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///%, j / , I 4 . a a. S I f,r I ' -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. To givedevelopemphasize daily knowledge thepractical importance of experience of self inhelp the andphases good of health toileting, habits. dressing,eating and grooming habits. 4.5. To promotedevelop sociallyhabitually acceptable goodproper health nutrition.sexualpractices.behaviors. PRIMARY To learn toiletLEARNINGS routines Handling clothingACTIVITIES AllProcedure: beginnersMATERIALS toileting& EQUIPMENT shouldbe necessary;unsnappingboys:Eachhandled tripunzipping as togirls:pants,a theformal fly,toilet loweringraising learning unbuckling should dress,clothingsituation. omphasize belt, lower-us Proper bathroom procedure arrangementplacingrezipping,ing panties. shirt resnapping,of tail,Eachclothing. tripchecking buckling, should for emphasizeproperre- Procedure:seatproperly;Eachtoilet tripwhen seat both:shouldnecessary, to urinate emphasizesitting cleaningor correctly usingboys: self urinalraising on Wash and dry hands Materials:TurnProcedure:Filmstripproperly, on faucet Reeland flushing6and- regulateFrames toilet, 2,3,4 flow of Usebardistributetowelthoroughly. ofsoap, tohand wipescrub soapcreamturn hands thoroughly,well off to completely faucet,avoidon hands, chaprinseuse dry.replace mavone hewrieni, Materials:FrameSoap,lotionintroduced.