking ringingticking tweeting offootsteps, a clock,of a bell,of a bird, beas Itemsused the fordoor,found sound awithin clock, effects. the and classroom a bell can such Listening to rhythmic What'sJeanSoundrecord Utley, Itseffect album Name Ph.D. records producedis Author. by an auditory trainingare available: Maico Co. Inc. patterns. Seatpattern.couragingBeating children on the a in drumchild a circlethree to repeat thetimes and en- with each Rhythm band instruments. anothersignalingtheoneholding circle.child child a himandrhythm seated toseat makeinstrument. himaround in the middle The teacher now points a sound with his the circle Blindfold to of Listening to words. pareTotheninstrument. be lists effective,to point of words to the the or teacher The bP.ndfolded child is source of the sound. should pre- Train..ng Program, Speech Workbook, words,Thedrenwhich teacher might pertain'action' beshould involvedto words, the be andin 'abstract' activities Lireawere chil- of 'concrete'groups of words at the time. words. speechVocabulary wo.Abooks. List.lists as founa in various LEARN INGS ConcreteFor example : ACTIVITIESAction Procedure: MATERIALS & E2IP.MENT Note:boxbabyball If teachers can keep in mind the bitebowblow butbybeenAbstract bepresentThe late ableteacher mannertothe imitate. shouldwords so thatseth thethe exalapltchildren a slow and arti,_u- will and Havingdifficult.a typenew childrenwordof word to abeinglisten child presented, tobecomes words less fromrelating Listening to phrases, sentences, and Phrasestape'talking recorder and toys,'sentences act as emphasizingstimulators. the 'Language Master' and PreparedLangllgl.,LLsIs...ning lis. Masterand. Sa.,yainx, b%. Be 1 toys1 by ',slat tel of phrases and a od Howe 11 sentenkes stories. Thethelanguage teacher pupils whichshouldto grasp, might present sholld be difficult be presented. for s' :ori.es that Tape recorder and ear-phones pressionwouldtolives. therelate aspupils possible to thewith pupils andas muchin everyday voice The stories should be presented a deliberat.e ex- FairyStoriesTapes Talesfor croulod recorder from byvario.s teachers publications and art iculaLe manner. Commercial Recordings i applicable Listening for Likes and differences. Theandtf) standard Nursery the pupils. Mothertales canGoose, also folk be presentedstories Sound effect records namewhenstrikesoft..mrd ofthey aiscolors-Blue-Red-Red. note hearused, on sounds havethe piano, childrenthat raise their strike two notes, have the children are alike, saysome loud, some Whoa same CirclesPianocould beof usedfelt toor addconstruction visual stlmulat;on. pave.. effectsAfterhandspared aor tapesface canclap. h,toof presentedfz.cethe stories presontatiel. to withthe supils.:;uund pre- aidrape the recorderchild to ;;nilgainin.: earph,.nes atteat ion.tr oseo LEARNINGS ACTIVITIES MATERIALS & MUIPMENT. wasExamplecordingon intheir the Story: of coatscar, the "Sue honkingcarand andhornthey theMom shouldheard horn."(Awere Daddy, beputting inter- re- who whichconsiderationactivities,In preparingthe children the thetapes teacher, canrate for comprehend. of listeningmust speed take at into apreparing soundthejectedpoint teacher effect ininto tapedthe canthe isstory stories needed.usestory wheresound atwith thisaeffect particularsound point.) recordseffects, In at phrasesPreparedpresentedrepetition and tapes the sentencesonly involvingexamples after can the to particularbe theteachez used pupils for has versations.Listening and participating in con- HaveHoldfamily, aconversation special activities period with ofin pupils thethe day,day concerning whenetc. the personally. Listeningpupilteacherulate sits conversation. shouldto in phone the question "Questionconversations. the Chair." pupil to stim- Encour- The ToywordsSpecial te1ephone to chairhelp stimulatedecorated thewith activity. symbol or Listenonagerecorder.toy the the phones tobattery pupils model or operatedtolistenconversations talk to totoy theeach telephones. conversationson other the tapeon Talk to each other on walkie- Walkie-talkiesTapeTelezoniaBattery recorder operatedor Telephonia and preparedtoy telephone tapes Visualvisual Activity: stimulation. Perceiving through TelezoniaObjectsincorporatedtalkies. foundor Telephonia. withininto a thelanguage classroom lesson can as be Use the local telephone company's objects.Language object kit containing miniature sizes,Recognizing and quantity. objects: colors, shapes, Thewellthat pupils as cannotminiature will be learn foundreplicas from within "Seeof variousthe it classroom.and itemsSay ProductsCarnivalLotto games Co. of Beginning Sounds - Instructo Pictureulategames.it" games languageflash ant cards as"Finding wellcan beas the usedlotto missing to games. stim- objects" Cards)Flash cards (Ideal Picture Vocabulary LEARNINGS Have children view filmstrips ACTIVITIES that might MATERIALS SLLIIIIIRMENT Moviesrespect.stimulate and television language. will also aid in thid LanguagePeabodytelevision.Filmstrip LanguageMaster, projector, movieDevelopment filmstrips projector, Kit vocalVisualstimulation response. Activity: of objects and To react to visual pictures by soundDisplayfood intray. threewhich orthe four pupil objects Each object can begin with might need help. on a plain a baby,Toyitems objects ball, such bird,as:representing doll, dog, duck, etc. varioe, orwithrepresents.jectEncourage turn the by away objects,handling the from pupil tray.haveit andto recognize After a child becomes him close hissaying eyes whatRemove it one object each ob- familiar Large food tray which is plain in color. TheSurpriseandtell objects have what Box the shouldobjectGame pupil will be islook placedmissing. interest atthe the child. tray and Toy objects and a sturdy box or can pupil'sbox.within choosinga current the problem items she She can take].id. into The teacher can be selective considerationsounds. the places in the in a box Have with a lid. hands;"I'llchild what closerepeat can afterit be? my eyes and touch with you: my out game.Surpriseand hold itBean high Game for is similar Teacher hides objects in everyone to see. I'll pull it to the box a can of ' React orally to visual stimulation whatbeansinto it andbeans is child to findis blindfolded item and tries to iuess and reaches of projected CilIstrips. ghataHave framefilmstrip isthe andin pupils each giveat one picture.viewa completetime. only explanationPresenta ;4.1chfew rrames pupileach of of Filmstrip:Filmstripfilmstrips. projector, screen, tjmple volved.pleturosshould questionsshould go before be presentedsielro the by the screen and answer ai ea.11(,-. The C-.,Plihiisher 1951. Websler )ivisiou TalkkuuLime, Sot I, McOraw-t: il Exercises for Better Speech: (To LEARNINGS be ACTIVITIES MATERIALS & Er IrmENT Learningused where to applicable)relax and breathe properly. BlowingHaveinhale the up and pupilsballoons. exhale stand several and breathe times. deeply; ditionNote:exercisesing Theshouldin orderwhole involving be tobodyincluded. speak bending well and must be in con- so other stretch- Havefirst.seeBlowing pupilswho canping race get pong inthe ballscrawling ball across the across the room. position to room Balloons, ping pond balls. HoldBreatheinstring a piece in various front of paper ofpatterns, a pupil fast, or feather on a so that: the slow, etc. Strips of paper, feathers, string. 99 Buyitems.pupil a plastic can see pinwheel how the air affects or make one from the Storebought pinwheel of plastic or Teachmakeraisedpaper childit andmoveand to let to byhold lowerchildrenblowing tone when whileit.see how hand they your hand is canis constructionstraight pin. paper, doll stick and Exercises for better speech: minutes.relaxdropped.If conditions completely permit, teach the child on the floor for several to Example:inflectionthey are floatingof teacher during these Have the children pretend that on the water. Voice perioub letthemIfis children their mosthow toimportant.arms leanare drop. seatedtheir heads at desks, show forward and Desk Pretendsnowflakesaccording they to inare season,the flowers winter, leaves in the in wind,the etc. fall, adapt See Area VII Aakmasal-11111thatitt Learning to control the tongue: LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT mouthsHaveandGivetimes. themtouch everyso thathold the pupil theitdepressor. uprightatongue tongue Dodepressor.tipin this frontcan several reach of their out Tongue depressors ToLickpeanutaround get lolly-pops,the butterthe pupil roof on to oficeit. workthe cream, mouth,the etc.tongue spread up some Lolly-pops,Peanut butter ice cream movementsLearning to improve jaw and mouth Pretendisthoughing also difficulty child good.pulling is astringrelaxing puppet ifjaw--play they on chin. Yawning areas hav- Withouslooklips afacial into make-upwith a expressions. clownwall brush, mirrorwhite. paint and the imitate child's Encourage him t.) vari- Clown white - mirror memorizationTeaching better and speechdramatization. through RecognitionNames:class Their and own recall and other of words children that infit the SurvivalNames printed words onsuch flash as men,cards women, Choralsituation.the Child's Readings ability and environmental MotherThompsongirls, Goose, exit, Talking etc. Time --Scott UseBeginRe-tellinghammer, of Poems,workshop etc. of Dramatizations, experiencesvocabulary suchand Field role Trips,playing. as: saw, Filmstrip Libraryof Tools in State Appropriatememory.Pupilsfunctional must T.V. be workshop ableCommercials to vocabularyrecall meaning from of Time,Exmple: Complete, utc. Keep Busy, Be Alert, Be On Teachingplaying better speech through role- LEARNINGS ActHavecommunity out children situations. helpers, wear variousetc. hats depicting ACTIVITIES Homemadenovelty hatsstore. or hats purchased from MATERIALS & EIUIPMENT directions.Auditory Attention: Following HangingRunning up simple coat errands YOUNG ADULT Clothes hanger, or hook or nail AskingSuggestingstand the up, child jobssit down,toinvolving sit walk severalto the door,direc- up in his chair, etc. areDelegatingandtions: capablepencil responsibilityandof helping.picture." to those that "Tommy, please bring the paper Listening to sounds around us. Closingspeechchild helpofequipment, a setdoor, up etc.tickingscreen, projector,of Procedure: Have barkingbouncinghonkingringing of ofof a aadog. ball,horn,phone, ringingwalking tweeting offootsteps, of a clock,a bell, a bird, SoundusedItemsthe for effect door,found sound arecords within effect:3.clock, the areand classroomavailable: such a bell can bt, as Listening to rhyt mic patterns Beating on a drum three times and en- What'sRhythmJeanrecord Utley,Its band album Name instrumentsPh. producedis D. Author. by Maico Co. Inc. an auditory training childingSeatcouraging a childrenrhythmand seatthe instrument. inchildhim n incircle to the repeat middlewith theeach of thehold- Blindfold one pattern. Thethehimchildcircle. blindfolded sourceto seatedmake of a around thesoundchild sound. withtheis thencirclehis instrument.to signalingpoint to The teacher now points to another urcri,-.0,711,-,x1",,,,,w,vrvInycA,-..,5two.,.ro.t1.1.1,04,4vizaMPINFV1w3W,tiwlvi-VVYMmv, PPMW1"707.751717 Listening to words. LEARNINGS pareTo be lists effective, of words the or teacher groups shouldof words ACTIVITIES pre- TrainingVocabulary Program, List. .§0ech Workbook MATERIALS & E(U1PMENT Thewords.words,drenwhich teacher might pertain'action' shouldbe involvedto words, thebe activities andin 'abstract' the aware of 'concrete' at the time. chil- Vocabularyspeech workbooks. lists as found in various boxbabyConcreteballExample: bowActionblow bybeenAbstract exampleProcedure:childrenslow and and willarticulate present be Able manner to imitate. The teacher should set the words in a so that the newNote:cult.type word of toword a childbeing becomespresented, less relating diffi- If teachers can keep in mind the bite but a 102 andListening stories. to phrases, sentences, Phrasesthelanguage pupils and which sentencesto grasp, might emphasizingshouldbe difficult be presented. the for TapePrepared recorder list ofand phrases ear-phones and sentences Thewould storiesteacher relate should to the bepresent pupilspresented stories everyday to the that lives. CommercialTapesStories for created recorderrecordings by teachers if applicable Listening for likes and differences. Strikepossiblepupilslate manner.awith noteand as inon much aa deliberatepiano, voice expression and articu- some loud, some as PianoSound effect records wordwhenhandnamessoft. isthey or ofused, clap. hearcolors-Blue-Red-Red. have sounds children that raise Strike two notes, have the children are alike say When same their Circlescould beof usedfelt to or Add construction v:.aual stimulation. paper andListening stories. to phrases, sentences, Afterpared a tapesface toof facethe storiespresentation, with sound pre- Tapeaid recorderthe child andin gainingearphone's i.tr.?ntion. are used 1:0 wasrecordingonExampleeffects intheir the Story:can coatscar,of be the honkingpresentedand car they honking the heardto horn."(A the should daddy, pupils. be who "Sue and Mom were putting Inthesiderationties, preparing children the teacher thetapes can rate comprehend.must:for of listening speedtake intoat activi- whichcon- ACTIVITIES MATERIALS & EQUIPMENT particularrecordseffects,Ininterjected preparing at the sounda pointteachertapedinto effect theinstories can thestory is use story needed.with atsound thiswheresound effect point.) a personally.presentedphrasesPreparedrepetition, and tapesthe sentences onlyafterexamples evolving can tothe particular thebe teacher usedpupils for has versations.Listening and i:articipating in con- HoldpupilHavefamily, conversation asits special activities in the period with "Question of pupilsin the the day, Chair."concerningday etc.when the The Special chair decorated with symbol or ListeningEncouragestimulateteacher to shouldthe conversation.phone pupils question conversations. to talk the topupil each to Toywordstelephone, telephone, to help telezonia batterystimulate operatedor the telephonia, activity. toy versationsothereachtionstelephones. on otheron toy theon on phonesthetape walkie-talkies. battery recorder.or listen operated to con- toy Listen to model conversa- Talk to Use the walkie-talkies.tape recorder and prepared tapes, HaveTelephonia.reallocal actual telephone. telephone phone conversationscompany's Telezonia on the or Real telephone. visualRecognizingVisualsizes, stimulation. Activity: and objects:quantity. colors, shapes, Perceiving through beObjectsousas theincorporated wellitems classroom. found as that miniature within intocannot thea replicaslanguagebe classroom found oflessonwithin vari-can Lottoobjects.Language games object kit containing miniature TheSayobjects" pupils it" games willgames. andlearn "Finding from "See the itmissing and Cards)ProductsCarnivalFlash cards Co.of Beginning (Ideal Picture Sounds Vocabulary- instructo Picturegames.stimulate flash language cards canas wellbe used as lottoto LEARNINGS Havestimulate children language. view filmstrips that might ACTIVITIES Filmstriplanguage projector,master, movie filmstrips, projector, MATERIALS Et. EQUIPMENT Visual Activity: To react to visual Moviesthis andrespect. television will also aid in to bystimulation vocal response. of objects and pictures jectEncouragesoundDisplayfood by intray. handlingthreewhich the pupilorthe itfour pupil andto objects recognize sayingmight onneedwhat eacha plainhelp.it ob- Each object can begin with a bird,ToyLargesuch objects etc. as:food doll, representingtray dog,which duck, is variousplain baby, in ball,items color. trayobject:eyesrepresents.liar andor with and turntell thehave awaywhat objects, the fromobject pupil tray. have islook missing.him at closethe his After a child becomes fami- Remove one box.withTheSurprisein objects achoosing lid. Box should Gamethe itemsbewill placed interestshe placesin the in child. the She can take into consideration The teacher can be selective a box Toywith objects a lid. and a sturdy box or can "I'll whatclosechildthe can mypupils'repeat iteyes be? afterandcurrent touch you: problem with sounds. Have I'll pull it out and hold my hands; beansSurprisegame.it high and Beanforchild everyoneGame is blindfoldedis sfmilarto see." to-theand reaches box Teacher hides objects in a can of visualVisual Activity:stimulation of projected React orally to Haveaguessinto filmstrip the beanswhat pupils it toat is. findviewone time.itemonly anda few tries frames to of Present each Filmstripfilmstrips. projector, screen, simple filmstrips. presentedshouldgowhatframe before is be and inby simple the eachgivethe screen teacher. picture.aand complete notand tooanswer explanation involved. questions of Each pupilThe should pictures Co.,PublisherFilmstrip: lo55. .Webster Mvision, McGraw-Hill Talking Time, set I, LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT usedExercisesLearning where fortoapplicable) relaxBetter and Speech: breathaproperly (To be bendingTheHavetoinhale whole thespeak and pupils andbody wellstretching exhale must standso otherbeseveral andshouldin exercisesbreathecondition times. be included. deeply; involviogin order Note: HaveBlowingBlowing pupils ping up raceballoons.pong inballs crawling across position the room. PingBalloons pong balls Breatheroomto see first. inwho various can get patterns, the ball fast, across slow, the etc. 105 pupilHoldstring acan piece in see front ofhow paper ofthe a airorpupil featheraffects the so that the on a items. Strips of paper, feathPrs, string. TeachmakepaperBuy itachild andplasticmove letto by hold childrenpinwheelblowing tone it.seeorwhile makehow theyone fromcan your hand straightconstructionStorebought pin. pinwheelpaper, doll of plasticstick and or Exercises for better speech: dropped.relaxIfis conditions raised completely and permit, to on lower the teach floorwhen the for child several your hand is to minutes.Example:flectionthey are floatingof teacher on duringthe water. these periods Have the children pretend that Voice in- howIftheiris children tomost leanarms important. theiraredrop. seated heads atforward desks, and show let them Desks LEARNINGS adaptPretendfall, according snowflakesthey are to flowers inseason, the inwinter, leaves the wind, in the ACTIVITIES etc. See Area VII MATERIALS & EQUIPMENT Learning to control the tongue: mouthsGiveoutthem everyand sohold touchthat pupil it thetheupright a tonguedepressor. in tipdepressor.front of their Docan this reach Have Tongue depressors peanutToroundseveral get butterthethe times. pupilroof on ofit.to thework mouth the tonguespread some up a- Peanut butter movements.Learning to improve jaw and mouth havingPretendLick lolly-pops,difficulty child is arelaxing icepuppet cream, ifjaw--play they etc. are as Lolly-pops, ice cream Withlipsisthough aalso make-upwith pullinggood. clown brush, stringwhite. paint the child's on chin. Yawning Encourage him to Clown white - mirror memorizationTeaching better and speechdramatization, through Names:ouslook facial into expressions.a wall mirror and imitate Their own and other children in vari- Names printed on flash cards. Recognitionsituation.the class.child's and ability recall and of environmentalwords that fit boys,Survival girls, words exit, such etc. as men, women, UseChoral ofPoens, readings Dramatizations, Field trips, TalkingMother Goose Time -- Scott Thompson hammer,Beginre-tellinging. workshop etc. of experiencesvocabulary suchand roleas: play- saw, FilmstripFilmstrip of library Tools in State 4.4 6410 LEARNINGS memory.Pupilsof functional must be able to recall workshop vocabularyACTIVITIES from meaning Time,Example: Complete, etc. MATERIALS & EQUIPMENT Keep Busy, Be Alert, Be On Teachingrole playing better speech through ActHaveAppropriatecommunity out children situations. helpers,t. wear v. commercials.various etc. hats depicting Homemadenovelty hats,store. or hats purchased from 107 BIBLIOGRAPHY

llattin and Haig, Speech and Language Delay. Charles C. Thomas, Publisher, Springfield, Illinois.

Baumgartner, B. B., Helping the Trainable MentallyRetarded Child. Bureau of Publications, Teachers College, Columbia University, New York.

Bensberg, G. J., Teaching the Mentally Retarded. Southern Regional .iducation Board, 130 Sixth Street, N. W., Atlanta, Georgia 2J313.

Bereiter and Engelmann, Teaching Disadvantaged Children inthe Pre- school. Prentice-Hail, Inc. Englewood Cliffs, New Jersey.

Carlson and Gingland, Play Activities for the RetardedChild. Abington Press, New York, Nashville.

Herrick and Jocobs, Children and the Language Arts.Prentice-Hall, Inc. Englewood Cliffs, New Jersey.

Kephart, Newell C., The Slow Learner in the Classroom. Charles E. Merrill Books, Inc. Columbus, Ohio.

Kirk, S. A., Educating Except;onal Children. Houghton Mifflin Co. Boston.

Nalloy, J. S., Teaching the Retarded Child. The John Day Company, New York.

Rlsenweig and Long, Und-,rstanding and Teaching the Dependent Retarded Chil'. The Educational Publishing Company, Darien, Connecticut.

Russell and Haynes, Manual for Teaching the Reading Readiness Program. Ginn and Company, New York, Chicago.

Scott an-i Thompson, Talking Time. McGraw-Hill Book Co., St. Louis, New York.

Sowards, and Scobey, The Changing Curriculum and the Elementary Teacher. Wadsworth Publishing Company, Inc., San Francisco.

Recreation for the Mentally Retarded. Southern Regional Education Board, 130 Sixth Street, N. W., Atlanta, Georgia 30313. Gratke, Juliette, Help Them Help Themselves.T xas Society for Crippled Children 2-1 Adults, Inc., Dallas, Texas.

Johnson, Brown, Curtis, Edney, and Keaster, Speech Handicapped School Children, Harper.

Malloy, Julia S., Trainable Children. J:hn Day Company, New York.

Van Riper, Charles. Speech Correction, Principles andMetho. New York: Prentice-Hall, 1954. (616.2/V357s3)

Perry, Natalie. Teaching the Mentally Retarded. New York: Columbia Press, 1961.

Pollock, Morris and Pollock, Miriam. New Hope for the Retarded. Boston: Porter Sargent, 1953.

Education of the Severly Retarded Child. U. S. Department of Health, Education and Welfare. PHYSICAL EDUCATION:

Committee

Chairman: Lou Adamson North Kansas City

Original Members: Karen Doran North Kansas City Jack Murdock Kansas City Charlene Kleeman Columbia Dorothy Meade St. Joseph

Reactor Members: Sarah Knight Kansas City Jean Lang Springfield Marjorie Stone Kansas City Jimmie McCollum St. Louis Cleta Dowden Maryville Grace Beshears St. Joseph Dorothy Miller Hannibal Joan Rickman Warrensburg Billy Munger Sikeston PRYSICAL {DUCAT ION

INTRODUCTION

A child classified TrainableMentally Retarded will havea better opportunity to reach his fullpotential when providedexperiences in physical education designedto meet his needs. Physical education provides for daily, purposeful,meaningful, and enjoyablephysical activity. Physical education bulds withina child a feeling of responsibility for his growth anddevelopment through progressively challenging experiences, A well-trained body helpsto develop a healthy mind anda beneficLal life for the individual.

AIMS

1. To create a desire for physicalactivity that will develop the child's self-concept andself-assurance.

2. To develop an instructionalprogram built around basic motor activities that will achieve physical,emotional, social and mental well-being.

3. To develop and improveon physical skills in a "fun context". PHYSICAL FIT.-.ES

Physical fitness is one of the keys to a successful trainingpro-

gram for the retarded chi.ld. A strong, healthy child is more

receptive to learning experiences.

On the average retarded children have only half the i:trength of

n.nl-retarded children. The physical condition can be improved bya structured physical education program.The physical education pro- gram should be concerned with more than physical fitness. Other areas

concern are motor abilities and body mechanics. A balar,:ed program will aid in the overall development of the child

The program for each child should be developed in accordance with individual abilities. Although there are basic fitness needs which are common to all children, thereare broad individual differences.

Organize the program to meet the most important needs of the child- ren. This can be determined by measuring the abilities of each child. General Aims: PHYSICAL TRAINING 3.2.1. ToTo socialdevelopcreate develop and aan desireand mentalinstructional improve for well physical physicalbeing. program activity skills built in thataround will basic develop the child's a "fun context". motor activities that will achieve physical, emotional, self-concept and self assurance. LocomotorCrawling LEARNINGS In place, moving forward MOTOR DEVELOPMENT ACTIVITIES Stomach flat on floor, head raised only MATERILLSALIDMILMEZ (All) down,pushhandpersonenough withmovedwatch looksfor opposite upchinhands. right,at tothat big clearthen time;toe. left dig at in the or floor as the Keep head 113 Creeping(All,)"Thnic Neck Reflex Sleep pattern" UnderIn placeplace, objects moving forward flatSame18" onmovementwide floor, path, asfingers lengthin-place together,of crawling pointed gym. Hands Cross-patternMoving backward forward Samekneestraightforward position, forward ahead.hand, togethermove move same opposite hand andknee. same Head turned toward (A11)Standing AgainstCross-pattern wall backward calvesPullshoulders, stomach of legs smallin and having ofheels back, back against hips,of head, wall.thighs, (Primary) Helping Teddy Bear SuddenlyevenStand(child) on with theboth has feetstring feet. a slightlystring gives which wayapart, andcan weight letsmove it. Imagine the bear hall.childarms,standingthe headisthen curled position.dropback, down,up knees, on thenfloor ankles shoulders like until a and Reverse process to reassume LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT Walking(All) Forward hand.Barehand,of leador turnstocking foot head with feet.in fingersdirection of ofopposite Point to toes forward UpstairsBackward onKeepReverse tread. body above. straight. Don't bend body forward. Place whole foot WalkGiantDownstails on steptoes walk MakeUse each alternate step as feet. long as possible. KneeFast raisewalk walk asRaiseSwing possible armsbent vigorouslyknee- extend of forward leg for leg broadstep. - no running. as high Hand-kickGoose step walkwalk Kneesswing stiff, opposite foot arm. lifted to hip height, Toe-touch walk oppositeBendeachKick forwardtrunk foot foot forward,to step. ontouch each touchopposite step. hand hand with to Heel-touchSame hand-foot walk PointLongright tosteps, hand,toes touch ofleft lead rightto footleft. heel with with fingers Baby step walk withbackLeadof sameeachfoot, foot hand.step. heelplaced touching directly toe. in front of Repeat (Intermediate and Upper) LEARNINGS Knee-touch walk ACTIVITIES Touchstep. knee of MATERIALS & EQUIPMENT rear leg to floor on each (Intermediate and Upper) Cross side-step line,crossingSide steprear to prtgresslonfoot opposite following side with lead foot ofto body same mid- side. Marching(All) LeftRightForwardIn placeface face A eachkneeshigh-steppingfoot. step, lifted opposite high walking toward hand following lead procedure, chestwith with Jumping(All) ForwardAboutIn place fare Bothtogether. feet together--swing both arms 115 (All) BroadLineBackward jumpto Line BendOne knees,foot leading--swing lean forward, opposite arm cover distance SquatStiff jump knee jump SquatKneesrather stiff--short,position--retain than height. quick jumps. Running(All) BackwardForwardIn place Raisejumping knees high position while (A11) RaiseKick runknee run eachRaiseKick step. footknee ofas advancinghigh as possible with edch leg upward on (Intermediate & Upper) Straddle run asrightRun stepleft forward, footfoot advances,advances. leaping leapingto the rightto left as ,4,1*,allwaMlaW.1.11.a4.41.0.041. DO." LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT Skipping(All) BackwardForwardIn place pickingleftStep-hop foot--begin up onspeed right to slowly foot,a rhythmic graduallystep-hop movement on :. Hopping(Intermediate and Upper) InForward place whilecircle turning in circles (A11) HobbleBackwardForward Hop HoldJumpfrom onright floor one footfoot, in other left foothand raisedbehind GallopingFalling (All) Side Oppositebuttocks, hand hup andon leftfoot foot.lead 116 (All) Front LetwhenOnso gym weight armfalling--land mat and beor shoulder distributedgrassy on spot-relaxtakethigh, withweight. rolling the body arms Exercises bothimpact.sliding arms alongand body the receivemat or groundsome of so thethat (All) BearAll-fours walk walk AbovewardBendhand position,over,at forward. same place time, left hands rightfoot on and footfloor, hand and walk.for- LameElephant Dog walk HandsHandsknees form keptand trunk, onestiff. foot body on leansfloor, forward, other foot Crab walk down--walkandFromraised put a handsinsquat .inair. onposition,direction floor without ofreach feet. backwardsitting , LEARNINGS Lobster walk ACTIVITIES Same position as above--walk in direc- MATERIALS & EQUIPMENT Monkey walk armsBendtouchtion hangingknees ofground. hands. slightly, down until bend back trunk of handsforward, Walk forward. ToeDuck grasp Waddle walk Squat,graspBend knees toeshands withslightly, on hips,hands, bendwalk Walk trunkforward. forward. forward, FrogChicken jump walk graspSquat, ankles. feet together, knees apart, Walk forward. 117 (A11) Measuring worm extendedSupportSquatfront position, bodyofbackward. body--jump on hands andonto floorhands.feet withwell legsin Keep hands in place, (All) Steam Engine handsstepsknees forward, stiff.until feet repeat. are near hands. Walk on toes with short Walk andward;Clasprightraise raise ashands elbowknee, lefttrunk. behind tobendleg knee, is trunkneck brought step andforward on walkforward, left andfor- foot touch Repeat with right. (Upper) Pollywog crawl byadvanceFacelegs hunching down straight) with on :hips shorthands walk and steps;and forward.bending feet feet (back ankles. advance and Hands (Upper) Bounding Ball meansbackspringsatSupport shoulder andof alegsofbody series hands width, inon line. handsofand feetshort feetTraveland 24" upwardsimultaneously.feet, apart;forward hands by Balance(All) - Walk LEARN INGS BackwardForward ACTIVITIES Haveeachsteadying 2 endfull-length of eye-contact.length mirrors of warKing set uparea at MATERIALS & EQUIMENT (Intermediate and Upper) Cross-stepSide-step 2"4"Line2" wide highwidedrawn woodenbalance woodenbalance on floor blocks beamblocks beam (All) stick2" high held blocks by teacherand walkstep underover 113' highhigh Airborne(Intermediate(All) - Jumping and Upper) ChangingOneBoth footfeet feet on and off with both Jump board 118 Bouncing(All) ControlSeatedfeet standing on both feet Trampoline bed -- bring. knees up (A11) One-half turn headControlfollowingshoulders toward bounce headanddominant on bodyin trampoline mid-bounce. in same directionbed, turn side, twist CatchingHand-Eye(All) Manipulation Rolled object Large ball rolled to person on floor. Thrown object. BeanelbowsGraspobject,Blown-up bag withflexed. reach balloon both outfbr hands - keeping iton ineither mid-air.eyes side,on the Bouncing object person.air.Lq..ge play,;round ball is bounced Lo Caught "on the bounce" in mid- LEARNINGS Throwing(All) WithRolling both hands ACTIVITIES HoldLargeon eitherlarge ball ballrolledside atwith onchest floorboth level,hands. grasped MATERIALS & EQUIPMENT Push (Intermediate and Upper) One hand baseball pass upwardHoldballinto largeforward airbent with ballarm. and both balanced upward harvis. awayon palm from of body Push ball forward Bouncing(All) With both hands bothDropwithup inhands;supportingball mid-air, on repeat floor. arm.push over back and toover floor 1:0 with As ball bounces KickinR With one hand Repeatkeep bouncing. above action with one hand. 119 (A11) Place kick retainongymLargeleg toe floor back, ballbalance.of shoe.or orthen ground. football--set forward, catching ball on ball Arms out-stretched to Swing dominant (Intermediate and Upper) Punt kick stretcheddominantHoldswings ball forward,in legwith front back both dropofas hands, body.to ball kick-as armsto make out-leg con- Swing Arm Circles(A11) Counter-clockwise bi-manual circles armsofChildtact chalk in faceswith counter-clockwisein toeeachchalkboard of hand. shoe. holding direction, a piece Rotates both (Intermediate and Upper) Bi-manualClock-wise circles, bi-manual alternaCaig circles directions RepeatdrawingRight above handcircles clockwise,in clockwiseon board left withdirection. counter chalk. c A LEARNINGS ACTIVITIES MATERIALS SitEQUIPMERT Hand(All) and Object Hammer,boards.Place pegs nails of ofdifferent varying sizes into in peg Perceptual - Kinesthetic Duplicw:e position of arms and legs Putboards. screws of varying sizes into board. (Intermediate and Upper) Duplicate distance (Jumped) Broadclosed.Taketo duplicate ajump stance with withthat eyes position with eyes open -- attemptopen -- attempt eyes Distinguish weight withDistinguishto eyesduplicate closed.open weights distance of varying with -- attempt to distinguish eyes closed. degrees EQUIPMENTDuplicate UTILIZED distance IN (Thrown) MOTOR DEVELOPMENT withThrowopen eyes balls-- atclosed. of varying sizes with to duplicate distance eyes 4"Balance2"Full-length wide wide Equipmentbalance low mirrorbalance beam (2) beam ManipulativeBalloonsBean bags (6) Equipment TrampolineBounceImmina_agRiaMent board Long432" wooden wide stick highblocks or balancebalance 2"1" by beampole2" by 5"4" FootballPlasticLargePlasticRubber rubber softballs tetherbowling playground ball setand bats balls 2 large inflated inner tubes PegPortableSmallHarmers, boards medicine chalkboardnails, ball screws, screwdriver Muscular Fitness LEARNINGS PHYSICAL FITNESS ACTIVITIES MATERIALS & Arms(All) and Shoulders MedicineCircle GroupBall passPassMedicinehigh.high; ball pass Balloverhead;to ballright at and passabdominal left, ball chest kneelevel; (All) Relay Line Group: Single or Double push;betweenhigh;Pass ballusepass legs; 2 to ballballs personpass overhead; in ball nexteach with inrelaypass linechest ballline; chest (All) Parallel Lines: Partners facing Passhigh0,1:owing. ballsloop throwsshot-put facing style away (Intermediate when withpasspassand underhandballs Upperballs with only);withchest pass deep chest passpush and swing push.ballsstyle;lunge, between overhead; passsitting, legs;balls (Intermediate and Upper) Partners .fromStandpasses. chest.15'10' apart and push loopfast passescheat overhead.StandStandfor distance.30' 15' apart apart and and use use backwardshot-put deep swing pass be- maximumStandrighttween 5'15' height,legs.and apart apart left and alternates andhands heave bowl alternately. ball catchin. forwith headSitof 6'16' kneesin apart apartlying and and andposition,hips throwpush start to fastaccelerateoverheAd throwusing chest fromdraw-u passes. passes.throw. over- LEARNINGS ACTIVITIES MATERIALS & EC UIPMENT behindKneelalternating 15'neck apart withleft anddoubleand throwright use shot-put style, ball fromhands. (Intermediate and Upper) Individual Activities LiepassesKneel on 6'fromback apart chest.and andpush push ball high arm extetvtion. from over- lop PracticereversingfromStandhead position,chest facingshot-put direction high a highstyle wall, for up and downup repeatedly.on wall repeatedly. push ball distance, Maximumwardstraightopposite swing height upwardsidesbetween throws orand legs,ends fromcatching of deep on each put from throwinggym. own ball. down- 122 Maximumposition,fromcatching fulldistanceheight throwingown swing throwsball. throws down straight from positionbackward full upward between scoop overhead and (All) Hoops videHulaleg. finehoops targets suspended to motivatefrom ceiling pro- ctlitdren hoops;Playbethrowto made thrown.catch relaysthroughup utilizingby throwing hoops hoops.at throughballs Many different games Example:through hoops, can (Intermediate and Upper) Target Games usingTargetetc. medicine or bowling balls games and Indian targets oncan floor, be made up clubs, (All) Carrying Games Manybowlingcarryingorganic of the pins, fitness aactivities medicine etc. can ball.belisted peformed for while (All) LFARNINGS Floor Exercise, Modified Push-Up ACTIVITIES onLie floor on stomach, at shoulder face level,down, palmselbows MATERIALS & EQUIPMENT flat (All) hipsbyextended extending and knees.outward. arms straight Push trunk upward up, bending gliablaaanciappayatus activities parallelEquipmentofclimbingrope good ladders, arm suchcages, and asfences, shoulderandropes, specifically jungle bars, work. gyms, bars are tremendous sources trees, Benches mightgymnasiumactivitiesA little include thoughtbench. utilizing pulling tan alongaproduce simple the woodenstomach, Arm and shoulder work numerous 123 Back(All Muscles Chest and Leg Rise Lieperforminglifting on stomach, and travet carzng face and down,theside bench, vaults.hands inter-and chestpossible.ders,floor.locked andchest behind both and thighs head.both legscompletely off Keep legs straight and raise Lift head, shoul- as high as (All) Leg and neck rise atlegsRaiseLie knee. on alternatelyhead stomach, and one palms leg. under the thighs. Work up until legs rise above Keep leg straight Repeat, raising (All) Waist Bend toe-touch waistpalms.toesStand withoutand erect, return bendinghands to originalon knees. hips. position.Bend Touch at (All) LEARNINGS Waist bend side-toe touch ACTIVITIES MATERIALS & EqUIPMENT 6"withoutStandthenfeet outside erect,astride.6" bending outside left hands knees.foot, right raised then foot. overbetween head, feet, Bend forward at waist Touch floor Rise back (All) Waist bend wthdmill toe-touch ment.Standto upright erect, positionarms extended between to eachside move- at keepingshouldertouchingtendstion, twistover kneeslevel. right right trunkstraight. foot foot--bendso with that left left at hand, waist Keeping feet in posi- Return to arm ex- (All) The "Whip" handSeatedoriginalforward, over position, leftposition. palms foot. flatlegs onextended floor behindstraight the Repeat with right Abdominal(All) Muscles build-upNeck Bend toward (also sit-up a back positions) exercise and a hips.RaiseLiethrowing on head, back, weight pressing hands back clasped chin on handson behind chest. and head. heels. Hips are thrown forcibly upward, (All) Sit-ups: Touch toes handsRaiseLielower onon trunk backheadfloor ontoto at mat,sittingoriginal side, body palmsposition, position.extended, down. legs (Intermediate and Upper) Sit-ups: Hands behind head extended.armsto originalforward toposition. touch toes. As trunk is raised, extend Return Liehead.position,claspedsitting on back, behind position.keeping body head. extended, hands clasped hands behind Return to original Raise trunk to '7'7774111IgrIrrr \Ty /-71,- 7,71mTrrp7,77,1774" TrirTrmsrmirwwww771,7Tmirm177177P191 LEARNINGS Chest and Leg Rise ACTIVITIES See Back Muscles MATERIALS & EQUIPMENT extendedSittingLegshoulderlevel and Tucks:Neck forwards Rise arms sideward at Arms at side, arms SeatedSeeoftucking Backbody, position, Muscles armsboth asknees legs indicated. toextended chest thenin front ex- Alternate (Intermediate and Upper) V - Seat armsSeatedlevel.tending, extended position, keeping to legssides heels outstretched, at 3-6" shoulder off floor. Simultaneously lift extended balancebodyandcountlegs bendforms of(kneespoint. trunk 3a workingV keptonslightly hips straight)up at toforward thecount fromindividual untilof floor10. Hold position from 125 Leg Muscles-11.) ChestJumping and ActivitiesLeg Rise SeeRefer Back to Motorand Abdominal Deaelonment LegSitting and Neck Tucks Rise SeeSee.1 Back Back and and Abdominal Abdominal Half-KneeRunning Bend kneesFeetSee Motortogether, to aboutDevelopment hands110 degrees, on hips. soles of Bend (All) Full-Knee Bind bendFeetfeet knees kepttogether, past flat a onhandsright floor. onangle. hips. 00 not Bared ContinuebackkneesReturntend of risingarms inthighsto downwardoriginalforward on rest toes parallelposition.motionon at calves same until to time.of floor. legs. Ex- ',%. LEARNINGS ''.1 . ACTIVITIES MATERIALS & FIQUEMENT Organic Fitness - Free Running (All) VariousImitations. directions.speeds PatternSuddengoingSlower-slower-until faster running--inchangespeeding and of upfaster.direction. andor stopped. slowingout of placeddown. Reverse LoudlyForm and quietly RunningRunobjects.trains,ing backward, left imitations--animals, etc. and forward,right while sideways, running. cars, turn- buses, Stunt(rntermediate Running and Upper) Mixor runningother exercises with tumbling, calisthenics, Withmattostudent's class(forwardthe center, running name or backwardisperform in called. a large aroll, stunt circle, etc.) on the a He must run (Intermediate and Upper) anotherstudentSameand run circle inbacksimple the runningto center. changesthe circle.as places:afore, with but (Intermediate and Upper) Whileeacha teacherball classhas among astanding isball themselvesrunning, they in can thethey orruncenter. canto and thepasE, catch If (Intermediate and Upper) hopping,Twoouter,it circles,themselves. circleor jumping, one running, inside or thesitting,the innerother, etc.circle the (All) OnsideBefore toldcommand of startingthat the they upongymnasium,the toexchange arun signal arount activities. fromstudents '. the teacherare the out- performbodyonsitting(the the to blowinga floor, theunderparticular wall touchingaof window, ora whistle),stuntfloor, a falling partsuch etc. they ofaa: flatthe must (All) LEARNINGS "Poison Snake" ACTIVITIES Each student has a rope. MATERIALS AND EQUIPMENT Obstacle(All) Courses and Mazes Use of main muscles, plant of running Obstaclesrun after whichit, kick might it beagain. used are: They hick it, space. walkmatson;over,to alo:g;totirejump rollunder, tubesover; climbing on; or toboardsbenches through;crawl equipment or tothrough; benches "ditches"pull to aloag gopolesto co Relays andReferfication upper) to Games of activity, for directions (all or and intermediate classi- jump; and ropes to climb. Running Games activityavailableRefer to atabove sources low andorganization involvinguse own imagination maximumlevel. or gammENT Apparatus:TumblingMedicineHoops (e.g.: MatsBalls-- Hula 4 lb.Hoops) preferred 6-8 if possible Ropes, Bars, Rope Ladders, Jungle Gym, Ball Games WoodenObstacle Gymnasium Materials: Bench Parallel Bars, Trampoline Won imaginative ideas (Primary) ballChildrenClassroomthe istwo rolledsit lines.- Largein backtwo ball facingand forth lines. between Variations are The (All) Classroom tiwling bail.Classroomunderhanded.bouncing or- largethrowing ball the and ball a smaller IP'Lng largo hall as a target:, 'f7Tfikke,(+ ry-f, 7 f LEARNINGS ACTIVITIES markedchildren distance roll smalleron the floor.ball from MATERIALS AN!) EQUIPMENT Keep a (All) Toss Ball ChildrenP].aygcoundinscore center ofin tosseshits.-circle gym - ballformation.ball to anyone in Child catching.Quick,catchcircle.in center accurateball. by tossingthrowing ball and across. Can be played with noCall one tame of child to 128 (All) LEARNINGS Teacher Ball ACTIVITIES ChildrenPlayground in line- gym MATERIALS & EQUIPMENT - ballone child opposite Call Ball Playgroundballchildbeing to misses"teacher."each - gymchildhe goes- ballin toturn. foot Ni: line. "Teacher" tosses When Circle Stride Ball CirclePlaygroundexcept formation overhead - gym -pass. ball - stridesame as stand Toss withBall passescircle.attemptseachfeet sidew becometouching to roll ix, alarge foot ballof the out player of the Child between whose legs ball It.stands in center and on 129 (All) Touch Ball CirclechestattemptsPlayground formationpass to to -touch gymmove ballball asin children"hot use - ballIt in center and Running(Primary) Games Huntsman OneClassroompotatoes" child is fashion selected around to be the hunter. circle. ceedChildrenHeto "Hunter"asks originalas "Follow othersform says places.line to the"Bang" go behindLeader", hunting all hunter. children whenwith Pro-him. First child in run (Primary)(Intermediate and Upper) DropRun thefor HandkerchiefYour Supper PlaygroundPlaygrotaidplace is hunter- -gym gym for next turn. Supper:'outsideCircletwo children formationof the saying,circle stopping"Run For betweenYour Two children run in opposite - It runs around the LEARNINGS ACTIVITIES ofdirectionscircle, the game. last around one theback outside is it forof therepeat MATERIALS & E(UIPMENT (All)(All) HideSquirrel And Seek And Nut PlaygroundSmall object. - gym - classroom Children seated with Thatheadsreturncatchsmall childdown, objectit(thehome. getseyes insquirrel) up closed.hand and ofattempts beforeone child. itto can It places (Upper) Number Change ChildrenPlaygroundcallsgivening numbersnumbers.any stand -two gym calledinnumbers. a circle must exchangeand are places. It stands in center, Children hav- 130 (Intermediate and upper) Frogman ChildClassroomof the leftchosen room without "Frogman"and stoops place comes downbecomes tolike frontit. a Havesinging,Childrenoffrog, childrenthe othernumber "Frogman,walk in children or ofthe skipchairs Frogmancircle aroundcircle for toin the "Frogman"onearoundthe number side.Sea." him. game."Frogman"chairchildren"Frogman becomes follow.hops 3 times newup and "Frogman:is runseliminated for a chair.from The child without a Child being (Intermediate and Upper) Third Man AllPlaygroundbecomesOneby children,hooking child the - becomes elbows gymchaser.except andthe two, scatterrunner take thepartnersout. other The chaser chases LEARINGS ACTIVITIES the runner until the runner saves him- MATERIALS Si EQUIPMENT endrunner,runner.selfthe child fromarm they or ofbeing "Thirdman" achange couple, caught places, thusbecomeby hooking makingthe the chaser the Should the chaser tag the on (Intermediate and Upper) Guard the Castle Playgroundstandspin.now becomes in -the gymthe center -runner. large guarding ball a bowliog Children form circle, one child - bowling preventpinattemptpin,large withor ball.this.similarto his knock hands, object. the feetpin overand bodywith tothe Child in center guardsChild the knocking the pin Children 131 TagTeam (Upper)Games Three Deep ChildrenPlaygroundover becomes double - newgym circleguard. formation facing inward.untilchasesrunnercouple runneronrunner - outsidechild stepson .ho outsithof.circld. inbecomes EJnt of ofcirclethird a is One child it., another child It (Upper) Team Dodge Ball ChildrenPlaygroundsideOne teamcircle.then divided forms -it. gym circle,into- small two other playgroJndequal team teams. in-hall Team forming circle reverseball.attempts original to hit withpositions. small playground When inside to , (Upper) Over and Under Relay LeadersChildrenPlaygroundto second pass divided - inballgym into-over classroom twohead equal backwards - ballteams. 1 ine. Second in line LEARNINGS ACTIVITIES MATERIALS AND EQUIPMENT repeatLastpassesthird in process ball-line third betweenruns untilover, to legs leaderfrontfourth backward ofisunder linein etc.to- (Upper) Walking Relay RelayPlaygroundoriginalline formationand position. back:- gym - tags -Leader classroom second walks in toline. goal beuntilplayerLeaderskipping, worked leader walksgoes in hopping, toisrelayto endagaingoal formation.of jumping and first.line, back secondcan etc., all Running, 132 (Upper) Sports Relays dribbledballPlayground1. - football to -goal gym and- Soccer back. ball - soft- Soccer dribble - A soccer ball is 3.dribbled2.two Indian in Figure-eightclubs to a goal and back. SoftballSoccer dribble throw - EachA soccer file ballhas ais pattern around Playersreceivetenthirty-fivecatcher feet run theonfrom to afeetball goalathe throwing fromstartingline startingthe approx4mately line, catcher,line, aboutline. throw 4.whoplayerit runs to waitingtheto thecatcher, throwingon the and starting line,tag-off etc. line, the nextJuggle - Players juggle a basket- p thedirection,ballingit next backoverline. player over arecover the waiting it, andon thepass start- it to rope, recover it, juggle rope in the opposite LEARNINGS ACTIVITIES 5. CenteringMATERIALS - Players & T..: center a foot- Ullg211§M. aboutballandstartingin downstartstheseven filea linefeetfilethe carries ballatapart.of theplayers down thehead theball placedof file theto theagain,file The last player whichandrelayin thefrom theircompletes mayrelay the beoriginal first continuestimed the player passingandpositions. untilthe to ofteam theall the lastwinsare ball player A center Swimming See Supplement ontime. the team in the shortest period of Skating(All) A rollerlearn withrink thewhere security the children of a rail can is 3 Croquet(All) morewicketAttach satisfactory tostrips aid inof thanvisibility.red clothsidewalk to eachskating. Fishing(All) The weight of the ball is important. BowlingArchery(Intermediate(Intermediate and and Upper) Upper) UseBe instruction.sure suction the ballcup arrowsfits the in child'sbeginning hand. TableHorseback(Intermediate(Intermediate Tennis riding and and Upper) Upper) Know the horse and know the children. Golf LEARNINGS ACTIVITIES, Substitute a whiffle ball ft.:* the MATERIALS & EQUIPMENT Use short distances Baseball(Upper)(Intermediate and Upper) betweenbeginregularInstruction withholes. golf a ball.whifflefor younger ball childrenand bat. can TouchTennis(Older (Upper)Football Boys) 134 Body. Awareness LEARNINGS TUM4LING ACTIVITIES MATERIALS AND ECUIPMENT (All) "Busy Bee" Teachermats.Scatterrento extendback" says,formation andlegs "Feet children andon to gymtouch feet" turnfloor feet; andbacks or child-"back to Seated racing a partner. partnerscommandpartspartners.ren movingof "Busyandbody andgame areBee", solving beginsgiven, cat problems.mustagain.keeping find child- new Other commands for touching On 135 Stunts(All) Cradle upLiebelow isto on liftedchest. backknees on offagainst mat. floor chest. and with up and down Arms arouvid legs just Knees are drawn The head (A11) Pocking Horse motionbentLieand onback socausing stomachfeet in a arethe cradleon overbodymat. motion.back. to rock forward Knees are Arms are extendedbackhacksible,are pulledtoaction headbackthighc. coward heldbodyto grasp high.rocks head ankles. toas chestfar as and pos- With forward and Ankles (All) Bridge withbuttocks,Liefromshoulders. armson matback andpalms by on legs.arching againstmat, heels back mat drawnandunder pushing up to Hips and chest raised Head extended to mat. Viiiiiiiiiikaill1111111111111111111111 (All) LEARNINGS Kip-Up ACTIVITIES Squatting position with feet shoulder MATERIALS AND IngIPMENT widthBalanceonposition.in top frontapart. of and elbowsof then each and rockfoot. lean back forward. to original Place hands flat on mat Place knees (All) Frog Headstand Cor-AnueandSquattingtouches then same lean mat.position as forward kip-up seme untilthrough as inforehead kip-up.balance Balance in the position. Intermediate and Upper Full Headstand arms.onKip-up r.orward position. part of head and bent Raise legs straight up and arch Balance body weight: 136 backvision.thenfocused to tohold standing.on position.point in direct line of Return to kip-up position And Keep eyes (All) Forward Roll mat:,endchinbothStart of elbows against feetmat.from elevatingsquattingstraight. chest. hipsposition and tuckingat one Palms are flat against Land on back of Push off with bendneckshinstightshould toand withball,absorb notshoulders, touchboth and the hands,roll mat.)shock. letting over pulling grippingelbows feet Tuck into a (Head (All) Backward Roil onunderStart feet the fromwithout buttocks. squatting putting position hands on at mat. one Come up endmatcontactand offingers rollwith mat. mat. tohands '-oward back to until body.allow shoulders head room to Drop down onPalms buttocks placed on mat with Push against T-7,777- LEARNINGS ACTIVITIES chest.come through. MATERIALS AND EQUIPMENT Come up on feet. Knees kept close to (All) Cartwheel widthdirectionRaiseStandof cartwheel.apart, legerect ofcorresponding arms withmove, extendedlegs push about with horizontally. shoulderleadingdirection Step and lean in makeandstraddledthroughfoot contactarm and remain aaskick handstandwith wide :.egsstraight mat. as possible.everposition throughout. head withas hands legs Body passes Legs (All) Two-Man Roll masteredChildrenend.One child backwardof liesabout on andsame mat forward sizewith whohead rolls. have toward Grasps ankles of second child with 137 continuehands.forwardspreadsfirst child rollingrolllegs with throughso together. thathands. legssecond onto child mat-- may do Second child holds ankles of First child BIBLIOGRAPHY

American Association for Health, PhysicalEducation and Recreation, 'Challenge," Recreation and Fitness forthe Mentally Retarded, 1201 16th Street, N. W., Washington, D. C., 20036.

Beck, Joan, "Unlocking the Secrets of theBrain," reprinted from the Chicago Tribune Magazine, September 13and September 27, 1964.

Bowers, Louis, "A Program of DevelopmentalMotor Activities for Retarded Children," American Association forHealth, Physical Education and Recreation Project on Recreation andFitness for the Mentally Retarded.

Franklin, C.C., "Diversified Games andActivities of Low Organization for Mentally Retarded Children," SouthernIllinois University, Carbondale, Illinois.

Kephart, Newell C., The Slow Learnerin the Classroom. Charles E. Merrill Books, Inc., Columbus, Ohio, 1961.

Richardson, Hazel A-, "Games for theElementary School Grades" Texas Woman's University, Denton, Texas, Burgess Publishing Company, 426S. 6th St., Minneapolis, Minn., 55415.

"Swimming Program for the TrainableRetarded Child," Canadian Association for Retarded Children, 87 BedfordRd., Toronto 5, Ontario, Canada.

"The Recreator," State Colony,Woodbine, New Jersey, 08270.

Dance a Story, R.C.A., LE 101-LE 108

RHYTHMIC EQUIPMENT

Exercise Is Kid Stuff, L. P. AlbumNo. 2070, Kimbo-U.S.A. Records, Box 55, Deal, New Jersey.

Rhythmic Activities & PhysicalFitness, L.P. Album No. 1077, Kimbo-U.S.A. Records, Box 55, Deal, New Jersey.

Musical Participation Stories,Sing 'N Do Album No. 8, Sing 'N DoCompany, Inc., P.O. Box 279, Ridgewood, NewJersey.

Honor Your Partner Albums, Albums 1-15,Square Dance Associates, Free Port, New York. CREATIVE DEVELDPMENT:

Committee

Chairman: Harriett Kellogg Raytown

Original Members: Ann Wilson Jefferson City Richard Kirkey Springfield Genevieve Hughes Springfield Felicia Shuler Fulton

Reactor Members: Geraldine Williams St. Louis Mary Tanner Richmond Annie Rippee Springfield Earl Wedin Kansas City Lula Mitchell St. Louis John Ellington St. Louis Evelyn Neil Joplin Fern Glenn Cabool Christina Hoven St. Louis Marie Berry St. Louis CREATIVE DEVELOPMENT

Introduction

Aims: 1. To provide growth in the child's taste in matters ofmaterials, color and design as they apply to choices and arrangements ofthe things he uses and lives with everyday.

2. To provide growth in the use of leisure time.

3. To provide growth in the use of tools andmaterials.

4. To provide growth in the child's performance in termsof maximum potentials.

5. To provide growth in the child's ability to expresshis feelings and emotions in an approved manner.

6. To provide an area in which each child can achieve success.

Creativity is the act or capacity of making something new,of being inventive

or original. It also encompasses productivity in the ability toproduce ideas,

symbols and objects easily and frequently, and theability to approach a problem

in a number of different ways.

Many retarded children do not have theverbal skills necessary to put their

thoughts, feelings, desires, and ideas into words. Therefore, creative activities

can release this frustration.

All art experiences are perceived through the senses. Children must be given

continuous opportunities for creative production.

If the parent or teacher suggests or gives the child ideas ofwhich he has no

conception, the whole idea of creativity is lost. The child should be the sole master of his work. He is not engaging in a creative activity to produce, or to

express your ideas or feelings,but as a means to express his emotions, and to pro-

mote his growth. Criticism of his work is the worst thing you can do; for,

remember, it is part of him and by critizing you arereally finding fault with

him. Never say to a child that his product does not lookreal. Reality in

appearances does not makefor reality as far as feelings and emotions are concerned. Remember, too, that proportions reflect the importance that a childattaches to

the object and his relationship to it.Proportions change as the child's self

image, feelings, and emotions change.

In classrooms for the mentally retarded, the two largest groupswill usually

be the brain damaged and the mongoloid.As is true in regular classrooms, the

creative activities for the two groups will be structured differently. Because of

the brain-injured child's distractibility, perseveration, disinhibition,perceptional

and conceptional difficulties, the goals should be kept simple. It should be a

straight forward activity and should involve a great number 9f objects that have to be fused. (Any creative activity he engages in will be entered into with greater

intensity than that of a normal child.)Because of his perseveration problems, he may engage in the same activity overand over again. This is the time to change the media and to show him he can gain success in other ways.

The mongoloid child's responses to creative activities are more like a normal child's -- he is just of slower development. Therefore, his activities will basi- cally be on the primary level.

It is quite often a good idea to combine two creative media.This not only gives the child greater enjoyment but may lead to new avenues of exploration.

Examples of this are painting to music or telling a story by dancing or painting.

One criteria for the purchasing of art and craft materials is the label. Read all instructions carefully. No toxic or poisonous substances should be used in the classroom. Remember, children have a tendency to experience by taste. Food is a highly motivating factor to them. Also some trainable children have respiratory and heart ailments. Fumes that would not hurt a normal child can be highly dangerous to them. 4ERAL CRITERIA OF CREATIVE PROJECTS FOR THE MENTALLY RETARDED

1. Choose an activity that is geared to the child's ability, his motor coordina- tion, his kinesthetic ability; otherwise, the experience will frustrate.

2. Be sure it is a project that will help the child gain in experience, in greater skill, in sensitivity or greater awareness of his environment.

3. Select projects which give opportunity for original thought or action.

4. Give the child an opportunity to experience pleasure; do not force him to use a media that is repulsive tc him.

5. Make it an activity that he can do on his own.

6. Give the child motivation and socialization through field trips where hecan observe creative objects and activities.

7. Don't forget to smile. Let him know you are enjoying the activity and show appreciation of his efforts. L17!!!.- Tr.'117197111, MUSIC General1. Aims: To develop a love for music through singing, rhythms, and listening. 3.2. ToTo develop utilize physical music as coordination an emotional through release. rhythmic activities.LEARNINGS YOUNGER CHILDREN ACTIVITIES MATERIALS & EQUIPMENT Learning singingto cooperatelisten games Use actionfinger &plays counting songs LondonRecordingsFarmer Bridge in the Dell TheShoemaker's Mulberry BushDance . Learning to sing short simple tunes 2.1.Familiarize them with the melody firstHavePlaytimes childrenor whilesing thechildrenpat songtheir severallisten. knees ortimes clap PianoBlackboard or small organ 142 4.3. HaveTeacherrhythmically.strongtheir children hands&enough. pupils marchto rhythm. chant if the words, beat clappingis Antey,Day Company, John W., New Sing York, and 1965Learn, John 6.5. motion.TeacherdramatizeUse a blackboard & pupilsby putting singto draw thethe wordspicturessong to-in or Learning to respond to musical :rhythm MarchingClappingJumpingin ordinary - withlifting bothwalking the feet knees together higher than gether. Records wardHoppingGallopingSkippingSliding on -one use foot sliding while steps holding forward the otheror side- LEARNINGS ACTIVITIES MATERIALS & EQUIPMENT 'earningrhythm to continued) respond to musical Use rhythm instrument Procedure:1. atUse a onlytime. one type of instrument (Start with rhythm 3.2. byUseandsticks.) hand slow,records,the clappinginstrument marching piano or andorforfoot setsotime tapping. on.rhythm - fast 4.5. mentContinueeasilywithUse a(rhythmmelody simple,to usingstart thatsticks) short theyour can single littlerhythm.forbe learnedtime instrusong band. 6.7. UseaGradually training.simple a single rhythm add cymbal more band. instrumentsand drum with into a 8. majorityUsetoathe melodyastart othersimple of your thatone,instruments. short rhythmcantwo, littlebe or band.easily three song learnedof with Learning to sing peatedUse a varietyphrases ofand simple simple songs melody with of re-a INTERMEDIATE CHILDREN PianoSong flute Learning to respond to rhythm Marchingfew words Procedure:GuitarAuto1. harp Start with 4/4 time first. 3.2. HaveCountasDraw youthe 1-2-3-4 a play childrenbox theonas the recordtunecount blackboard on withplays the you. piano.or and 4. havecounting,beatDothe notthe andchildren presentchildren canmarching respond arethe count awareand3/4 with theporhythm of on.clapping, sides.the until 4/4 LEARNINGS rto xv.Ippz,-11,r,4aq .177M,V117,7C,rP.M.TVIro,t 7777TrePrrXR77:Wera, , rtpr k?7,11TVIT^WL ACTIVITIES MATERIALS & EQUIPMENT Learningtempo, pitchto differentiate tone, Listen and identify:highsoftfast & low& loudslow pitch tempo Procedure:1. differencesUsefast the or extreme elm in tempo, soft and andexaggerateand loud high tone, andthe (See those learnings listed for 4/4 or 3/4 rhythm OLDER CHILDREN low pitch. Learningyoungertypes of &to intermediatesongs appreciate differentchildren.) Sing hymnspatriotic songs Procedure:1. Play music several times. SingSing folk songs songs pertainingseasonsspecial to: occasions& weather 3.2. discussReadremember.isStress almost the the thewords always smoothmeaning to easytheeven - classtowhat rhythm sing wasand and whichsaid 144 2.1.Spirituals PlayandStress why. the thesong syncopation. several times. Patriotic1. thenknow,Startfirst with suchwith with the asa the songwords.America, melody the childrenand proceedrhythm, 2.Folk1. Songs boards,UseTeachable visual melodyin dramatize presenting aids and -rhythm -pictures, anythe first.meanswords black- avail-and LearningLearningrelate tosongs to respond the children to rhythm can MarchUse popularT.V. jingles recordings Record player explaining the meaning of folk songs. BounceUseTwirlDo drumbody batonballs sticksrhythms to("Bounce, music to drum bounce, beat bounce, hold" 4/4 time) DrumsBatonRecordings G:NERAL NOTES ONMUSICAL ACTIVITIES

of music throughplay activities. 1. :ghance the enjoymeaL the child to sing orplay a musical instrument. 2. A desire mustbe created for (rhythm sand) (5 note range). Then add simplewords 3. Music must atfirst he kept simple with meaning. who have difficultywith muscularcoordinapion. .;tress rhythmswith children

note to themusic by usingchild's name in the song. 5. Give a personal ORAhlA General2.L. Aims: To release a child's frustrations, emotions anu innibitions. .4.3.3. To helpteach the thechildren child child to thatthesocialization. learn enjoymentcertain to think actions of abstractly.play. may be appropriate at one time but not at other times. To Learn to pretend or make believe LPARNINGS S'cory telling ACTIVITIES btartProcedure: children out t MATIMIAL6 ;;!...EWPME;ZT convenv:onal maymanner,childrenortell beby done givingainto certainbranch by their aletting main outpart own theme,from eachofstory. thethis. chithen story l0 let. Tni!,4 AAIMLLV -- To learn to play familiar stories Dramatize the Three BearsBillyThreeLittle Goat'sLittle Red Riding GruffPigs Hood or inanimate objects may be used. To learn interpretation DancePantomiming Tell,MusicProcedure:hooks a(recorded), story by movement Poetry books,and actions Story RecordedasthinA suggeste.I with music harps by - recordedsuggested andwaviqgswaying, violins. music. grass,type trees, from' fluttering weeds leaves, some- General Aims: YOUNGER CHILDREN ART 3.2.1. To developteach basicrecognitiongrowth colors. in finger of shapes and handand form.dexterity. 6.4.5.7. ToTo developdevelop growthrecognition size discrimination.in creativeeye of andobjects. handability. coordination. To learn tearing LEARNINGS Simple tearing ACTIVITIES Procedure:paperStart or witel catui.og, simple progressing tearing of tonews- MATERIALS & EQUIPMENT 147 andcardboardastearinging circles, to child gradually of or largetosquares, construction use formsimple correct etc. creative objects paper,pasting designs. suchguid- methods Paste onto To learn cutting CutCutguide.*pieces on geometric aheavy ofline cardboard.* straightusing figures cardboard line such between as as squares, a two Cardboard, tagboard, scisso::s Cutoblong,on outheavycardboard simplemoretriangles curved complicated topictures. lineshelpand rhomboids.* establishand pictures. circles.* fore- Mount To learn pasting Pasteground-backgroundbackground. materials onto concept.* construction paper Paste,Procedure:pasteShow cardboard theand childproper proper amount application to use. of To learn color-lag Colorgressing large to simple more complicatedoutline pictures, ones. pro- Procechre:ownandpurrmssingStart colo:s.tinallr child vaduallytheout thadwith choosine,onlyto more one coiors colorhis To learn painting LEARNINGs 1. Finger painting ACTIVITIES Procedure:'lave child merely experiment with tiAA:Itjd5,1A, E one 2. Using tempera and newsprint Procedure:color.designscolor on andpaper. then using Progress to malfing more than One To learn molding Manipulate clay ClayProsepicturesoneLet shouldcolor.child durr of experimentThenbe more soft prov,ress than enough withone tocolor.brush creating and so as not To learn sorting and matching MakeSortMakechild's "worms" accordingbowls, creation. ornests, ballsto color eggs, * or object of Procedure:to discourage first attempts. Match color to color * MakeProcedure:mountCutpaper dominoes2' on squaresin cardboard.*6 primaryof o;! 2" coloredprimarytins' secondary constructionand secondary colors, Mountsort beads circles, squares and triangles color a,ld shape CutProcedure:4".*colors; f'rom me...neconstruction on cardboard paper on strips car.1- 24x dte(!erontcolorboard.squarns to clue.*red, colors otn. of each so that: color Have all etrcieh blue, all Repeat. PLOW) but ..;car L' ns 1.0 shape-- To learn design MakePutit it designdesignout out: on ononanother.* pegboard.paperpegl,oatu. and *let Let child chile wor!% .°)r ris no clue. si designatedHaveof achit.chile deEigliated colors.makemake ownown coloe design only. usi choosi< 2-3-1s Lica[.ti Z: GS 60J-M;W:6 0ATI,11:tjA :1' -.1' learn folding Simple folding Procedure:lioc:tart drawn with on (mepaper. simple fold with as 8uide Work u1' Lo more * 'A Teaching Method for Brain Injured and Hyperactive Children' INTERMEDIATE by Cruickshank, Bentzen, Ratzeber8 and complicated folds with no guinv lines. Tal.lbontcr General1. Aims: To teach colors 4.3.2. ToTo develop develop awareness recognitiongrowth in of muscular environmentof objects, coordination sizes, shapes LEARNINGS To learn painting 1. Sponge painting ACTIVITIES Procedure:spongesSponge paintinginto small is squares.done by cutting MATERIALS ;,t E.)UIPMENT These are 2. Water colors withoutProcedure:usedfoliage instead dragging or ofabstract ita brush.makes design. a good tree Pressed down vitality.aNo issparkling through.white gained is byeffect.used allowing as in tempera.paper to show Paper showingHave throughchild mix gives some of the Use of b ck gives White 3. Water color on wet paper Procedure:paper.Spreadcolorsthen dark,directlywater tipall on soover thecolors paperpaper. will or run.soak Gently add colors. Light first waterCakeMaterials:brokentails watercontainers, cancrayos, colors, be added sadpaper,sponges, brushes, when dry.colored ironsmooth chalk, paper, De- To learn texture LEARNINGS Crayon on sandpaper ACTIVITIES ProcedureDraw directly on the sandpaper with MATERIALS & EQUIPMENT Crayon textures ProcedureHoldeffects.thecrayon. more thin : interesting drawing the textural The rougher the sandpaper, willcrayonandrough be interesting transferredoversurface the whichpaper texture. to hastheand the texture paper against a a definite Rub the paper. Try To learn different media Crayon on cloth usingDrawProcedure:wood,side directly cloth,considerableof crayon. leatherette, on cloth pressure. with Experiment with bricks, etc. crayons, Melt Chalk Procedure:sheetsacrayon soapheat inoflampinto coolpaper. orcloth water.ironing by placing over it it between under Wash with non-detergent YOUNG ADULTS Trypaper. light Try or allwhite colors chalk on grey or colored on dark colored 2.General1. Aims: To learncultivate wise enjoyment.use of leisure time. 6.5.4.3. To developlearnprovide to a conceptssome followsense types ofdirections of self ofsize vocational worth. shapes, correctly. colors.training which, in some cases, may lead to employment. 10. 9.8.7. To developpromote manualaanoriginality sense appreciation dexterity. of pride and ofcreativein hiswork environment. wellthought. done. A To learn to work with clay LEARNINGS Pinch1. pot - hands are tools Make a clay ball - size of orange. ACTIVITIES wedgingMaterials: board with stretched wire, MATERIALS Clay, water, containers, EQUIpENT 3.2. evenotherrotateKeepPress wall. onehandthumb it hand whilecontinues in cuppedcenter. the thumb toaround press of balltheout and an woodenpin,paringplasticinch several and thickknife, cloths wire andflat small andto at woodenwork tools, leastsponges, on, sticksfettling12 some rollinginches or or 5.4. Decorativewhenitthe aside walledges is to piecesand li-J4dry. flatten ofinch clay thick,the can bottom, smoothbe set glazessmoothingting,long, andasteel kiln clay,assorted andor colored accessrubber brushes slipstoscrapers placefor and decora- thatforunder- clayaddedtency(Clay directions. by of slipusing cream.) is clay clay slip emulsion as glue. consis- Fire to cone of TheProcedure:willhardeningis moist firetoxic.) clayfor clay you, mustis not firingbe reconnendedwell cones. wedged (Self asfor it: 151 outbubblesallcracking projects.of clay which during on willwedging firing. cause board, breaking cut it This removes the air Knead the air or goingandclaysackfrequently plastic,on toto wedging use,keep to cut wrapit checkboard offfrom amount onLilldrying. air clay yoububbles, Unfinished isare slam remainder in p)astic smooth mostClay handslabs-moist processes. clay slabs are used in Procedure:pieces1.for overnight may also storage.be wrapped in plastic pie2.sticksclay dough). on on damp either have cloth, side.rolling place pin two resting lath PlaceRoll aclay moist from well center wedged (as piece you wouldof 4.3.evenlyknife. on lath sticks. CutPierce desired any shapeair holes with infettling the slab baseandcookieofscraper. smoothChristmasoL ashcutters. withtrays, tree a sponge tilesornaments, orand the flexible by making using The slab may be used as the LEARNINGS Clay Hump Mold ACTIVITIES Procedure: MATERIALS & EQUIPMENT withof2.to1. dampthe clean r:I.dgidcheese the wedginj cloth.steel bcrapper bard. used CoverShape this a high hump hump with of several moist claylayers The Dish Procedur4.1:anditthick1. to flexible theover form. the scrapper. hump, smooth and shape Place a fresh clay slab y or Smooth with wet sponge inch 2.2.fromfreeling mold.excessknife, clayusing from a downward mold. motion toWhenCut around piece shapeis leather with endhard, c.f remove fett- Clean dish with wet: sponge Sandbox Method Procedure:dampen,halfand1. fettling fill make the knife.depression box with coarsein sand, sand, coverAn empty box of sturdy construction, withpiecepressple2. dampcircle, harden,into cloth. maid place attach with on legssandcloth withbag. in sandbox,clay slip,Roll out slab of clay, cut out sim- Let Clay slab with sides Procedure:2.1.trim and clean. CutRoll free out formvclay slab.shape with fettling 3.with4.enoughknife. clay to goslip, around renforce free-form with shape.clay AttachCut strtps strips k inchto free-form wide and bottomlong wheredesigns,oratedcoins,5. needed. with etc.impressions clay slip, of rolledtools, claytwigs, Clean with wet sponge. May be dec- LEARNINGS ACTiVITIES MATERIALS & EQUIPMENT andtdslips,Decoration: Lontainlead. glazes substances, are made Lama such grouod as arsenic t, Lass Their use in the classroomUse underglazes anu clay overglazeoverglazing.tivetois drawnot is advised. picturesthenis paintedCeramic sprayed Teacheron overbisquechalks over shouldall. picture,pieces,may beuse used ff4xa-clearall Piece is To Learn oil painting Procedure:Oil1. Painting Place palette, brushes, spreading Materials:oilspreadingthen painting fired. media, brushes, gel 1is bristle, recommended. 2 aable, Simple palette of oil paints, media2..child. and prepared canvas in front of Explain that paint is not to be put Canvascleaning.final panels, coating artist and turpentineDarner varnish for brushfor 3.child,4.brushin mouth. strokes. let him choose his own, do no DoShow not on suggest a sheet subject of paper matter a few to simple 6.Darnercompletely5.correcting varnish. ofdry, the spray painting. or brush with AfterLet childpainting work is till completed, he is satisfied. let manualTo teach dexterity color, construction and Paper7.for Machehis picture. Have child make or refinish frame wheat:Materials:bowls pasteor bucketc, (wallpaper rags paste),for mopping, scissors, some Madras tissue paper, pure DecideProcedure:varnish.sortcreche of on structureset, oh ic'ctmirror orto frame, underbe made base,etc.) (figur clear for paste2.or). chicken mixture. wire. MakeCnt understruLturepaper it of twisted wire strips. Dip into LEARNINGS ACTIVITIES 3. Drape paperMATERIALS onto frame 6( EzIpmENT or under- Paper4.structure.thislets machesameand so manner.jewelry, forth can earrings, be formed brace- in Let dry completely. Varnish. Toto teach improve color coordination and color combinations, Weaving Procedure:1. Show child the loom and what can 54 3.materials.gether.2.be produced on it. Have child sewchoose chosen colors and strips to- To develop creative thought Scrap lumber activities ChildrenProcedure:lumbertalking can areof beanimals.brought motivated into bythe first room. Pieces of desires.structureEachthethen child objectglued from may together.with lumber.choose water the based sizes temprA. he Child creates animal or Child paints Pieces are BIBLIOGRAPHY

22, 1967,Vol. 44, No. 20 1. Teacher'sEdition 1. My Weekly Reader, February Activities ForRetarded 2. Ginglend,David R.Stiles, Winfred E., Music Children,AbingdonPress, New York, 1965. Lorrain E. Wersen, Louis G. 3. Pitts, Lille Belle,Glen, Maybelle, Wattere, and Company, Boston, NewYork, Chicago 1960. Our SingingWorld Series, Ginn

"Children Are Artists" StanfordUniversity Press, 4. Mendleowitz, Daniel M., Standford, California, 2ndedition, 1963.

Appleton-Century-Crofts, 5. Goodenough, Florence 1.,"Exceptional Children" Inc., 1956 pp.60-61, pp. 284-287. Charles A. Merrill Books, Inc. 6. Jordon, Thomas E.,"The Mentally Retarded" Colambus, Ohio. of the Child' "The Greenacre, Phyllis, M.D."The Psychoanalytic Study 7. Universities Press, New Childhood of theArtist" Vol. XIV, International York, 1959.

and Mental Growth" 3rdedition, The Macmillan 8. Lowenfeld, Viktor, "Creative Co., New York,1957. Hill Book Co., New York, 9. Simpson, Martha, ''Art IsFor Everyone" McGraw Lomdcn, Toronto, 1951. "Painting and Personality 10. Alshuler, Rose H., Hatwick. La Eretta Reiss, Chicago Press, Chicago, A Study of YoungChildren." The University of Illinois, 1947.

of Missouri," JeffersonCity, Missouri, 11. "Art for the Elementary Schools Department of Education,1956.

'Let's Act the Story,: FearonPublishers, Inc., 12. Fitzgerald, Burdette Palo Alto, California,1957. FUNCTIONAL ACADEMICS:

Committee

Chairman: Sue Faros Hickman Mills

Original Members: Joanne Monahan Columbia Florence Erickson Raytown aozelle Norfolk Kansas City Carol Dias Harrisonville

Reactor Members: Ernestine Pritchard St. Louis Maud Burk Bethany Ella Caldwell Springfield Violet Bowen St. Joseph Effie McConnell Monett Lucille Scalia Joplin Lee Ann Hunter Rolla Frances Cunningham Branson Martha West St. Louis FUNCTIONAL ACADEMICS

INTRODUCTION

Perhaps the most controversial area of training for the trainable mentally retarded, is that of academics. Since the entire educational system is traditionally founded on the u3R's, some statements as to the expectations of the trainable in these areas, are pertinent.

It has been thought by many, that the TMR's limited mental abilities 1.ecessarily limited the academic program to one of mere survival learnings? However, it has been found that some trainabies are capable f..)f a more complex academic program, and should be entitled to acquire such skills as will be useful and pleasurable to them, to the maximum of their abilities.

The purpose of this section entitled, Functional Academics, is to outline a program which is realistic and useful, r...ommensurate with the abilities of the trainable mentally retarded.

It should be understood, that individual differences will not allow all trainable pupils to participate equall-1 in this area.

APIS

1. To aid the child in getting meaning from oral language by listering.

2. To stimulate the need and desire to communicate.

3. To provide pleasurable listening experiences.

4. To develop in handwriting.

5. To develop simple number skills.

6. To familiarize with elementary monetary values and simple measurements.

7. To fkailiarize with terms of quantity, size, time and form.

g. To develop reading to the levels of individual understanding and capabilities.

9. To stimulate the child's interest and awareness of his environment and to understand the elements of nature.

10. To provide the training that will enable each child to achieve to the maximum of his ability. Aims: LISTENING AND THINKING SKILLS 2.1. To providehelp the pleasurable child interpret listening experiences. meaning from listening. 4.3. To aidstimulate child inneed developing and desire to communicate. (See Area V-Language oral language by listening. Development) PRIMARY 158 Listens to others in LEARNING attention- Have show and tell time, ACTIVITIES MATERIALS AND EQUIPMENT. Recognizescompelling and situations. reacts to sound. Havenameturns. marching, in classroom skipping, situations. Makes response to spoken walking,taking Bells, horns, sirens, whistles, Playsoundchildclapping listening reactionrespond exercises toand rhythm to games involving response. music. and tempo. Let maracasRecords and and other sound noisemakers. effect tapes verbalListens commands. to and responds to sound- Give"stop,to commandsan opportunitygo, wait, in daily close activities- to respond - ment.Listens for pleasure and enjoy- poems,Listenetc. etc. to records, stories, the door," Appropriateand poems records, stories LEARNINGB INTERMEDIATE ACTIVITIES MATERIALS AND, sponse.Listens to produce proper re- ulateSingchildrenRelate activeaction story to response.tellsongs or songyou which aboutand stim- ask it. Finger play manual ofListens tone and to quality.recognize variety GiveUseto finger childrenlisten plays. to an and opportunity participate Tape recorder Listenstone. to discern meaning of mingGive ityinand the whispering, towhistling. childrenlisten to shouting,an and opportun- deter- hum- Puppets 159 Listens to produce vocal re- Giveetc.minelaughing, the childrenmeaning excitement, ofan crying,oppor- sorrow, Listenssponse. to improve memory. Havetoitiontunity childrencommon and to objects.mimickingvocalize listen to inof names repet-names Large object pictures pictureHaveareoftheir severalshown. them eyesis tellgone.objects and you remove whichas pictures one picture. Have them cover YOUNG ADULT Listens for proper conversation- LEARNINqp_ Maintain a relaxed, sociable ACTIVITIES MATERIALS AND EQUIPMENT Listensalvoices. response. to discriminate between Flayexpressiononeatmosphere gameclass of inmember to"Guess the encourage classroom.is Who", blindfolded vocalwhere messages.Listens to and relates telephone Constructclassmatesandthe tries pupil opportunities to isto tell speaking.become which familiar for of his Tele-trainTrthrough the available telephone 160 commands.givenwith thesimple telephone messages and and to be company HANDWRITING 2.Aims:1. To developgain recognition muscular coordination.of form. 4.3. To formgain habitsability of to neatness form letters and carefulness. of the alphabet and numbers legibly. 5. To write own name, address and telephone number. PRIMARY 161 Determines hand dominance. LEARNING s Observe child in everyday ACTIVITIES MATERIALS AND EQUIPMENT predominantlyNote:(Usuallyear)sided--ie-hand,situations. lefta child foot, or rightwill eye, be Holds(En-Tandem pencil correctly. method) HoldPlacetheyou thechildbeginpencil pencil isto in ableproceed, properin placeto hold hand.until as it Learns simple motion exercises. Practicewithalone.soft large pencil. push-pull crayon motionor large, Large crayon or pencil nessExperiences and roundedness. a feeling for straight- betweenHaveStortphasize child withtwo termination draw givenblackboard. straight points. of lineline. Em- Chalkboard, chalk andLearnsthrough tactile eye-hand visual perception. coordinationdiscrimination LEARNINca Giveception.crimination exercises and in tactilevisual dis-per- ACTIVITIES TrainingSee Area IV--Sensory and Perceptual MATERIALS AND EQUIPMENT Traces simple geometric forms. Haveonhorizontaltracing (circle,chalkboard--thenchild geometrictrace lines.square, vertical forms- Xtiangleon paper. and- Proceed to Geometric form cards Traces letters of his first name. Note:(HeavyHavename.pared child copy trace linesof his overshould own pre- first be Paper with 1 inch square basedrawn1teachlines inchline. by spacing. separate squares.)teacher lettersto emphasize to Heavy vertical Start with WritesTracesand numbers. directlyletters ofbelow the copy.alphabet (manuscript) PupilsProceedcopyname. ofwrite in name, same directly letters,manner below as or for Alphabet cards numbers. INTERMEDIATE uniformly.onKeepsSpaces base letters line.letters and and figures figures resting ContinueGraduallyasspaces needed. withfrom reduce primary1 inch writing tomethods % inch. Primary materials Spaces words correctly. blockedOmitContinueneeded. heavy spacespractice guide when linescopying. no longerand StandardPrimary writingpencils paper name.Combines letters for own first LEARNING S Continueandchild less gradually to de?endent. use copy becomes until less ACTIVITIES MATERIALS AND EQUIPMENT Writestelephone full name,number. address and Beginlongerly practicewith is copy.needed. until copy no Constant- Cards with children's: (3)(2)(1) addresstelephonefull name number model.Writes numbers 1-12 without Practicechild can with do it independently. YOUNG ADULTa model until 163 Writesown full (manuscriptown names. address orand cursive) telephone ContinueabilityNote:(Someas needed. withto mastermay preceding have cursive the areas Materialspaper.Standardareas as from needed.ruled preceding writing WritesWritesnumber. entire numbers alphabet. from 1-100. writing.) BallStandard point lead pens pencils CountsCopiesnumber.label objectsaa simpleproject. and sentence records to Fills in a simple form: addressnametelephone number. ulary.Writesthat areand aspells part ofsimple his vocab-words ; Y.* NUMBERS Aim:1. To develop simple number skills. LEARNING S ACTIVITIESPRIMARY MATERIALS AND EQUIPMENT Learns vocabulary: bigoneshort and and andlittle more tall Familiartablecalledtable. and onobjects theto cometeacher are to placed thesays, on a Large Each child in turn is BigLittleBig Ball Doll balldoll 164 beforeinlesssmallfew frontand and and .after manymoreof large and behind. doll;record;little"Put putyour ball; giveyour finger givemefinger the onme littletheonthe the biglittle doll." litttleBig record record Learns the concept of numbers LetProgresssametures the procedure. ofchildren to same the objects usecount of otherpic-and use Books, pencils, blocks, 1 to 5. etc.,andchildren,stimulation.ity. stressat every tables, tactile, opportun- chairs, concrete cups, Count from left to right toys or anything in sight TeachLittletotal"Six games bodyLittleIndians". andactivity, Ducks" songs andwithsuch "Ten as Teachvisableationsoftermination objectscounting (2)structured countingor throughand card structured termina-configur-(1)without use MiltonColorFlannelcolored Bradleysheets blocksboard 1 objectsinch and numbers LEARNINGS ACTIVITIES MATERIALS ings.Selectionsymbol--looktion (3) conceptof andproper count.of group-number Dominoilton card Bradley configurations concept cards Attachto the written concrete number presentation. symbol TrainableLargeNote:(Refer three-dimension Children.) to Julia Molloy'snumbers show"Show me me number three three."blocks- - ColoredPegMagnetic boards beads figures and numbers Usenumbers. worksheets matching MaryTouch,Giant"Happy Ann beadedInc. AmbroseWay numberto Numbers" cards byby Useexercises.groups memoryworksheets and and numbers. reenforcementmatching coloredpondinghaveWrite child number papernumber paste oncubes of sheet on1 inchcorres- and Learns House Numbers. HaveUsehousepaper Workbook child ornumber cardboard.construct exercises. on front. house of Write ColoredboardConstruction felt-tip paper marking or card- Tellgametell affording numberhis house stoOs. each number. child to Play pencilsFinger plays and stories LEARNING'S INTERMEDIATEACTIVITIES MATERIA1LAND EQUIPMENT Learns vocabulary: slowshortin andand and outfast long viaallowDemonstrate games. children differences; to participate then BoxBallYardstick and small and objectfoot rule aboveoverhightop and andand underlow bottombelow CalendarBuildingDeskWindowEggs, oranges and lemons quartsdozenfullfirstinside andandand and emptypints.last outside MilkGlasses cartons of milkand jars 166-6 to 10. Learns concept of numbers Teachofand one notation,counting color as nyusing agrouping group. 5 blocks paperBlocks,Colored beads,blocks cubedor domino colored cards Use exercisesworksheets from from workbook. "Number Holt,"Number"Ready Rinehart toConcepts", Begin and Numbers" Winston, Level Iby Inc. Numbers"Concepts", or "Playing "Fun With With Numbers." ContinentalLevel"Playing I and With Publications Level Numbers", II, matchingPlay games cards. with number-picture MiltonGel-Stenand"Fun "Candyland" BradleyWith Supply Numbers", "CountCt. toBeginners, Ten" number.Learns age, address and telephone LEARNING Gives"Number information Please" atgame. roll call ACTIVITIES, Real telephone MATERIALS AND EQUIPMENT Learns time. withblack.handPrepare moveable red, a andlarge hands, the clock short long face hand Make large pictures paperLarge platesclock of cardboard or eachgroupsonetheof to clockschildcardboard eachof 4 setonchild.or paper,less)theclock hands atand a ongive (Work in Let andofclock,childspecified blackthe copieshands.with crayon, hour. the on usehisthe ofpaperposition a red Then each long.shortseetimes, that and helping the the hour minute each hand childhand is isto Do this many Recognizes coins; penny,half-dollar nickel, and dime, paper quarter, dollar. Takemoney.Play children store.guessing shopping. games with real MoneyLanguage (real) Master Learns number concept 1 to 10. ConductPayofBuy for numbersmilk lushesdrill at in school. in atand recognitionschool. out of Number cards concretesymbolssequence. withand abstract.groups of objects Match number withPicturesCountingob.;ects number cubeswith to symbolscount groups and of match ,t. J , "14l A , a p 1,4 . - 4r 4,4 44 {1 , -1"1.4" .1 4'444 n 11- 14,14 11, 111,1414,1 4,4,,,441114 >4 ,11, f4 Learns number concept to LEARNINGS Match number symbols with YOUNG ADULTACTIVITIES Cards with number words MATpIALS AND Et 1LETIEK twenties. Matchnumbergroupstens. number words.of objects. symbols with Group in Number cards Recognizes dates. PlaytalkSet number asideabout agames.date time of each month. day to PressCalendars"Uncle monthly Wiggly"from materials Continental game board,CopyUse day daily includingto daystory calendar. month,from the day 163 Learnssubtraction. simple addition and withUsedateor singleweather.supervisionand other column special as problems necessary. events CountingFlash cards cubes Learns to tell time. PlayPracticeUse timeworksheets. countinggames. by five. MiltonClockPress"Time, Bradley 1, 2, "Tell V: Continental Time Quizmo" LearnsLearns to to countcount to to 100 100 by by tens.fives. ones. Sortfive.ten. objects into groups of materialMiltonObjects Bradleyfurnished "Number by workshop Chart" vmvoie6m44airinFo3=!1WrrilltittfteiltiVIVAITIMITIl A LEARNINGS ACTIVITIES MATERIALS AND quigNENT. Learns vocabulary; changeaddtake away halfteaspooncupsubtractfrom full Learns to keep score. tablespoon PlayGo bowling. tiddly winks. 169 PlayPlay eggcarton ring toss. roll. Aim: 1. To provide the individual pupil withmeaningful the and useful in everyday living. activities and experiences with PRIMARY money which are Learns uses of money. LEARNINGS outchildSet thatup have a whatplay experience hestore wants and incosts letfinding the ACTIVITIES store.Items and equipment for play MATERLNLS,AND EQUIPMENT money.Learns relative value of Usemoney.childto picturesplay develop "Which cut sense Costsfrom of magazinesMore?" values. Help Magazines for pictures 170 Learns care of money. moneybeingGiveschool theorresponsible activities.moneychild forexperiences forother lunch in Learns how to 3et money. daddyHelppretendLet themthemust occupation children understandearn the chooseto that earn a money to money. nickelLearnsto identify andto recognizedime. by name coins - penny, and numberIntroducenumbersupport two, one; thepenny etc. family.two and pennies teach withwith ChartsReal money MakeCountLetIntroducea penny.achild nickelfive buy pennies.nickel with gum pennies.orwith candy number for five. Teach 5. Coins on duplicated sheets LEARN INGS aLet number child of choose coins. pennies from ACTIVITIES MATERIALS. AND EQUIPMENT WhenwithLetRepeatthe childfivethe numberswith childpenniesbuy nickel. candyfromhas or learned 6 or nickel.to gum 10, Gointroduce slowly the dime. INTERMEDIATE money.LearnsLearns to to make recognize change andto quarter.use TelloutFromofRepeat thethe howa penny,thegroupabove much use ofandnickeleach and coins, name onequantity and it.ispick dime. ActualPriceStore itemstags coins whenworth.Selectcent, asked five from which cents pictures one or is ten orone cents.carton Select coin from group CashcandyBalloons, registerand gum.cookies, stamps, nickelcanGivein beplay eachorbought store,dime. child thingsa nickel that in with a penny, ContinueexchangeHavenickels. children forwith his a sort dimefive and forpennies. match2 fortheCountcoins. aquarter quarter. by t1vos and make change Present LEARNINGS Select amount for bus fare. ACTIVITIES MATERIALS AND EQUIPMENT MakeCountnickelfor change it.a forquarter. ofa quarter.twofive dimes, nickels drink.Makeamountssell use tickets, ofneeded movie popcornfor time each toand item. Have child determine the Learns quarter, half-dollar Count dime and nickels. YOUNG ADULT Actual coins and bills 172 and dollar. CountLearnof coins. byto nickelschoose quarterto 25 cents. from group Learn ChalkboardItems for store. Countrecognizeaddto add onby pennies.penniesdimes half-dollar. to to 50 this cents, amount. then Learn to CashGrocery register ads from paper RepeatmoneyDiscussIntroduce used. each size dollar step and often.colorin same of manner.all Learn terms; mostmanymore - leastlessfew Learnssign. dollar sign and decimal LEARNINGS dollarsLearn place and centsvalue, as positions suggested of ACTIVITIES Value"Ideal Kit" Dollars #764 and Cdets Place MATERIALS AND EQUIPMENT Learnsvalues ofto money.readsolve and simple write problems the onic,ason page one 1. Visitof "Ideal local Value stores. Kit" #764, Flannel board operatedLearnsabout money. to machines. use money in coin wherecafeteria,Ride theyon bus, may post tripuse office, coinsto.laundremat, etc.,in Learns the value of saving money. machines.dayShowPrepare growshial a howandbank somecan for buy puteach more.in child. every 173 value.Recognizesstands that checks signed and checks under- have whenMimeographmoneywithlet filled them. thewith child some out.him, check becomefor checksblanks familiar and Make exchanges of Aims: TIME QUANTITY, SIZE, MEASUREMENT 2.1. To familiarize with terms of measurement.quantity, size, time and form. LEARNINGS ACTIVITIESPRIMARY TIME MATERIALS AND EQUIPMENT Recognizes numbers. MatchSelectCount numbers. objects.by numbers rote. by name. Teacher made 174 Recognizescell time. clock and its use to ManipulateofExpose clocks. child toy toclock. different kinds (alarms, watches, etc.) Clock(Creative with movable Playthings) gears Learns daily sequence. TalkAct outabout sequence when meals of each are day.eaten. INTERMEDIATE morning,ChartDiscussandillustrate havepictures daynoon, children andwith night.of night magazinedaily specify and activities pictures. Learns weekly sequence. DiscussofLearn week. names weekdays and sequencevs. weekends. of days LEARNINGS playtimecouldShow picturesbe. and ask of what church, day itschool ACTIVITIES MATERIALS AND EQUIPMENT Learns monthly sequence. pertainLearnemphasisDiscuss months toT.V.on holidays,days ofprograms yearviewed. birthdaysas with they Learns use of clock. board.Writeand specialnumbers events.on blank clock on viewHave untilcorrect children clock modellearn the on ActWriteclocks. out numbers clock song.on individual WordsonRecord,design page and of 51,"I'mactions the Educational aclock. Little to Teapot" Rhythmics use are 175 Usehands.Discuss clock name puzzle of theat desk.clock's Child Guidance toys az LEARN INGS YOUNG ADULTACTIVITIES MATERIALS AND EQUIPMENT Learns use of clock. HaveteacherIntroduce children moves "O'clock say hour name hand.clock". of hour as movableClock with (Teacher only hourmade) hand asHavehourindividual new children tohour hour isclocks matchandreached. have tohour gothem handfrom signal on ownPupils paper should plate make clocks their past"timeandIntroduce useandby thesame"quarter (separately) hour. sequence past" as theclocks for "half teaching TeacherminutecoveringUse clock madehand the without model gluedface. withtoglass the 176 time.Learns to apply the telling of checkorSet end model withof an clockreal activity clockfor beginning andat 6, 9, and 3 Chartnextatproper school--draw theto time. eachtime name.each a clockpupil arrives PrepareofEncourageis the on class. theworksheets pupils hour andto for notetell re- whenthe restclock enforOement.Discusslast,late, fast,now,words later, slow,such a$;etc.wait, first, early, LEARNINGS ACTIVITIES mATERIAL73_61200jmgm Gainstime fuller span. comprehension of Throughyesterdayasthis last morning,discussion, night, meaningful. tonight,this make afternoon, termstomorrow, such and emphasizeUseUseas classwell individual astomorrowcalendar today. calendars anddaily yesterday, and to mark "Day by Day Calendar" andFosteroffsequence. eachthe an weatherday. awareness characteristic of seasons and 177 PRIMARY SIZE Learns body size. PlayandhaveImprint refit "Can child handsthem.you do fit suchand there?", feetthings in andasclay Clay, cardboard boxes Measu,acrawl undereach child.the table, etc. markersTapeat child'sweasure, to he height tapedcardboard to wall suchBecomes as: familiar with words bigtalllarge and and andlittle short small CompareCompareobjects sites sizes and of cardboardof two blocks, children. shapes. other MontessorlwithRelative knobs Graded size(Creative sets Cylinder Playthings) set Manipulates size objects. meaningful,Beginandindividual thenwith asgroup use thedesk these activitiessequences work. items becomefor ColorGradedPostal cone circles, station squares, triangles " v., - s ' Learns to use and understand LEARNINGS Use class members and apply these INTERMEDIATE ACTIVITIES MATERIALS AND EQUIPMENT words such as: small,large, smaller,larger, largestsmallest. Usesize.terms. objects and ask questions about Quartcans, and etc. gallon milk cartons, CompareComparerealthe furniture.real doll pictures objects. house offurniture objects withwith Solid(Creative Block DollhousePlaythings) furniture Learns to use ruler. MarkHave inches children c.,,L namepaper numbers ruler. on ruler. butPre-cutIndividual unnumbered paper rulers with inches marked longFind asobjects ruler. in room that are as YOUNG ADULT Learns to use ruler. BecomecountCompareand inch.:nches familiar ruler on with each.with yardstick- terms foot Ruler and yardstick MeasurewhenUsespecifications. rulerspossible. and cutin vocationalpaper to certain projects wordsLearns such to as:use and understand narrowlonger and and wide. shorter PutbutUse differentanpaper unequal strips widths. number of same of beadslength on Beads and strings LEARNINGs 2 longest,strings. shortest, and measure Ask pupil to select ACTIVITIES Ruler MATERIALS AND EQUIPMENT to check answers. QUANTITYPRIMARY Becomestative familiar items. with quanti- withPlay water.with measuring cup and cans Water,Sand, cups,cups, cansboxes Playspools.Fillin withsand. egg measuring cartons withcup andbeads boxes and Egg cartons, beads, spools boxful,Learns meaning cupful, of everybody, e.apty, full, demonstrationsThrough discussion (pictures and concrete and real INTERMEDIATE, Cup, water nobody. partRepeatobjects),items, full, play asking stressan with empty for thesequantitative acup, cupful, words. etc. a cup Cup, pitcher, boxes CountwaterDirectsand spoolsinto intochild a whilepitcher;tolarge pour fillingbox, 32 cupsetc.boxes egg of of Carton, spools Learns use and understandThg carton. YOUNG ADULT of: all, some, none. UseNowtermsin pupils nonethe by circle? ofaskingto youillustrate are.""Are all these of us Are some of you? Large chalk circle on floor or. Pr S -1" 1. e :s 4, ..tt. ttytt. t - y t. e LEARNINGS ACTIVITIES MATERIALS AND E9UIPMENT many, few movingGroupdesignatedUse objects all,objects someareas. to to illustrateor illustrate none to terms- these - Pennies, pencils, papers, etc. more, less ariseAskterms.less questions as ice to cream,who when has more themore occasionscrayons, money, etc. Ask appropriate questions. whole, half, quarter CutFoldIllustrate paper. paper. whole, half, quarter. Fruit Plate (Creative Playthings) 180 AskConcretelythe pupils pupils todiscuss cutdivide cookies and a groupthen or letpies.of andequalgraduallyobjectsthe eventually wholeparts. into increasing group 2asking equal back fortheparts, together. 4number Ask them to put pair DiscussIllustratesomething pair alike. byas realmeaning objects 2 of or Mixpicturesandsocks, up ask several twins. ofthem mittens, topupil's find gloves, thegym pairs.shoes shoes, dozen LEARNINGS Discuss dozen as referring to ACTIVITIES Flannel board MATERIALS AND EQULPMENT Takesuredozen12 a of to tripcup-cakes something.tell to thethe or sales-womanbakery cookies for (be a Haveobjects.unacceptable).that pupils a baker's count dozenout a isdozen crayons,Pencils, books,erasers, etc. chalk, cup, pint, quart, gallon. usedTakeSelectstore ina trip forcooking.pictures ato dozen the to grocery eggsillustrate to be Pictures from magazines 181 Takebequart thesekept trips of initems milk,view.to theand gallon storechart of forthem ice to Askcream,theysize pupils arecontainersetc. toemptied--set bring from in various homeup a as Empty food containers Measuredisplaycontainer water--filling table. from cup.cup; quartpint quantitiespupilsemptySet up containersaska play whenfor store specificbuying. and withhave NUMBERS, MONEY, TIME, QUANTITY, SIZE SUPPLEMENTARY MATERIALS I Filmstrips A. State1. Department of Education FilmstripsReel 7--Frames 1-13--"Concepts Basic to Number Work" B. 4.3.2.Eye GateReel 7--FramesFilmstrips8--Frames7--Frames 14 1-13--"Think27-40--"I-26 -" "Juno Can theand Count" JuneDo" Bug" 4.3.2.1. No.No. 103D--"Groups103C--"Numbers103B--"Seeing103A--"Count toof the6-10" Find2-10" Use Out" of Numbers 1-5" 6.5.8.7. No.No. 103E--"Putting103H--"Time103G--"Taking103F--"Number and Groups11-19"a Money"Group Together" Apart" 132 II. Finger Plays A. State9. Department of Edu-ation Finger PlayNo. Manual 103I--"How Many in All? How Many Left?" 4.3.2.1. "Hickory"Five"Two LittleLittle Dickory Blackbirds"Bluebirds"Squirrels" Dock" 6.5.7. "Counting"Five"Soldiers" Little the Mice"Fingers" . 11.10. 9.8. "Five"Fishes""Ten"Six LittleLittle Rabbits"Fingers"Ducks" 14.13.12.15. "Ten"Thn"Ten Little FluffyLittle Indians"Soldiers" Chickens"Ducklings" III Songs A. 2.State1. Department of Education Music Folder"I'm"Ten Tall,Little I'm Fingers" Small" 4.3.5. "Clock"This"The Clock"Song"Old Man" 8.6.9.7. "1,2,3,4,5,6,7""T\..o"One"Ten LittleLittle Little Indians".. Elephant"Birds" IV Duplicating Materials and WorkbooksA. Continental2.1. Press "Number"Playing Concepts" with Numbers" 1 and 12 and 2 3.5.4. "Measurement""Happy"We Work Trails with inNumbers" Numberland" 1 and 12 and 1 and 2 2 B. 6.1.Educational7. Publishing Corp., Darien, Conn."Everyday"Time""United 1 Statesand Arithmetic 2 Money" Made1, 2 Easy"and 3 1 183 C.D. John'DayFollett1.1. PublishingCompany, New Company, York, NewChicago, York Illinois"Basic"Come andLessons Count"--Leila for Retarded Armstrong Children" V Games and Toys A. Milton1. Bradley, Springfield, Mass. "Jollytime Dominoes" B. 2.Lauri3.1. Enterprises, Haverhill, Mass. "Candyland""Fit-a-Space""Uncle Wiggly" C. Judy3.2.1. Company, Minneapolis, Minn. "Count-a-Space""Fltra-Number""Number-ite" READING 1.Aim: To develop reading to the levels of individual understanding and capabilities. Learns to recognize name. LEARNINGS ACTIVITIESPRIMARY MATERIALS AND EQUIPMENT AlsoofandPlaceroom. all flashall namethe the card children onchild's desk,drill .nbelongings.chair,of the names Maskingcardsconstruction tape, magicpaper marker,for flash Usecaninflash thethe pick cardsnameroom. out tree.with his namesown name of allseveral When the child Place Constructiontocards, go on paper the paper treeapples tree, with flash names Learnsric figures. identification of geomet- Makeoftimes, to picturesshapes. place he hasit with onearned thea variety tree.the right Cut various shapes Shapes of construction paper. Usemakeandthem theletpictures. onformthe construction childrenboard or glueshape paper to Shape sorting box differences.Learns to observe likeness and childrenGivesorting prepared pastebox. paperlike objectsand have rakeForm paper boards by pasting one red alongthesquare.the red sideblue ball eachsquare by other. the by redthe ball-blue Paste andcutball,square. outblue one red squares. green balls, tepee, gr,een one tepee blue Give children paste and I Learns left to right LEARNINGS sequence. Practice following from ACTIVITIES MATERIALS AND EQUIPMENT Useto Filmstrip.right. left Eyemade)Mimeographed"Left Gate to Filmstrip Right worksheets Sequence" #85 (teache Learns symbol recognition. box.matchnumbers.Child the is objectto circle in Use with letters and all that left hand Makeand stencila box on with left lines + side of paper. drawn Use Filmstrip. Filmstrip--Ree1.18-FramesState Department of 15-22 AF FDAFDMAE + 0 + 0 + Education 185 Learns to match letters. onwithHavefind the theone thewall childletter corresponding cards. look on it and then at a card letter UseUtilizefound flash onthe cardsthe alphabet wall that of haveeachusually oneschool. Recognizes protective vocabulary. wordspoison,Drill as: with help, cards in, using stop, go, hot, cold, out, up, such Cardsorletter oak of tag constructionper card, paper Learns to match. Usedown, prepared and rest sheets. INTERMEDIATE room signs. Match Playlines.like games. words by connecting with "Objectental'We GetPress Lotto" Ready to Read", Contin- Learns st ly telling. smallaboutHaveience thenumbera chartpicture. child ofstory, developwords, using Make exper- repeateda story a ChartforInteresting tabletwriting pictures story or chalk board pictureRecognizes or sequencethings missing of pictures. in a start.ing.Showfrequently. picturesPlay games. with Use parts of the body parts miss- to "JudyIdeal"What's See-Quees" Charts Missing Lotto" LEARNINGS ACTIVITIES MATERIALS AND EQUIPMENT Learns direction. Holdbesideover,or bookan under, object thein differentdesk, in,such have as athe pencil child behind, positions- - Learns word recognition. Haverestidentify the room child the he location.shouldpoint outuse by which Makewith ladies,a thechart same girls, showing meanings- women, words - etc. walk,identifyingkeepin usethe don'toff. suchcommunity thewalk, as, signs. in, push,to out,see pull, signsstop, Walk Reads. Give practice in recognizing YOUNG ADULT Plash cards 186 Proceedmaterialsvocabulary.the protective with for standard anyand pupilvocational reading who Pre-primer and primer materials Colors on direction. Haveis capable the pupil of handling color it. according AdvancedMakeneededof objectsa stencilmaterials and with write if aand varietyspecific when Learns to shop. Givetoshopping printed the pupil anddirections. havea list him for go to coloricems on foreach. the play store basketthesame,realthe play list. with storewith store those and and letthings fill Lim onthedo Make supervision.a trip to the the SUGGESTED LIST OF KEY WORDS IN "ACADEMICS" AdviseAdmittanceAddress FullowFiveFiling MoreMixName SlowSizeShop AssignAssembleAllBigAttach FullFourFoldFryingFragile OffNumberedNoNeighborNeat Sort:StockStackSpringSmoking CautionBusBundleBottomBoil HammerGroupGoGentlemenGallon OpenOne-quarterOne-halfOne TablesSupervisorSummerStop CoatClipClbanlinessChairs HouseHotHelpIn PassPackageOutOrder ThreeTenTelephoneTablespoon CutCupCountCold KeepJobItemInches PoisonPlacePintPilePound TwoTopToolTimeTie DrawDozenDownDateDanger ListenLiquidLineLessLadies PracticeQuartPushPullProject WarmWalkWinterWaitUp EmptyFallFactoryExitEntrance MeasureMaterialsManyMenLittle QuietSafetyRunRushRules WorkYesYardsWoman FastenProtectiveFeet vocabulary would include such words and phrases as: Minute SameScrewSaw :hot,bothhandStop, touch,cold, ways,inside go, poison,off, wait,sit windows, on, down, exit,walk, etc. be watchladies,bus quiet, stop,your women,danger, step,railroad girls, indon':: out,crossing, men, standdo gentlemen,not private,up, push, keep wait boys,drophands cote dooff, not here, stay keepoff grass, your turn, look SUPPLEMENTARY. MATERIAL READING I Filmstrips A. Eye Gate Filmstrips 4.3.2.1. No.No. 85D--"Visual85C--"Story65B--"Auditory85A--"Recognition Practices" Discrimination" Discrimination" Phases" 6.8.7.5. No. 85H--"Alphabet"85G--"Differences"85F--"Similarities"85E--"Classifying" II Duplicating Materials and Workbooks 10. 9. No.'No. 85J--"Stories for Special Days" 85I--"Left to Right Sequence" A. Continental3.2.1. Press, Elizabethtown, Mass. "Visual"Visual"Rhyming" Discrimination" Motor 1 and Skills" 2 11 andand 22 6.5.4.7. "Useful"We"Thinking"Beginning Learn Language" toSkills" Sounds" Read" 1 1and and 2 2 1 and 2 B. Follett8.1. Publishing Company, Chicago, Ill."Come"A B C andBook" See"--Leila Armstrong C. The2.1. John Day Company, New York, N. Y. "Come"Basic and Lessons Hear"--Leila for Retarded Armstrong Children" III Games A. 2.Ed-u.Cards1. "Zoo "Objects Lotto" Lotto" B. 2.McGraw-Hill,3.1. "Observation"Farm "Observation Lotto" Inc., Lotto Lotto--How New -- York,What's WeN. in Live"Y. a Store" A.

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....MIN...- I --- * t C. Lauri1. "Alph Enterprises, Space" Haverhill, Mass. E.D. MiltonGerrard1. "Picture"Happy Bradley, Press Bears" Word's PubfIshers,Springfield, for Beginners" Champaign, Mass. Ill. IV Records B.A. WaltBowmar1. Disney"Acting"Singing Records, out Sounds" Losthe Angeles,A B C's" California 189 Aims:1. To develop an awareness of seasons. SCIENCE 32. To gaindevelop understanding an understanding of plant of andweather animal and life and their proper response. uses. 5.4. To learn the functioningsource of our of foods.simple machines. LEARNINGs ACTIVITIESPRIMARY MATERIALS AND ECUIRMENT 190 animals.Recognizes and names familiar animalassociatecut-outs.Use pictures which sounds makesor flannelwith it. the board Teach the child to RecordsLarge, brightlyof animal colored sounds pictures Learnstheir toabouthomes. care animal for own babies pets. and UseAllow Filmmimeographed the Strips. children sheets. to have an ContinentalFilmstripsReelAquarium, 4 and 5,fishPress State or otherDepartment pets Learns proper attitude toward Talkofthemaquarium caringabout share or animalsfor theother them. responsibility pet:that andare let Movies Observesstrange weather.animals. beHavethrough friendlyleft the alone. movies children and thoseand dressfilmstrips. which a dollmust Emphasize StateFilmstrips- Department -Reel of2--Frames Education 42 and 43 Makesmilingsimpleforto a be currentweather appropriately weathersun, weather. chart.cotton symbols fordressed suchclouds as Use LEARNINGS puffedumbrella cheeks for rain,for wind. face with ACTIVITIES Enter MATERIAL:S AktuggglgigNT Gains understanding of the Makeon calendar-typepinwheels. chart. andthree sun elements--earth,for plant growth. water, water.DemonstrateDemonstrationin classroom. how of plants plants drink growing Put a stalk of celery Stalk of celery dayadded.hadcontaineror toaa fewwhitewatch ofdrops cutthewater offlower,water whichfood travel coloringinhas a Observe it throughout the FoodContainer coloring of water sunlightpots.Placeup the twostem. and seeds one inin individualthe dark. Water. Place one in Seeds and small pots Observesunlightgrowth theand helped impressdifference it ho'grow. in INTERMEDIATE the Learnslife--for the purpose food and of forplant beauty. harvest.plants.Actuallyfromincludes planting plant flowers athe barclanlwhich and seeds elible to Emphasize the sequence andGarden garden spot, tools seeds, root plants Learnsto man. how temperatureanimals are variesuseful animals.Use films and filmstrips on area;Filmsthrough arethat theusually are local good available Dairyin this Council. inside and outside. ConstructHavetemperatures.thethermometers bothchild paperindoor can visible chartthermometers and outdoordaily to children. Show how heaters so LEARNINGS xlmkmw,roes, ,411,4 t, , TV Learns signs of various Useelevate filmstrips, indoor magazinetemperatures. pictures ACTIVITIES SVE Educational Filmstrips MATERIALS AND EOUIPMENT Observesseasons. what different elements Haveandseason. childrenwalksstories to aboutobserveobserve signs sky,such. of each Take field trips of weather may forecast. properetc.weather.seenclouds outdoorscaution and wind inin inimpendingtrees, rainy flag, Train children to take Observe wind motion Learns that some plants are Discussandstorm, drill. mostthr'ugh common information poisonous Pictures, films, etc. 192 Learnsharmful. various forms of moisture. Demonstrateandplantsis useapt and filmsto berriesfind.how if snowavailable. the and child ice Show pictures Discoversthings made that of magnets iron. pick up meltwater.Putwater, tosafety formwhen pinswater.frozen, in abecomes glass ofice. Let the children use Show how magnetSafety pins, glass of water, plateda suremagnet pinsbrass) to areremove not pins.nickel- YOUNG ADULT (Be balancedLearns nutritionaldiet. value of a UseandHave plan availablepupil well cut balanced pamphletsout pictures meal. on Usefood filmstrips. and its sources. UniversityFilmstripsStateSchool"Our Department Food of--Reel andChicago Where1of EducationLaboratory it Comes From" LEARNINGS ACTIVITIES MATERIALS AND EQUIPMENT Learnsand what that causes the earth day andis roundnight. globeUsedifferentthe a earth'stoglobeflashlight demonstrate parts to shape. demonstrateof on the thethe earth. rotatinglight Locate Globe, flashlight Learns what causes shadows. cardboard.Cutandlight darkvarious and sides lightshapes of coloredthe from earth. Place between a brightCardboard light shapes, background, Learnsresources. uses for common mineral woodbackground.Demonstrateshadows. produce heathow coal,when burned.oil and Observe the 193 machines:Understands and uses simple lever Giveidentify pupils and an useopportunity hammer, screw-to Hammer, scissors, screwdriver pulley Takehowdriver,and the pupilshow scissors.teeter-totter to outsideget proper to works observebalance. amonstrate Outdoor flagpole wedge Alloypulleyoperationflagpole. pupils makes of tothe pulley drive job easier.onnails. the Emphasize how the Nails, boards, good hammer screw LetExplainotherin theso manyusefulpupilshow nailsways. wedges.use u.ea food uaefal Discuss Food grinder withhowgrinder. thescrew mAchines.much food oneasier along.the insidework becomes pushes Point out how the Emphasize .i.....tairowihiromig4ramwiNasoo04 or.uorrerottodulavoirvowmoruaiiio.rmmooli...... 6, AiWaImPa...11144 " wheels LEARNINGS carLet usingpupils a constructmilk carton. a model ACTIVITIES Milknails cartons, thread spools, MATERI.ALS AND EQUIPMENt usDiscussHelporderthe in themwheelstravel tohow understandturn. themustand wheel transportntion.have that helpsaxles in areLearns used: where various tools AtOn Homethe Farm whereMakelabeling aused scrapbook andand byidentifying ofwhom. tools, Learns sources of heat: sunIn the City. Place one pan of water in the Pan of water aswaterLeavethatsun it and didinforthe eachone theawhile.sun in water.pan.warms the shade.the earth Feel thePoint out artificial heat. madePointHaveof lightwayspupils out ofthatbulbs, observeproducing these stoves, the are heat. heat etc.man- Light bulb SUPPLEMENTARY MATERIALS SCIENCE I Filmstrips A. 2.1.State Department of Education FilmstripsReel 2--Frames4--Frames 42-4316-40 (ANIMAL) B. 3.SVE1. Educational Filmstrips No.Reel 461-3--"Beginning5 Nature Study" C. Jam1. Handy Filmstrips No. 1150-1--"The Farmers Animal Friends" ( SEASONS AND WEATHER) B.A. Eye1.SVE Gate Education Filmstrips Filmstrips "Oaktree853-SA--"The 7" Seasons" A. State1. Department of Education FilmstripsReel, d--Frames 17-47 (MACHINES) II Finger Plays A. State1. Department of Education Finger Play"This Manual Little Cow" (ANIMAL) 4.32.5. "What"Once"The Rabbit" theThere Animals Was a Do"Bunny" Bunny" 6.8.7. "Mrs."Creep,"The Peck-Pigeon"Crocodile" Mousie Creep" (SEASONS AND WEATHER) A. 3.2.State1. Department of Education Finger Play"Sumner"Frost Manual"What DoesRain" the Hail Say?" III Duplicating Materials A. Continental2.1. Press, Elizabethtown, Mass. "Living"Animals Things" and their Babies" (ANIMALS) A. Continental1. Press "Science Observations" 1 and 2 (MACHINES) IV Songs and Records A. State1. Department Music Folder "Old McDonald' .s Farm" (ANIMALS) 4.5.3.2. "Barnyard"Over"Animal"Animals Ln Fair" theinSong" theMeadow" Zoo" B. Records6.1. "First"Puppy Talk"Pets"--Frank Luther A. 3.Singing2. on Our Wax "Animal Rhythmics"--KimboSongs"--My First GoldenRecords, Record Deal, (AACHINES) Library, Vol. 4 New Jersey 4.3.2.1. "The WindshieldScissorLawnIce BoxMower Man"Song" Wiper"Song" V Films 2.1. "Whatever"Ways to Findthe Weather"--EducationalOut"--Churchill-Wexler Horizons Films (WEATHER) Films 3.2.1. "Farm"Baby"Forest BabiesAnimals"--Young Babies"--Grover-Jennings and Their AmericaMothers"--Film Films Productions (ANIMALS) A;aociation of California 4.1. "Farm"How Animals"--EncyclopediaMachines and Tools Help Britannica Us"--Coronet Films Instructional (AACHINES) Films BIBLIOGRAPHY,

Baumgartner, Bernice B., The Illinois Plin for Special Education of Exceptional Children.

Cruickshank, William M., Bentzen,Frances A., Ratzeburg, Frederick H., Tannhauser, Mirian T., A TeachingMethod for Brain-Injured and Hyperactive Children. Syracuse 10, New York: Syracuse University Press, 1961.

Frankel, Max G., Hopp, William F. and Smith, Maurice P., Functional Teaching of the Mentally Retarded. Springfield, Illinois: Charles C. Thomas, Publisher, 1966.

Garton, Melinda D., Teaching the Educable Mentally Retarded. Springfield, Illinois: Charles C. Thomas, Publisher, 1965.

Kolburne, Lama Louis, Effective Education of the Mentally Retarded. New York, New York: Vantage Press, 1965.

Kephart, N.C., The Slow Learner in the Classroom. Columbus, Ohio: Charles E. Merrill Books, Inc., 1960.

Molloy, Julia S., Trainable Childrea.New York, New York: The John Day Company 1963.

Perry, Natalie, Teaching the Mentally Retarded Child.New York, New York: Columbia University Press, 1960.

Pollock, Morris P. and Miriam, New Hope for the Retarded.Boston, Mass: Porter Sargent, Publisher.

Rosenzweig, 'AGUAS E. and Lang, Julia, Understanding and Teaching the Depeadent Retarded Child. Darien, Connecticut: Educational Publishing Corporation, 1960.

Curriculum Guide for Mathematics. St. Louis Public Schools

Slow Learner Curriculum Guide Books 1 and 2. St. Louis Public Schools.

Vineland State School Course of Stud for Trainables. Vineland, New Jersey.

Weber, Elmer, Educable and Trainable Mentally Retarded Children. Springfield, Illinois: Charles C. Thomas, Publisher, 1962. HOME LIVING:

Committee

Chairmen: Mary Jo Kirkey Springfield Janice King Springfield

Original Members: Frances Bridges Rolla Hattie Davenport Neosho Georgia Beason Marshfield

Reactor Members: Ruby Rhodes St. Louis Mildred Williams St. Louis Edna Carroll Hannibal Kathryn Reed Montgomery City Betsy Petry Milan Beulah Hill Buffalo Esther Callens Hayward Geneva Chapman Kennett Ressie Brock Kansas City Barbara Zeulie Kansas City HOME LIVING

INTRODUCTION

Home living is a very basic part inthe training of the retarded child because he will be liing in some typeof home throughout life. In a home each member of thefamily feels that he belongs, and is secure. The needs of the retarded child as a family member are no different from those of any other family member.

In order to feel that he belongs and is auseful member, he must be able to function well within.th& fimilk: If the child can be taught to accept certain types of responsibility, he has afar better chance of being accepted as a contributing member of thefamily.

Home living can be introduced in the early school yearsthrough such means as a play house or play corner set up in the classroom. As the child progresses, the skills and work habitsintroduced in the play corner con be further developed and put to practical use at lunch time, chen up, etc.

Household tasks should be taught in sequential order giving guidance and help when needed. Although the trainable child never learns to manage a home independently, with etensive traininghe can learn to use some of the modern household equipment and do manyhouse- hold tasks.

Planning a program for a young adult should be a cooperative effort of the parent and teacher. 11779WIRIIMIIKT7TX C4iNVT,M71V, NvarwrZerT41. OF,,,N774.7,TFTC77,1717,7,"^"V., r) Aims: deve:opmentTheindividuals purpose of may athe betterbe home capable adjustedliving of areaperforming individual. is to developii the school,a knowledge home, of and simple community, daily tasksand to which work thesetoward the HOME LIVING LEARNINGS aDDS AND NUTRITION ACTIVITIESPRIMARY MATERIALS AND EQUIPMENT Choosemeatandgroup, group,cereala balancedmilk vegetablegroup), group, diet and and(include bread !fruit Cutof andfood. paste magazine pictures magazinesdaily food guide 200 Learnfields).(animals, source gardens,of foods trees, Makeboard scrapbooks displays. and bulletin pastenutritionconstructionscissorsflannel boardpictures paper for Plan simple meals. Use discussion to learn different filmstripsfoodflannel models board Reeland stands1, Frame 14 inLearn store. to select foods VisitShowtypes groceryfood of fooddisplays. store. and why they are needed. Learnsimple to meal.prepare a PrepareandstoveStress frozen. and vegetables,using kitchen care appliances.aroundboth fresh cook CookElectric stove blendermixer toaster Makejello). cocoa.simple dessert (instant pudding, mixingparingSpatula, knives,spoons, pans, carvingvegetable lids knives, scraper, coffeemakerskillet skillets, LEARNINGS ACTIVITIES MATERIALS AND EQUIPMEUT measuringsilverware,salad dressing, spoons, meat, dishes,vegetab'Les, flour, jello, aLearn meal. to clean-up after Scrape aad stack dishes. tvseasonings, dinner, puddingfruit, cakemix, .nix,etc. foodLearn items. proper storage of asRefrigerateStraighten milk. dining specific area. items such 201 CLOTHING PRIMARY machine,usedLearnthread, for. to and identifythimble, know what needles,sewing they are needleUsethey sewing aveand used.threadcards toand get used to see how sewingneedlesscissorsthread cards LearncareLearn properof proper supplies. dress use offor scissors and season. Discuss need for appropriate storage for supplies Learn proper care of Practiceweather.wrap in differentputting coat season and or cap hangers Learnclothes.in proper to put place. soiled clothes Putor dress soiled on clothinghanger. in hamper. cleanclothing and soileditems clothes LEARNINGS HOUSEHOLD CARE PRIMARY Laundering. KnowFold what some to dried do with items. ACTIVITIES own clothing. washer,soiled dryerclothing MATERIALS AND Making the bed. aemovingTransferto basket. thefrom sheets washer from the to dryer or bed. bed Cleaning DustPutting furniture. in proper place (hamper). trashbedfurniturestorage linen baskets, area polish, dust rag UseShakeEmpty certain trash.small vacuum rugs. attachments. vacuumrugs cleaner and attachments, Yard work TakePick upcare trash. of playground area. gardenrake hose DisposeWater plants. of raked leaves, (no burning) etc. LEARNINGS INTERMEDIATEHOME LIVING breadandChoose(include fruitand a cerealbalanced meat group, milk group, and group, vegetable diet flannelShow daily board. food ACTIVITIESrequirements on magazinesdaily food guide MATERIALS AND gAppmEtlx Learnfields).(animals, source gardens,of foods group). trees, Set up proper diet with food models. nutritionconstructionflannelscissorspaste board pictures for paper measures.Learn weights and Weigh food items such as filmstripsfoodflannel models board Reel and 1, Frame stands 14 CountStresssugar, a dozen ounce butter, and eta. pound weights. vegetablesquart,teaspoon,containerskitchen gallon, scale intablespoon, bunchespeck, and including pint, bushel, cup. Measuretablespool,quart, cup,units 11 etc.of (may cup,(eggs, teaspoon, oranges). pint, gallon, use water) stalks Plan simple meals. ShowShow stalk peck andand bushel bunch. containers. PastePlanMake shoppingscrapbook lists of foods for each meal.for groceries. newspaperconstructionfiling cardsads paper MakeHelpallowing a childlist 2ofto or read more for newspaper ads on filing cards items on blackboard. name of item and cost. each child. Learnin store. to select foods LEARNINGS Visitfood grocerydisplays. store and show all ACTIVITIES moneyshopping list MATERIALS AND RQUIPMENT PurchaseandShow vegetables. how some to selectfood items. fresh fruits meal.Len to Prepare a simple appliancesStressstorage care when and in notutensilsusing in kitchenuse. and proper electriccook stove mixer II blender Practiceknives,Study oven using;,mixing temperatures.. petsspoons, and etc.pans, safely. paringspatula, knives, pans, carving lids, knives,skillets,ItIIIt coffeeskillettoaster maker PracticePrepareliquid measuringvegetablesingredients. dry and and fruits, measuringmixingjello,silverware,salad spoons, dressing,seasonings, spoons, meat, vegetable dishes,vegetables, flour,fruit, brush, MakeArrangefresh simple salad.and dessert.frozen. Prepare meat. cake mix, tv dinner, pudding mix, etc. Learn to set a table and MakeTV dinner.cake from mix. Bake serve a meal. PracticePlaceusing dishes,food setting on silverwaretable. table correctly and napk4.ns. plates,napkinssilverwaretableclothtable cups, etc. table.RemoveServe drinks, plat bread and butter. and food from settingNote: on large piece of cardboard May make a diagram of place by os LEARNINGS Serve dessert, ACTIVITIES anddrawingthey child beong. around fits utensilsplate and where MATERIALS AND EQVIPMENT cup, etc:. aLearn meal.. to clean-up after Scrape and stack dishes. withdishdishes pattern. cloth or sponge Gradually dispense measuredWashorder: dishes detergent in hot inwater 1.following with Glassware detergentdishpansinktowels Rinse in hat water in4.3.2. same order. Pots,ChinaSilverware pans, cooking utensils. storey units 205 DryandClean andfood sink, place preparation stove, in storage refrigerator, areas. areas. Learn to pack a lunch. waxedPrepareClean paperand sandwiches straighten hag. and dining wrap in area. lunch box or paper bag Wrapcorn or chips, sack potatoetc. chips, cookies, waxedplasticfoodthermos paper bagswrap bottle Learnfood proper items. storage of orStorecoldRinae pictures. liquids. foodand fillitems thermos using foodswith hot and cabinets,food storage canisters, units, MakeStresspictures. scrapbook prevention of food of foodstorage spoilage magazinespaste,breadconstructionrefrigerator boxes,scissors, refrigerator, bowls,paper LEARNINGS "Itc: Ar4S,V,CF7T goods.andby keepingrefrigerating food containers opened canned covered ACTIVITIES MATERIALS AND EQUIPMENT ReadnearStressinsecticides. foods.poison using aid care caution with insecticideson cans of Learn to sew by hand. Use careful instructions and CLOTHINGINTERMEDIATE 206 baste,turn(Thread downsew hem, onneedle, buttons). pin, tiehem, a knot, Hemdemonstrations. tea towels or pillow cases. buttonssewingpinstreadle)thimble machine (electric and electriccontrollight,Learn(Connect to sewspeed machine,sew straightand byof disconnect machine. machine,turn seam, on HemSew cotton buttons, skirts. snaps, hooks. Note: May touse sew lined straight paper lines at first. Learntreadlein own to machine). dress.coordinate.colors wellPractice together. choosing colors that go pictures.extra clothing item or magazine Learn proper dress for season. Discussin different need for season appropriate or weather. wrap HOUSEHOLD CARE Laundering Careclothes. for and fold rough dried INTERMEDIATE bleachdetergentsoiled clothing ACTIVITIES MATERIALS AND EpUIPMENT WashUseSprinkle smallclothes itemsdry line. clothes. by hand. plasticclothessprinkler linebag and clothes pftts MakeFoldSweep a blankets,bed. floor. sheets. bedstorage linen area DustUse vacuumand polish cleaner furniture. and attachments. wax,vacuumbroomrugskitchen furniture cleaner equipment andpolish, attachments dusting cloth EmptyShakegarbage and rugs. cans.clean trash and TrimRake grass.leaves and grass. containerssprinkler,gardenrake hose bucketfor trash, leaves WaterShovel lawn. snow. *at*mower discretionclippersshovel of teacher (hand) LEARNINGS YOUNGHOME LIVINGADULT ACTIVITIES MATERIALS AND EQUIPMENT Choosebreadand(include fruit aand balanced group:,cereal meat group,dietgroup).milk group, vegetable and Showflannel daily board. food requirements on pastemagazinesdaily food guide Learnfields).(animals, source ofgardens, foods trees, Set up proper diet with food models. nutritionflannelconstructionscissors boardpictures paper for measures.Learn weights and Weigh food items such as kithcenfoodfilmstrips models scale andReel stands 1, Frame 14 208 CountStresssugar, aounce dozenbutter, and (eggs, etc.pound oranges). weights. Vegetablesstalksteaspoon,quart,containers gallon, intablespoon, including bunches peck, and bushel,pint,cup. MeasureShowquart,tablespoon, peckunits cup, and of11 etc. bushelpint,cup, (may teaspoon, gallon,containers. use wrter) Plan simple meals. MakePlanShow scrapbook stalkshopping and of listsbunch. foods for for groceries. each meal. newspaperconstructionfiling cards ads paper MakePasteHelpallowing a newspaperchildlist 2 oforto items morereadads onfornameon filingblackboard.each of item child.cards and cost. 11 e a k 4 1 , 4 1 4 4 ..-,n,-zs.-,,,,,,-4,4-allu.,t 4 4 I LEARNINGS meals.Working out costs of foods for planned ACTIVITIES MATERIALS AND EQUIPMENT REINFORCE LEARNINGS LISTED FOR INTERMEDIATES Total costs of newspaper items. 209 LEARNINGS YOUNG ADULTS CLOTHING weave,Learn tocrochet. embroider, knit, Practiceand yarns. using different threads ACTIVITES yarnknittingthread and crocInt needles MATERIALS AND EOUIPMENT LearnLea--r,fill tobobbin. to make thread a simplemachine garment. and PracticeLayShop outfor threading patternmaterial, on machine. pattern,cloth, pin, etc. and buttons,yardstickcloth,extra bobbing pattern,zipper, tapetrim, measure cut out. HOUSEHOLD CAREYOUNG ADULTS 210 Laundering UseSortin bleaches, asoiled machine. clothesboth liquid and putand thempowder. bleachdeterclothesspraysoiled gent starch clothingpins UseUseDo the simplespray dryer starch.ironing. and clothes line. plasticwasher,sprinklerironingiron bagdryer board Making the bed. LaunderChangeStore thelinenslinens. linens. in proper place. bedstorage linen area Cleaning Wash windowscupboards and and sills. shelves. powderedkitchencleaning equipment cleanser, products detergentsuch as, LEARNINGS ACTIVITIES MATERIALS AND EQUIPMENT CleanSweep refrigerator. floor and mop. vacuumwax,mop,sponges, broom,polish, cleaner cleanbucket, window and rags, attachments cleaner Weed,Yard Work. cut grass, trim. DemonstrationsWaxin furnitureactual experiences. and and floor. participation gardonrake hose WaterShciel grass, snow. hedge trimming. Burninsteacher only and at Urect discretion. supervision. of *mower clippersshovelcontainerssprinkler, (hand) bucketfor trash, leaves 211 *at discretion of teacher FOODS AND NUTRITION VOCABULARY

Equipment and Appliances: pans coffee maker skillet refrigerator egg beater toaster spatula mixer pancake turner electric skillet mixing spoons cookie sheet tongs cake pan fork roasting pan carving knife broiler paring knife measuring cups (1, A, 3/4, 1/3) vegetable scraper measuring spoons (1 teaspoon, I tablespoon, At., -Up)

Cooking Terms: peel braise pare broil slice brown mince salt break stir boil mix fry add roast beat stew flour saute

Vegetables: potatoes tomatoes beets cabbage carrots celery onions parsnips lettuce brussel sprouts broccoli lima beans cauliflower radishes spinach squash peas cucumbers asparagus green peppers

Fruits:

oranges blackberries apples lemons pears grapefruit bananas tangerines cherries peaches strawberries plums-prunes Vocabulary (continued)

Meats and Substitutes: roast lamb fish chops chicken cheese steaks d'i^k eggs spareribs turkey ham beef goose bacon pork venison hamburger liver

Cereals and Bread: rolls pancakes white bread waffles whole wheat bread oatmeal rye bread flour raisin bread corn meal cora bread dry cereals biscuits

Fats and Shortenings: butter margarine lard cooking oil shortening

Spices and Seasonings andSugars: garlic baking powder onion baking soda salt molasses pepper granulated sugar paprika brown sugar chili powder powdered sugar nutmeg honey cinnamon syrup al/spice cloves SEWING VOCABULARY

needle hemming thread hooks & eyes cloth snaps treadle belts machine buckles electric bows boob in ric-rac presser-foot hemming tape wheel bias tape plug spool buttons tape measure knot yardstick scissors thimble embroidery pins patterns tuck darts facing back-stitch prays French knots sleeve cross stitch bodice single seam skirt French seam collar basting button-hole whipping zipper gathering trim ruffling notch attachments clip pleat clothes brush money dress cap under-clothing BIBLIOGRAPHY

Houston; Lois B. Oellerich, D. W., Pursley, WornB., A Curriculum Guide for Teachers:, i;eorgia: Gracewood State School and Hospital Print Shop.1963.

Curriculum Guide for Teachers of Trainable MentallyRetarded Children. Oklahoma: State Board of Education 1959.

What's New in Curriculum Planning. Illinois: Natioaal Association for Retarded Children, 1962.

Kirk and Johnson, Educating the Retarded Child,Massachusetts: The Riverside Press 1951.

Johnson, Curtis, Keaster, Speech Handicapped Children,Harper and Brothers: New York, 1956.

Baker, Exc:eptional Children, The Macmillan Co.New York, 1962.

More Effective Teaching Through Understanding, OhioDepartment of Mental Hygiene and Correction, Columbus, Ohio. VOCATIONAL PREPARATION:

Committee

Chairman: Blanche Corrigan Jefferson City

Original Members: Jack Bowie Monett Arthur Alexiou Springfield Violet Ranum North Kansas City Mildren Gunter Kansas City Carole Wheeler Fulton

Reactor Members: Barbara Henley Hickman Mills Neal DeShon Raytown Alice Hanna Montgomery City Reubie Huckstep Charleston Mary Otte Union Virgle Weaks Caruthersville Nellie Puckett Hayward Allen Devitt Springfield Charles Bowles St. Louis Finest Gilkey St. Louis VOCATIONAL PREPARATION

INTRODUCTION

Through -ork, a trainable mentally retardea person can identify with the realistic aspects of society and learn either directly or indirect17 .shat adjustments are necessary, on his part, to become a competitive member of society.

The trainable mentally retarded young adult, like other individuals, should be prepared to live in society to the extent of his capabilities. It is the respo.isibility of the workshop instructor to guide, assist, or make the young adult aware of his occupational potential, aptitudes, and abilities. The instructor should gear the instruction to the level of each individual's development.

The young retarded adult should be treated at all times as an adult in order that he realize he is an adult in the eyes of society.

It is a great economic gain to prepare a trainable retarded person to become a wage earner and citizen. The cost of service will be returned many times in increased earnings and economic productivity.

GOALS

PRIMARY

1. To initiate good work habits.

2. To learn to complete tasks 4!:ce begun.

3. To learn to follow dire-tions.

4. To learn proper care, identification and handling of tools.

INTERMEDIATE

1. To realize responsibility of job assignments.

2. To learn to use production line system (team work)

3. To develop ability to leave one activity and pick up another with the least amount of explanation, talk, or time.

4. To learn functional academic skills as applied to a workshop situation. GOALS (COYTINUED)

YOUNG ADULT

1. To realize he is an adult in theeyes of society.

2 To develop practical application in hisunderstanding of language and numerical skills as relatedto his work activity.

3 To provide experiences in adapting his vocationaltraining to a work situation. See sample Job Study #7.

4. To develop work skills that will be usablein his community employment. See sample Job Study #1.

AIMS

As a trainable retarded individual increases inage, his attention

span will have lengthened so that he is able to doa job at various work

period intervals.

It is hoped that by the timea trainable young adult is ready for

a workshop emphasis program, he will be able tostay with a task for at

least two Lours with onlya short break. To develop the ability to leave

one job and pick up another with the least amount of explanation,talk,

or time wasted is another aim to strive for ina workshop emphasis

program. This should be done whena demand arises or purposely in order

that the trainable young adultcan be trained to make such an adjustment

without frustration. I "q+Nc'Sg7:".,71771111.7,.... LEARNINGS VOCATIONAL PREPARATION ACTIVITIESPRIMARY MATERIALS AND EqUIPMENT Use oe ToolsvaryThegroup. typeshouldfrom ofgroup betools introducel to introducedgroup. to eachwill Nails-variedScrewClaw hammerdrivers sizes (standard) (large heads) Procedure:BlockssandpaperScrews-large of soft (smcoth) headswood willTheExample;introductionthe group createbasic should tools,interest should be one introduced and beat suchsafety,a time. that to it If the claw hammer is to be The 219 Following directions. Make chart: a*,:l assign individual Constructiontocouldintroduced, develop be used properpaper ato knock-out createeye-hand interest peg coordination. board and Sortandroom storage. mixedduties nails, relative nuts, to andclean bolts. up MuffinNails,symbol tinsnuts s, cut orand outscans bolts of tools 10cognizeobserveDomonstratiouProcedure child successful inof ic.ntinceach comptetion Lail is i5 oPodel. Punctuality and time econo-ly. Markchimes.period the beginningwith a small of eachbell workor ,40odmalltask 1.1.1 chimesby ciald. rriMitrVProcedure;Inli,7ate cow:vied .i,rk Cn1V. :n kf.v4AtsalIZ-"ilgel,"e'qvo,"4 ,,, wdWA41,AWOIV,0 INTERMEDIATE Use of tools. LEARNINGS Theidentify child shouldthe tool first and beknow able ACTIVITIES to Screw driver (Phillips) MATERIALS AN)) EQUIPMENT toolsafety before precautions he works in using till at any project. proper C SandpaperSquareP7.iersCopingclamps saw (smooth, intermediate, coarse) Following directions. HaveeachhammerStress student pupil andproper saw.asdemonstrate well as each tool way to lule real tools-- Demonstrations for group. SandpaperHammerRough andlumber saw 220 Distributeown.individually and beforepick using it on his up equipment. AllowAssigndifficultytool student routinehas been afterto projects"work ability of to handle satisfactorily proved. on his own" greater Goodeachcigarafter step.projectsnail boxdemonstration cradle. board for by teacher of thread; rm. YOUNG ADULT Use of tools. LEARNINGS Teachprocedures safety inprecz-u_ions using power and tools. prcder ACTIVITIES *ElectricHackHand saw jig saw MATERIALS AND EQUIPMENT Wooden*IfChisels*Power available mallet sander onlyWhenProcedure:tool athe projectis tools used islearnedwithout to be becausethemade, if proper in- use a 221 wrongKeeprelearnstruction, habitsin themind theandright that childrenmay habits.neatness not bewill ableand learn theto Replacep:opertools.important carepaperhack as of saw on learningtools sander.blade. is andjust using as the Use of transportation. Assigntoindividual handle specific the demonstration projecttools involved. after of ability Use of chisel. RecognizingUse of bus transportation.bus stops. LocalTimeTokens,LocalReal schedules busmoney buswhere systems transfers used TheProcedure:fromto teacher use hone the couldand bus the inteach workshop.order the to children get to and 11,,N , V I,* e 4ryfi.+ LEARNINGS ACTIVITIES MATERIALS AND EQUIPMENT TheProcedure:local teacher bus (continued) companycan arrange to teach with thisthe area. Thea street.forteaching periodteacher transfers, of themcan time go how if orwith needed,tountil behavethe she children,and andknows ask The teacher can do this for name of Then,canfollowthe start forindividual thethe the bussolo individual byunderstands. flight, car to outthe andteacher see if the Theandhimself,child child assurance. can should indo orderthis expezience independently.to gain independencethis, Punctuality and Time Economy HaveprojectRecognizeleadership a planning is promptnessstarted. role. session by before giving any establishingDisassociatehasReport been tocompleted. the apupils routineteacher from ofwhen chartswork. by a task private).Rdspect.of pronerty (public and PickConstructgoallowinglessening aboutlitter litterschoolthe fromas child child bags.schoolarea to shows(supervision independently ability.) area, Trash cans, rakas, etc. LEARN INGS ACTIVITIES MATERIALS AND FtugITMENT Fylfill own responsibilities. SocialIdentificationDraft Security.regist:a:ion. card. Procedure:TalksDaily - habitsfilms expectedandasThethat: anassumes"young adult he by realize adult"society.hisat allown that shouldtimes he inbeis ordercreated responsibilitieF, an adult 223 Ar.MX 5,54 IT 5,, 5.55, 5 45,55,5,5,55, 5, 5 .T4,55 Nn xnwt,..INN'ijiA5M -'5"1-5175 P751W5-117 REINFORCEMENT OF FUNCTIONAL ACADEMICS YOUNG ADULT A.Reading Personal Identification LEARNINGS 1. Write name, address, phone number - ACTIVITIES 1. Names, etc.MATERIALS written AND on IDUIPMENTcards, 3.2. morningEndorseFather's"Sign and in"checks. name afternoon.and or "out" Gkardian's on chart name. each 2. Makehangtaped charts nearto desks. fordoor a -weekPhone Pencil and book. attached. B. Functional1. Reading Reading for Safety- 1.(a) beforePlay gamesclass with- choose words up - sidesflash forsigns I . commonFolder signscontaining in color over arranged 100 communityCommon signs service. of (b)(c) UsewordReadteams theserecognized. signs and words givewhenever forpoints writing he forsees eachpractice. them. 2035byBooks."SongsRecords, Fern East Tripp,of SierraColumbia, Safety," 1958 Way, Copyright,Decca,Little Dinuba, Golden Cal. 224 2. Toetc.names saw,associate withhammer, thatprinted file, of tools; nails, 2. pointcardsDisplayShow outbelowname tools tool. totool withchild -- names removeand askprinted name. him toon 2 . ToolsProjectorToolNameFlannel oncardscatalogs board board- slides Words used in Workshop Preparation 2.1. Teacheron paper. pronounceswrite words word on blackboardclearly and or VocabularyStateSpeech Department Consultant list available of (Mr. Education. Jess from LaPuma) the 3. Havedistinctly.soasinjured theyaschildren to look developchild, lookat it. have ancarefully image. word written at word on strip Children pronounce word For brain- Therelist. are about 755 words in this 4. Childmethod).oftrace cardboard ;en wood who with withcan finger.shouldcrayola, copy(kinesthetic have the child word, Note:Discussalwayssentences. havemeaning child of sayword. it as he writes. Use easiest words first, then Use in oral LEARNINGS Reinforcement of Functimnal Academics - Page 2 ACTIVITIES MATERIALS AND EQUIPMENT inharderayoung completeunderstanding adultones listasmake young ofofa thebookwork adult above interms. progresseswhich words. he has Have NUMERICAL1. (Arithmetic) To count to 100 by 1's. Review1. from time to time. Use large wall chart with numbers on 1. Wall chart, beans, small 1 inch 2. To count by 10's to 100. 2. Countingit to 100. objects - make a_counting board. ofround sponges, sticks, toothpicks, pennies. 4.3. Countof "dozen." byto 5's.12 to learn meaning 4.3. betweenMakeCount clockobjects each faces hour. by dozenswith 5 -minutes bag and mahrked staple.3. stapler,Small objects, egg cartons. small bags, 5. hour,To tell quarter time, hour.to hour, half- 5.(a) Use large clock (b)face Use with mimeographed movablehandsclass facesheers (long puttelling and numbersred have varioushand, and short timeshands black ofon clay.clock one) 5. CardboardContinentalsmall. clocks, Press large and 6. Money(a) values Value of penny, nickel, 6. (c) Use terms "5 minutesminutesUsechange. real before."after" money. and "15 Have student carry own lunch Practice making 6. Money (b) dollar,points.Aboutbills.dime, quarter,dollardollar signs,- half-also decimal moneyonchildBudgetto time. parentdaily. for allowance: specified about an jobsallowance done wellfor theand On home visits, talk (c) Toabove. write numbers using moneysponsibilityDiscuss(a)(b) for with family forpupils needs.working the parents'and having re- Some savedfor own for personal larger purchase.needs. vr-cmimpmWT ti1,47767,W17076k1VW4Th" " "-" 011 LEARNINGS 7. Measurements(a) To use rules, yardsticks, 1. ACTIVITIES 1. t2.1211i1AAL111x1DAILE tape measures, scales. 2. ofwalls,MeasurePracticeKeep class. recordetc. desk drawing tops,of heightslines tables, and doors, weights using rulers. 2. measurrs.ScaleRulers, yardsticks, tape 3. TokSkip teachyards, counting inches, etc. by yards, 2's, by 3's. 1/2 yards, 1. yarn,Thisrulers, canribbon, heon doneyardsticks. yard on goods, number lumber goods. Measure string, lines, on 226 11777:17". +1.7.777:1MITM ,4177A7rnrrirMITM JOB TASK SAMPLE STUDY # I PURPOSE MATERIALS AND EWIPMENT Button Sorting JOB PROCEDURE Tocountingskillcoordination,visual develop in discrimination, sorting,andfinger sewing. shop acuity, packaging,dexterity, eye-hand and 18"sorting12 xmediumlbs. 24", trays, of 100needles, assorted 12 spools 12 # plastic bags 2" buttons, 5 iczen sheets of tagboard 8 thread, x 4". buttons.trainee,1 lb. buttons 6 sorting placed trays placed behindon table before Table,andstapler, box chair, for box packages.scissors, for filing bt.ttonyardstick, cards, colorusis"ThisDirections sort found in is bytray inacolor, forjob for trainee:of trainee). many workshops. sorting buttons thatPlace one of each First let 227 be together.toseesure work how that aseach therapidly color has (When all buttons same colors are as possible, but a tray. areNow sorted you You are issizeandbysize.) sortedcolor, sorthere, by accordingaetc. size.color is Now take this color of (One size of buttonLarge onesto here, number this of thenholes.) sorted by button buttonsThisgoit here.willtime by go weholes. herewill and (After sorted by holes), sort thisThis group has of two theholes four holes will if so willthensacklessif sew weand we have on staplewill cards as it: in file.)"piace themmany in aas plastic six alike we (sho.), ifclosed, we have (buttons are Upiiii1INI-444 Vihw.4,041.07e4uVIVA ea*, t. "V.V ,46,-gP.,..*-1,0 pE , :AN -. , a ' 01. .1 . 1 A N A41 fit-ht.....e. a r , - .1,,...., , ,..,,,,,, ..o.v r 0Y , / , Ile 4' I r JOB TASK SAMPLE STUDY 1 Wrapping Box 7 Toeye-hand develop coordination,finger dexterity, PURPOSE cutting, rollSix cigarof tape. boxes, wr?ping MATERIALS AND EQUIPMENT paper, and Cigar boxes, wrapping JOB PROCEDURE paper, tape, measuring, folding, and use of tape. Table,Sample: chair, scissors, PaperCigar box 2 3/4 x 6, 22k x and yardstick. x Directionstable.scissors, for and trainee: yardstick placed on HoldingTakethe"Place (length endsbox both untilcigarof of ends boxthebox of endsin of paper and fold up overacross W.dth of paper). center of paperpaper together paper meet. 228 ThenHoldinghm10slide foldfold firmly handsthem firmlyit down downarounddown in approximatelyplace, box paper untilon paper end ofis box. and then fold. then fold both 1 inch, processwithscotch'tape."againstcorners scotch on box.in, othertspe. creasing end and paper Then fold up and Repeat folding secure with to fit firmly secure BIBLIOGRAPHY

Appell,M. J., Williams, C. M. and Fishell, K. N. Significant Factors in Placing Mental Retardate. from a Workshop Situation.Personnel and Guidance Journal, 1962, 41, 260-265.

Doll, E. A. Sheltered Workshops for the Mentally Retarded. Exceptional Children, 1958, 25. 3 4.

Hudson, Margaret.An Exploration of Classroom Procedures for Teaching Trainable Mentally Retarded Children. CEC Research Monograph, Series A, No. 2, Washingtoa, D. C., Council for Exceptional Children, 1960a.

"udsen, Margaret. Lesson Areas for the Trainable Child. Exceptional Children, 1960b, 27. 224-229.

Weber, E. W. Educable and Trainable Mentally Retarded Children. Springfield: Charles C. Thomas Publisher, 1962.