,DOCUMENT RESUME ED 074 667 EC 051 514

AUTHOR i Blumenfeld, Jane; And Others TITLE, A Guide for the. Teacher- of the Trainable Mentally

Handicapped. . INSTITUTION New_MexicO State Dept. of Education, Santa Fe. .Div. of Special Education. SPONS AGENCY Bureapof Education for the Handicapped aqiEW/OE), ashington, D.C. PUB CATE 10 NOTE 345p. EDRS PRICE MF -$0.65 HC-$13.16 DESCRIPTORS Academic Ability; *Behavioral Ob'ect'ives;. Communication Skills; *Curricul m Guides; *Exceptional Child Education; *Instruction Materials; Interpersonal competence; Mentally Handicapped; Perceptual Motor Coordination; Psychomotor Skills; Self Care Skills; *Tra.inable Mentally Handicapped; Vocational Education° ABSTRACT The guide for teachers of trainable mentally handiCapPed children describes behavioralobjectives, activities,and instructional materials (primary, intermediate, and prevocational levels) for the following curriculuM areas: self help skills, social skills, perceptual Motor skills, communication skills, functional academic skills, economic usefulness skillS, and vocational__ preparation.'BehaVioral objectives COncern'such activitiesas brushing teeth, using a knife to cuti-soft meat, learningto take 'turns, using' telephone's', using elevaltrs and escalators, making_ change, .and recognizing neighborhO6d\signs. Listed atthe end of, each curriculum area ar additional materials,, including books, pamphlets, games, filmstrips, music, and records\ Introductory sections:deal with professionalnd personal .qualifcations.for.teachers and.aides, responsibilities f the director of spclal education-, program evaluation, recre tional planning, and. `community responsibilityfor post school planning, Appendixes discussa procedure for integrating special education classes into regular.ischoolprograms a body image unit, daily-schedules, and parent communication; and listguidelines for school aideS;materials and equipment needed in classroomsfor the trainable mentally retarded, instructional materials.centers, annotated bib7iographies for professional Iibrariesand parents, sources of free and inexpensive. Materials, and companies with listing's relevant-to special educators (Gw) ED 074667 A GUIDE FOR THE TEACHER OFIHE TRAINABLE MENTALLY/ HANDICAPPED- PREPARED BY Jane Blumenfeld, University of New Mexico and Pearl E. Thompson, Albuquerque Public Schools Claire S. Bossuet in cooperation with Gallup Public Schools THISDUCED DOCUMENT EXACTLY HAS AS BEEN RECEIVED REPRO. U.S.FROM DEPARTMENT OF HEALTH.EDUCATIONOFFICE & OFWELFARE EDUCATION ShirleyBarbara Jones Gray LasFort VegasBayard, Public Special Schools School for Special Children REPRESENTIONSINATINGIT.THE PERSON STATED POINTS OFFICIAL OR DO ORGANIZATION NOT OF OFFICE VIEW NECESSARILY OR OF OPIN-ORIG. EDU- Henrietta Mitchell illustrated by Beverly S. Vogel Lovington Public Schools CATION POSITION UR POLICY. Development and Publication of this Curriculum Guide was made possible through funds from ESEA TITLE VI-A. Santa Fe, New 1970 Director of Special Education Dr. Darrell A. Hindman NEW MEXICO STATE DEPARTMENT OF EDUCATION DIVISION OF SPECIAL EDUCATION Instructional Services Specialist Dr. Jane Howard Foreword . TABLE OF CONTENTS 5 DefinitionAcknowledgementsIntroduction , . 8 ResponsibilitiesProfessionalRationale and ofPersonal the DirectorQualifications for Teachers and Aides 10 9 RecreationalReview and Evaluation Planning ofof Program Special Education 1714 Community ResponsibilitySheltered- WorkshopsI ActivitY and Centersfor Post School Planning 19 ScopePreliminary and Sequence Statement Chart CurriculumtoIn titutions Section and Boarding of Guide Houses 262119 Self Help Skills SuggestedPre-VocationalIntermediatePrimary Materials and Equipment V 7056443028 Social Skills IntermediatePrimary , . 7779 SuggestedPre-Vocational Materials and Equipment V 998692 Perceptual Motor Skills SuggestedPre-VocationalIntermediatePrimary Materials and Equipment 125120112109128 Communication Skills Pre-VocationalIntermediatePrimary 153140137147 Functional Academic SkillsIntermediatePrimarySuggested Materials and Equipment 208194192137 Economic Usefulness SuggestedPre-VocationalSkillsPrimary Materials and Equipment 229221 237235 Vocational Preparation SuggestedPre-VocationalIntermediate Materials and Equipment 276261251243 ScheduleProgramsModels of III forTraining Sheltered and WorkshopWorkand ActivityFacilities Center 281280278 Che,JobsSuggested in Sheltered Equipment Workshop andBoarding Materialsand Home for for Schedule II ining for Schedulesfor Training I 8c. CenterII 282283 SuggestedSchedule III Materials and Equipmentforand Schedule Sheltered Hf Workshop 291292291284 . Appendix ProcedureBibliographyClasses into for Integratingthe Regular SpecialSchool ProgramEducation 294293 DailyBody ImageSchedules Unit Primary'Intermediate 70.7307295 ),) GuidelinesParent Communication for School AidesPre-Vocational 31431311 SpecialMaterials Education and EquipmentNeeded in TMH Classroom 315 Annotated Bibliography forProfessionalInstructional Library Materials Centers 321320 SourcesAnnotated of BibliographyFree and Inexpensive forMaterialsParents - I 328315 Index Other Compaigies with,Education Special Listings ,,,., 339340 U F.OREWORD specially-adaptedsocietytoandIn keeping to develop with to theeducatfonal their democratic maximum programs potential,learn. for them.Among whether these they young people are to such an extent- that modifications of regular school programs have been necessary'-in order philosophy of our country, all children should be given the those, who deviate from what are average, bright, limited, or deViant in their capacities is considered "mentally normal" in our opportunity to learn to provide 'intoindividualmoreHiStorically prdvision known speaking, ashas been children =de whosefor equal' opPortunitiespublic for schoolthose whose mental deviations ;'arc- classes the trainable mentallysince1,- the handicapped (TMH) child. beginning of the twentieth century. During the last21W-entyfall between approximately 50-75 have been more likely to be accepted Before 1950, theseindividuals were most more serious the years, however, in_Althoughoften classeS cared formany for the and practices trainable educated and are in processes often residential in suchhave facilities. earlybeen stagesutilized that in educating there the trainable child, the is little general agreement as to what should educational programs chisprobablybesense taught Curriculum of moreor belonging, how.it than 'Guide should most, a hassense needs bebeen taught.,of basedtheworth, help Since on an ofthe opportunity the experience's teachertrainable, toto expressofchildfind professional has himself the personnel and to realize his capacities ways of meeting these needs. same basic needs as all children in the State of New Mexico -- this child, love, a andtrainableasneedswho an the have excellent of pattern thechild beendirectly trainable in of his life emotional, child.around concerned him. social, with physical, teaching andthese mental children development and devoted explicitly resource for teachers whose primary responsibilityIt is the sincere hope of the Division of Special Education that this Guide will is to provide experiences which will helpso that the he can better adjust to the recognition of the to society serve SpecialDarrell AlEducation Hindman, Division Director 5 INTRO DUCTI,ON aboutfromIn preparingtile the _State a this Gil' as of exceptionality in which the teacher was apartment of Education, Division of Special Education. This questionnaireor publication, a qUestionnaire was sent to employed and/or showed special interest. each Special Education teacher in New Mexico requested information .activities.anGuideFrom opportunity thisAfor link'. -TMH questionnaire to children, contribute were was to sent, themailed a -secord iJ questionnaire asking, list, all teachers who indicated an interest and willingness to help in the development of a Guide. This last questionnaire requested activities for the deveic_9ment of skills all teachers of TMH children for general objectives, methods, techniques, or in the state so that each might have Curriculum committeeonRequests primary, and intermediate,for addedcopies to of the local Guide TMH where guides applicable. were sent to State Departments'of Education in prevocational and vocational preparatory levels. The material received was reviewed by the all fifty states and to Specialsome1969,A preliminary cities. Educators. a two Many day 'draft of Severalworkshop these of the otherwere Guidewas receivedmeetings held was in and presented. of.Fort the reviewed BayardSteering to the for .Cornmittee Steering members Committee wereof the held Steering in in the May, Committeeensuing and by the authors. 1969. During.the summer of months. other interested ownIt units and ideas is the authors' hope that . TMH teachers will Use this Guide in a loose-leaf notebook so to make the Guide, more applicable to their local_ needs. 4.11, "t that they can add their March, 1970 PearlJaneBlumenfeld E. Thompson The authors wish to thank Dr. Darrell A. Hindman and Dr. Jane Howard for their leadership ACKNOWLEDGEMENTS in initiating the riculumLong-rangedevelopment GuideSteering plans of curriculum call Committeefor guides guides in was forother Specialappointed areas Educationof Specialand funding classesEducation for the to developthentbe written. of this not have been completed without the cooperation in New Mexico. Through their efforts, the Cur- Guide was approved. Committee:This Guide could ShirleyClaireBarbara S. Jones Bossuet Gray Gallup,LasFort Vegas; Bayard,New Mexico New New Mexico Mexic6 of the other members of the Steering They have given freely of their time and have Henrietta Mitchell . offered many suggestions which have been -incorporated Lovington, New Mexico ircto the Guide.AcknowledgementEducation,Guide. Special The University contribution thanks andare of duethanks Newof toBeverly Mexico, Dr.arc. LQuis due who A. served Bransford, as consultant. Associate Professor. Department Vogel as to the many teachers who responded to the questionnaires and to othersartist and educator added, significantly to of theGuidance development and Special of the somewho offered from Las suggestions Cruces and and Santa materials Fe, were which anonymous. have been. Those included who in PatriciaGrace Bass -Behnke .Roswell,Clovis, New New Mexico Mexico can be credited are listedthe below: guide. A nunibcr of suggestions, such as GayleGertrudeLyleMarilynAnnie Everett. Davis R.Christiansen Chernoff Camp. Albuquerque.SantaAlbuquerque,Albuqtierque,Roswell, Fe. New New New Mexico Mexico Mexico 'Eileen KemperHazelLindaGailJanet Heath HarrimanL.Hutchens Mayer Albuquerque,ClOvis,Albuquerque, New Mexico NeW New Mexico Mexico MaryCretaLovellaPatricia Reals. Olson MillSapMershon Clovis.Clovis,Roswell,Albuquerque, New New Mex;coMexico NewMexico Mexico andThe indexedauthorS would like to acknowledge the Guide,' and W.Betty J. Scott Williamsthe services the assistance of Mrs. Betty Bangs andOf Miss Kathy Bolles, who served as typist and proofreader LasClovis_New Crirces. NcwMexico Mexico Mrs. Ferby Vigil. who provided technical assistanceMarch, 1970 in the. final preparation for printing. PearlJarre-Rtunienfeld E. Thompson - _ 8 Definition a. and"Mental is associated Retardation with impairment refers to subaverage in adaptive general behavior intellectual in the areas functioning of maturation, which learning, originates and during social theadjustment." developmental 1 period Terms in current usage I.Q. Range M.A. Range GenericSevereModerateMild usage Severe,TrainableEducableBorderline Profound, Custodial 25-4950-7576-830-240-83 12-14 0-140-23-88-12 trainingmeaningfulThetTrainab in self-care, achieveMent le Mentally social and Handicapped in simpletraditional job (TMH)oracademic, vocational are subjectsdefined skills:: asbut persons."whose who, nevertheless, disabilities are capable of profiting from 2 are such that they are incapable of programs of Careful differential diagnosis may reveal that: neurologicalthe individual handicaps. has suffered damage. to the central nervous system resulting in physical, sensory motor, and In observing individual characteristics in the classroom:a teacher of TMH may notice the following:. TMHthe individual need constant is developing supervision. at one-fourth to one-half the normal rate with an I.Q. ranging between 25-50. TMHTMHTMHIshdwTMII have showappear limited poorlack unable speechofjudgment initiative, to profitand in language. solvingfromlittle independentacademic everyday learning. problems.behavior: The teacher may also notice that with special training: TM1-1TMH appear appear capable to develop of learning social skills self-help through skills. work in a group. 1R. F. Heber, "A Manual TMH appear able to learndevelop some good functional work habits academic and simple skillS.on Terminology vocational and skills. Classification in Mental Retardation," Monograph, American Journal of Mental Deficiency, Association2iliVashington, on Mental D. C.I Deficiency. bd.,1961) p. 96. p. 3. Reprinted by permission from the American Journal of Mental Deficiency, Copyright 1969, Americo Rationale _ sufficientquestionTMH,individualThe American they returns. the .needs are worth sometimeseducatorIt andis, of often developingabilities is omittedupdevoted toand Special programs willfrom to thechallenge the-generalEducators principle for the hIrrito TMH thatschool_program. develop because.they Educators, feel that the administrators, to remind others that the principlesevery of American child has Education a right to applyan educational to all program that will mcet'his to his full potential. Because of the limited abilities of the amount of erfort expended does not yield and other r4ofessionals may Specialchildren. Educators should do everything possible to make other professionals and educational programs for the TMH enable them to become partially independent the lay public awere that: and self-supporting. Since the TMH usually. Cannot benefit from regular classroom experience, forthe thosecost for placed the care in custodial of the TMH institutions), who remain at -liumu_or-in 2 or even from EMU classroom experience, a speciala community center is SubstaTiliaiiy less than describes.acft.:iesforcurriculum the TMH, must with be. which maximum designed willprovide toindependence meet the their TMH needs; and with economic This opportunities Guide usefulness is to: learn to care.for personal needs. an attempt to aid school personnel in developing a program as developgoals. The independence GtUde outlines through the communication. desired skills and nor . . deveZop social skills. developlearn to controlmotor skills. be! vior in-social situations. developparticipatedevelop useful some in vocational recreationalfunctional skills. academic anu leisure skills.' time activities. ..hoped tEducation,haveRecently, already in permissive developedsetting up legislation theirprograms; programs. has others been For are enacted these seeking which help. enables from theschool State-Department districts to develop. -of- TMH t this volume will bring to school personnel an understanding of the TMH and provide specific reasons, the need for a TMII Curriculum Guide has become apparent. It is Education, Division of Special programs: Several district's information for ThisAnysett Specialshould ingup beeducation set up by program -educators which in a cooperation school system with establishes psycholOgists, must have speech therapists, counselors, chool program for the Trainable Mentally Handicapped. as its foundation thorough differential diagnosis. and other appropriate 1 Harold M.continuousbepersonnel. Skeels, on the "Effects alert In so the that so of Southwest, thatAdoptionappropriate suitable children transfersevaluation from may non-English-speakingand- be placementeffected. of these homes children is made. Diagnosis should may be referred fOr diagnosis. Professional staff must We open:ended and 2 BNOB-1,L.Houghton-Mifflin F. Cain and S. Le.4lne,Co.,, 1966), "Effects p. 118. of Community-and Institutional School Programs on Children from Institutions," Disadvantaged Child Joe L. Frost & Glenr. Hawks, eds. (New York: on IMPI Children,'" CEC Research Monograph (1963 Series), Professional and Personal Qualifications for Teachers and Aides Teachers , The State of Ni 1. Mexico has developed guidelines for the training and certification of Special Education teachers and aides. To these guidelines, the authors would like to add the foving:' -A teacher of TMH children:/ / must realize Olaf her pupils are mac like than different from normal children. 1 must search for ways to minimize the differences in social groups. mustmust keep havebe skilledan a open knowledge in mind the use about of ofchild manydiagnosis growth methods soand that development.by itwhich does shenot limit the can teach to the learning patterns of each child. . must be able to measuremustto thekeep pupil.pupil !earnings progress at successievelS thrAigh the use of pupils. of rating scales and other techniques. avenues of learning which she opens mustmustmust.continue be Lep able abreast to hertalk of professional with current-deVe other training..professionals, such opments in the field. as social workers, psychologists, speech 'therapists, mustphysical be,.,emotionallybe ableand occupationalto work stable,with therapists, parents. patient, and counselors.willing to measure success by small gains. ' School Aides, Stateteachers"TheAides Board SchOol of of -time-consuming, Education.Aide is a'school See Appendix) noninstructionalemployee who iS tasks qualified so that by teachers education, may experience, devote more and time character_to to instruction." relieve (Guidelines fm one or moo:, The qualifications listed -in the GuidelineS are as,follows: healthhigh school certificate diploma or equivalency . knowledge of duties "to which assigned - attendliceAt School Aide Workshopdemonstrationgood command/of of highest the English ethical language and moral standards abict.to work with children. Sclaol Aide Permit issued/ by Division of Certification, State Department of Education fion.ierilotionallyableof an to acceptingstable. retain a beliefand pleasant in the needdisposi- for .. professionallearningwillingtraining -to offrom, working .workTMH the with,children. teacherwith and th interested in any -other hildren. teacher'sAide should halo be as able well to as shine her own. and adjust Ti, / C®MMLJN ITY MUST UNDERSTAND MENTAL RETARDATION -12- INTERESTED PROFESSIONALS RETARDATION PROBLEM OF THE RESPONSIBILITY COMMUNITYRETARDED TO -THE 11111, 41111ft, COMMUNITY AND ACCEPT ITS RESPCM SIBILITIES TO THE RETDED LEGISLATURE ENABLINGFUNDING PROGRAMACCEPTANCEUNDERSTANDING DEVELOPMENT FOR & DIRECTO-R OF SUPERINTENDE SPECIAL1. EDUCATION CUSTODIANS & CAFETERIA WORKERS \&'' BUS DRIVERS - 13 - special"AResponsibilities director education. of special "1 of the education Director is of one Special who Educationdirects, guides, and integrates In line with this definition, a director of Special Education would have the responsibility a well-organized and highly-complex program of guidesetestablish up_and with a-assist completethe help supervisors of program all appropriate in of-differential carrying professional out diagnosis'a constructive staff.i for placement orexceptional'ehildren. This program of growth and adjustment for all to: would be tobeorganizeexceptional variousa community an groups childrenintegrated leader and and enlistprogram who youth. theiris willing of support Special and in Educationable community to interpret and education see the that problems it and is put andinto needs action. of exceptional acceptance. children effectivehavehelpbe withanaware understanding Specidl the of develOpment and Education be cooperative of I.Fie ofprograms programs objectives with on fcir allthe -of threeexceptional community general levels. education children:. agencies, so organizations,he'can cooperate and institutions in school planning for which may cooperate with cliool principals in developing a better understanding of exceptional children and-their . keeptoencourageneeds develop the through Special localunderstanding in-service Educationschool systems training and staff acceptance toor aware inciudeworkshops. of of programs theexceptional current of Specialtrendschildren. inEducation areas of orientation Special Education in all schools in order through up bein-servicethese awarewilling classes of programs,to all cooperateas sources soon professionalas of withsuch monies allmoney parent books,available becomes groups and for current available.concerned establishing journals. with special exceptional classes children.and to be ready and willing to set 1 R omai ne P. Mackieof Special and Anna Education M. Engel, in LocalWashington, School D.Systems, C.: U.S. p. Department 19. of Health., Education & Welfare, 1960, Directors & Supervisors ...OR IS IT INTEGRATED' LIKE THIS! 69ucknoNDtREc cR, oF: SPEcoL VY1 SCHOOL TEACHING PERS.QINISEL' ANCILLARY PROFESSIONAL NON-TEACHING REGULAR CLASSROOM SPEECH THERAPISTPSYCHOLOGISTPERSONNEL: NURSE BUSPERSkSECRE1 DRIVERCUSTODIAN NNEL: \ RY SPECIAL EDUCATION -- 1 1 CONSULTANTCOUNSELOR CAFETERIA WORKERS / PHYSICAL EDUCATIONHOME ECONOMICSARTS & CRAFTS MUSIC \ AIDES 'LIBRARIAN SHOP THETO DIRECTORMAKE SPECIAL OF SPECIAL EDUCATION EDUCATION AN INTEGRAL MUST PART OF WORK CLOSELY WITH THE SCHOOL THE SCHOOL PROGRAM. PRINCIPAL 15 - RE C O.R 0C I 5a .SCHOOL EpucATIoN Spa.:ARL TEACHINGREGULAR PERSONNEL: CLASSROOM PROFESSIONALPERSONNEL:ANCILLARY NON-TEACHINGPERSONNEL: HOME ECONOMICS MUSIC SPEECH THERAPISTPSYCHOLOGIST' NURSE CAFETERIA WORKERS BUSSECRETARYCUSTODIAN DRIVER PHYSICAL EDUCATION ARTS & CRAFTS LIBRARIAN SHOP CONSULTANTCOUNSELOR AIDES EDUCATION PROGRAMIS YOUR SPECIAL"INTEGR EDUCATIO SPECIAL'INTEGRATING SPECIAL EDUCATIONASSROOM INTO THE. LIKE THIS? REGULAR IS 1T INTEGRATED LIKE THIS! re L.

?ACHING, PERSONNEL ' ANCILLARY PROFESSIONAL PERSONNEL' 140N-TEACHINGPERSONNEL: . REGULAR CLASSROOM NURSE . ... SPECIAL EDUCATION - 1 I SPEECH THERAPIST. PSYCHOLOGIST- COUNSELOR . .BUS DRIVERCUSTODIANSECRETARY / . PHYSICAL EDUCATIONHOME ECONOMICS I I 1 ,,\ CONSULTANT AIDES CAFETERIA WORKERS - ARTS & CRAFTS LIBRARIAN MUSICSHOP

TEACHINGREGULAR PERSONNEL: CLASSROOM PROFESSIONALPERSONNEL:ANCILLARY . . NON-TEACHINGPERSONNEL.; - -....,- HOME ECONOMICS MUSIC ------J 1 SPEECH THERAPIST PSYCHOLOGIST NURSE CAFETERIA WORKERS BUSCUSTODIANSECRETARY DRIVER. PHYSICAL EDUCATION ARTS & CRAFTS LIBRARIAN SHOP CONSULTANTCOUNSELOR AIDES ."-.. - EDUCATION PROGRAMIS YOUR SPEC/IAL"INTEGRATED" LIKE. THIS? 15b -16- INSTITUTIONS SCHOOLS REHABILITATION v OCATIONAL MHMR(DOCTORS GROUPSPARENTLOCAL VC4UNTEERS)(COMMUNITY !COUNCILSERVICES SOCIAL LOCAL P. H. DEPT.) SERVICELOCALrt COMMUNITY AGENCIES INVOLVED MENTALHEALTH UNIVERSITIES ASSOCIATION MEDICAL ForReview an adequate and Evaluation appraisal of Progrriii) of the program for,the' trainable mentally handicapped, toe tollu ng stir ,tio!4s }Iiiit' requested:hirecarriedset up a

SELF-HELP SKILLS specialThethanmayproductiv Self-i-lelp tohavetraining take life:-Educationalbeen theSkill for isolatedtime the.development Area and-effort represents much research of to theirall ofteach haseachthe lives. showncompetenciesthe skill. children Too thatThese often TMH to childrenwhich familydo youngsters things a haveTMHmembers for usually candothemselves. not haveacquire hadlearn done very to through helpall few things himself experiencesincidental for to them ;live learnings, with because but it wasmust easier have a happier and,more peer groups and -the ineedshisparticipationperson;To interest, make of the and theunderstanding, individual the childin classroomabsence aware students. ofand that projects.activities ability he The is needan levels.Even to unique satisfy for the accomplishment mostindividual, these withdrawn needs the often andclassroom student accountssuccess will should is for participatejust many beas greathappy disciplinary in for someand the informal, activitiesTMH problems yet when orstructured lack developed of student to as for the normal meet on Whenactivitiesmastered-allindividual. hea child withaccepts Oncethealearns group. self-helphis he torole Ashas do skills.his aslearnedsimple aconfidence member thingsto take of increases,for carethe himself, group, of some he itwillhe of acquires learn.his personal to a cooperate, feeling needs, of share accomplishmentit with others, and 4icl-becomes accept responsibility. is not unusual to see him helping another member who has not is easier to guide him into play and work '\ a happier self-helphappiercommunicationThe area daily ofskills. self-help living Parentsenlisting atmay home are beparental usually theand one school. cooperation very in which interested Invite the isthe parentsnecessary inparents' these receive routines, toif schoolthe the child mostbut to isobservehave assistanceto develop been the reluctant fromroutines personal the to school.taught competenciesteach inFrequentthem the establishmentat homenecessary home-school because for of self-helppressuresthesomplete,natthey youdid routine notare and knowawareconfidence strains .at school whereof on their alland isto familyinterest ofbegin. cooperation little members, Avalueand list appreciate ofofif desiredit theand is parents,not develop their leardingspracticed cooperation.she a much can senteach often happier home day (For help in when and theexample eliminate more homea new useful seeand skillan Appendix.)community.unpleasant isTMH introduced individual. homeRemind If willthe atmosphere, teacher indicate the parents to relieveparents that can gain a LevelSkill Area Primary Self-Help M.C. A. A. 2.0-3.11 5.0-8.11 -30 BehavioralPersonal Health Objectives and Hygiene Activities Note:Instructional Teacher writes Aids a and"Dear Materials Parents" letter enlistsexplainingneeded their articles the cooperation .grooming for Grooming in program providing Box. and The child will be able to: help make his own Grooming Box. box.Helpbox Pasteeach with childa wallpaper, small make mirror a construction personal in the topGrooming paper,of each orBox box. tempera from Decorate a paint. cigar the Putbox outside'of theor otherfollowing smallthe WallConstructionCigar paper box or otherpaper small, sturdy box willingforchild'sarticles demonstrations. name toin do.) the on box: his box. lotion,Never (The comb,ask teacher the toothbrush, students should to also dotoothpaste, makeanything a Good nail the teacherfile.Gi-ooming Put is the not Box toothpaste,SmallveryTempera good) mirror,plastic paints soap bottlecomb, (if notfor nail lotionavailable file, lotion,(pill in bottles restrooms) toothbrush, are learn the names of the articles in Vocabularylotioncomb Development for Oral Language: toothpastetoothbrush nailgrooming file box soapmirror PicturesArticlesGood Groomingof foundarticles in Box box his box. "YouGuessingteacher'sHold upbrush each demonstration.Game: your article Describeteeth in withGrooming one it." of Let the Box. the objects Demonstratestudents in Grooming guess its which use. Box. Papils object Example: imitate the Good Grooming Box Matchoneteacher object. pictures is describing. with articles As the in student's Grooming vocabulary Box. increases, let him describe PicturesArticles inof Groomingeach article Box. in Grooming Box. objectPlace object and guess from what Grooming it is. Box in paper bag. Let each student feel the ArticlePaperNote: bagCampfire from Grooming Girls and Box. Girl Scouts will help you find pictures. Behavioral Objectives withMakeBox. brown a PasteGood or theGrooming white pictures butcher Book on paper.plain showing paper Staple pictures (cut cover to of size on the book of objects sheets or make in wanted). Grooming holes Cover Activities theirSupplyMagazinesInstructional own of pictures Aids for students and Materials unable to find find his own Grooming Box HaveMakealong aone specialdesign edge onplace with cover topaper keepof book.punch. Good LetGrooming each child Box. lace Practice holes finding with colored Grooming yarn. ShelforpaperPl crayolasid orpin,. cabinet for Grooming Boxes p: r;olored yam, yarn needy _ paints butagi p;;;,: , use the articles in his Grooming BoxHaveGroomingGive as aindividual group. Box.". Say, instruction "Find your for Grooming finding Grooming Box and Box.come Say, back "John, to find,j. signated time for use, of Grooming Box every day. your table." your Grooming Boxes Box when reminded Mak o 1.3 iper Chart for checking teeth, hair, hands, face, and ears. Let each the students. Alice (See attached chart) . Mary combingPicture of hair someone washingPicture ofears brushingPicture of teeth Linda lobo washingPicture face of washingPicture hands of Fidel 31 32--- Behavioral Objectives starHave by the a Good activity Grooming he performed before comingChart. Let each student Activities to school.find his own name and put a (See Instructionalattached chart) Aids and Materials helpgroupsGo of to theof the two principal, restroom or three. for If coach, secretary, aide,grooming period. If not, divide group into boys custodianyou have aor room older restroom, and girls. Enlist the go in GroomingRestroomNote: Box columnHave pictures like those at the on Helper Chart. top of each teeth,Teeth'''.Giveschool. watching a Pupils demonstration takethemselves toothbrush and toothpasteon brushing teeth. Sing "This in restroom mirror or small mirrorfrom in top Grooming of Box is the Way We Brush students in the and brush Our Tune: "Here We Bush" Go Round the Mulberry selves(TeacherDemonstrateGrooming in restroommay comb combingBox. mirror Put hair own away-toothbrushhair or doll's hair) and Pupils toothpaste or small mirror in topand of sing "This is the Way We Comb ourGrooming Hair." Box.comb hair watching them-and get comb. RestroomDollArticles with realmirrorfrom hair Grooming Box StudentsWashDemonstratePut Our awaywash Hands, combhands, washing etc." and face hands, get soap from Grooming face and ears using doll. Box if there is no Sing "This'is the Way soap in restroom. We DollSoapComb Namesmall mirror in top of Brush.Teeth Grooming Box. and ears watchingComb Hair Wash Face themsleves in restroom mirror Wash Hands Wash Ears or- AribellePedroMary AnnaThomasJoseph 'Behavioral Objectives Demonstrate drying face, ears, and hands with paper towel. Sing "This is the Activities Instructional Aids and Materials StudentsDemonstratePutWaysit at away Wetable. Dryrubsoap inuseOur and lotion. ofFace, get lotion. lotion.Return etc." Sing lotion "This to is Grooming the Way WeBoX. Rub Returncto in Lotion." room and GroomingLotionPaper towels Box inofTake hisone allGrooming article articlesfrom and Box. ask Grooming (Thischild checkto hold Box will it and up. make placeThen sure theminstruct that on all studenttable. articles Call to are putout returned article name Note: Jar of vaseline for room use haveVaseline chapped is veryor cracked good for hands students and lips. who groomingput away histime box is overwhen Variation:replacedPutLaterto away box.) on, in boxes Close Play properappoint "Follow inGood place.an a leaderorderly Grooming the to Leader" fashion. see Box. that forCheck the putting boxes to see areaway that put boxes. thein proper boxes place. were Permanent place for Grooming Boxes TheToilet child will be able to: facilitiesuse proper names for restroom toiletVocabulary paper Development for Oral Language : soaplavatory ;soap;Waste dispenser basket ConcreteRestroom modelsif available teacherTakegirlsflush issmall a woman, groups enlist of students help of toprincipal restroom or tocoach see actual school restroom. If boyspaper towel 'urinal PrincipalSchoolChildcraft3 piece or restroomsrestroom coach Equipment set made Co. of hardwood $3.00 TakeIf teacherdemonstratetoPoint repeat large, to is each name.life-sizea man, the article usethe doll oforschool toeachfixture restroom secretary, fixture, in restroom to repeat demonstrateaide, andorits nursename. give the willits fixtures. name. help. Ask As studentsyou Secretary,Large, life-size aide, or doll nurse standsupplies.groupsMakeLet whatarrangementseach of (Have TMH theystudent ayoungstersare short repeat withexpected training the the to school demonstrationtothe session do restroom andprincipal for say. thesefor Thiswithfor practice volunteersolder providesthe doll. students in naming anso theyopportunity to takefixtures will small under- andfor volunteersOlder student better school understanding and acceptance of TMH.) 33 34 Behavioral Objectives MatchUse pictur-doll houes es.with (bathroom real fixtures furniture in bathroom. for Activities guessing pme in room. Name the fixtures. PicturesbollInstructional house to match bathroom bathroom Aids and fixtures Materials furniture suchindicateusing as :`toilet"acceptablethe need for vocabulary toilet, DemonstratechildNameMatch when eachpictures he th fixtureu escorrect with terms matched. doll vocabulary which house furniture. for are not acceptable. permission to go to the toilet. Correct Note:PicturesDoll hotise of fixtures.furniture studentBe sure tothat a strangean adult restroom accompanies so he a girlsit takeon toilet clothes down with help UseDailyHave doll practice a to regular simulate with routine constant procedure. to follow supervision Show for restroom procedure. Supervise at all times.at all times. Restroom,Non-verbal and child an adult to supervise will not become frightened - see Primary Communication useflush toiletboylift toilet paper lid with withand help helpstand or use urinal if available UseSet offboxesLet one each for corner studentfixtures of room practiceor ask for withrestroom. doll. each actual step. CreativeRealLarge Playthings restroom rubber doll orhas mock rubberoid doll restroom which rearrange clothing with help UseRearrange"Girls"the buttoning need over for doll's and privacythe zippingclothesdoor. in Changerestroom. boards signfor When when a father to make fixtures from wood, etc. Stress practice. girls are playing, putboys a sign are reading playing. Montessoristands, sits boards wash hands after toileting toileting.MakeLetSee charteachcleanliness studentfor bullitin activities. put boarda star orby wall.his boys use boy's clothing and girls name when he remembers to wash after use girl's clothing. andChart placeLarge with for doll; starseach boy's child's and girl's clothing name, days of the week ofMatching NameMatchingeach fixture matched Game: Game: in Have articles.separate Match several suchbox. pictures Name of articles as soaptowel, toothbrushtoothpaste. each restroom fixture' Put pictures PicturesArticles of neededfixtures for matching TheTeeth child will be able to: foruse brushingproper vocabulary teeth toothbrushtoothVocabulary Development for Oral Language toothpastedentist the fixture placed in each box. rinsebrush nurse toothbrush,ConcreteHosiery box objects tooth,for each and toothpaste, picturesfixture of: nurse, dentist Behavioral Objectives guessesGuessingPlace the Game: correctmodels Ask, answer,or pictures "What instruct hason tablea himlong before to handle?" find beginning. the ormodel "What When or picture.is ina childa tube?" As Activities ModelsInstructional or pictures Aids and Materials (notWhatthem.vocabulary more is Missing?Take than develops,one 3 objects Placeaway. allowobjects Guessat first). students whichor Pointpictures oneto to ask isoneach missing.questions. table and in let front children of students identify Models or pictures find own toothbrush are"HoldGive not each uprecognizing the student toothbrush." athe picture objeCts. Practice of teeth, in toothbrush smaller groups and toothpaste.if some students Say, forPicture each of student teeth, toothpaste and toothbrush wethelp.puf toothpastetoothbrush on with brush help with LetAsk each school student nurse practice to give demonstrationbrushing large using teeth. large Then set brush of teeth own andteeth. toothbrush. Note: furnishorGroomingtoothbrushes Schoolsome them. toothpaste nurse Boxes. and can toothpaste If companiesoften not, getyour individualfor willdentist brush teeth with help ShownursesBeInvite sure how dentistwear that it street theis to done studentscome clothes to roombecome at school.) or acquaintedgo to dental with clinic his for nurse. demonstration. (Many school by each student. RestroomDentist or orfield lavatory trip to or dentist's washstand office in room rinsemouth mouth, \ spit and wipe . Stimulate gag reflex s for proper spitting. suckingSeek help and of swallowing physical therapist procedure for whenspitting, shakerinse toothbrush water fibm toothbrush \ Daily practice with constant supervision will be needed for each step. teethsurenecessaryIf restroommother understands or washstand procedure are not available,for caring be for ,replacecap toothbrush toothpaste with help u Name-toUnder dry. Card each Game: name. Make Let each a rack student with findeach his child's own name onand it. hang Put ahis nail brush . NailRack with child's name If toothpaste is not available, 4make teaspoons1 your own: baking soda MeasuringBaby food spoonjars with screw-on top Storefew indrops baby of foodessence jar ofwith peppermint. teaspoonchild's name salt on cov. feltBaking pen soda, salt, essence of peppermint, . 35 36 Behavioral Objectives Play "Visit to Dentist." Encourage each' child to open mouth so "dentist" Activities MockInstructional dentist office Aids and Materials Moyiescan see inside. Contact school nurse and local dentist for suggestions. ToothbrushesNew157Rich Sherman PersonalsYork, Newwith Ave. child'sYork name ittgold TheCleanliness child will be able to: use correct words for Vocabularycold -Development for Oral Language towel (paper) cough facial tissue Actual Objects' cleanliness activities soapheatBringhot and hot steam plate cominginto room. from Heat the water.a pan of water. Let the students feel the towel (cloth) sneeze drool HotPictu plate, res pan, water untilbeforeTakeFeelFill watersome a puttingthe hot bottle. ofgetsWater remaini.rg them cold. bottle into Put withwaterthe hand water. the andinto boiling putWatchwater. ice water. cubesthem melt.in it. TouchPut in morethe ice ice cubes cubes PanHotIceBoiling waterof cubes hot water b,water byHaveDemonsitrate students. a box of Encourage coughfacial andtissue them sneeze on toteacher's anduse properthe desk facial procedure or tissue.' other available for caring place for each.for use Note:Box of facial tissue youfacialAsk willeach tissue have student on enough first to daybring for of year. in school box of and availableremindofdistinguishPaint the hot school a droolertoWater betweenshow so faucetthe tohim dose studentshot how with and and he red coldwillwipe looks paint water.not his when ortry mouth. redExplain to drooling. scrapefinger Have why,this nailoff a small redpolish ispaint. mirrordone so studentsConstantly to readily the rest can SmaiLmirrorRed paint or finger nail polish combinewithturn onsupervision hot water and cold water PracticeredThese paint activities every on hot day. mustwater be faucet. practiced Show daily students under howsupervision. to mix water. Call attention to WashNote: basin or lavatory with hot and cold water, neededthenoneMake students is some available.for cleanliness. provisionlearn that to hot heat water water is if It is important that Behavioral Objectives Activities anduse barhands soap with to wash help face shouldDemonstratetoDethonstrate practice be ausing fun washinguse activity, liquidof right of soap facebutamount from theand studen ofahands: bottle soap s Stddents frombe/oreshould soap using not wash dispenser. be soap faceallowed dispenser. and You i.:inds. may This need to get wet. BarLiquid soap soap with dispenser uctional Aids and Materials ' remindeddrydispose with towel of towel with when help. standAlwayssoDemonstrate students by have basket will aproper waste.basket andunderstand remindway to itsdrystudentavailable use hands and to for wi pickre dihlacement paperupposal paper oftowels. in paper.if the it doesAlsohome. Have notuse a go helpercloth into towel to WasteHelperclothWash basket towel,basin or towel lavatory: rack Soap, paper towel: . apply lotion under Usebasket. lotion to demonstrate drying hand:.. Use lotion to practice rubbing hands Lot ion supervision Bringas in the small application washpan 'of into bar room. soap orPractice soap from, washing dispenser. and drying the doll's hands , ;'wash cloth, wash basin, soap control drooling with help ShowtongueUseand face,mirror students with using to fingerplays. show smallhow childto wash_ lick stressing what substancescloth: is,meant the need from by droOling.to lips. keep the-mouth Make child closed. aware of PeamitTalkingSmall mirror buffer, Time pp.jelly, 37-39,42-43 pepsicles made from use of facial tissue with DemonstrateGive child popsicles use of faciartissue.made from clear If child soup. cannot Show blow him hishow nose, to lick., the teacher FacialNote:clear soup tissue otherContact ideas your physical therapist for coverhelp mouth when coughing Visitpracticemay by manually onschool doll nurseand press self. to his talk lips about together being and ill andinstruct when him to tostay blow. at home. Let child . Note:Doll Ask school nurse to talk to group of or combsneezing hair when with remindedhelp DemonstrateMoviesLetFilmstrips each -- (See student (talkcombing schbol with "show nurse hairyour inhowfor school front suggestions) it is ofnurse done full-length regarding ." mirror. available ones. PicturesFull-length of.well-groorne mirror, comb .1 hairfor each child themparents to aboutkeep childillnesses at home and encourage when ill clean fingernails with help lookHaveDemonstrate nicer. beforepictures and cleaning of aftermessy picturesfingernails. and well-roomed of fingernails. Let each hair child Decide for discussion."show which how fingernails it is done." PictureFingernailPictures of of fingernails,file 'messy, dirty dirty hair and clean 37 38 Behavioral Objectives - TheRest child will be able to: activitiesuse suitable words for rest Vocabulary Development for Oral ActivitiesLanguage Instructional Aids and Materials PretendSingrestRead songs poemsyou (See are andsuggested asleep. let students Pretend materials play sleep still you are resting.the parts.at end of skill area.) Act Fingerplays.quiet limp RhymesTalkingchildrenPictures Timeshowingfor Fingers pp. happy, 22 and and 25 Flannelstrong, Boards weak, sick rest quietly after meals or Playhappy."pictureShoW "rest before ofmusic" the andboy so afterwhothe child pictures.is sleepy," will Play games with picturesbe orsuchquiet "Find (See the suggested picture of materials the girl who is as: "Find the developmentPicturespp..114-117 illustrating the words in vocabulary tellteacheractivities What or astime aide directed he by goes to bed -TalktelevisionPlayskill about areastory things or program,records. use you your do Readtake beforefavorite a bath, records.) a story your students enjoy. going to bed: eat dinner, watch favorite at end of Note:StoryRecordsRecord player records. Make the parents aware of the need for FeedingThe child will be able to: tothe bed actual each hour, night.) but he will become etc. (The student will not be able aware of the things he does before going to tell sleep.at school, If the childtalk with is sleepy the parents or irritable foruse feeding the proper vocabulary 'trayfoodsspoonVocabulary served in Development school cafeteria for Oral fork milk . Language table napkin garbage can. PicturesRealEating food as utensils needed as needed wash hands with help SeeBorrowTake Cleanliness children tray, spoon, to Activity- cafeteria fork, andto meet cooks,andnapkin see fromfood preparationcafeteria for name identification. area. Tray,Visit napkin, to school fork, cafeteria spoon follow simple dirations walkgetVocabulary inbehind toline the table Development for Oral Language saypickget in"thank up front your ofyou" tray to cooks Practice with supervision every day. /3 Behavioral Objectives placePlayLine up"Follow in andthe roommarch the orLeader" around on the room. witplayground. one child leading the Activities group to a specified RecordInstructional player and Aids any and. good Materials march record (Thechildtineformed up lessonscarrying for with walking to an eachbe object taught races carrying to arein the classroom. walkingan teacher object and or toAt stayinga'designatedanother first this.will inchild. line.) place beLater and back. one line with each two lines can be Objects which children can easily carry ofsitspillingcarry unnecessaryat tabletray withwith movementaa minimumminimum of all'liaveHavegoingBorrow snackto been lunch. tray time served from Place so child'willbeforecafeteria fork, eating.spoon sobe eachable and tochild milk sit atcancarton table, practice on hands each carrying in tray.. lap, and wait until a tray before Napkins,Silverware,Tray from juice cafeteria milk and carton crackers filled with sand or water PlayLetUse students smallroom gamestables line andupwith and chairs silverware march.to for "Tea tables. Time." Name, hide, visual memory, etc. SilverwareRecordSmall tables, player chairs and march and doll music dishes open milk carton thePlay-withBringHaveServe child amilk howpartydollhousemeal cartonto and open haveandfrom carton. familyfamily cafeteria. Students of seated.attend. people. practice opening milk carton. Teach the word "open" when showing EmptyDollhouseRubberWooden milkfamily, family furniture carton tea set suck liquids through straw liquidforsuckingServe a second. juicethrough process, in The room.the place childstraw. Use straw will plastic automaticallyin child's straws. mouth If child and is gently unable hold to comprehendnostrils closed the for breath, drawing the JuicePlastic straws takeswallow small without bites of drooling food useHaveSee something drooling tea parties harderunder and Cleanlinessthan serve crackers crackers. Activities. so theyDemonstrate must really taking bite, small bites. Later Crackers, cookies or hard candies easilyChew when until reminded able to swallow Havemirror.ShowUse constantchild small Let himhow- mirror supervision return to inbite, GrooMing to chew, his so childseat suck, Box and will and topractice not watch swallow get strangledselfwith in take small front bites. ofmirror. full length or develop bad habits. SmallcrispFinger mirror foods foods such such as as chips celery, and carrots; apples 39 40 Behavioral Objectives eat finger foods toPretend "atake quiet small you time" are bites a so rabbit and child chew eating will with carrots. mouth understand that he does Activities Use smallclosed. mirror Stress to show "a talkingchild time" not talk with food in mouth. how and CarrotsFingerInstructional (cut foods in small Aids 2 inch and Materialsstrips) drink milk from a cup ServeExplainRead juice a story, thatin paper this stumbling iscup the 'Without way you soundover when words talking so child with cannot food understand straw. in mouth.what is said. PaperStory cup children and juice know ofuse spilling spoon with a minimum eating:AskSetGo up-mock cooks on Fat field tothis cafeteria.prepare trip food to indairy Have where an extra portion of food childrenroom,. demonstrating way to eat without a pretend lunch. Have milka luncheon can be servedin in paper cups. are having difficulty classroom. MockTrip to cafeteria airy bringuse food fork to sometimesmouth Give Arrangedemonstrations for special eating time when on proper ways to eat without spilling no one else will be in the school cafeteria. too much: spilling. Note: makingoccasionsThis willfun ofonly to TMH prevent be on students youngstersone or two from useheadrather napkin to than tray with lowering help DemonstrateslowlyTalkPractice about holding correct the foods up use head of andnapkin. 3 keep From spilling). we are eating. Mention why some foods smiling when eating. must be eaten NapkinRegular cafeteria foods helpable to clean tray with StressPracticeInviteBorrow working puttingcafeteria trays withthefrom supervisor silverware tray cafeteria to minimize to room fora demonstrationto practice cleaning.on tray so it will not fall from tray. spills. on proper cleaning. CafeteriaTrays supervisor identify foods with help Talkchildfor Askabout each about school schoolstudent. foods secretary mentt Sendhe ate each theto at type school. menu home anda copyencourage ofday. the Haveparents school pictures menu of(week foods to orquestion month) School menu for each child PlayHave.identification. picture actual identification foods in classroom for identification whenever forpossible. easy ActualandContactSupermarkets stories fruits your and localwill vegetables give dairy council you display pictures for pictures finding pictures 01 hi 1 eria and ask for food by i;,,ine with teiR het teadingmenu and name. children containersCafeteriaPictures set of up food with from pictures daily menu of foods in Behavioral Objectives Put food on tray and carry it to the table. Activities Tray,Instructional silverware Aids and Materials backGoPlay on storeto afield room and tripfor ask tasting.to for a vegetablefood by name. and fruit stand. Bring fruits,and vegetables,. RealFieldStore fruits tripwith andempty vegetables cans in store-like setting Guessing'UseLetShow eachartificial the Game: child raw ft fruitsmell Oil'Smell nndor and orvegetable vegetables taste the before food. foodafter withoutchildcutting recognizes it.looking Identify theat it. real Identify ones. it. areFruits excellent; and vegetables from Peabody Kit Level P maintain eating skills at home PracticeDevelop(BeHave sure sitting amoreyour mystery at artificialvocabulary smaller box tablefoodsand as let such neededlook the as studentsand youby feel school would likeidentify menu thefind real theat or -home. focalones.)food byfoods: feeling. TableSchoolrealartificial forfood 6menu foodsorin 8box persons in box; Dressing Pass make-believe foods. Note:Doll dishes and silverware cooperationSend home suggestions for Lim- The child will be able to: forgive dressing the correct skills word tiebuttonVocabulary Development for Oral Language lacezip takeput on off andDivisionDressingEducational Company, 'ofFrames A. Daigger TeachingInc. Aids give the correct word zipperVocabularyThese words Development can he Ititirnott for by Oral (laity Language PtilPtice under constant supervision. snaps bows hook and eyes Eta Best Vests for fasterners'used in dressing withThesebuttons constant words supervision. can be learned by using dressing frames and Eta Best vests buckles .laces Note:DivisionEducational of A.Teaching Daigger Aids and Company, Inc. mustTMH have do not daily learn practice by observation, they helpremove outer garments with putoversizedPracticeUseDress the oversizedleg withdolls trousers in Montessorithewith trotisetsproper forouter children place.clothing. Boardsto find to frontfor practice, buttoning, and backputting tyingof clothingon and and zipping. taking off. Have and to learn to OversizedMontessoriDolls, doll trousers clothingDressing Frames Activities Instructional Aids and Materials Behavioral Objectives findplac&withhang.clothing own garment supervision in proper with PlaycoatHave hangerGame: pictlite andTake of coathang off over coat,under child's hang name. coat name on on coat. rack. hanger, Practice go backputting to garmentroom, go on CoatPicture hangeror ofwrap coat and for rack each for name hanging card super.Vision'dressinghelp teacher with AsFingerplayscoat,back you toetc. putclothing onfor and-take dressing rack and offup.. find clothing, coat, puname t oncoat, the clothing. button or zip coat, take off Let's Do Fingerplays pp. 16-20 putremove on cap, and scarf, put or on coat socks HowPlayHaveHow Pretenddo dd spareI put I put Games:itsocks onit on? my at The schoolhead? wind for is practice. blowing. What shall I put on my head? It israining. What shall I wear? SocksCoatsScarvesCaps - put on shoes, but does not Take off shoes. Put them on again. Own shoes feetalways get them on right TieHelpLace shoes.old a friendshoes.and for tie puta thefriend. on lacingLacing his shoes.. shoe. Frame. Note:DressingLacing Frameshoe for lacing and tying Encourage parents to teach the child to put on boots with help Put on own boots. Boots tospecialidentify school markings right activities shoe on with shoe. right Carry foot over by ofput identifyciothing on mittens articles 'Put on owncapVocabulary mittens. Development for Oral Language shoes boots dtes§ pants ActualMittens articles of clothing ofidentify clothing articles of Playsocksscarfhold visual up article ii,ZiliOry of clothing'. game: Have Let threestudents article§ guess of what clothing. it is. Ask students jacketmitt ens scarfcoat shirt sweater PicturesVarious of articlesclothing of clothing- isgame rainingTalkto close with about today. eyes.picttiresof warmcold TakeWhat weather weather clothing.away will clothes.you oneclothes. Playwear?"and ask:weather Child "What game:selects is missing?" Teacher clothing says,Play from same "Itpictures. GoodRealClothing clothing articles pictures picturesof clothing when-possible Behavioral Objectives Activities Instructional Aids and Materials would(ThisDress-andTalk wear about is another each undress what article wegood mannequin wear ut.clothing. opportunity when naming theit snows. windto articlesreinforce blows. of clothing"Take off" and and telling "Put when on.") you DevelopmentPeabodyGood clothing Learning Kit pictures Level forP each season homecontinue dressing skills at EncourageContinue practice children at to school. dress and undress at home. . Note: SuggestsendHave home frequent suitable notes parental clothing for dressing conferences which at childhome or helpbecomeStress the independent_ childthe importance dress and Encourage undress. of getting parents the child to upname early articles enough of clothingto dress self and as they can manipulate r Skill Area Self-Help C. A. 9.0-12.11 44 PFisonalBehavioralLevel Health Objectives and Hygiene Intermediated Review Personal Health and Hygiene M. A. thru 5.11 Activities activities for Primary Level. Instructional Aids and Materials The child will be able to: artidlesuse correct in Grooming names forBox lotioncombVocabulary Development for Oral Language toothpastetoothbrush nail filebrush hair brush PicturesArticles of in articles Grooming in Grooming Box Box Groominghelp make Boxhis own oncrayolai Letmirrorhis eachbox. or anystudent other decorate materials his box with requested by student. Put each child's wallpaper, construction grooming box paper, paints, name purposeWrite a "Dearof the GoodParents" Grooming letter Box and ask explaining the for Boxcare forwith own help Grooming thePractice articles getting in the Grooming box to Box from shelf or cabinet where it is.kept count Groomingfile,lotion,the small following: toothbrush, Box mirror with Cigar articles toothpaste, or other sturdy box, comb, hair brush, nail articleslearn the in names his box of all PlayarticlesTake Name all in theGame: Grooming articles Teacher from Box. calls box.Be Hold them see if all are there. sure each article is clean. up as teacher calls out name. Put Grooming Box with articles inlearn his thebox use of each article inDemonstrate Variation:front of full-length theTeacher use of mirror.calls articleS out in name of article and child finds pictureout of nameit. of Groomingarticle and Box.child Letholds student it demonstrate up. ArticlesPictureReal grooming in of Grooming articles articles Box MakeFindLet achild picturesGood use Grooming article,showing watching Book using self in uses of Grooming Box articles. the pictures.little mirror on inside of Grooming Box PlantM409/fliesFull-length paper, paste, mirror pictures IIdentification(madeCover need?" with Student paperbutcher Game: findspunch) paper Teacher comb with Staple colored or picturesays, of "Icomb, am going etc. to comb my hair.cover What to do book or lace holes yarn. PictureGroomingColoredPaper of punch articles yarn Articles and yarn needle. is overput away box when grooming time HavestudentsMatching a specific put Game: matchingplace Have for boxesobjectsseveral to picturesinto be boxes. kept. Practice putting ofthem each Grooming Box article. away. Let ShelfBoxesPictures or cabinet for Grooming Box ToiletTheBehavioral child will be Objectives able to: use proper vocabulary Vocabulary.(See suggested Development activities on for Primary (ibt Lailgtiage Level.) Activities ConcreteInstructional models Aids and Materials gentlemenlavatorytoilet paper ladieswomenHaitiiltish urinalsoapWastepar: dispenser basket PicturesPicturesPoll house of offixtures furiitturr,' bathrooms takereminding'use down toilet clothing, paper with . LetandUse studentsuserubberoid of toilet show doll paper. proper to demonstrate restroom properprocedure use usingof toilet, doll taking down clothing . ToiletRubberoid paper doll available from Childcraft flush toilet s Talk about restroomMaketo and theprocedure trips automaticboys to restroomto and Boy's flusher why Restroom).(girls it on is tourinalimportant Girls' Demonstrate in RestroomBoys' to flush Restrootn. toilet. flushing the toilet. Call attention Boys'Girls' Restroom TakewillingThe a'fieldfrom school triptothe help principal,toone an with at area home the coach,which demonstrations. or school. schoolwill require nurse, the secretary, use of a aide restroom and custodian different will be to FieldbeHelpers used. trip where community restroom will have . rearrange clothing with help Practice with dolls, again pulling up, taking down, etc., of clothing Note:Dolls and doll clothing Talk insteadwithuse parents of of zippers droppine concerning in public clothing the restrooms boys'to floor. washdispose hands of paper. towels HaveToiletSee Primary role-playing Activities. Cleanliness in room Activities. showing Also correct chilli way on to washing wash hands hands and in Primarydispose of LavatoryplaceChart forwith or starswash each basin child's name, day of ,teek, and N CutSuggestedpaper bathroom towel. classification pictures from games- magazines for use with and,make Toilet aActivities: booklet. Magazines,Water, soap, paste paper towel, waste basket PlaydollHavefurniture furnitureabove cardboard in games each in eachboxes room. usi,' room. to represent bathroom and bedroom.kitchen. Place correct dollPlace correct DollPaper furniture for booklet, cardboard boxes pictures of furniture instead of 4011 furniture. Pictures of 45 - 46 Behavioral Objectives PicturesHave manyof all picturesitems that of havebathroom to do Fixtures. with bathroom. Match Put Activities ones that are alike. Cut out on one page. Pictures,PicturesInstructional ofpaper, bathroom scissors, Aids fixtures pasteand Materials TeethThe child will be able to: develop a vocabulary VocabularyInstruct° ClassificationDevelopment for Games Oral Languagewith pictures for naming and speech development. Instructo Classification Games. for the care of teeth brushdecaytoothbrushteeth hurttoothachedentisttoothpaste nursenursedentist's (school) (office) office PicturesReal objects related to vocabulary development findbrushingprepare his own his with toothbrush toothbrush supervision for largeAskHave the toothIjirush.a specific school nurseplace toto demonstratekeep toothbrush. brushing Have teeth child's name on brush. using large set of teeth and ToothbrushLargeSchool teeth nurse with and name toothbrush on it brush teeth with supervision whenoffice.Plan a you tripLet ddn'ttodentist the take dentist's demonstrate care ofoffice teeth. proper to acquaint the care of teeth and discuss what happens children with a clqntist and his Visit to dentist's office Maketechnique.UsePlayFrequent mixture fa-length,:'This isdemonstrationsfor'brushing themirror Way or I small Do.teeth by It" Groomingifteacher with toothpaste students using Box is large mirrorusing large for rehforcement teeth andset toothbrush. of notof teeth properavailable and large (4 teaspoonstoothbrush. MirrorLargeLarge toothbrush teeth brushingReview.alltogetherbaking teeth.soda, and activities 1stored teaspoon in on baby primarysalt, food a few level jar drops with for ofchildren child's essence who Of still name on top of jar.) peppermint mixed have difficulty BakingBaby soda,food jarsalt, with essenc -h t peppermint toothbrushgive proper aftercare tobrushing OccasionalThisDraw may pictures demonstrations be in showing booklet formproper by teacher. or care large of pictures teeth. for bulletin boards. Crayolas and paints toothpasteput away toothbrush and . studentsTheseFrequent are activities supervised "This are is learnedto the see Way that if there Ithey Do Itisfollow directions. bya students. regular routine each day and the Behavioral Objectives ThisOther may activities be made forwith care pictures'from of teeth:. Make magazines booklet or ofstudent foods drawings.which cause tooth decay. Activities Paste on ConstructionManilaInstructional paper paper Aids and Materials oneVisitdrawingmanila substance a dentist'spaper for cover. and which office cover causes for with old decay. construction teeth. Put a paper.tooth in Let closed child babymake food an original jar and add BabyOldCrayolas teeth. food or jars paints with lids MakeDrawcanLeave remember a bookletpicture for several whichofto visitsend months food tohorne_to-parents dentist's caused and note theoffice decay.most showingfor and bulletinKeep the foods a fastest teacher-madeboard. which kinds cause of record decay. decay. so students PaperAny and substance crayolaspictures which of food causes which tooth cause decay decay Cleanliness MaketoothThe teacher wa'siilaceda booklet can showingtype in this a short,Story food foods substance. we canfor studentseat which showing build strong what andhappened healthy when teeth. the PicturestoothShort, decay typed from tests story magazine, about paper each food'and pasteused in The child will be able to: develop a cleanliness vocabulary toilethotcoldVocabulary Development for Oral Language hoticetub cubeswater bottle wash.stove hotbasin plate Actual objects whenever possible soapdroolingfacialsneezeshoes tissue nailwashclothclothpaperlavatory file toweltowel coughdustteanailtongue kettle brushpan depressor combine hot and cold water heatonMarkof hot (supervisethe the plate hot water towater heatcarefully faucets into water. awith topan Showprevent colors:to feel the burning)., redthe child heatfor how hot, coiningWhen toblue put the fromfor hand water 'cold. it. near is Put boiling, the tea steam kettle pour to orsome feel pan PanHotorColored or finger platetea kettle tapenail polishwhich and water does not come off when damp use care with hot water temperaturecubesicePour cubes some to cool into of for offthe washing water; boilingroom. ShowhandsLet water each howand into student face.to hot turn water feel on hot thebottle. iceand cubes. Feelcold thewater Mix bottle. hotto get waterBring the andright a pan ice of HotPan ofwater,andwater Ice cold cubes bottleice water cubes faucets wash hands and face alone thenshouldMoistensetWashing: stopper back be hands. Instructofreleased. in hands. lavatory If studentssoap Bar and dispensersoap runto maypush hot isbe andup available, used sleeves, cold with water.to iftell instructions long the desired sleevesstudentslow to temperature. are worn. Insert soap palm first and many times it a SoapLavatory dispenser or sink or bar in soaproom 48 Behavioral Objectives Sing "This is the Way We Wash. Our Hands" Activities during the washing process. Instructional Aids and Materials supervisionwithwash reminderneck and andears fromtoorWet rinsebar wash soap. wash cloth Rub cloth and face, and wring neck carefully out. and Demonstrate earsrinse with q(cess soap. face, neck, and ears to prevent itching soapy wash cloth. Show howuse to of small amount of liquid 'Tune:BarWash "Here of cloth soap We Go Round the Mulberry Bush" are.carried.out.Singpaper'andDemon "This 'grate is cloth the Show way towels. wehbw wash to use our lotion on face, hands, and proper way to dry ,faee, neck and ears and hands. Use both " as other washing activities neck to prevent HandClothPaper lotiontowels orchapping.. who have Have badly a jar chapped of vaseline and crackedavailable hands for students and who do lips. not have lotion Note:Jar of vaseline activities.andDiscuss suggest washing Suggest they activities the use withof vaseline encourage similar home parents to . feetprevent and lips chapped and cracked hands, alivaysroom'check.cohdition,tiVe-himHave comes a chart to toSelect school record ana dirty,"nurse"student's opportunity.to and to cleanliness check "freshen each up" in the parent conferences do not improve the when he arrives at schoOl.child If he for cleanliness. If he restroom before gets See chart below cleanlavatory with reminder Showorstudent'a check weekly. students marklip(' his for the own each correct flame day ofand the week, give him way to clean lavatory with paper towel. patte on the star. This chart may be monthly a star on Friday. Let the Paper towels batheand bodysupervision with help ShowBatheSingway how "This rubberoiddoll to to clean is the lavatory. Way in We small, Clean the Lavatory." Students soap, wash, rinse, and dry doll. plastic tub or wash basin. practice correct PlasticRubberoid tub or dollwashbasin Give each childFidelJohnName an opportunity to.bathe doll. M T W Th F Star Towel, soap, water, washcloth MaryLinda ' FlorindaRobertAlice 0 Behavioral Objectives Activities Instructional Aids and Materials supervisehome,If you havetake boys aa bathbathtub in tub at school. or at shower.school, The letaides each can student assist whowith doesthe bathing. not have Coaches bathtub will at. Note: childschool.tubsContact and while Ask parentsinvite bathing them them who to at supervisetddo school. have not have a Ifbaththeir parents bath- at CleanlinessDecideFind pictures which movies ofofone persons-clean looks (contact and nicer. taking dirty your apersons. bath.school nurse for local or county movies available) Picturesbathingcallsrefuse and ofto techniques. cleanpeoplecomesend home andto taking school, dirty notes baths people make describing home czre.for fingernails SingsmallDemonstrateway "This brush. I do is it" cleaningthe-way demonstration nailswe with, by ingernail each child. file. Demonstrate scrubbing of. nails with " as each activity is carried on. Have "This is the NailFingernail brush file Clean shoes fromDemonstrateReturn shoes..Give to-room, usethe opportunity cleaningofuse tongue of a shoesmat depressor,for by lotson the mat.of door. broomindividual Line and up practicepaper students towel on andmuddy in cleaningmarch days. outside. mud PaperTongueMat towel for depressor cleaning shoes coniol drooling UseHaveandEncourage.students cleanfull-length a room floor. helper.who mirror to tohelp bewill friendssure sweep child clean up understands any shoes. mud Praise brought the meaningstudents in on shoes. forof drooling. clean shoes Full-lengthDustBroom pan and mirror broom remindedsometimesuse facial tissues need tobut be may byschoolAskEncourage all each students. year. student all Place students to a bringbox to on helpin teacher'sbox others of facial caredesk tissue foror otherthemselves with designated supplies when at place drooling. beginning for use of Facial tissuetissue, and helpers dispose of facial tissue "ThisDemonstrationHaveDemonstrate "Thisis the isway the the by usesI wayteacher.do ofit" 1 facial demonstrationsdo it" tissue demonstrations (coughing, by students. bysneezing, students. drooling). WasteFacial basket tissue PasteinOther PrimaryFind themsuggested pictures Cleanliness in a booklet.ofactivities articles.bathroom Area. Name related found furniture the to in furnitureCleanliness:- bathroom. and fixtures or Sortfixtures Play found according matching found. in home to games color. and suggestedschool. PicturesPaper,Magazines for of booklet artic;es found in bathroom 49= 50 - TheRestBehavioral child will Objectives be able to:. respond to simple Vocabulary Development for Oral Language Activities Instructional Aids and Materials rest directions sleeprestUse fingerplays to teach vocabulary. limpquiet put.yourclose your head eyes on your desk pretend Talking(actualPictures Time participationof to these illustrate pp. 21,25concepts) Testbest conceptsfor development directionorrest activities quietly from afterwithout teacher meals matPlayroomSet (Or up soft andgo a regularmusicto put your your or routine cot), music head rest forstudents; on quietly studentsdesk; especially or,afteron tofollow: floor. lunch; enjoy After come recess,lconfe into room,'get into your the so they will listen. Record player tell what time he goes t TalkPlay about story Things records you or doread before stories going students to bed enjoy, (eating dinner, watching Story(SeeQuiet Suggested records,records stories. Materials at end of Skill Area) 'Feeding sleepyEncouragetelevision, children. students taking toa bath, get plenty etc.) of sleep. Show pictures of happy and , ° Note:Pictures to illustrate ...... sleep , _Encouragefor parents needed to rest. get child to bed The child will be able to: cafeteriafoodsidentify served many in ofschool the -fruitsVocabulary Development for Oral Language, 'peas cookies (beforeGoodActual and colored foods after whenever picturescooking) ofpossible food grapepearpeachorangeapple ',- :carrotstomatolettucecornpotatoes fruithamburgermeatbreakfastvegetable salad salad foodPeabodyArtificial Kitfoods Level P has some good artificial hothamlunchgrapefruitlemon dog cornbreadmustardchickenbeef'dinner. chilemayonnaisetortillabunsturkey otherfishbeansvegetablesItot foods rolls served in your school cafeteria cakebreadmilkspinach spanishposoletamale rice Behavioral Objectives Activities Instructional Aids ano Materials carrywithwash reminding trayhands with before np spilling lunch SecSet Cleanliness up a mock ActiviG.'s cafeteria for to practicewashing carryinghands. tray. Borrow tray and silverware Mock cafeteria Usingtwin cafeteria. a large sheet Carry of tray.erwarebrown from butcher and one milk. end paper, Letof room eachdraw stridetoa tray another. ntand place the Outlinethe milk of and silverware on the silverwareButcherTrays paperand and silverware milkwith outline from of cafeteria tray . take small bites properLetDemonstrateto prevent students outline. spilling. demonstrateproperExplain biting that fortheseand rest ,:;hewing. articles of class. may be placed in the right position FingerCrackers, foods cookies witheat with reminding, mouth closed. demonstrations):waysShowHaveUse toand small tea-partieseat discuss foods mirror pictures(Perhaps toto practicewatch illustrating a selfclass good biting in eating theright and school habits. andchewing wrong would Demonstrate with way send mouth to students eat. right closed. and down wrong foi SmallRegularFingerPictures mirrortables foods showingstudent and chairs demonstrations good and poor eatingof good habits and use spoonfork NameStresshowHave regular athe "This kindSthree students is fingertheof food way performed. position we they eat did for it" holding demonstration the spoon by and TMH fork. students showing ith a spoon; with a fork; or cut with a knife. SpoonForkbad eating'habits use knifenapki6when to cut soft reminded meat Havepossible.Demonstrate atea snack Haveparty period, lotsforuse dolls.of stressing silverwareplay Show peri proper proper use use of of napkin. napkin. ising food they have difficulty eating whenever ice holding silverware properly. crackersChild-sizeKnife table, tea set, dolls. napkin, juice, properscrape trayplace and with return reminding to theyPlantray,Set up goaputting fieldan through area trip paper in tothe room ain linelocal wastepaper (similar to cafeteria. select to basket,food, that Ask found and managerand what stackingin school theyto show trays do cafeteria) withstudents to be their washed. for where tray scraping after FieldsilverwareTrays. trip garbage to local can. cafeteria empty milk carton, helpreport to spills clean and up ask for SendtoSetreaching demonstrate up for a mockthecustodian table. cafeteria.what to he clean should 'fell up one spill. do. student Select toanother spill his child tray. for Ask another child custodian". MopBroomMock and cafeteria dust pan -52 Behavioral Objectives at cleanhome tableor at whenroom eatingparty (withHave napkin) a "pretend into aparty.- waste Showbasket. students how to brush crumbs from table Activities InstructionalNapkin Aids and Materials when reminded Shoi'vPretendtakePretend his how younapkin youto are beush and,awaitressare brushafood "mother" fromfoodin a cafeteria. tablefrom or "father." ontothe table Show onto his your plate. "child'. how tray, using napkin. to TrayNapkinPlateWaste.Napkin basket homeeat from and own school plate at AskTalktable.Encourage forabout Then a secondlielping eatingonly good a all littleeating the cleaning food ifhabits you on areso. yourof still thatthe plate hungry,tablefood so is younot rather scatteredwon't than take be necessary. get hungry.or spilled on the food Note: Encourageso good parents eating to supervise habits will eating, not be broken. goodsit at theposture table with ShoWLetAskfrom TMHrightother another's and studentsstudents wrong plate_ demonstratein pictures. Heyour might school Praise correctnot to have studentsdemonstrate posture. enough who to rightsit eat properly. andif you take his food.wrong posture. PicturesDemonstrations showing good by regular and bad students posture. inedibledetermine substances edible and MakefoodsPlay "Do chartand wetoys. of eatinedibleedible Decide this?" foods things whichUse pictures ones are of eaten. foods. Variation: Use name each foOd. name each and tell why we don't eat it. pictures of ChartPicturesMany ofpictures ofinediblefoods toys of foodssubstances childLearnPicture"Do will the weor names findObjecteat it?" it. ofHaveGame: If foods the a student Leader storewe eat. set answersholds The up. teacher Separateup correctly, picture will the he holds or object andname asks: one food and the up next card. ModelsPicture orof objectsfood BuythecleaningLet things something each products, are student edible from etc. get or the inedible.one store. box Have and one two can or threefrom clerks.the store. The Decide clerk whowhether cans into foods and Note:StorePictures with of manyfood empty cans and boxes boxescommonSuggest for store that to each parentsso you home willsend get cans foods and . choose some needed foods Makebuyfinds the thehealtha bookletcan can or posters or box showingbox if or forhe booklets canthe the student tellfoods showingwhether you will ate sellitfoods isin itediblethe to cafeteriahim. The for you would eat for each meal. or inedible. student may a week. PaperMagazines or tagbcard cannotVisitmeal.Have a fruitbe picturesTell eaten. and why vegetableof you six selectedor eight store. foods.the Ask foods. theSelect the foods manager if he setts anything that you will need for one PicturesFieldCafeteriaPaste, tripofscissors foods menu Behavioral 'Objectives Activities OtherofMake drawings aactivities booklet by students). relatedshowing to foods eating: you Talk saw about on field foods trip we (these ate for may will be eat)pictures PicturesPaperInstructional Aids and Materials Decidetheat lunch. food which fromHave foodsthe pictures menu are meat,ofand food the vegetables, forchild identification. will or find fruits. the Thepicture. teacher will read Note:. forAsk each secretary child to preparetake home. cafeteria Encourage menu . PasteTalkthe about themteacher the on to silverwarecharts do some for laterv.of the identification. cutting and pasting (It may if be charts necessary are to forbe se to each food. Find food pictures. TagboardFoodSilverware Pictures parents to question child regarding lunch Takethefruits,preserved shoetop vegetables, of or eachfor cigar later box boxes meats,use.) so theand beverages, students make a separatecan and easily desserts. box recognize for Paste each several theof thecategory. following:pictures on GoodCigarbeverages orpictures shoe and boxes of dessertsfruits, vegetables, meats, matchidenticaltoAfterGive see the each he thatpictures ones has thestudent sortedwhich pictures of foods.pictures the are werepictures, alike., Give of placed fifteeneach let himinstudent foods right-Category. name.,them toten place pictures infor Collectthe youand proper asask two you him box. or check tothree IdenticalaboveFifteen categories foods food which pictures can for be matching easily stored in the ThebeggarstudentPlay students "Soup asks and are himStone"asks holding for if heone vegetablescan of themake vegetables. soup.needed If for theIf hethe student is soup. holding answers He thegoes vegetable, "yes"to each the a beggar has a soup stone. Salt.Foodbouillon water, parer cube carrot, potato, celery, milk, to cook soup takevegetablesgotethehe gives,it turns next preparingtohe student theneeds. beggar. theWhenand vegetables Ifcontinue thehe isnecessary not beggingfor holding soup. ingredients until theAfter vegetable,he the receives have vegetables been the all beggarobtained, the are must CrackersSpoonKnife transfer all learned skills to Havenapkin.cooked, classroom Clean eat thetable parties soup after onspecialwith eating. crackers. occasions. Practice good eating habits and use ClassroomPlasticHot drink spoons, table cups napkinsor bowls classroom parties and home observeHaveEncourage "Open his eating House"proper habits. eating and invite habits. parents to school cafeteria with own child to Note:Refreshments for party EncouragepracticedTalk to parents at home school regarding cooperation eating skills DressingBehavioral Objectives Activities Instructional Aids and Materials -54 The child will be able to dressingarticlesgive correct ofskills clothing name for and bootsVocabulary Development for lace Oral Language right coat hanger PicturesArticles of oftlothing clothing zipcapcoatshoes glovestiemittenbutton shirtsocksleftblouse pantsgarmentsweatercoat. rack removewith helpouter garments scarfsideRemovelost andout sofoundouter it will garmentbox be ready with when needed. jacket supervision. Make certain the garment is right jeans dress Outer garments properhangfind own outer place outer garments garment in PretendHangButton coatthe you garment hanger are going'outside. underon coat name hanger. card. Find or zip garment so it 7.A not fall off. your coat, bring it into the room, put StudentCoat rack name hanger cards placed above rack. workput zipperon outer if startedgarment and FingerplaysPracticeit on, etc. buttoning Practice andwith zipping button own.garments.and zipper dressing frames. "Dressing up" ZipperLet'sButtonOwn Dressing Docoat Dressing Fingerplays Frames, Frames own pp. (6-20 outer garments supervisionput on mittens with mittens.The following I . Take off right mitten procedure may prove helpful in putting on or taking off CoatsMit tens 4.5.3.2. TakePutTake right off mitten in right pOcket of left mitten inoff coat left mitten left pocket of cu.:: or jacket coat or jacket Mien ready to put on mittens 6.I. PutHang on up coat coat ..Note: withThis glovesprocedure when child may be used with 4.5.3.2. PutPut rightleft left mitten handmitten hand inon inon right leftleft right handpocketpocket hand and get get :ft mitten right mitten put on gloves learns to Behavioral Objectives put on shoes,boots but may Practice taking off and putting onon shoes.own boots. Activities OwnInstructionalBoots shoes Aids and Materials not be able to tie them alwaysdevelopingIf shoes the lace,leader. rhythmic take out movements: laces and putStress in again.that the Make lace aon game the rightof following,I. Thread lace through both bottom holes side is Lacing shoe 4.3.2.5. PickPutPut ends up right left together stringstring acrossandand pullthread and to th;saclthreadmakeacross both sides:the same length FastenUse Montessori two Boards for lacinn and tying. 6. Tic how. Practice tying bow around body using-ns terryof contrasting cloth belt_ color to edge of bolrd. Tie bow. attachedMontessoriTerryBoard cloth withto Dressingbeltit 2 ribbons Frame of contrasting color . tie scarf with help GetSuggestfacingUse dolllarge tic tyingready sameplastic scarf fordire bottle cold in:t iondouble orfor aswindy head the knot child modelday. so itso willto the practice. staytying in will place. Place be morethe "head realistic. model" Doll,ScarfLarge doll plastic clothing bottle adjustbuttons clothing with large UseFasten DressingButtoning and unfasten Frames Vests clothing. withwith largelarge buttons.buttons. and let student Student'sVestsButtonOwn clothing with Dressing outer large garments Framesbuttons lostrecognize and found own clothingbox in LetPretendcoatidentifyPlay student "Whose own identify is clothingGarment lost. coatLook is inThis?" in box. room Hold "lost up andan outer found sarment box." Student'sLost and coat found box SeePutBring oneif studentold or clothing two can coats find from into his'oWn home.for box with coat room the among clothing. "lost the and clothing. found box." SeveralOld clothing students' from coats home 56 BehavioralLevelSkill Area Objectives Prevocational Self-Help M.A.C.A. thru 6.11 Activities 13.0-16_11 ThePhysic learner will be able to: use correct names for Health and Hygiene Vocabulary Development for Oral Language Note:Instructional Aids and Materials professionalDevelopmentEncourage teachers aid Center, in health to Santa contact care. Fe Childfor giooming aids makefacialbrushcomb =uptissue as needed by individual young ladies fingernailnailgrooming brush file toothbrushclothesnapkins brush (girls) deodoranttoothpaste PicturesActual grooming illustrating aids good grooming PutGroomingReview several activitiesBox. articles from in Primary Grooming and BoxIntermediate into paper bag. Let areastudents, for learning feel them articles in Good Paper bag eachdrawingtheMakeand page combsguess a "Goodfromof what ona well-groomed theone Groomingis board. inpage, the bag.toothbrushesCover Book."person. with Cut construction pictures from on another, etc. Copy the word for papermagazines. and an original Paste all the Paper,PicturesArticles paste, of fromgrooming construction Good aids Grooming Box paper make own grooming FindinShow book. a yourGood book Grooming to the Boxclass large and tellenough them the to store-all the following articles: name of each article pasted Large sturdy box helpbox with minimum of facialbrushcomb tissue fingernailnailmouthwash brush file toothbrushclothesnapkins brush(girls) ( deodoranttoothpaste Articles to till box abletibn.Let formake-up each his studentselection. to meet decorate Beindividual certain his boxeachneeds box is well as he wishes. Have various materials avail- marked for easy identifica- paste,Wall miscellaneous paper, scissors, materials construction paper searchand(Locker clothing your space school which is needed ormay second atbe this needed. hand age level If regular to store school additional store for old cabinets, file or. wooden, lockers are not available, grooming supplies or locks;Regular combination school lockers locks withare too locks confusing) (Use key neatkeep andhis ownclean locker thingsStressdrawers importancein your used locker. for of sorting clean Have andor locker storing neat checklockers. and equipment. Put name on his space.) Havegive a certain some place kind ofto recognitionstore housekeeper."Bulletin board showing pictures of "good . Behavioral Objectives to the person or persons having the neatest and cleanest lockers. (This night Activities Note:-, An instant type camera Ald5 :naking superyisionshine own shoes with PracticeSetbe up a Shoebulletin shining Shine board own Corner shoes. display for showinguse during a picturespecified of groomingchild.) periods. Shoe shining kit, shoe polish needed pictures is a must shave with supervision supervision)HavePractice shaving shining by few equipment friend's who may shoes. in needthe room it. for demonstration and use (with ScreenShavingNote: equipment whenDon't anforget organization to ask for offers shoe polishsupplies manicure own-nails with 'shaving.HaVe a screen so girls-can be separated from boys for underarm and leg . supervision nailsgroomingIfHave studentsfor manicurepractice. periods. have setdifficulty in room manicuring for demonstration own nails, and manicure a friend's use during specified Note:Manicure set groomedillustratingareaIn starting is.studied, people. Grooming that As addarea each to Book book, grooming show pictures w.11 PersonalThe learner Cleanliness will be able to: bathe with minimal supervision Demonstrate(ReviewMakethis level avocabulary bulletin will giving be boardtaught afrom doll showing asPrimarya bath the need (at equipment and this arises.) Intermediate age level, needed you areas.for may a bath.Vocabulary want to divide for PlasticPictures tub, of thingssoap, towel, needed doll, to bathe wash cloth TakeGivebathsofthe taking alotsofboys trip (shower, and toatime dailythe girls fortub,Boys bath forstudents sponge). and specificor shower. Girls to cleanliness batheP. E. lockerdoll. instructions).Talk rooms about to see the Discuss the different showers. the kindsimporta :e hotAsk day. the - P. E. iastructors to assist you in giving the students a shower on a very Note:Girls and Boys P. E. showers supervisingfortheIf there showers.home, are showers invite no Enlist bathroom the in help P.parents E. offacilities dept. parents to school in in use deodorant with supervision unpleasantEncouragetoAsk prevent school body odorthenurse use odor.about to of discuss deodorants a student, importance give before him ofcoming anfrequent opportUnity to school.baths andto (If there is go to the restroomuse of deodorant an School nurse Behavioral Objectives to sponge off and to use deodorant.) Activities Instructional Aids and Materials select clean clothing . Discuss cleanliness of clothing. Show pictures of persons wearing clean and (withto wear some after supervision) bathing GetTakedirty a pair clothing.off of lid dirty and Decide socks.. let each whichPut student in smell. persons y tu would wanta jar for and friends. keep tightly closed for several days. Explain that dirt cannot always be JarOldclothingpictures with pair lidof of dirty persons socks wearing clean and dirty beSmellairingwen. laundared.every but ofthe clothescan socks be again.smelled. time Explain it Talk is aboutthat all the clothing need for frequent . worn. worn next to the body should change and DemonstrateclothesLetMake students should a booklet washing bebring changed showing some clothes everytime ofclothing theirby hand. underwear and worn next to.skin. Give reasons why youthese wear them. socks from.home to wash. 1....italogs, paper andonstruction paste paper becomeExplainShow proper filthy.that it use isWash easierof water some to washsoftener drip-dry clothes clothes that if or fabric softerner and detergent.' haven't been wornyou too have long a and washer and dryer: Fabric softener usher)cks, underclothesand dryer for washingrgen t clean up restroom after TakeShow turns movies o.eaning forfor girls.boys.restroom. (See (See your your school school nurse for suggestions.)nurse for suggestions.) Movies self with supervision Findrestrooms.AskTalk pictures school about dirtyofnurse clean restrooms to comerestrooms. in you for Mentionhavediscbssion seen. hoWof diseases pretty causedthey are.. by filthy PicSchoolBrushToiletCleanser tires nurse ofbowl pretty cleanser restrooms use public restrooms TakeDiscussschool a field restroom. wayscommunity trip to keepa Find nearby responsibility all out restrooms public who cleans in clean. public restroom. Compareuse of public pablic restroom restrooms. with restrooms. PulFie; d trip restroom play.(MakestudentsEnlist This certain incooperation will restrooms thathelp the elder of without students school students supervision. understand understand nurse, coach and principal in periodic checks that restrooms are not places that they do not linger in to on roach,School`vote: principalnurse Calition parents to train boys to use public restrooms to make new friends. behaviormentallyfloorzipper may in instead public beretarded:ol misinterpreted many of restroom. dropping adults misunderstandings andThere immature of pants to are Behavioral Objectives Take small-groups of students of a restroom. Let them take turns going Activities SCilt01Instructional Aids and Materials The learner will be able to: publicinto the restroom. stall with the door. Stress closing the restroom door when using 'troom wordsrecogniie and some,of use the othersthe written in toiletVocabulary Developnient for Self-Care and Oral Language boys ladies urinal Flash cal for boys. girls, women. ladies, men, . oral language showerlavatoryrest room menwomengirls gentlementubsoap towelnapkinstoilet (paper, paper(girls) cloth) gentlemen,Find arc: toilet ' or colored pictures of others words PlayLetMake word the flash gameschild cards who ofguesses the words correctly you are hold teaching the card. the P.> :dentswords toover-doors recognize. Hold up card an .A give clues to v, ,at the word is. Say Flash e schoolcare withfor teeth some at reminding home and MakeFind"Who pictures chart goes for on thrurecord dental this of caredoor?" students to be"Why?'' whoused brush on bulletin their teethboard. before coming to school. ChartPictures with .w child's rental name,care days of week and supervision Let each student find his nameohe correct date and put a star. . GetAsk schoolold teeth nurse from to dentist. discussdemonstrate Place foods brushing onethat toothcause teeth. in tooth a baby dek.,ly 'uod jar with a substance SubstanceSchool V't'. h will cause tooth decay TakeVisitmonthswhich a a willdentist's fieldto causenote trip rate office. totooth a oflocal decay.Ask dental the Close dentist association jar totightly show forand you bulletin leave how forhoardhe several cares pictures. for weeks teeth. or ExcellentDentist'sBabyOld teeth fuoc uttiei_-. with lid itia be obtained from: Ch:22. ,.:art Dental Assn.. IllinoisSuperiorSt. AskandTake someone stories. field trip, from if possible,the Dental to Association local dairy tocouncil visit your for bulletin ro.'3In andboard talk pictures with the Chicap,NatI I , Illinois n Canali Dairy Street Council students so they can he friends with several dentists.- Albu...3L.,..que,t34Dar .la jison New Mexico t untied of the Rio Grande Valley N.E. Behavioral Objectives Activities Instructional Aids and Materials VocabularyFilmstrips andabout Develo Films dentists. (talk (Askwith your dentistschool andnurse school for suggestions.) nurse for suggestions) Language ModelsMovies andwhich filmstrips can be taken apart (often available ears,vocabularyuse correct nose, mouth,wordrelated for eyesto nosecoughsneeze mouthofficedoctor nursewelllips seeblindeyelashes hearingearsdeaf aid Goodfrom Health pictures and of Science eyes, nose, teachers) mouth and ears smellhowMakefacial the tissueflash doctor, cards nurse, for doctor's and dentist office, help nurse, them, dentist's holding office, up these and words hospital. as you teethtongue eyelideyes sickdentist audiometerhospital Tell theMaketalk.Mat& written a bulletin flash word cards board under with using each words picturespicture. under of pictures. hospital, doctor, nurse, and dentist. Put FL,Pictures of doctor, nurse, dentist, hospital cards of above wore ceptsearflannelHave On of the asmell, mysterymouth fourth. see, on Collect boxtaste, the for second and aeach supply hear. box,of four of a objectsflannel senses. eye Paste on athe flannel third hosebox andon first a and foods to represent tt,- flannel box,con- ObjectsSeu:Fo, c and organs food made from fia ystery boxes Worksupervision.)Dividethe objectswith class facial into Name twopuzzles the small sense to groups.learn organ the Give used proper twowith position mystery each object. of boxes nose, to eyes, each moue group. r. the boxes. Sort into correct mystery box. sister, bt%.,ther, mother tattier, (This project writ need and Mix LeatititigTc Materials -4,,,ailableoupsitery fromboxes De' andpuzzlegrandmother,earsFind tellon of largeeachthe eight use person. facesand orof grandfather.)teneach of (Suggested individuals.pieces. part. Work puzzles Cut the out puzzle.are face baby, and Identify paste the on partscardboard. of the Cut face into Past:CardboardFaces in color from magazines give acceptable care to mouth.RemindTalkMake about a felt students usesface offor to mouth usebrush on andteethflannel reasons at board.home why toHave itprevent should removable bad be keptbreath. eyes, clean. ears, nose liana p.: with removably andmouth supervision with reminding PracticeFilmsAskIntroduce school and This mouthfilmstrips nurse is the wash.to wayreviewsuggested Demonstrate I do cleanliness it" by when school gargling sneezingactivities nurse. and andfor spitting. mouth. coughing. FilmsSchoolMouthFacial and washnurse filinstrips for each student Behavioral Objectives andeyesgive remindingacceptablewith supervision care to DiscussofExamine your students.reasons model whyof eye. we Teach must take the partscare ofof ourthe eyes.eye accordihg to the abilities Activities Mode!Instructional of eye Aids and Materials AskofShow glasses. a howpersonblind to person whoremove wears to mattercome glasses to from school to eyecome and before to bring room coming his and "Seeing demonstrateto school. Eye Dog." proper care WashBlindPerson cloth, person who warm wears water glasses Blindfoldblindfolded.PlayUse eye "Blindman's chart each and student-and testBluff vision let of him plidents. try. to guess what something is by feeling it. tryto,.- find someone in the classroom while you are BlindfoldBlindfoldEye Chart cloth cloth (Bringread.peopleBorrow all read. resourceBraille Borrow books persons large front and print regional materials books Braille to showclassroom society how to topartially demonstrate help explain seeing how that persons blind some LargeprintBrailleObject booka child books recognizes give acceptable care to .Filmsof and Examinewhilethese filmstrips conditionswe modelare young.)suggested of might an car. existby school for us nurse. if we do not take good care of our eyes ModelFilms and of ear filmstrips supervisionears with reminding and AsVDemonstrate proper cleaning of ear. nurse to discuss the dangers of puti.iig things into your ears. Wash cloth, warm er AskhearingmandPretend a veryhard oryou deafofsoftly. do hearing personsnot See hear person if cannot well.students to Ask always come respond students t hear tosounds.to command. close eyes Explainand whisper that ahard of chool-and talk with 2 students. com- HardSchool of hearing, nurse resource person school.HaveUseInvite audiometer asomeone short clean whoto testup wears time hearing fora hearing studentsof all students.aid who to talk do notwith clean the student ears before coming to AudiometerResourceRestroom person who wears hearing aid give acceptable care to MakeFilms postersanda mystery filmstrips showing box. suggested Place gables a wenumber by should school of notnurse.objects play withnear someone'sdifferent odor- ear. in the box. MysteryPosters,Films and picturesbox filmstrips andnose supervision with reminding DemonstrateAskidentification. nursestudent touse toshow of close facial how eyes. tissueto blowHold when noseup coughingone when of theyou and objects have sneezing. a undercold. his nose for FacialDemonstrationArticles tissue or foods by school to smell nurse Behavioral Objectives Activities 62 burning,ShowifDiscourage he is what not swelling, working.)canunsightly happen etc) nose if you.get picking. facial (Suggest make-up child into-nostril keep his hands (sneezing, in his lap instructional Aids and Materials conditionsuse correct ofwords hands for VocabularyFilmsDiscourage and Development filmstrips use of make-up suggested for Oral until by Language proper school techniques nurse. are learned. PicturesFilms showingand filmstrips various cond,.. ans of hands forand them proper cosmetics ThenShowsofthands ask, pictures "Which and picture identify shows the rough conditions hands?" of the hands. cleanrough chappeddirty creamlotion etc. vaseline Bottle of lotion, jar of cream and jar of vaseline providelotion(RoughnessDiscussFind or picturesvaseline.) cream. causes may of (Ifbeof rough illustratedroughnessunable or tochapped affordandby cutting mention hands.lotions a handthat it out of sandpaper.) or creams, ask parents to can be prevented by use of CreamsLotionsHandMagazines cut from sandpaper supervisioncare for hands with ShowReviewDiscuss pictures washingreasons of nice, for techniques having clean handsclean and applicationhandsand dirty, when rough of eating lotion. hands. or handling food. Pictures of clean hands, pictures of rough, (TheseSeeShowReviewDescribe that pictures may each care thebe student of articlescare beautifulfingernails. each has in setownnecessary hands of Grooming hands with equipment received. manicured Box fingernails. to care for his fingernails. MaterialsPicturesdirty hands of needed hands forwith nail manicured care nails 'manicure FilmsDemonstrateset.) and filmstrips what rough suggested hands by will school do to delicate clothing. nurse. or articles available from room FilmsclothingSandpaper and filmstrips hand, pair of hose or other delicate touse feet correct and theirwords care related footfeetVocabulary Development for Oral Language toenailtoe corntrim filecut bunion FlannelPictures boardof feet foot with removable parts care for feet with supervision Showdoll'sDemonstrateFind how pictures feet. to trim theof toenails. feet.washing of feet using a doll. Give students time to wash ScissorsPlasticwater pan, doll, wash cloth, soap, Behavioral Objectives Activities Instructional Aids and Materials use correct words for VocabularyAskCaution nurse against to Development discuss buying diseases shoes for Oraltooof thesmall. Language feet and how to prevent them. RealSchoolClippers articles nurse whenever possible itsconditions care of skin and skindirtyclean chappedroughsmooth . bathingtowelsoap washbat cloth On tub creamfacial tissue Pictures to illustrate conditions of skin care for skin-with supervision bulletina bookletLook boardfor from pictures display. pictures, of materials save them used for infuture skin identificationcare, Identify oreach use material. them for Make Pictures of materials used in skin care DemonstrateandapplyReview should lotion correct be tocleansing done prevent wayprocedure with oftochapping. theskinwash bathroomin using handstaking cream and bath.door face, and (Stressclosed. facialthen thatshow tissue bathing how or cream to is dry a privateand hands soft matterand WashFacial basin, tissue, soap,strdp, cream, towel,towel. cloth doll,lotion wash cloth MentiontheAskcloth.containers box, your etc.the public need Closefor healthgerm for tightly own growth.officer andtowel towatch (Let andvisit studentsiouCh washbacteria the room. cloth form.) toAsk prevent inside him to of spread bring box, individualofbreathe into germs. Containers,Public health for officer germ growth usediscussing correct vocabulary menstrual whencare beltVocabularyAsk nurse to Development discuss common for Oral skin Language disorders and Understandinghow they can be prevented.put on belt SchoolNote:Actual nurse articles Talk with mother regarding procedures Wrapbathingnapkindeodorant napkin carefully and put in wastebasket. placewash napkin or properly,bathe carefully change during napkinput this regularly deodorant time on napkin Slides, Clausen and Roach reportpracticed to teacher at home. when Ask period mother starts to periodcare for with self remindingduring menstrual and help AskHaveLabelPeriod each each box crampsgirl girl with to bring bring girl's a box name of napkinsand place arid in beltlocker. to school to leave in her locker. a change of underclothes in case it is needed. Label and Napkin and belt SetAskplace aside nurse in locker. an to areatalk ofwith the girls room regarding (hidden personalby screen) hygiene so the duringgirls menstrual period. can demonstrate the SchoolChangeLarge Nurse of doll, underclothes napkins, belt, water, washcloth 64 correct care of self during period, using a large doll. Activities soap,Instructional wash basin Aids and Materials whileCheckShowEncourage she otherfilms allwashes unpleasant participation moviesshown properly, to suggested Sixthodors. indeodorizes schoolGrade Take by coach Girls.individualactivities pad, or changes school except girl tonapkin when andshe hasdisposes nurse for boys. restroom and supervise cramps. SupervisedMovies menstrual RepeatVocabularyExplain this the procedure Developmentodor to withher. Mention eachfor Oral student Languagethat untilpeople the do odor is not like to smell this odor. not present. of it. Ascare many in actualrestroom objects as needed as possible setbrushcombhair teasehealthycleantrim hair dryerbobbycutdetergent pins dandruffcurlersbeauty school Pictures of the other objects MakeshampooFind a picturesbulletin boardof well-groomed showing hair hair. styles Discuss suitable how for the hair rollers beauty operator For Girls Only young ladies. Tell how was cared for. Pictures of well-groomedhair styles suitable hair for teenagers tittshing,AskCombFindthe hair beauty pictures hair was curling, inschool, cared frontof articles etc. for. ofto mirror.serd needed students to care to give for demonstrationshair. Put pictures,on on shampooing, bulletin board, StudentsMirror,Pictures from comb of articles beauty usedschoo! it hair care a teaspoonShowAskGet hairbeautician how dryerof todetergent. clean for to giveroom comb-and 'Tourdemonstration so hair hot brush. can water be (Placeon shampooedover combing combboth in and basin brushingbrush.styled eachLet of set about 15 or lavatory. Add about hair.week. BasinBeauticianHair dryer ShowDiscussMakeminutes pictures certain reasonsor overnight. of that well-groomed why each hair Brushgirl should has outhair a notcombstubborn and be hair andcombed indirtbrush curlers. with in for public old her(Suggest toothbrush.) Goodplaces. Grooming Box. that young PictirresBrushCombOldDetergent toothbrush, of well-groomed comb, brush hair, hair in curlers PutSetdarkDiscussladies offup clothes a screennotspecial dandruff leaveusing with corner homewhite and sign, for whatwhentempera "For hair causes hairisgrooming.Girls paints. it.inOnly." Findcurlers.) pictures showing dandruff, or add it to ScreenPictures illustrating dandruff Discuss reasons for getting plenty of sleep. Note!Sign, "For Girls Only concerningperiodsIf students of time, seemsleep talkunusuallyhabits. with parents tired for 4111 Behavioral Objectives lii!dBl-ing and clock get toup. room. Show Set pictures the clock of happy at the and time grouchy teenagers people. should Activities ga to Instructionalrock Aids and Materials aboutnurse.Decide need which for sleep. ones Show we would movies want and for filmstrips friends. suggestedAsk school by nurse school to talk "S-...':n31Note:FilmstripsM6sties nurse es of happy and grouchy peopleIt is time to start developing an under- tionaskhospitals.standing someoneto tell the theVisita need fromclass doctor's forthe how medical Medical doctors office care Associa- ormake and . aboutwhiteatakenus hospital. well uniformhospitalsunder'doctor's and if-possible. to stressto and come how that orders Ask visit theymedicine a andnurseonly. care talk Visitisinfor a EatingThe learner and Table will be Manners able to: Vocabulary Development for Oral Language Actual foods before cooking us. foruse eating the right vocabulary dinnerinnchmeal spoonforkdrive-in vegetablesmeatsfruits (names (names (names as as asneeded) needed) needed) PicturesPiCtures of of plaCes choked to food eat `cafeteriarestaurantbreakfast cookcustodianknife - saladsdesserts (names (names as needed) as needed) getreminded ready for lunch when PracticeReview reasonscorrect lining up procedurefor and having staying cleanforwashing in handsline while hands.when washing eating.: hands and waiting for Lavatory or wash basin GiveStresswashingothers lots quiettoof when finish.opportunities talking hands in becomeline for andwashing dirty.in cafeteria. hands so students will form habit of Soap, paper towels eat all food on tray meatCollectMake orposters picturesmain dish,showing of salads,foods a well-balancedeaten desserts, for lunch drinks. breakfast, and sort lunch,according and todinner. fruits, vegetables, downBox or labeled hosiery for bo:,..es eac'h categorymake excellent (shoe boxesstorage cu, -Pastetopunits.) a pictureof box and the word for each category on . Behavioral Objectives plansInvite meals. the cafeteria supervisor to speak to your class and explain how she Actiyities CafeteriaInstructional supervisor Aids and Materials TalkVisitstudentsarefoods about-theyour being we local toserved.should eat foods dairy all eatExplain foodweassociation each will on thatday. tray.have iv-ell-balanced for for excellent lunch. See pictures meals if foods keep showing from us well. eachthe different food group Encourage Field trip to local dairy association lunch.andVisittoMake see prepareAt the aif the monthlyyou cafeteria end thehave ofmeals. school eatenthefor shortweek, properly.lunch tours, check booklet., meeting your Findbooklet the pictures cooks against to of learn the foodsschool how theyyou menu ateplan for "fourMagazinesPaper,Lunch of paste school menu cafeteria inuse sawing knife forfashion cutting 'Take turns showingused.willBorrowDemonstrate donate Put ayour thechurn it.) correctcreamfriends and getinuse how a carton ofjar, to knife. screwcut of with cream lid a on knife.from tightly local and dairy shake. association When butter (Most to make butter. If churn is not available a quart jar may be CreamChurn inNexthappyspatula.is made,electric day, to Add drainvisit letskillet girlssalt schooloff or tomilkmake. hottaste and andplate pancakes andshow work and refrigerate. the skillet,out from students excess pancakeif (Sometimes stove milkhow ismix. tousing not make (This available.)grandmothers butter butter.) can paddle be cooked areor Sto%;eSaltSpz..ulaorOr hot or plateelectric butter and skilletpaddle skillet identify and use proper MatchingDemonstrateServe the Games:pancakes correct to way the toboys cut tobutter be eaten and thewith pancakes. butter and syrup. Have set of plastic spoons, forks arid-kniN4es. PlasticNote:Butter, set syrupof silverware Don't forget to brush-teeth after eating remindingsoup,utensil dessert, when eating etc. with meat, Speechutensil.Findeating picturesImprovement ice cream?"of foods Game: weStudent: enjoy. Teacher: "I Match eat "What ice the cream silverwarefood withwith theado spoon, coii--ett--eatingyou use etc." when Food pictures speedeat at amost reasonable of the time RemindCarefullyIdentifyMake posters foodsstudents supervise showingand of silverware. eatingproper foods habits procedures we eatin school with in fork, thecafeteria. dining spoon area,and knife. but not io the 'point TaglxFood ird pictures of savemeal dessert until end eatingFindSetthat uphabitshe pictures mockis ridiculed when cafeteriaof theyou byfoods return inother room. for tostudents each classroom. Make meal intrays dining(enough using room. picturescardboard Call for att ane each butcher students). paper. .ion to bad PicturesTrays drawn of foods on butcher served inpaper cafeteria or cardboard Behavioral Objectives Selectfoodstrays. two onLet personstray each and student for which cor.k.. get ones his Let we tray then eat and putfirst. march the Identify pictures to the the table.of dessert the Talkfoods and about onleave the the it Activities -Instructionalpictures.)fGirl Scouts Aids and and Campfire Materials Girls will help find withwipe occasionalmouth When reminding necessary (NoteLetDiscussuntil thestudents all students waysother eat tofood whofingerkeep.mouth on need trayfoods, practice is clean. watchingeaten. in. cleaning self in mirror, mouth, so chewing, he will beetc.) aware of Finger foocs picturesDecideRemindthatdirty the mouth.of which foodpersOnsstudents Demonstratecannot ones withto we useget dirtywould napkinon eating facesthe want mouthfrequently andslowly, for clean friends.and with inface'iffaces. dining mouth we area. chewclosed In with roompointing mouth look out closed.at PicturesMirror of clean and dirty faces scrape and return eating ObservereturnHave a to room student room: check sGive in to students see how time many to students wash face have when clean brushing mouths teeth.when they s n cafeteria, noting area in which they need practice. MockHelper cafeteria to check with faces' area for scraping trays utensil.clean up table after eating SetbeforeDemonstratecleaningDemonstrate up mock leaving cafeteria correct table. in wayPut tableroom paperto by withscrape brushing on.table area tray for forspilledin scraping roomthose food forhaving trays. ontostudent difficulty. tray practice. with napkin Tray,Napkin small pieces of paper . report and clean up spills Invite(This willcustodian be an excellentto tell how opportunity he keeps the to involvecafeteria your clean. school custodian.) School custodian custodianAssignGetLearnday a broom, and a wherehelper to mopping 'allow mop, mopto clean studentsand flooris kept dustpan up at any toinleast helpschool spillsfor once himroom cafeteria..at per cleanour use. week. table up Practice spills during in sweeping lunch.the cafeteria Encourage floor (especially each the Note:DustpanMopBroom pectfulCall custodian to him andby name his job and be res- good for boys). Note: andmayIfTMHCustodian the playground.be studentsboys allowed may to mop doconsent to If acleanschool theygood to upare job,cafeteria.allowing halls noisy they set table Draw a place setting on butcher paper. Place setting drawn on butcher paper whileclassroomin halls, halls suggest doorsare being thatfor clear.,--1 shortteachers rimes close Behavioral Objectives Activities Instructional Aids and Materials 68 Practicechild.)mealplastic will setting orbe. tnelmac Encourage tablethe table dishes.using parentswithout inexpensive (Visit to the home consider drawn stainless to see placethis how steel a setting.daily formal silverware chore-for the evening and their dishesStainless steel silverware , plastic or melmac mealsprepare with and help cook simple cookPracticemakeMake any andthea food. bulletin usetreasure Useof boafdmeasuring individual ingredients usingarticles cups measuring many and needed spoonstimes cups beforefor manyto measuringbegin. mixing:times Select before ingredients.measure a recipe trying sugar, toto IngredientsMeasuringVarious measuring.cups cups to measure and spoons and spoons (MakeSuggestedpayPlanput backlunch simple a simpleinto moneyMaterials lunch container; recipe to to followingroom prepare book measure fund to andskill take to sugareatbuy area.) home in foods. again,the so room parents See put Simple oneback will day into knowMeal per container, month. whatRecipes students (Students etc. in Note: outmealsaBoys good may11111F. opportunity help be if paid they to for showwish. when Thisthat you iseat CookTakeshareunderstandhave beenawiththe field foods cooking it.) trip Contact using to aat grocery stove,school. your electricschoolstore Use picturesto cafeteriaskillet buy needed andor supervisorhot illustrations foodsplate. for for The sosupplies students meal. she can can Thepublicwithmeal lunch eachso cafeteria. maystudents individual be the may same dish be givenbeingprice aaspriced choice cafeteria as of in food (BePrepareHavemix. sure a roomInvitesandwiches the foods party another youand and room prepareprepare gelatin to aredessertattend.chocolate simple for milkandspecial will with holiday be instant good party. tomix eat.) or cold drink GelatinBread,Chocolate sandwich milk mix meat or ;mayonnaise cold drink mix serve meals with supervision visitors.HavePractice open servingpassingproper house procedures afood andmeal atinvite cooked the for table.parents. servingin loom. Prepare cookies and and serve punch refreshments at party. to the Note:NapkinsDishesRefreshrnents forIlerving En urage parents to allow students TheCare learner of Clothes is able to: clothing.withReview any student Vocabulary who is Development having difficulty for Oral remembering Language theon Intermediatenames of his Level ,homto epare and serve simple foods at with'supervisionselect seasonal clothing -Make clothingTalkMake about posters booklets clothing showing for weeach hot,wear season.. cold, for differentrainy, and weather windy conditions.weather clothing. PostersPaper, illustrati\ig paste, cat.ogs v- rious kinds of clothing Behavioral Objectives Activities Instructional Aids and Materials withcare forsupervision own clothes DiscussReview ways hanging of caring up garments for all clothing. when arriving at school. Note:Coat Tacks, garment cooperationpracticedMake parents at schoolat aware home and of dressing ask for skills ironingdo simple with washing supervision and KeepmaterialsforDo anwashing.simple iron which washinglaundryand Youcan ironing bemay inin washed lavatorywashing boardwant to and.set (bring machine.teach driedup at thefew inall (Developnames dryer.) clothestimes. of Separate from asome vocabulary home). of from the new restas needed WashingGarmentsIroningFabric machinesoftener, fromboard home detergent do simple sem, ing with SetIronof rodm up flat a sewingwithmaterials screen corner (pillow so withit can sewing be used machine in case forof accident.simple stitching. cases dish towels, etc.) SewingNote:Steam iron corner with sewing machine loEncourage wash and parents iron simple to allow pieces students ; supervision needleHaveDoEncourage simple sewing and embroidery:studentsthread. cards for to sewstudents on, buttonswho have and difficulty sew up ripped working seams. with small Note:Needles, thimble, assorted colors of thread similartaughtMake activities parents and encourage aware at home of themsewing to skillsprovide Self-Help EducationalA. 159Dai^ger West andTeachingKenzie Cormany, Street Aids Inc.Division Suggested Sources for Materials and Equipment Chicago, Illinois 60610 buckling)Dressing.Eta Best Vests Frames for (lacing,Dressing hooks Skills and eye, large button, small button, zipper, compression snap, bow tying, R. 18279H. Stone Levernois Products Doll HoweFurniture Detroit, Michigan 48221 Helpmates,kitchenSolid Maple and buckle,bathroom and Birch button, doll ziphouse with furniture tie-on hood very sturdy available in living room, bedroom, dining room, Princeton,P.Creative.Playthings 0. Box 330New Jersey Inc. Dress-Me Doll (for older children) Childcraft Equipment Co. DollSewBendi Clothes So Baby Boards (molded (Masonite) foam withrubber) laces New 155York, East New 23rd York Street 10010 WoodenRubberoid family doll Childcraft stove OpenKitchenHousecleaningAluminum top utensils doll Luncheon hou-se set Set Tableiron)Childcraft Top Ironing sinkcabinetrefrigerator set (ironong board with hardwood .PUblishersAmerican Building Guidance Services Inc. CircleDevelopmental Pines. Mini.i?.sota Learning Materials Peabody Developmental Kit, Level P 55014 Chicago.3505 N. Ashland Illinois Avenue SuperboardCtiddly60657 Kitty Lacing (put Cards together with petlaces snaps, buckles, etc.) CommunitRifion, New y Playthings York DollDoll House House furniture (3 styles) (6 rooms)12471 ChaseVinylChild-sizeAluminumFlagg dollsdolts Flexible with(for tea Kitchen bathing) trclothesD011 Set Family (5 members cor four Jones,Books Marion, and Pamphlets How To Tell the Retarded Girl About Menstruation. Neenah, Wisconsin: Kimbeily-Clark Corp. Scott,Grayson, Louise Marion Bender F., Let's and Thompson,Do Fingerplays. J. J., Talking Time St. Louis:Washington: Webster Division, McGraw-Hill Book Company, 1951 Robert B. Luce Inc., 1962 Carlson,Scott, Louis Bernice Bender Wells, and and Thompson, GingIvr.!d, J. DavidJ., Rhymes R., Play for Activities Fingers and for theFlannel Retarded. boards. Nashville: Abingdon Press, 1961-Louis: Webster Division, McGraw -Hill Book Company, 1960 Bare,Cline, Claire, Kathy, Boet "A Symboltke, Eleanor Cookbook and Waggoner, Program," 1.4eva,Sel Summer, 1969, pp. 101-105 Teaching Exceptional. Children. -Help Clothiag for Handicapped Children and Adults. Doorly,Books Ruth for Students K., Our Jimmyin School Library The National Society for Crippled Children and Adults, Inc. 1962, 84 pp. "Hello, Know Who I Am?" TwoWestwood,Interesting, parents Massachusetts: tell illustrated their children pamphlet Services about ofAssociates littletheir retarded (Box 224, boybrother. telling Illustrated about retarded 02090) $3.95 and 354 pbstage by retarded boy. Music (Quiet. and Action) Books and Records Fort2570Lee Meyers, Hanson County FloridaStreet Association for Retarded Children people. 54 per copy Gingland, David R. and Stiles, Winifred, Music Activities for Retarded Children: A Handbook GinnNew York:and Company Abingdon PressThe Kindergarten Book for Teachers and Parents. Silver Burdett Company MakingThe First Music Grade Your.Your Book OwnOwn' (enlarged K(First Grade) edition) Albuquerque,May's514 MusicCentral Company NewAvenue Mexico S.W. 87103Bowmar Records and many others available. (Write for catalog) HighlandP.SummitManners O. Box Industries CanPark, 415 Be Illinois Fun AInternationalFilms Division and Filmstrips of Communication Doubleday and FilmsCompany, Inc. Santa1371 Ana, Reynolds California Menu 92705 Sleepy Heads (shows that animalg and children need plenty of sleep) .1345Chicago,Society Diversey:Parkway for Illinois Visual Education Inc. 60614 A Thousand Eyes (shows proper care and protection of eyes) 4. Trimming3.2.Personal Washing1.Brushing Washing Your Cleanliness YourYour NailsYour Hair Teeth Hands Record and Films Face San Mateo,Mateo PublicCalifornia Schools SaraSlides Clausen and leacher's and Antoinette Guide Roach - "Time to Grow Up" Chicago,National DairyIllinois Council Simple Recipes Used.In setting Consiant up recipes supervision for cooking is with Write for "Cooking Is Fun" (pictorial cookbook necessary. TM1-1, read the directions-lb-them or set with simple recipes) up recipe using picture of each step and ingredient Peanut Butter Kisses ChillCutRollMix into and 1into rounds cupeat. a Peanutlog. or Butter, 1 squares, or roll into balls. cup jam and 2 cups powdered Milk. (DoughButter can Cookies be rolled in wax paper and kept in refrigerator to slice arid bake as desired.) brown.MakeAddAddCream another small 1When tbsp.1/2.1b. balls cup cool,vanilla. butter flourof putdough 1 and in plasticarounctnuts4mix tbsp. hagpowdered cup flour,'' teaspoon salt and mix well. well. Put dough in refrigerator for with powderedif desired.sugar and Cook shake. in slow`oven3250,sugar. 10 minutes to set. until golden SiftSlowlyBlentrkPeanut 1 cup addall-purposeButter 1/2. Cookies cup flour,white (makes 1/2 cup shortening and' cup peanut butter. sugar and 1/2 cupbrown sugar. Cream well. teaspoon4 doz.) soda and% teaspoon salt. BakePressRollSlowlyAdd ateach into1 350° egg add cookie balls toF. dry the and withmixture: shortening place fork and on baking sheet. to flatten. sugar mixture. SiftOatmeal 3/4 cup Cookies flour, 1 teaspoon baking powder, 1/2 teaspoon salt,' teaspoon cinnamon together. CookStirAddAlternateCream about in1/2 34 cup 1/1 12cup raisins. addingcupminutes oatmeal. shortening ,dry (until Drop mixture and brown) 1/2 and 3 by teaspoon on greased cookiecup suga? sheet. until smooth. Add 1 egg to shorteningtbsp, milk to shorteningin 375° mixture: oven. mixture. Sandwich1.Cool Mix on peanutSuggestions rack and butter store and in jelly.closed container. 2. Cream cheese and pineapple: 5.4.3. LunchMix peanut meat butter withwith mayonnaise.mustard. and strawberry jam . TastyBreakfast Oatmeal. SlowlyRemoveBringCombine add to a pan 1 Iboil: cup fr milk,mquick stove 1 cooking cup and water cover oatmeal and' with teaspoon andlid. cook salt for inl minute. saucepan. Let stand for a few minutes and add 1/4 cup of raisins. HeatAddBreakFrench 1/4 butter one teaspoon Toast egg or margarine in salt, slillow bowlin skillet.: and beatlightly. tbsp. sugar. Vi cup .milk and stir. SaladsDipEat a slice with ofapple bread sauce, in egg jelly mixture or syrup. and brown on both sides in hot butte!' or margarine. ,2. Orange3. (GetRed gelatin icegelatin cream'cupsand andcarrots fruit from cocktail cafeteriaLimegelatin and make and individual carrots salads.) 7.G.4. 5.CabbageRedCream Lime gelatin gelatincheese and and apple with andminiature colored(finelygelatin, marshmellows chopped) miniaturebeat until mixed marshmellows.frothy. with Add mayonnaise fruit cocktail. Instant9.8. PutOn lettucemayonnaise Desserts leaf, put in hollowpineapple-slice of pear or with peach cottage halves. cheese Top with and grated cherry y-.1low in center. cheese. .1. Fruit4.3.2. FrozenCakeInstant cocktail-with mix puddingscookies to which whipped to made be water sliced creamwith is andadded 'milk baked (mix and pour in cupcake fillers and bake) . A Meal in One 1. Hot Meal ServeandGrease 2 withonions skillet catsup. sliced. and putAdd in salt 11/2 and pounds ; pepper and cover. Cookground slowly beef, for 3 2medium hour's. potatoes (sliced),. 2. Quick Meal mixture.Heat one Season can of mushroom with salt and soup. Slowly add 1/1 cup milk.pepper. Cut cooked Serve ham over in buttered toast. small pieces and add 1 cup of ham to N reviewingThe importance the reasons of helping for failure .the TMH of many pupil TMH 'build to amake foundation Satisfactory for skills life adjustments,of social competence research indicatescannot be that overemphasized4n, inability SOCIAL SKILLS economicThesuitable teacher adjustments usefulness, must keep toEven ingroupituations mind on a theprimary ultimate at level work the and teacher at play must heads initiate the list. skills, such as taking directions and completing work, goalsiof the TMH program, namely, achievement of maximum independence and'. to make' .situations;coacherforwhich theand must willrightsdevelop developeventually and attitudes property in the enable and student of relatiOnshipsothers; the a childdesire develop to toregarding get beskills aalong cooperating tecessary boy-girl. on the to'give behavior.jobmember no the matter of student a group how a orfeelingremote community; of the -,ecurity.,And latter develop possibility belonging an understanding appears. The in group

78- TRehavioralSkillLew: Area Objectives Priniary Sacral Ntk.C..1. 2.050 dun S, I I :Activities 3.11 Note:lostructionalikids and Materials ActualChildren objects learn andfront experience's should concrete experierke t skillplan.experiencesused area.) (Seewhen Suggested possible: should be TheMaterials a part of the dads objects and at end of Group Relations Skillshouldalternatives.Children is verybe learn presented importantProblem-solving when presentedregularly. Social with on the job. situations TheAwareness -child will beui Self able,10. develop an acceptable Vocabulary for Oral Language Development self-image earseveshead nosemouth ' R:111 handarm kneefoot (SeeFull-length Flannelpattern endboard, mirror of skillflannel of good area) head quality with nose mouth. Lir to put on and take oft. separate eyes. toChild point may to orbody may part not named. be able tongue to say these words on command:hair will be able leg shoulder LevelMannequin-PeabodyInstanttypeMann'e'quin P puphotographs Lartguag5 of each Development child Kit. or tellgirl whether boy SeparateDivideIf you're class photographs happy and into boys and girls. count boys and girls. you know it." Song (For AppendAcon -.ong see Body Image Unit- ChalkboardDrawSeparateDraw self entire boys portrait. drawings. andbody girls, on brownand. place around paper: fill in parts, color. room. DrawingBrown paper, paper, crayons, crayons cissors gamesTalkFindLook about to girl'sthrough classify boy's clothes magazines.for-gills clotheS,and and sort boy's girl'spictures, clothes;clothes. and boys. make bulletin hoards of these; make card OaktagChalk, for chalkboard chart or for card . magazines, scissors games Behavioral Objectives recognize name when Greet child-by name. Activities InstructionalName cards forAids each and.Materials child called PlayMake,ailed games nameor later requesting cards; when place name child around tocard is room do something when lusberheld name up. is for children to find. MagicOaktag marker name cards cardrecognize name on withPlayMatchLabel child's "Do Groomingname name. What cards. l Box,Do." hanger, chair and other appropriate objects "DoDo What what I nameDo" name on card cards held up does recognize family members members of fanuly, he sureN you :,now names of family members. Note: shoulddesiredEvery go two learningshome or three to parents being weeks taught indicating a note in the Set up doll corner with children and mayclassroomAppendix) he reinforced and ways at inhome. which these teacher-(See Role playing; playing in doll corner with rubberoid models. madewhite)Doll'scrounged'' furniture;family from from painted Creative parents or cardboard: or furniturePlaythings (negro and other'sburces. know he is a member of a Vocabularymother for Oral Language sister .evelopmentdriver grandpa haby lnstructoLargeHats of pictures family(Efferent kitsof helpers community helpers -- David familytells names _of own fatherHavebrother children point to pictures custodianteacher when named.grandmacook principaldoctor policemanfireman munityLanguageCOOk Company helpers Master cards with pictures of com- Getting Along With Others nointwhen to namedcommunit helpers Put on hats of different helpers. The child will he able to: playparallel with one play other child in Help two children to a toy and to nay tOgether. selvesHave and toy replaceshelves in where proper children position can on help them- shelf. share with reTiding and Set up play areas doll come: , kitchen. sand box, etc. Prestonplaying. Corp. furniture. rug, dishes Sand and water table, toys for yU 13ehavioral Objectives Activities participate in Show ar3.4-": firingLet-stilildren sor ellung know to talk that about with you '.sill median: disutes. group. ToysourcesSeek cars,Instructional help several for from classroom of parents. eachAids equipment. P.T.A.and Materials and other remindinghelp otheir children with. r.I Mttriteate.age children to report needs and accidents. R...-spond to attempt Large blocks Creative Playthings type i000 -youic:' and "mine.- u to take turns theRhythm idea t ha Band. Hiungs Take in tiirtiSschool at/lot toys. Iticycl!n, vagons, etc. using .3itt'erent instrnments.- Try everyone to use. to get ak:oss RhythmIqs,tiicycles, instruments wagons !et:op-Jutesvith help own property help ikOnl'ilngFuldRoleplaying own', ul reNpect with br object:, oi he r belonging GtocUning Box. prorrl'y, to individual chddren and teacher. ChildTaking Simple Directions tcacher'sable tw directions N,'ocAbulary for Oral 1.-a_am:(11elopment Plitase rick up '.7erput accept:04:ilandresnonin reprimand Jimcizer , RunIMarch c..aCtict Wiii have to demonstrate Hoploop variou,. actions le:limed and go GutMove out..of over the over then way Note: Thissafety.These is particularly are important important !earnings for child's c;aefully Iva)) each chl:(1. MakeitcriticismChild without bulletin. situations "falling board apart."so should be. subjected to of he learns toall take these direc- some on the jot,. routineiCCPt change in /have clind respond to taped (Inc.:lions . TapeMake recorder a tape recording tions. Have pictures illustrating them. Behavioral Objectives Have dtild 10110W direct ;on,. Activities RecordInstructional LNenintt Aids and Movnw. tit' Materials Ntodtfutd \.Thetry l'arinet ni the Dell '; I ducanonaiIv \r,1 Arwates ;Ink)hr If U' SIMPI 711,16iernember as possiblo; words don't but !nay 1C1 Safety .1,.; tor help Horne and School tg1 `iitC1 ,;d1;:f p Si Vtwalin:aryOP for Oral Language tier clopment I ft( ARIA VI 1)0\1 I 0I 't'f! stop tt- n.eces.sary,t.t tiMT; ql,;(): _tk+.5 110\1 up -and h dn tr1 OLF 01. 11ff. '.\}- Co:1 c,arefulk S Ors 1001;11Jr: Scicsklng ;le ,:aps .rnd olf might help with n't . Wtt! nJo; tins 11"-TO:n1 Jinn f+.1101.?.;:gular ,A' sc:rn, I: \I ,refullt.-- %kith pk)1,41 to Calf s, 11.,:;d . 11; I r oti;ers 1)1Make f Arc IfttILLhk from Prest,,n ( aadahle twin obl:..cts away from c.--es and pencils and other:kith 5upctrvistro.n 0:istt..., of self and ayiro'rt. and alk ,-31e::::!,t or .4.tpp;n. :ps reaht,: pracfn:s.",,. Tun:: \lay t;, on,st:. tu wil:e tit waikIre it:Ct bt: mat lifi 83 Bahiviora) Objectives çaik in halts biriperplays- tivities, SuggestedRhymesiorInstructional Materials Fingers Aids at andemi and Flannelboardof Materials skflrarea.) (See st.'A'Aik to 3nd 10.), away From hot surfaces KA(.11134.)1.1110.,:N;T:11W11- Mint1131:: Nitt1:1",' An as stoves, be::terbaskyt II{ peelin-, etc tn lesson, thins 11131 arC hot. and tact e Ni;* urphasite ae to ,:;;, on banana peel to learn llot Plate,Banana an peel on bus one :ine witit 01 Role-pixyDemonstiOne Hig-. at ion . pi actice 111,,k,.. door, have children get FoldingWaste basket chans, keep hands in bits ;n11 $e;31'-(1 III Wit!, wIgv.ith lor reminding 'n.:5 to -don .1 get off with get ore CRISSrominduic :itteet Walt VISlO'- Practi:i. r)om. simulate :Ann!! Stet`:isit police station ..have utsrik piaCt1;:e crossingp'.1 street 1. k'SSP.. dci tice helr, FieldMembersResource trip ofto persons.dfetypolice patrolstation policeman anners -1)1.1Ve- around room. ,issirig the street. fitixo,MaterialsFingerplays make at endandstop ofAction sign, skill street area)Rlwmes 1,:ht, (Sc tempera ggested ndgher 5)31-iplereei reacher with "Hi or will be ,tbl:to: reir smilc FY: ; t',.!:111011St11:11,': Behavioral Objectives Activities Instructional Aids and Materials a:.d dolls LanguagePuppetsDollHand.puppetsFinger Family puppets in Development Peabody (make from Kit socks I or paper bags) (See Suggested 1.0 minutes to story. p;ay, for p. .0k1 up to "tart ith very short rwriukI tease !etieih as sear pro- MaterialsMaterials)MagneticFlannel tbrboard hoard surprise story tun figures project. ,a,th help materials with help '-" Ot dasiiimre,' -Slino:1Says:' acid direetnn-; eaCh Instant-type tilm and camera TableLeisure Manners At.tivicies tSee ,Se::}lini The child will he able to: finditiv with ti,y andat least by onewon other ii1,011 with supervisioti Free play, lake out and put assa:c :natcri,i1s mentBe sure are morn accessible is set toup child so that toys and equip- 'withusereplace help p:,:sg,round t,,y when equipment reminded Swings, slides. chrianni: bars panu and do other creative svith help CutFingerPotatoRani1.---!n out ;,,nriting,.prim collage s cutting. ConstructionPotatoLargeTempera, newsprint easel, paper, hi ushes paste. scissors usemodel cray;ms clay with help DrawMake ,,.,:tUreS.snakes, .:ass, bids. etc. Roll n an,4 ..:,aping to get feel of clay. CrayonsClay and drawing paper participatecarnegames thing where in teacher.directed each chil does "Hop h. rabbit "Fly like an au plane.' Tape -recorded directions 84 $5 - Behavioral Objectives stipeRisi. 'are for classroom with 17se{lave pic-rut-c chart of of children child bc:,.de \ responsibilo ;es. picture ot Activiti6 he;slie Ic respoble tor Guineahotructional pl, JA). Aids and Materials pIcture. tagboard rhythrnable to sin participateband in simple s!:!!s 41.ake up simple songs aboto Rh!.Set. Om} rt:cords leNtluol 11;h:d prev;ously BehavioralLevelSkill Area Objectives Intermediate Social C. A. 9.0Activities thru 1 2.1 i thru 1, 1 Instructional Aids and Materials AwarenessGroup.lie Relations child- of Self will be able to: FAL cL11110:i, el:4x bulletin bind Photographs recognize body parts hnehcadtoVocabulary primary listfor ofOral hods' Language park add 1)-evelopment theye words. el ,uote !WA GroomingMirror Box (see Sell' -Help Primary) develop good selfimaite "DoUse wilat t I Do- ou're happy:.7ror .ind to you look know at and idenni fur,y2t ,,wn hod parts and thosc of others. RecordsMirror tell hill name ()lama,Rolc-y,:a: :Pa!izattons introductions Note: (SeeLivingextremelyUse Suggested of Withpositive important. Materials reinforcement Theat end book. ofis Children, is recommended. skrl- fc,xnanite name card tk.Round games ;call name of;,Th card), this" d ihau Hirst.Name last. cards duplicate) recognizebehavior at. ,:i-qable MaD :p problem solutions which doitire must work through. MentallySeeRecords, Robert Retarded Smithrecord Clinical player(Suggested, Teaching Ma,enals'at for the end recognizes that he is part 11110i I of Drawingskill area) paper. crayons, magic markers of namefamily members of family MakeReview :amity family bot.ik. members by generic and speed -'t apt: r5 r.ossible c fatherInoth,:rBollci in 'brut ti. sistercousin aunth'iot her grandiatheruncle name;: i.e. brother, John grandmother RubberoldCreative Playthings i)oll Family t;"7 Behavioral Objectives WriteWhat e ItpertenceactiVities ell ,:tory chartweof things all and do. postthat happenwith drawing> home, Activities making tam*, bulletin hoard. FilmstripsInstructional :4, ids and Materials showat school accept.. hie behavior:ibie to greet parents invite I study to school activity Allegiancetry 'e parents arc at school :earn the Pledge of filmstrip on flag 01form bridgewithhome a closeteacher andbet weeprelationshipschoifl to foiva.uri,tt, m a Play Qat:10 showing how to greet teacher and how to her 1131110. filmstripRecord on group behavior , bus driver, volunteers, principal. nurse. Play -ersonnel help him. illust rat mg job of these school personnel so child understands how Pictures o1 school pel)orinel, types of clothing retnames tun to it re,:(igniza hie desk and Start ant! slop all activirtCN on command, return to de,k, worn by each outsidenamee,,lipment11NC of community school cooperato/cl helpers school mateI i1nd trips,UnitPut awns` on community carefully: cover:helpers. don't Invite waste. them to class: bulletin boards, field Paste.Language paper. Master hooks. andrecords cards :akinit Directionshe child will be able to: make gifts for parents follow I lavetheInc ;chiidrer ca-,e to lirecttwo or you three and tasks each to other book on my desk. Brunt me the red pencil." carry out to do simple task. Make up games ucli as."Alan, put Behavior.ril Objective tape rinections for .. to tolkrsv Activities TapeInstructional recorder. Aidstape and Materials -Child catchesCircle ball. ballolhng Childrenand ionsball tosoit back hinrher.in a circle.to teacher teacher calls child's nameCOMph,:ated and rolls ball. ,Auld calling ar Mel child's name and Large rubber ball .:cceptfollov. reprimand teacher fti Sit on cl,rssrourn situations o that sornetink- s arrd .nps eon must du as teacher commands. the began to tall:: :stand Note:Filmstrips on interaction programInvolve to counselor help children in helping accept plan a Safety onexploding.criticism the job. without This is withdrawing very important or I he child slay with group be able Pra, ra, e %%or king in f2.1" stein for tie: -rips. 4 he r. ,d to ques'dons,nle ii AskPlay policeman to visit class. licernari his liase me have child sell name and address): and address. PolicemanPolice hat, whistle. traffic stems re..: means stop. yell,, S ()I':reel( means go Ntak'like slop sign light Red,Regular green, size yellow stop `,({tit crossing street yi* all way., before he careful P pedestrian. Set i;p stre&-+-, have ,.hddren be cars. ModelsMaskingElectriccellophane fromlight tape Constructive Playthings PoliceAsk1.;;\ visitschool parr, C!11:1: . for help srlect c: practice ann- street SchoolResource patrol person policman ;sr:: m de,:ignatcdcorrect area use equipr:..... Pr-acric.,Demonstration. Note: went.childrenEnlist howthe help to use of the coach to show playground equip. .Activitics lustrtictimmI 8() 7 !ire drip! Revy pro,:ediire regulaii sir ihiit s-brin drfl srinits,Ltiricircri know what to do (tett r. trr.it77.1a7, 1,Itt Dkm't Iuuh LI \,7 7:11.1r. tA "'7J.IC!!).' i)einon.,1;altor, practice sq.tns. Mediume elieq ; . an(Iptitctict. Fouch,- "}),);on. -n known Dentonitiation, WOO . Ic.1,11c! ,hould \wik t sale Poileeludn.Rcpt Jyttl.g. mhot) l bus cis trip on cis CarplOg13111prottetlutcsdi ill hi, \lug bus d se!tit escIUiori tIUIII folow sate(\ . Thv child w1;1 he able to: ire t teacher ;thd Io ,:fasv.00ni proce4Jure Pk:tures nncl 1.:tiest II!r tor Role t)i.. v.ut.ssts 1,",11 :p indFilmstripsIlangers projector on milliners SVI: concept films 10;. .,:ke ,tat ul kilow nt I lave ..112,21,:s and parties with children Napkim, dunks. ups rieaei when telephoNe from pk,ine duN, ts theyiinlist can ,iinents help learttill; ci them know hOw Behavioral ()Het_ iv es it:.11.1 c'Itlifokti.LCC alRl t....11eSt, kolc.pi,;,. ,ituat,on andActivities guests. Arrange!nstructional for patents Aids to and ...)1ne \ la IIItcrials sclwol so they Leisure/able Time N'hner. (See tieft-Ilelpt HILO, be intrc \hale II he aceL pia\ '1;) I (Joni . el PLC': li' -Adi toy. Shelves, manipo' .tive s (Creative Playthings; (.0, WI ;URI 001 the `,1i11(.1(PN ProtonRecords: Corp.) follow directions W C record (See . Ntosica!Hoke;I). Poke;t.1)1.)- 1.0o ;, IlaildkerChier. Suggested Materials it cud of skill area) 111:1(i.1111P4 r:1110 nem. li. f" ,Midien dealh; 1:a1ds teacher ud with try ,..);IC to 1ii.J1 Itc111 two or tom of a kind. 01 tour matching ot each pietwesOaktag.guinn.:ed one item to it c.nd. 1:e." oi other duplicated pia; ground eq,npmeitt;ielp Ntake-;witurnim!.. and IR st kite. possible.Swim!, at tel schooliv h) all if necessaryAIN fur some swimming activity if des, harrels, mats ample. tem: V tide tme;cle. Opp,!1 Ills to pedal bicycle Square Dancefricycle R.rds mounted (See Suggeoedon board, hiesMaterials dc 111011i ii I:ace aid other molding acts it ies. (Seeat end Suggested ot Ma let hats dt kihI area) he end of s I area) 11:10 11. iuple IV .1 VI IC MakeHave puz.z.lesputhol.der. available. CardboardWonderweaveSlfo Puzzles looms Loom (Karberc fait Co.) cal 3ehavioral Objectives , do simple,ewirig lacing and Have these available for practice. Activities LacingInstructional boards (PrestonAids and Corp.) Materials care for with Vit;..)::hart showing how to is responsible. care tor pet. pet needs. easyFish,sewing to careguinea pictures for. pig, rabbit or other gentle . animal And Ahimal stories. swig, "Old Mac Donald" "Millions"Who'sCageFood, or Myfish newspaper' of Mother" bowlCats" paint,SinipLe finger drawing paint, with PaintingFinger painting. on easel. oneFinger side) paintingpainis, butcher can be paperdone by(slick moistening surface on paper niak/si triple designs IroningColla ... lig painting,m scraps,potato leaves,prints. t. between pieces of waxed paper. Potatoes,Collageeasel,and sprinkling materials tempera, knives, temperacrayons, on paper it Skill Area Social C. A. 13.0 16.1 I GroupBehavioralLevel Relations Objectives Prevocational M. A. Hutt_ Activities 6.11 Instructional Aids aI:d Materials AwarenesstoThe Home. student School. of will, Self be Community in able Relation to: express own identity MyIVocabulary livename is fair Oral Language Development onNotes Languageeach to. one parents Master. cards with name and address a( 0,a!lize name and address .-lephone number AnswetMy phone quostions: number is W 4re do vou live? is your name, Make I.D. cards. WhatWhere schoolis do your vdu do phone-nomher' work? you go to'.' I D. cards Mane :ole-playing..essages'e.'slie would situationslot teacher. act in maydifferent reporting he et situations. up;iceidenis, helpint: i.e. telstudent hcIpme to mothershow how at home. taking pt.); address if lost. trafficplayirgHave on signals. and band dramatics. manyold clothes, props i.e. policeman'sdishes,to be used teletrainer with hat, role GiveUctioilVisits many unity to opportunities to develop roles =iii in student Crentt VC to introduuedralllanCS. classroom. Role -play - Invite guests to room. StitnwixCrative Dramatics House PhotographGivePlay "Guess address pupils and/or in candid phone a imint. ,ee child iecoeniies Oaktag. magic mai kers Char(Make s..;io\king,;thiouette.. each color. student', identity. ConstructionBrown paper. 111111, instant-type camera cray;th... pawl Match tifSt and ..!ph n e nitinhet . Name('harts card,. 02 Behavioral Objectives Activities Instructional Aids and Materials 93 helpersrelate to community VisitsTalkSetwith upto to classroom blackboard Lddress,.etc.pupits-in.class by so doctor. that and many on nurse, field activities trips.etc. can be Ma t ci I ng activities name relatedFilmstrips, to helpers bulletin boards, other materials 'Take DirectionsTheV;student will be able to: to direction and Teacher designs situations where child must listen carefully to direction and carry Construction paper plus other materiitisfor takeaccept direction direction in Teacherit out, such sets as up making situation monthly where calendar two students design. work together "Put thisthe nestblue incircle the tree."on the red square." to put up a Havemaking necessary bulletin props boards on hand follow(teacheroneinteraction other schedule directed) chilu with set up Makedecoration, chart of setschedule tables asfor set party, up by clean class. up or ot.ler activity. Chart of schedule ofparticipateby officersteacher forandin electionclass class VocabularyTry to correlate for Oral mith Language timelelling Development for those who have some idea of time. MagicChartgraphsClock,markers oaktag,of student magic doing marker, job listed pictures on scheduleor photo-_ (teacher directed) MakeNominate.Discusselection ballots. role of officers. nominate candidate ballot vote PostCountHold namesresultselection. ballots. andon chalkboard. photographs of officers on chart. . (teacherwithset up officers class directed) rules CopyRole-playPost rules on bulletin rules.on chalkboard. board. PhotographsMagazinesChart rulerstandattempt and to follow under- PeerRole-play.Make reprimand. or find pictures of what rules mean (or photograph if possible) Note: easier'Teacherstudents to takeshould to criticismcriticism. attempt -n Thisto the desensitize makes job. it Belqvioral Objectives Activities Instructional Aids and Materials adultfollow supervision directions of ° In-school work experience: cafeteria, custodian, messenger, helper, gardener Note: inteacherWith tothe enlist cooperationschool should the to aidmake help of para-professionalsadministration,withevery these effort projects. inable grouP; to control i.e. temper, self HaveAct pupils out examples choose right of appropriate. one and inappropriate behavior. photographs or pictures. TrainingPalomares Program. and Bessell Human Development :Somggiven kind to them. of reinforcement should be carefullyhandleapprop:iatehyperactivity, property laughter in- 'Play Review"Whose careis This?" of own property and that of others: MagicChildren'sseek Circle help of coats, counselor hats, books,for group etc. techniques thingothersmakingparticipate class or project to needs buyin moneyto some- help 2.1. forClassHelp it. others need decideChristmas what iscandy needed, sale develop project to make money Note:Teacher directed! Teacherproblem-solving should be onsituations the alert for to students create SafetyThe.student will be able to: shouldVocabulary include for utensils,Oral Language equipment Development and other things that come up in Traffic light to resolve: several each day crossinglearn simple street rules for VocabularyRevieWproblem activitiessituations for Oral under Language Safety-Intermediate Development SafetyTraffic Workbooksigns (Stanwix House) IfBulletinSTOP in some board school with with pictures younger of safety-rules.TMH, have them help younger ones learn WALK DON'T WALK Safety filmstrips learnstep safe ladder use of UseTakeabout ladder photographscrossing to put street. up of decorations,student crossing make street bulletin correctly. boards, reach high items. StepladderPhotographs learnof mopsproper storage IdeaRole-play. of care,having making items thingsout of last.the way, so falling over them is avoided. Mops, broom, other cleaning tools 94 - 95 Behavioral Objectives brokenrecognize objectS danger on from floor Cr !ate problem-solving situations. Activities Instructional Aids and Materials use elevator, escalator, FieldClean-upFilmstripRole-play trips procedures. to on practice. how glass cuts. injuries from slipping on glass: falling. Broom,Glasses,Filmstrips dustpan, plates, record waste thatbasket may be broken spilledrecognizeelectric food doors anddanger water of Clean-upRole-play.Create problem-solvingprocedures. situations. Mops,ItemsbeforeArrange to rags, set opening with upother problem-solving store equipmentso can to allowlearn about you to bring class situations these things identifyrecognize some some poisonous poisons cleansers,Films,Role-play filmstrips, ammonia, bulletiniodine, medicines..board. help to understand. Pictures, films, filmstrips electricalavoidplants tamperihg outlets with AvoidDiscussionFilm mixing water and electricity. inobserverules inlearncar carefully and to busplug for appliances riding . Review IntermediateironPractice: Objectives toaster clock washing machine Note:Have items available for Work with parents obtain teaching money for communityrecognize workers how policeman"WhoBulletinRide Am city board l" bus? Have on rules visitors of many times. fromnurse differentiding in professions bus and car. visit class. bus trips Manners help him Writeothersfireman lettersas indicated of invitation. librarian busteacher driver Note paper The student will be able to: open door for guest InviteRole-play. guests, parents and resource. people. Behavioral Objectives chairtakeinvite wraps guests and into find room Role-play. Invite guests. Activities Instructional Aiss_and Materials phonecallplan guests a party on tele- HaveInvite a party guests for for class. a party. PlanTeletrainerto withinvite parents toparents invite to to classmateshave party students by phonecall home serveprepareplan refreshments refreshments refreshments Do this first for class; then for invited guests MagnifyingLargeIntroduce dial glass to telephone directory excusedremainclean up seated until CleanWash cups,up trash, clean sweep. off tables. EquipmentCleaning helpboybid guests holdsyounger doorgoodbye children for girls Role-play otherscooperatesickcall friends and whoshare are with hoine Use teletrainer, use real telephone. TheActivitiesRecreation,Cames,Leisure student Time will be ableand to: takeplay turn games as leader RoundSquare dances HorseshoesCard games DramaticsBeanbag games Recreationftir"ShowSquare Me"dance Retarded 'records (EducationalTeenAgers Activities) 96 97 Behavioral Objectives actmuseum, properly airport,at library, etc. Role-playField Trips. proper behavior before going on trip. Activities Instructional Aids and Materials participaterelays in simplerecrea- Swimming, hiking, bowling, playground activities. Note: Parents should be asked to contribute atobserve moviestional proper atheletics behavior Trip to movies. - fOrced in family activities.desiredchildren.importantif possible behaviors Parents learning to these shouldsb they,experiences be can aware be rein- forof these activities. These are TheArts student and Crafts will be able to: do some creative drawing Setshould up anbe areapossible of the to classroom leave unfinished where creativeprojects activitiesthere. may proceed. It Paint, paper, crayons. wax paper. bottles glazemakepainting- andobjects fire of clay, Tissue paper, glazes. yarn. clay, thread, leather, weave on simple loom -Note:Simplewood, loom tools, (Preston small kiln Corporation) Teacher should acquire a book on art ablewoodburning to choose endareThereto-adaptactivities listedof areskill inmany these area.forthe children.Suggestedguides, to abilitiesof some She Materials ofmay TMH. which have at cleanhelpmaterials,activity, when up and neededfind seek care for Bulletin board with procedures for clean up and care of tools. ToolWoodburning rack (Preston set with Co.) cards for burned designs TheMusicBehavioral student will Objectives be able to: do simple dancing Activities ConceptInstructional Records (EducationalAids and Materials Activities) participatelistenbandto it to music, in rhythm react MusicRhythm appreciation dancing, dramatics. Instruments participateoutsiderecreationsing simple of in programschool' songsplanned Accompany on xylophone. XylophoneLocal A.R.C. or other group school be sponsoring ThePets student will be able to: tell what a pet is Bulletin bOard with photos of own pets; bring pets if feasible. Matching cards needstell what care pet , WhatNames cspeeats.dog ofeat pets. eats. Make chart of this. petsOaktagnphotosStudent's name or magazine pictures, foods of kind of pet pet's name Buy,MakeLovingWhat feed. fishbird care. eats. eats.feeding station. Wood, hammer, riails, paints American Guidance Services, Inc. Suggested Sources for Materials Social Skills and Equipment CirclePublishers Pines, Building Minnesota Peabody55014 Language Developmental Kit, Levels P; 1 Chicago,7-100Bell and McCormick HowellIllinois Road 60645 Language Master Albuquerque,514available13owmar Central through RecordsAvenue, New May's Mexico S.W. Music Co. 87103 Freeport,EducationalPrinceton,Creative Playthings New New Activities, York Jersey Inc. Rcords: ListeningHonorSimplifiedCreative Your With FolkMusic Partner Mr. Dance for Bunny Albums Exceptional Favorites Big No. Ears 1,.2,Children 10, 11, 14, 26, 30 2035Fern TrippEast Sierra Way MelodyListening Midgets' and Mbving Music for Rhythm Bands and Instruments orPaoli,lnstructoDinuba, through Pennsylvania California Products University Co. Book Store 93618 Albuquerque,2122 Central S.E.New Mexico I, DramaticWhiteNegro Family Character Kit Northport,P.O.Karbercraft Box 123 New Co. York New71Preston. Fifth York, AvenueCorporation New York 10003 Perceptual Motor Skill Materials and Games Chicago,Society1345 for IllinoisDiyersey Visual 60614 Education Parkway (SVE) Filmstrips Pittsburgh,3020Stanwix Charters House Pennsylvania Avenue Safety15204 Workbooks ,Blatk,Books Dolores and andArticles Molter, Bonnie Show Me (film and book)Bowling Green, Ohio: Bowling Green State University. Coleman,Carlson, Bernice Jack et. Wells al., Music and Gingland, for Exceptional D. R., 'PlayChildren Activities forEvanston.,.New the York,Retarded Illinois:New Child York: Summy-Birchard Abingdon Press, Co., 1961 1967 Gingland,Doll, Edgar D. A., R: Theand MeasurementStiles, Winifred, of SocialMusic CompetenceActivities fort theNewCircle Retarded York, Pines, NeW Minnesota: York: Abtrigd-onlYeSs, American Guidance 1965 Services, 1953 JournalMcIntyre, of Council Barbara for M., Exceptional Inform Dramactis: Children A Pittsburgh,Teaching Pennsylvania:Exceptional Children, Stanwix Washington, House Language Arts Activity for the ERICSpecial Pupil D. C. McNeice, William C. and Benson, K. R., Through. Bloomington, Illinois: McKnight and McKnight Pub. Their Hands They Shall Learn: C'rafts for Co. the Retarded Palomares,Nagle, Avery Uvaido and and Leeming, Besse]; Joseph, Henry. FunMethods With SanNew Diego, York, California: New York: Human J. B. DevelopmentLippincott, Co. Nature craftin Human Development Training Institute, 1967 Scott,Patterson, Louise Gerald Bender and and G Thotnpson,union, M. E., J. LivingJ..-Rhymes NewChampaign, York, NewYork: Illinois: Research Webster Press, Division, 1960 With Children McGraw-Hil1; 1960 for Fingers and Flannelboards TrainSmith. Mr Robert Hands M., That Clinical I Mar Teaching: Work Methods Johnstown,New York, Pennsylvania: New York: Mafex McGraw-I Associates fill Book CO., of Instruction for the Retarded 1968 SocietyFilmstrips for Visual and Filmloops Education PHure-Story Study Prints Chicago,1345 Illinois Diversity Parkway 60614 TheGetting Child To and Know His MeWorld GettingFamiliarCommunityPersonalSights Along and CleanlinessAnimals Sounds HelpersWith andOthers of theTheir Home Families Where(tunaWHERE "Frere is IS thumbkin: THUMBKIN? Jacques") (Put hands behind back) Suggested Songs for Primary Level HereWhereVeryHowHere I am; is 1arewell, am:thumbkin? (Bringyou (WiggleI thank today. fists you. thtimbs) sir?forward (Wiggle thumbs) wiggle thumbs) 4.3. 2.RunWhere Where away. is TallRingman?is Run Pointer? Man? away. (middle (ring(index (Put finger) hands finger)finger) behind back) If(tuneIF you're5.YOU'RE Where "She'll happy isHAPPY Be Pinkie? andComing you (little knowRound finger) it, the clap Mountain your hands When (clap, She clap)Comes") ThenIf you'reIf you're you happy really happy and ought and you youto know show know it, it. clapitit, clap your your hands-(clap, hands. (clap, clap) clap) your feet 8. Turn around 7.6.4.3. 5.WinkWaveBowBounce Snap your yourgood-by youryour head eye fingersseat (say "good-bye") 13.12.11.10. Touch your9. Touch chinnoseearshead your toes ThisNick,HeTHIS old played OLD nack,man, nick,MAN paddyhe played nack, wack, justone; music for fun. in the air. ThisNick,He played old 'nack, manman, nick, paddy played he nack played wack. everywhere. on two:my Music shoe in (point the air. to shoe) Suggested Games 3.2.1.HIDE THE BASKET TheHalfUse other anyof thehalf small class of article the hide class suchtheir watch aseyes a littlewhere basket. the object is put. _ 9.8.5.4.7.6. WhenThe alltheye+herchildrenchildobject have see whohalf must had it,hunt ofhidesthey timebe the with put take theclassto their in findobjecttheir sight.hid handsit, their thesays, No behindfirst one "ready." must their tell backs. where it seats and must not tell. eyes and the one that found the object hides it. to take his seat goes and gets the object. is. 4.3.2.1.DOG CHASES KITTY CallTheyGiveThe one twouse childken objeCtchildrentwo hands form the each dog; toa circle.holda smallthe the otherthe soft object: object kitty. such as a bdard eraser. . 6.7.5. ThTheyWhen _objetfiito have the teaciT t.o ta See e-thesays how "Goi"object fast eachtlwith childboth hands./ dog can cat2h the kitty. passes tye object to the next child. / 4.3.2.DO1. WHAT I DO ThisAlUheThePrint child a.good on children acard whose game namedo to what,he help\the \is on thedoes chyd carci.Comes (kip, recognize clap, jump).his "Da,what (name of Child) does." up and does something. name. 2.1.I SAW andTheHave imitates child child inwhat -en the sit he center/says in saw. a circle with"On myone child in the way to school this morning I saw center. DO4. THIS-DO THAT If noreplaceThe.children one guessesthe him. guess one what in the he centeris imitating. tells what The first wasto guess imitated correctly and choosesgoes into someone the circle. to 3.(moTe2. mature childreh). ThreeTheIf leader misses says and "Do the this," that"player thoseall is imitate out who of thehim.imitatehim miss. game. Always break down projects into simple steps. Arts and Crafts Pointers toUsestepMove them; asto each littlestep. but child (orexplain no) at formal Irissimply own presentation why rate yourather do as thaneach possible. movingstep so Explain theythe class-together can StPOS t.;_y as to you see from getthe PraiseAlwaysprogression sensibly,- work to orsee you the devalue child is praise.. satisfied with what he does. and logic of the process. Use examples for presentation. Permit the child to attempt tooneassume dodecide task assignthings that tofrom prioritiesanother,forhe canthehimself. thingsdo noteand things, hesequencemay can't but b: lend accomplished.do, to whatassistance,what canyou be want if taught. needed. to teach; if you hop from showgrowthcontrolKep in his mindandare parents. ofsatisfaction that more the importance change, you,,seek,.not the than-the grOwth-of a present art objects. the you child's areproduced. satisfiedmind and It tois muscular havethe chihrs. him Constructions * :Paper MackieClayPaper * Si-uffectCardboardPipe cleaner animals, box animals, clothconstruction ordolls paper boxes, toilet paper or paper towel rolls, shirt airplanespeoplehorses,cardboard, animals cereal boxes, etc.) 'drumstrainsboats (oatmealrains boxes) 105 * SockWQ6d puppets constructions - Mobiles,PeepPot holderg Box stabiles scenes, table top scenes OjoYarnSalt de dolls andDios flour constructions (beads, pins, etc.) Stitcher'/Yarn pictuiles C7 PaintedCardboard stones purse for weaving paper weights Paint,Chalk, and Crayon StuffedDrawCrayon around Resist-::, paper selfdraWing of self" ChalkPaint on on wet crumpled paper wet paper . '''axSpongepaintedPainted paper andMuralpaintedmats pasted (best: Mural on background background)- painted, then each separate figure or object PicturesCollageMelted crayon picturesassembled designs from between magazines wax * \ Work w\ 'th color, Take one, What things are of this color? How does this color \ make ytfeel? ScribblePaintFinger or toPai-iting crayonmusic to tell about experience, person or place: TilesPots (pinch., coil, slab) .Clay SculptureBead's 2- from a model (turtle, kitten) make self, with eyes closed,feeling kinesthetically clay ToPinsCandlestick finish, paint helders with tempera. and shellac 'PlasticeneCanBest sometimes clay Prints is powder obtain fOrmfrom as-therelocal brick is no company storage problem Print Making - TemperaMonoprints on folded paper(Rorschach) prints PotatoGlueString drop printsprints prints SpatterInnerRubbing printstube over prints leaves, coins, screen' Stick,Finger spool, paint etc, piints prints TaperWoven flowers paper mats 1 Paper Work * ,PaperCutPaper bagpaper maskvillage mural KitesSnowflakesPaper lanterns PaperChristmas,Mobiles plate Valentine,animals or andwall other pockets holiday cards and decorations MagazinePaper dollssculpture cut out animals pictures (simple) PaperCutToirrpaper,pictures magazine chains picture, mount on wood block and shellac Paper Mache JewelryMasksAnimals over (imaginary,or paper bags. real) Puppet heads.over balloons Don'tWhenofTo newspaper make e'pectdry paperpaint perfect into andmache, it deCorate.results, remove mix butflour excess don't and andsettle water apply for to disinterestedthick to balloon, cream wireconsistency. sloppiness. hanger or Dip other small model. strips of PlanningSomethe game. children is Results everything object are to very the mess.satisfying. have to visualize results, so there should be a model for every stage

PERCEPTUAL MOTOR SKILLS thatposture,theThe educationisauthors directed, elurnSiness,lack believe of at the an that trainableearly muchof age, awareness mentallyemphasis toward of thehandicapped. shouldself development, in relatidnbe given Almost to ofto objects sensorimotorthe without development in the exception environment, and of perceptual sensorimotor the TMH and motor other exhibit and skillssimilar perceptual poor should problems. coordination, helpmotor Athe skillsprogram TMH in poor differenceThelessdevelop obvicius.authors tomore the are Fornormal not example, child."perceptions carefully-programmed and enable-them teaching to deal withof ilie their use environmentoplayground equipmentin such a way enhances as to make likeness their rather deviancy than trying 4)Prornote any particular neurological learning theOry. They feel that the curriculum should be groups.'another.relateddevelopmentwell-rounded, The Research to theTMH ofacquisition involving theareindicated individual.inferior cognitive,.affective,of that cognitivemotorically Whilethe motor skills,research to and other there and intellectualhas groups ispsychomotor not evidence proved of retardedabilities that that functions; success sensorimotor children.of the in TMHeach oneCratty playing areaandare 2 moreperceptualenhancesdoes equally notclosely includethe motorimportant possibilityrelated Down'straining thanroles of syndromeare in successin otherdirectlythe full in programsInthan.-dochildren recent the withyears, of latter. this TMH there kind motorically, has can been be found an as upsurge thein the former workof interest appear of Seguin, in to physical exhibit Montessori, moreactivity severe and programs Doll. motor Many for problems, the professionals mentally requiring handicapped. have special devoted programming, Historically, their time EvelyneducatorsUniversitiesto rhythms.step-by-step Loewandahl are and and combining analyses garne,other should institutionsto of knowledgename bethe mentioned kindsa few.have and .of This developed alongskillsabilities research withto improve neededtherapeutic others has made in whosethese the Physical a developmentprograms. significantnames Education and The contributionworks of work such programs. appear of skills Newell to in planning asPhysicalthe locomotion, Kephart,bibliography. programstherapists Bryant agility, forand Cratty. the balance,physical TMH. and progressprofessionalssupervisionCautionThe following isand always of follow topagesa qualifiedestablish in his listorder development. a numberphysical awhen good a ofperceptual childtherapist suggeStions with and seriousmotor neurologist to help trainingphysical the classroomor program.problems orthopedic teacher Makeis placedsurgeon. adevelop checklist in Whenyour a perceptual class. forpossible, each Be surechild motorwork that so closelytraining youhe is can withunder program:- see other the his 2 1 Ibid.Crotty; Bryant Developmental Sequences of Perceptuaf Motor Tasks (Freeport, New York: Educational Activities, Inc) p. 2 General Program Planning Obtain at least one of the activity books listed in the bibliography. , BePlan sure activities that the with activity energy is.at level the of students . success level. of the group. If it is not, simplify'the step's. in mind. The program is not meant to xhaust e i the students. DemonstrateUse simple verbal each, instructions. step as many times as is necessary. (Quality of performance, not speed, is the aim.) Cratty'sDevelopHave developmentalpictures a checklist of each of steps stepdesired if possible, behaviors photographs and rating are listed at the end of the skill area. scalemay at beeach used. level. LevelSkill Area Primary. Perceptual Motor M.C. A. A. 2.0-3.6 5.0-8.11 Behavioral ObjectiVes Activities :.. Note:Instructional Aids and Materials heMai6 included .-,ensorimotor tit this au, a. tivities need to The child will be able to: use toys provided for, holdingOpportunitiesdifferentManipulative and kinds manipulating for of toys exploringcaps. tthould objects. thebe available environment: for use walks, each dayfeeling objects in room, plastic bottles with theSRA'sbeSomeCreative adapted-to pi orof Detect Playthingsthe..ms suggested the ofTactile. use needs will Theprograms-mayof have 11),! material to TMH be adapted.is needuseful to but manipulative toys such as onmenthandsears,actionlearn tongue,fromthat helpwith eyes, inter-himenvir- nose, teacher-madeEngage various smelling, senses with tasting, different noise, smells, etc., sets. tastes, noises, sights, feelings. Use LoopsEyegateSingleWaterSand box playCono.:pt Sensory Projector Film objectsmanipulate various daydevelopapartGive life. childand learning(N. put as C. manyback Kephart, problems together.experiences The is N.Slowlack asC. of possible,LearnerKephart practice in believeswith withthe objectsC7assrootn,DriffiLSrnsorimotor objects that he onefeasonencountered can manipulate, children in every- take .ScrewPusli,onTakeErg on apart noa-.her bottle 11 percolator caps Training Activities See bibliography) Myqlon:OpenNesting and bowlslrt close lip and drawers blocks and doors on cupboards ' TheBody child Image will be able to: identify both parts listed Vocabulary for Oral Language Development Peabody Language Development K Level P iri'yocabulary headarms fingershands, feetlegs eyes referencesCratty,Mannequin Loewendahl, in Suggested Getman. Materials Black at see of DetectendUnitSensoryskill ofarea.(See skillVisual, Kit Mershon area) Detect in SuggestedTactile M reading develop-nen' Is at 1 3 Behavioral Objectives pointing to qiid§:tion Ears, nose, mouth, tongue, teeth "Where is your Activities ?" MaterialsSeeinstructiottal SRA's at end Iiiquisitivr of skill Games in Suggest area Materials completemirroridentify parts flannel in Take-a-part( lave child pointMannequin, to parts Peabody, flannel on self and others. Teacher-Made games Full-length,Gymnastic mat good '4 qualityx 6 at least mirror figureor other of simpleman -Puzzlesmembersmissing mounted part. on cardboard and made cut up magazine picture of person or photographs of class or other. Have intochild puzzleS. put on gestedRatingNote:Flannel MaterialsScale board maybe atand end developedfigures of skill area)also (See list[valuate for each 'earnings child (clipboard by keeping or chart). a check- Sug- teacherof colorbody inmade outline by putHave in child eyes, lie ears, down etc. on Post around paper, draw around him, have him color clothes, room with name card. PaintMagicBrown(See or markers Body crayons paper Image Unit in Appendix) respondplay Simon to directions Says ReviewSimon Says directions touch youron record head, or eyes, tape etc. carefully; have child respond to one ( Getman,suggestedMany activitiesthe Physiologymaterials) listed in. of P.Readiness A. S. S. (see flannelfiton partsrecord board of or headcorrectly tape on Haveat a time. each child put pieces in proper place. mouthFlannelFlanneltapeIf givingcan't hairhead board find with instructions. a separateslow enough record, eyes, ears, nose, make owl) drawact out face finger-plays with help "Iright Havehave place. twochild eyes make to circlesee with for face; put on eyes, ears, nose, mouth, hair in DrawingeyesUse handare, etc.paper, mirror crayons, to examine magic marker own face, where claponpartsconcerned command hands, close with(with eyes body help) MakeHave up game, child children relate one body part can direct. to another. . skill area)ObserveRhymesFingerplays closely (See and Suggestedto Actionsee who Materials needs moreat end practice of Behavioral Objectives touchwith eyes hand open to nose, and closed, ear, foot, Activities Instructional Aids and Materials . pegboardcompleteusefinger fingers topuzzles,designs tohead, leg, etc. PudresPegboards directedbodydirectingdance parts to with songsuse (teacher ofhelp) HokeyLooby LopPokey madearea).Records soor directionsteacher-made (See Suggested will tapesbe givenMaterials may slowly have at to endenough be of skill tosentencescomplete function simplerelating of body I hearI seeeat with withwith my my ListeningInc.) and Moving (Educational Activities. Movelie directed)partssupine body learned on parts mat (teacher onand "Sit"LiftI clap up" legs" with my putChild them may on underbring shoriStheir dresses especially to use girls with who this can topartsmaydirection beforemove haveshe for wishekhe(teacher to somewilltouch childbe time able to "LiftpassiveTeacher"Wave"Lift head" arms" hands"and may assistive have to movement activate child's as he perceptualdevelops his motor own abilities.involvement through - or a physicalSchoolphysicalAnytype therapistprofessionalof systemsactivity. educator should would assistance trained be benefit welcomed. in availabletherapeutic from having from P. aE. withrolli.e.do it passiveacross helpon command) floormovements Matphysical therapist as a consultant. runwalkcrawl AlternateFollowSealWalkCrawl walk on around the rope, crawl-- leader. walk ropehoop. and on patternswalk. hands with on all legs fours. dragging. MaskingLadder.UseRope, cloth hooptape, to tie colored ankles togetherconstruction paper cutfootprintsmake out paper footprints HelpDraw child.cut around children's out footprints. feet on heavy brown paper. ScissorsMagicBrown markers,paper crayons - 114 - 115 PositionBehavioral in-Space Objectives patternsfollow footprint on floor Place footprints around on floor so child can follow pattern. Activities Instructional Aids and Materials The child will be able to: helpothertouch objects body with parts to Help child touch hand to chair, head to wall, foot to door, etc. Note: edchild'sKeep Materials a accomplishments.record at of end desired of skill behaviors (See area} Suggest- and -tell front,selfof with head, back, help sides top of Simon says; touch frontside to to table. table . Teacher-madeRecord tape on mat backsidefronttop topon of on to mat,ofhead matfloor, head etc. toetc. wall withmentrespond help: directions to move- Point-toTouchBend to side theside offront. foot. move sideways, forward, backward, jump, etc. ..-. fromTeacher-made teacher are tapes understood are useful after directions standbegin leftto un an er- Put colore'd tape on hands. . Colored tape Acight-Crattybutidentify (BryantFeels that p. 19; TMHthisleft 20 andmay can ri bera ly OnOne mat, color roll for to each left hand.side with help, right side with help. reviewtrainingtochanged perceptual body techniques.) with parts exposuremotor on Give directions or plan other situations so you can tell how well children teacher-made checklist Mighthave learned use flannel the body board image and figures and position plus ( some body movement.in space materialS. Flannellist.Teacher-designed boat'd and testingfigures situation and check- BalanceBehavioral Objectives Activities Instructional Aids and Materials The child will be able to: walk forward - Plan activities either teacher-directed in person or on tape, and/or record Note: Make checklist of desired activities; kneelby'otherswalk sidewaysbackwardin° pattern set PlayWalkdirected. follow on patterns the leader. tapedior chalked on floor. teacheratvisionkeep this record willage. with haveAn forthese aide eachto activitiesbe is child.given very valuableatSuper- all times to withusetiptoe equipment help helpIntroducePlay of exaggeratedaide and/orequipment. tiptoeilifth and Lead walking sixth children graders games. throUgh in the useschool of equipment or university ..engage walkingEquipment beam, needed: wibblei-, tape and paper, mat, walkstairs, up andone downat a time activity.Childstudents. should be encouraged to use alternating feet on steps. Lead through (mosttube,twist available board,trampoline, dollie frorii stairsteps, orPreston scooter Corporation) barrel, board, rack bouncing board usewalkor walking alternating on rope, beam feethoop WalkPlayWalk on "look on different hoop. out for patterns the alligators, of rope. don't fall in." (*N...... / BalanceHoopRope beam rollwith across help matsegment of roll acrossfloor to floor object in roll across TeacherPlacebody object towill object. atprobably increasing have distance to help fromthe children the child. through See if this he can,activity. orient his Barrel may be purchased or possibly obtained bydobarrel exercisesteacher with help as directed Stand, bend with arms down, eta. hasSeeLoewendahl,from many references janitorial suggested Cratty, insupply theactivities. Black,bibliograpity; Getman, each Frostig one house. 116 I I 7 Behavioral Objectives teachec--actscopy poses that out Hands in air, hands to floor, one hand up, one hand down, etc. Activities canHaveInstructional follow pictures of Aids action and as well;Materials see if child play statue March in circle to music, stop music, freeze in position when music stopped. Series,ALRadioRecord No. Dance 11 Corporation or tape Records Educational-Activities of America Marches Dance a Story useelephantimitate playground fairy, OutdoorHave children activities, imitate teacher different helps. kinds of walk light, heavy. PlaygroundRecord or equipment tape withbicyclemoveequipment help legs movement in with help OnMoving mat, have legs child alternately. practice. Aide or older child move legs in desired movement. Mat Visual Motor Coordination tricycleoperate withmounted help throughLet child movement. use mounted tricycle. Have aide or older child move child's legs Tricycle mounted on board The child will be able to: - Note: Enlist coUnselor in administering childroll in ball circle to another Circle, roll ball games. SeeFrostig Suggested Visual PerceptionMaterials at Test. end of skill . spotroll ball on wall to certain May need help from teacher or aide. Basketball or Soc'Cerball. area. r childthrow ball to another Catching is not necessarily involved at this level; depends on child. Sift volleyball coordinationinvolvingandbydevelop playing do many coordination visual-motor many activities games enablePlan for some a great TMH deal children of practice to- play with these these games kinds with of games. more ableOverlearning children. may Pegboards,BeanHorseshoeRing Tossbag large game gamegame pegs .,Behavioral Objectives Activities ' instructional Aids and :viaterials eye-hand asFifth it will and besixth necessary graders to may supply -he enlistedcontinuous to help help with and somesupervision of these at learningsthis level. mentLacingGeometricSquareCylinder may Boardspegboard blocks beInserts made and otheror purchased Montessori type equip- activitieschalkboardparticipate in DrawFollow line. dots. Stay between two lines drawn on board. ColoredChalkParquetry masking (DLM andtape Preston Corporation) go-start green0- . . mop red Construction paper Copy patterns. greenred O stop start -go drawnmatchobjectsMatch objectsactualon board Matching Objects purchased in dime store two of each followsheetsdrawnmatch ondotsobjets Work- Teacher-madeBe sure to worksheets enforce _left to right motion of eyes and hands. PaperWorksheets and pencilcrayon eye-foot: Feillow linesWalkingFollowKi* with ball footsteps. beam.feet.back and forth two children. WalkingBall beam PushStraddle bean walk bag tapeto numbers on floor. on floor. TapeBean bag -- 118 119= Behavioral Objectives' SwingGo over rope rope around, held by children two children, jump over initiating it. step to jumping Activities rope. Instructional Aids and Materials Auditory Motor Hopping.Circle, kick ball . five or six children sitting in circle. The child will be able to: respond to signal ClappingBuzzing response., hands, Stamping drumming feet or in xylophone. response to sounds teacher makes iniitating Drum,Buzzer xylophone board or,Teacher-madewitrhythms. ylophone or or other. manufactured cards for children toclapping observe orand pointing respond to right card after teacher Makes sounds on drum to, endDevelopmentAuditoryMelody of skill bells area)Dynamic Cards Research(See Suggested Perceptual Materials Motor at cy LevelSkill Area Intermediate Peiceptual Motor M.C. A. A. 9.10712.11 thru 5.11 TheBehavioralBody child Image will Objectives be able to: Activities Instructional Aids and Materials name body parts shoulderelbowReview Primary Oral Vocabulary anklewrist hipsneck waist Evaluatechildren'sNote:Review level needs.activities by teacher-made-test under primary as or indicated other per- by children'sChecklist accomplishments. be sure to keep record of mannequinplace parts puzzle, of puzzles.Review flannel or PLDK Mannequin. Review flannel face, photograph MannequinCratty,ceptual orMotor other) puzzle development test. (Kephart, correctlyflannel or other 4 WhiteCardboardDetectInstantFace glue Visual; with type for separate mountingDetectcamera featuresTactile completeclaymodel face simple in DrawHelp child man placewithout features various in partsclay face. have child fill in. PaintClay onfollowdrawing recordschalkboard directions of man SquareHokeyLooby LooPokeyDances Crattycan dotRecords in first then leave off completely onmovebodybecome command body surfaces aware parts of ActivitiesTrampoline directing jumping. child (See to also move: Primary) legs, arms, "Angels in the Snow" (Kephart) MatTrampoline throughacrosswalkingexhibit room, poise doorinto room,andin DiscussRolePractice. play. each other's performance. Full-length mirror Behavioral Objectives Activities Instructional Aids and Materials -121 takegreetsit correctly pride guests in-sel move sideways forwardbackward Theseexpected activities of him. should b.e done slowly so child knows exactly what is beTapeskillsTie good) in of unitswith teacher's grooming, voice self-help, (also other and voice social would teachercopy gestures of jumpbend up down Teacher stands/sits in various positions, children imitate. walkpicturecopy gesturesthrough inhoop Hold up pictures of people in various positions, children imitate. HoopPictures of activities PositionThe child in will Space be able to: objectsrelate body in the parts environ- to Walk aroundover and objects. under objects. RobertPerceptionFrostigBryant Valett,ProgramCiatty The for Rclueut,,,,,,,t the Development 01. Learning of Visual ment TouchMake various obstacle parts course, of body running to objects: around objects. side to table TrampolineTapeBarrel,Disabilities of chairs, directions tables, as welletc., asfor teacher-directed obstacles bodyrelate objects to LiftingWhere isand the moving chair? Inobjects. front, back, beside? sidearm to chairmat meaningPrepositionMat of cards"in front with of," pictures etc., would representing be useful trunkmoveobstacle fixedbodythrough course with Forward,Obstacle course.sideways, Go back. through hoop, under table, etc. Hoop Behavioral Objectives move limbs BendBend and and straighten straighten legs, arms, (knees). (elbows). Activities Instructional Aids and Materials move left and right Lift left arm. ; 1 Color cue left side red dot, band around wrist Balance body parts with help ThrowTouchLift right ball left withleg: hand, left right hand. hand, leftsfoot, right foot. I and ankle or other cue meaning left TheWalking child will be able to: walk backwardforward gamesHave and children activities. participate in a number of individual and group walking Walking beam walk(onwalk3sideways and slowfastaround off beam) objects "Did You Ever See a Lassie?" TapeStairHoopRope stepsof directions: feetstairsWalkwalk singleupwith and partneralternate file down (See Suggested Materials at end f skill area.) tapedAddwalk music slowfastderectitl;, to tape after children onn dt, this directeddowithuse exercises; equipment, help; or some record- teacher- some alone "Simon"Head,Encourage Shoulders, Says" child to Kneesuse equipment and Toes" on his own; give help when necessary, (SeeSee Primary-Balance Suggested Materials at end of skill area.) directed asBringArms possible. outstretched,elbows forward palms and up,touch bend together, elbows raise, and touchmove fingersto sides to and top back of shoulder. as far rhythmsfollOW-simple Walk,MarchRound run,underdances hop bridge to(skip record made if can). or by tape. two children. ; ListeningTeacherEducational may and haveMoving Activities to slow Record, Drum record and down others retdi 123 Behavioral Objectives rhythmsfollow creative Play elephant, butterfly, train, ball, floating, sad, happy, skating, etc.Activities AllowInstructional these to develop Aids slowlyand Materials so child really ride tricycle PassiveActive movement, movement. teacher helping those for whom it is necessary. Tricyclegetsbetter the idea.than Havingmany poorly one rhythm done well done is useexerciseroperate playground mechanical Outside activities children may need some help but independent activity Mechanical exerciser TheyVisual child Mbior will be Coordination able to: equipment is goal. Playground equipment roll ball in circle game "RollMight the make Ball" this a rhythm ' to AnnJamesAndy game with tape of music with teacher's voice. Tape throwkick and ball catch in circle ball game See"Kick ball throwingthe Ball" evaluation in Pre-vocational. to Mike, etc. Soft volleyball visual tracking FollowWatch ball pictures going on back worksheets. and forth Tell without names in sequence. moving head. PictureSuspendableMediumSoftball cards sized ball rubber ball The childVisual will Discrimination be able to: Skills visualplq motor pines coordina- (SeeNimble.Lacing, Functional simple Academics.) weaving. tion HopscotchKickballMake or onbuy floor bean of bag classroom. standing up in circle. game. Help to keep score. Relate to number learning. RopeQuoitBeanNimble-Childcraft bag Games Jumping rope. ExercisesSequentialDubnoffBall1/Leve1/1 School Perceptual Program Motor Tog ching Resources Behavioral Objectives Activities Instructional Aids and Materials AuditoryAuditory Sequencing Motor Skills StudentFollowFollow xylophone respond drum beat to teacher buzz sequencesequences by jumping with another or other xylophone. activity. on another board. XylophonesDrums directionsfollow simple 'Pick outBuzz buzzer correct card sounds atter teacher from buzzer has card. buzzed. Buzzer boards BehavioralLevelSkill Area Objectives Pre-Vocational Perceptual Motor M. A.C. thru A. 13.0 16.11 6.1 1 1 25 PositionBody Imagein Space and Self Concept Activities Note:Instructional Aids and Materials FortoAt fusethis example, levelwith thosethese self-concept activitiesin other shouldskill should areas. relate begin The student will be able to: name body parts Teacher-devisedReview work shouldevaluation be undertaken activity to review as needed for individual children. learnings from previous levels. eitherotherseveraltheto grooming, levelsjob.in skill classroom Games should areas. social and berquipmentor availableskillsDances at listedplaycombine and gym. Appropriate to teacher onon bodytell function parts of Show what to do with feet. Make kickwalk I kickI walk with with my my feet. feet. up sentences about it. PicturesstrateBalls andoffunctions various other objects body for students dress, i.e. shorts for girls if movements to necessarydemon- organskidneyslungs,know thatstomach, are heart, vital Learning about menstruation earnings should be tied in with self-help skills See Self Help Skill Area. on proper diet. BeStethoscope. sure to enlist parents in these !earnings exhibit poise in . Visit other classrooms in building. Give students opportunity to walk, sit, Slides, booklet, on menstruation sitting,greetingwalking. standing guests,..., into room, ExercisesTieDemonstratestand in with for in variousimprovingSocial proper Skills situations. way posture, Activities. to stand in line, in back of room, etc. ObstacleBulletinbehaviorsDrawings course board or other illustrations on desired Balance groupHelpNote:Mirror TMH to appear as normal Theto aim normal here students is to emphasize likenesses as possible in a The student will be able to: 'standarms onopen, oneat side closed, foot and with eyes PlanBalance many is importantactivities for to otherchild tasks such to develop balance. as throwing and catching. FiftyMove,Frostig Vigorous Grow, Program Learn Physical Frostig Activities Cratty Behavioral Objectives Activities hoparmsstand on foldedon right one footfoot with Instructional Aids and Materials - walk patternhop on acrossleft foot tape in on beam WalkingPut masking activities. tape on floor. WalkingMasking beam tape matgetawalk stick up around and down rope on or acrossmat.HaveCross room. studentlegs; walk practice around getting rope; upwalk and over down stick from while sitting watching position object on MatRope, stick jumplaterally(halfplay ahead, endurance back, turn) games Rope climb. do Rhythms and WallStretching.Towel push. pull. Feet together, hold each other's wrists, pull and rotate. TowelRope from ceiling TheVisual student Motor will be able to Dances catch and throw ball 5/5.BounceShouldThrow (Cratty ball beball able intop.to 61) student,to 2' hitx 2' 3/5 square should times. from be able 15' toaway. catch 3/5 times sometimes Ball,Ball, 8" 3"diameter diameter Nimble.CatchIf student swinging can do ball. above, practice throwing with small ball directly to student. NimbleSuspendable ball activities Creative Playthings 127 Behavioral Objectives coordinationeye-hand,play games eye-foot involving KickDodge ball. ball. Activities KickDodgeInstructional hall. hill Aids icrials PlaceMakeQuoitCatch. Games.,pegboard patterns. wenly on paper with paint and paint brush. PegboardDLMDLMVisualDubnoff cards Motor Program - pegboard lighted pattern fingerpaintmodel in clay FingerpaintsSkills)Claypegboard (Coordinate with art activities Social hand-eye tracking FrostigChalkboard program. activities. FrostigChalkboardPaint and (See paint bibiliography) brush Auditory-Motor connecting dots ExercisesEye-handPathway School Coordination Program Teaching Resources The student will be able to: recordteacher,follow instructions on tape, on by ListenHave students to records, plan follow own instructions. games, dances. Teacher-madeSongs, dances, tapesgames of on directions records Perceptual -Motor CirclePublishersAmerican Pines, GuidanceBuilding Minnesota Services 55014 Suggested Materials and Equipment - -155 East 23rd Street Childcraft Peabody Language Developmental Kit, Levels P, 1 New York, New York TwistNimbleSilly10010 Cycle Board EducationalChicago,Illinois3505Developmental N. Activities Ashland 60657Learning Avenue Materials P. Freeport,0. Box 392 New York Fiftyby VigorousBryant Cratty Physical Activities (cards) Chicago,Follett1010 EducationalWest Illinois Washington 60607 Corporation Blvd. Move, Grow, Learn (activity cards) Philadelphia,Instructo1635 North Products Pennsylvania. 55 Street Co. by Marianne Frostig PerceptionLaPorte, ResearchTexas Associates Suspendable Ball Activities Minneapolis,Programs to Accelerate Minnesota School 55440 Success Plastic geometric forms New71Preston Fifth York, CorporationAvenue New York pedometer10003 pegboard walkbalancematvelcoautomatic on tapenumber board timer kit rubberbeanrubberpipepuzzles horseshoeringbag quoit gamestoss games game parquetrycoasterbouncingbarrel,balance rack sledbeam tubeblocks and set boardseat stopwatchstethoscopehandgymsuction scooterdynamometer dart gameboard tricyclewibllersquaretrampolinecyclinder pegboard mounted blocks on board skatexercyclesortinggeometric scooter box inserts Chicago,Science259 East Research Illinois Erie Street 60657Associates Montessori materials; lacing boards, etc. ride-a-roller balancing board Teaching100 Boylston Resources Street InquisitiveDetect Tactile Games: by Discovering Leonard N. How Gould to Learn, by Herbert A. Sprig le Boston, Massachusetts 02116 ChevesFairbanksDubnoff Program .Chronalozical Age, 14721 Equipment needed for games: basketballindiansoftballBoys ball softballbadmintonbowlingGirls kickballbowlingsoftballrelayssoccer (use hockey soft volleyball) shuffleboardkickballsoccerdodgeballbasketball punchingfollowwrestlingandtennis tennis withthe bag ballleader ping-pong paddles boxing bingodominoescheckershorseshoesring toss golfhorseshoescheckerstumblingcroquet practice hole, club, ball puzzlesstoopredbean light bag tag games BooksBibliography and Pamphlets Perceptual Motor bingodominoes Black,Belgan, Dolores Frank A. and A Motter,Motor Perceptual Bonnie Show Developmental Me (film and Handbook booklet) of Activities for Schools andBowlingLa Porte, Parents. Green, Texas: Ohio: Perception Bowling Development Green State Research University. Associates, 1966 Carlson,Braley, William Bernice T., Wells Konichi, and Gingland, G. and Leedy, D. R. CatherinePlay Activities Daily for Sensorimotor the Retarded Training Child Activities.New York, New York: AbingdonEducational Press, Activities, 1961 Inc. 1968 Cratty, Bryant' Movement, Perception, and Thought. Palo Alto, California: Peek Publications, 1969 y Frostig,Frankel, Marianne Max and G.; Home,Happ, F,David Willaim, The and Chicago,Retarded. Illinois: Charles The C., Follett Thomas Publishing Publisher: Frostig ProgramSmith, for the Maurice Development P., Functional Teaching Co., 1964 Springfield, Illinois, 1969. of Vistial Perception. of the Mentally Getman,Frostig, Marianne G. N. and Developmental Kane, E. R. The Test Physiology of Visual , Minneapolis, PaloMinnesota: Alto, California: Programs Consultingto Accelerate PsycholOgist School Success, of Readiness.Perception, 3rd Edition. Press, 1963 Inc., 1964 Kephart,Hardy, NewellDonald C.W. The et. al.Slow Teaching Learner Through in the Columbus,Johnstown, Ohio:Pennsylvania: Charles E.Mafex Merrill, Associates, Inc., SensoryClassroom. Motor Experiences. 1960 1969 Robbins,Loewendahl, Ferris, Evelyn and Exercises for the Mentally NewSwarthmore, York, New Pennsylvania: York: Horizon A. C. Press Craft, Publishers, Inc. Educatic;.al Rhythmics for Mentally Hanicapped Retarded. 1967 1965 Children. Cratty,Valett, Bryant Robert Developmental The Remediation Sequences of Learning of NewPalo Alto,York, California: New York: Fearon Educational Publishers, PerceptualActivities,Disabilities. Motor Inc. Tasks. 1967 1967 Boulder,Thorne1229, Films University Colorado Inc. Avenue 80302 Aids for Teaching the Mentally Retarded (especially for teachers) PhasePhase DBEA C ShelteredAdvancedIntegratedInitialMotor PerceptualTraining Workshop Perceptual MotoiPE:ceptual Training Training Training Freeport,Educational New Activities, York Inc. SocialRopeMarchVisual Skipping PerceptualRecordsPerception Records TrainingFilmstrips Kit for Community Living Johnstown,111Mafex Baron Associates Pennsylvania Avenue 15907 Tooties

132 OF THE BODY IMAGE AND ,TI# BODY'SSIXTEEN DEVELOPMENTAL/STEPS IN THE POSITION IN SPACE' FORMATION i. C.b.a.IDENTIFICATION OF BODY PLACES (FRONT BATouchTouch ypur the side fronttop of of your head your body , SIDES, TOP, BOTTOM) 2. a.b.BODY-PLkNES IN RELATION TO OBJECT& TouchLie on the the wall mat with on yourgout backs;de 3. OBJECTS IN RELATION, TO BODY PLANES.- 4. cb.a. IsWhereis the ballthychair the toball your your feet side,- or by to in front of you, behind your head?your back, or to your you, or by yot front? side? c.b.a.BODY PART IDENTIFICATION (LIMBS, Where isare your your leg?arm?. feet? . touch your feet. touch your, shoulder ETC.) 5. A.MOVEMENTS OF THE BODY. a.TRUNK MOVEMENT WHILE FIXED Bend forward toward the front touch your knee B. a.GROSSc.b. MOVEMENTS IN RELATION TO BODY PLANES.BendBend slowly to the backwards side; bend to the other side C. c.b. HowLet'sWhere can try isyou forwardyour jump side? up? backwardCan you move sideways? and sideways movements b.a.LIMB MOVEMENTS.' armsWhat at can yOur you shoulder, do with turn your arms (rotate them both ways) your arms? .Straighten arms. . .bend arms...... lift . . 1 Cratty,Reproduced Bryant Developmental with permission Sequences of the publishers. of Perceptual-Motor Tasks c LiftWhat one can leg you at doyour with hip your legs? Straighten legs...bend one leg at your knee Educational Activities, Inc., Freeport, New York, 1967 6. c.b.a.LATERALITY OF BODY" Touch your rightleft leg arm a.d.LATERALITY IN RELATION TO OBJECTS. PlaceTouchClimb your thisyour ladderleft right side earusing nearest your the left chair Ica and left arm first 8.. "b..STATICc. OBJECTS RELATED TO LATERALITY. PutwallGo your up with to left theyour lootwall-and left on side the put box your right .side nearest the wall. now move and touch the 9. LATERALITYc.b.a. AND MOVING OBJECTS. WhichIs Isthat that boxarm stick byis nearestyourtouching right the your ball'side? right or left foot? c.b.a. IsStandNownearestYou it to standI'll still your move andstill back,left, atelland little yournearest me i'll faster. whereright,move your YOuyouraroundthe left, rolling tellandback, you. menearest ballor whereYou your is your tell '1 front" right?amme nowwhere I am. When am I 10. b.a.MOVING BODY'S LATERALITY IN RELATION TO OBJECTS.chair"meYouUsing where walk two you around chairs are. When-arearoundthis chair which your and to left tellwalk and me a figure-eight,right where sides the of chairwalk your around isbody in relation near the chairs the tonearest andyou tell . 1 I. c.b.a.THE LEFT AND' RIGHT OF OBJECTS (PERSONAL REFERENCEShowPoint totome thethe the SYSTEM). t:1,40. left right side sideand of ofleft the the sides table chair of the paper bodyIn steps parts, 12:16, or movements. the child is not moving,-but is asked to make judgments of objects, another's '134 12. STATIC DIRECTIONALITY WITH OTHER PEOPLE c.b.a.OTHER'S Touch(Person my opposite rightleft ear elbowchild) with Show me REFERENCE SYSTEM). your left hand my left arm (PROJECTION INTO AN- 13. b.a.LATERALITY OF OTHER PEOPLE IN RELATION TOnearestAsWhich I walk sideto aroundme? of my the body figure is nearesteight (the,two the chair? chairs) tell me whichSTATIC side of OBJECTS. the object is 14. a.RELATION OF STATIC OBJECTS TO Where(TeacherIs it atis movesthismy leftchair chair or in at relationto a static to position) me? my right? LATERALITY OF OTHER PEOPLE. 15. a.MOVINGb. OBJECTS IN RELATION TO OTHERS' IsTellWhere it tome 'myis where the right, ladder the ball in relationis as it to me? my left, my front, or my back? moves around, my body LATERALITY. 16. b.a.LATERALITYb. OF OTHERS' MOVEMENTS. WhichTell"Where way me, is amthe Imoving moving'?walking rope? to Is it to my left or my right? my front, my back, my left, or my right?. 9C1 cappedSpeech childis a formmust ofkeep communication this in mind as but she communication attempts to help neeci'not the child be deal speech. with his The environment teacher of inthe a trainablemeaningful mentally way. handi- COMMUNICATION SKILLS aTMHThere correct Whose are motor many speech response. modes will of be Therefore, communication. slow in developing. listening Gesture skills lfa childmust and understandslan0agefacialbe encouraged expression and are a spokenimportantreceptive to languageones.him, he to maybe vocabulary encouraged be able developed.to respond in the young Thiswith ShapingSpeechlearncan be to doneuse productionof speech a even communication whensounds should speech andcontinue board words production ifto throughnecessary. be encouraged. is use improbable. Heof behaviorlearns even Theto inmodification follow thechild older directionsthen child, principleslearns whichsince to listenis limitedhelps encouraged. to-and at verbal home to expressionThe followand teacheron directions. the may job.accepts develop. He anymay beingThereintelligibleapproximation ableis nothing speech. to communicate. of more Thisa sound mayfrustrating be orThe aword very Dern to alongand child processwith thanencounters positive notand being she reinforcementsuch should able frustration ionot make become (extrinsic morehis needsdiscouraged. often or known,than intrinsic other not rewards) childrenbeing understood; notshe only shapes because and it notinto of parentsMindphysicalhis level that speak therapistof abnormalitiesthe intelligence child English, ismay encouraged they comebutbefore shouldalso from or thewhen beina physicalSpanish.conjunctionencouraged the child speakinganomalies appears to with speak home.the whichto both language have The languages so physical childoften program. may beset to problems. thehave him.child.Consultation some It Teachers receptive and in languageNewhelp Mexicofrom in a Spanish. physicianmust keep If theor in is often necesicrry to work with these andareTeachers manyencouragement; different.are encouraged techniques when toone work for method approaching closely does with not a speech child'sappear problems. therapists to he achieving ,1/4,peech in the desireddevelopment therapists results canof another their give communication themay teacher be tried.: professional program. advice There canThenonverbal respondgoal of communicationwithchild appropriate this would program includegestures a foror well otherthe developed TMH motor is response.to listening assist him For program inthe developing child so thatwho the willeveryday child learn understands communicationto speak, the what listening isskills. said programtoFor him the and COMMUNICATION GOALS OF THE PROGRAM programfunctionalshould be should extendedlanguage include learnings;to includelearning emphasing encouragement to: oral language of approximations and some reading of- sounds and writingand words related and to a wellprojective structured a. Identify, self (start with first name and on Vocational Prep level know name, address, phone vocabulary. This program of carry ID e.d.c.b. GreetMakecardsLearnListen asguestsneeds well) toto useothers;known Yes, listen No, Hello, to follow Goodbye, instructions Thank for You, games Please, and Excuse activities Me, You're Welcome say goodbye i.h.g.f. HelpParticipateMakeRespond younger safety to in safety phone Rolechildren direction.,Playing calls without to orpolice, Creative bullying doctor, Drama lirestation in classroom I ion't (ouch Wait, Sit c,inie here j.1.k. AskUseEn-gage appropriatedirections in conversation tone of voicewith supervisor in group situations and fellow workers' C. A. 8.11 SkillBehavioralLevelLanguage Area for Obiectivek Listening Primary Communication M. A. 2.0 Activities 5.0 3.6 Note:Instructional Aids and Materials I he atmosphere in the classroom should The child will be able to: understandwithas listed suitable below what gesture teacherand respond says ShewhateverTeachercommunicatebe should conducive should attempts be familiar beby prepared thegesture childrenwith or behaviorto other accept make means. to communication. speechThedevelop.,1,2speakshaping teacher are therapist techniques encouraged shouldPraise and workeachso counselor. and that effort.closely may attempts An with to a bodyadministrationOfmechanismPxanilnation psycholiguistic Picture is of Vocabularymade of the such level child'sand, tests issome Test takenspeech as measure andthe through Pea-The accordingly.receivingshouldIfIllinois the know child languageTest atis of whatnot Psycholinguistic so speaking levelshe can child programteacher is Ability. GestureThe child will be able to: or knownpointpictures to people,to make objects needs ofmayTeach water, point child food, to to make usetoilet, teacher-madeneeds apparel, known and individualor other to give necessary yes-nocommunications answers.items. Shouldboard to include which picturechild unication Board signalshake headfor yes or and use noother si no TeachdayacceptreinforceShape until childchild'sgeneralized desiredit positively.to behavior, use behavior buzzershaking If i.e.,accept youforis and achieved. yes-nowish reinforce any child answers; approximation toit withshake ring "good headbuzzer of girl";back desiredonce continueand for behaviorforth yes, this fortwice eachand"No" for DLMKnowledgein operant buzzer of boardconditioning. behavior shaping techniques used 1Homme, Lloyd Contingency Management in the Classroom. Champaign, Illinois: Research Press, 1968 answers.no, or work Play out "Do own you system. want (a)Teach child to shake or nod head for yes-no " (dog, bread, candy, etc.) Other buzzer or bell 2 Patterson, Gerald -Champaign, Illinois: Research Press, 1968 and Gullion, M. Elizabeth Living With Children. /- 140 Behavioral Objectives Activities instructional Aids arid Materials 141 take adult by hand needsto show what he Teachtable."needs. child UseHave to such looktakechild simple teacherat take adult teacher'sactivities oror otherother hand with adulthelper directionsand by,hand lead herto such show to astable. adult"take whatme to he the maintain eye contact. Note: hisfrustratedRemernberingfulunderstanding needs gestures knownby that not the ashim.beingand teacherchild requests Be able isalert isjust to in for tomake asnot mean-help. of theobjectsidentifythe aboveobjects andat methodsleast usingpictures five theyes-noandUse objectsteacherpictures questions, mean communicate. on the something and communication in other Have to wayshim. the board indicatechild ofshow the that wordsyou the by objects which pointing, andwill pictures respondhelp child ofto PicturesObjectsdrink, suchofclothing, same as small objects toyis toilet, small table, food, OBSERVV l LN smileto wave in greetinggoodbye ofTeacherAsSet the theyup objectgame comemodels wherebyor back actionlanguage in, a smilepointed child for in leaveschild. to,greeting. but Thethe teacher room childMay with maysayshould "hi" thenot say teacher;ifbe they able(model) have toall repeatwave thelearned word goodbye.the this. namefor UseKeepNote: the language same words SIMPLE, and SLOW,maintain and eye DIRECT. contact. mentMake of allconstant attempts use toof communicate.positive reinforce- him each time he points. stituteworduntiltheFor next.example, childfor words similarDecide has maydon't mastered concept.on be say one water itword Asand childone andcan day acceptmatures,stick and to another drinkit sub- used. shownfollow directionsby teacher as andcoat,Teacher shape putting behavior. indicates. away by toys. doing Child what responds she expects by doing of the task; child accept such as approximations hanging up simplelistening.child.Teacher Even speech should Parents though models continue should the for child talkingbe their helped cannot child. (modeling) to speak, Also,develop hetheyfor is picturefollow directions with Teacher may use picture instead of actions. Picturespresentshould knowbefore of activity that child receptive will be languageable to say must words. be - imitate teacher'simitate gesture teacher action Teacher-madeTeacherused.some by ofrecites teacher.which action and are acts listed out at her the own end 'Ingotof 'this days til ones from it vatic ty of books games to teach such words as: respond with gestures TapeRhymesllipmelboard and recorder for Finger and to felt make Hays olijoctN sameand Flannilboarcl directions a-, Aet ion Rilynieii walksitUse Spanish words if appropriate jumprun hopstand touchbend turnclap shakeput heAllowPicturestoteacher followis listening. child gives of action time in classroom, to absorb whaton tape is said.for children Be sure Behavioral Objectives Teacher says or sings directions. Children imitate them. Activities PhotographsInstructional of Aidsthe children and Materials doing all these play imitative games theencouragefurtherdevelopspeech teacher. activitiesdiagnostic receptivelanguage will languagedevelopment.studies help shouldcomprehension may indicateFailurebe requested to aphasia; and by Expression-The child will Facial be able to: knowrecognize that smile it means FilmstripsTeacher-demonstrations of happy face; not happy face. pick out happy expression; not happy expression. Note:Projector and filmstrips toTeachers sounds facial in speech expressions development. give meaning recognizerecognizehappy frown crying IdentifyPictures withphotographs various expressions. as happy; not happy. CloseHandmirrorTeacher-madePictures ups of teacher puzzles and of childrenvarious facialwith varyingexpressions followmeanknowdirections not thatsimple happy they Vocabulary for following directions: Tapemadeexpressions. recording of simple directions teacher Speech for Safety Usestandsit down Spanish up words if appropriate opencloSe thethe door . turncome around here stampclap your your hands feet The child will be able to: to understandno and respond NOVocabulary for Safety: DON'T Don't touch Wait Come here show I.D. card WhenBeMakecan sure I.D.teachersay he partcard.carries asks of Show nameit "What with child have him. is yourthat him it nameattempt tells ?his ", to name,child do so. pulls address, out I.D. and card.phone If number.child braceletSomeI. D. Card parents or other may identification want child to wear 1.D. environmentsoundsdiscriminatelisten in to the and some objectsChildren on'table hide eyes. as bell, Teacher drum, makes Clapping, sound, rhythm child instruments,picks what made talking: sound from Teacher-madePieliliesRhythm ofinstruments instruments. tape .it sound's Model door. of hands airplane, elappim!. car ci. 143 Behavioral Objectives Making noises of animals or other things shown in a filmstrip. Activities auditoryPeabodyFilmstripsInstructional sectionsLanguage Aids Development and Materials Kit Level P instampclap patternpattern, hands, feet, stampclap Teacher demonstrates; children imitate. CardsAudioTeacher-made Dynamic auditory Research perception cards Auditory Perception anddo simple action finger rhymes plays "Here's(See."1 have Body a Ball\two Image foreyes UnitBaby." to in see Appendix.) with'' GoldenFlannel Book board of Fingerand figures Plays and Action Rhymes GiveOpen"Open"Where a Them; LittleThem, is ClapShutTInimkinr Shut Them Them (hands) CreepCreepOpenLay Them, Them, Them,Them Creep ShutCreepin your Them Them Them Lap Speech Readiness "OpenButOpenRight do up Them,not toyour letyour etc."littlethem chin mouthin." The child will be able to: breathshow progress control in: Have children participate in: breathing activities: Large bowl or pan of water to blow objects Blowing activities: table;blowin pinglips onlypong ball or other light object Across waterout, stop or on signal or with straw later PaperBowlSoapStrawsacross bubble pipes blow upsoap balloons bubbles FeathersFacialCandlesCotton.Ping pong tissue balls Behavioral Objectives Have a party with theseactivities. blow out candles Activities HarmonicaPaperBalloonsInstructional bags Aids and Materials lip control Stretch\PuckeringHelpForm child lips lips toexamine in blowinto smile. "0." a hiskiss. lips and "Jonathanyours in mirror. Joe has a mouth like an '0." A.Hand A. Milnemirror "When We Were Very Young" SoundsHumming. (animal) bm-rn-m-moo -b -b -bah PicturesFilms,Models of filmstrips of animals animals tongue control PlayPlaceApplicaticin Simon peanut Says ofbutter "tonguecold onaround lips in" inlips. various places (corners, upper, lower). Have child "tongue out." PeanutHandPopsicles mirror butter, jelly, honey, or other substance regular or made of consomme Recognition of Body Parts EatLickinglick ice:creamit off. cones. play kitty drinking milk. DishwhichIceLollipops of.m cream child ilk willcones want to lick off. The child will he able to: whenpoint tonamed parts of body PointandPlay to "What games:: head, is hair, 'Wherethis?" eyes, is ears,your andhead?" sp on. LargeLevelMannequin-Peabody Ppicrtule dictionary Language with one Development picture Kit, bodyname whensome pointedparts of to Play "Hokey-Pokey "" with body parts that are known. Note:madeto page up -:3'can as chart be rackmade up as chart rack. Teacherstanding should of words check so children that more on emphasisunder- OralThe childLanguage will beDevelopment able to: name familiar objects (if Vocabulary for Oral Language Development Actual objects, models, pictures of words to be ifcan necessary. be placed on vocabulary development soundobject,unable or,syllable) will to attemptsay full initialname of ballmilkwater attemptpuzzledoll mittenscoathat pegteacher'strike name mammaschoolcar dressbathroomdaddy pants shirt Note:taught Teacher should remember that the goal 144 145 Behavioral Objectives Use Spanish words if appropriate . Activities ofInstructional the TMH communication Aids and Materials program is to help 'manipulate objects TheseAll concepts words shouldcante added be learned to the by words, actual needexperience or want: with objects, need want then Note:limitations.articulationthe child achieve mayEncourage neverfunctional beattempts normal language. at due language. toHis physical withuseand Languagename supervision them Master sogo Languagethatto models all child Masterand needs pictures. with to learncards isusing how pictures to run card with through. instructor tape ready to go, Language Master and cards canasBehavior those be adapted used modification at to the encourage Monterrey techniques speech. Institute such wellBodyHavenSensory to vocabulary Image mystery stimulation Vocabulary boxbuilding with andandobjects activitiesspeech for activities.child in Perceptual to Motor Section will feeling objects. name or feel: doll, ball, etc. relate FullFeltBall, andlengthpegs, Flannelboard etc. mirror childoninMake receptivebox learnsword with boxesand/orOrd, put for expressive pictureeach child on vocabulary. cardwith andcard place WithTake in picturephotograph word of box. each of eachword child; child , hi's name so child easily identify his box by picture. -Each time hasput Photographs(catalogs)CardsWord boxesand pictures Visual Discrmination recognize action words TeacherRun demodstration of pictures of activity. Juipp i1 \ Hop Walk 8x10Jean Utleycards with person doing activity "What's Its Name?" The child will be able to: discriminateshape by ClassifyshapePresentHave and triangle, childby color. shape, put circ right size, Sliapg color; informs.not necessary Match to circles,name squares, triangles by ) k, square form board.\ P.A.S.S.ColorD.L.M.Seguin boardplastic formboardstencils stencils Judy Co. colorsnamecolor up.,to five Rojo,Red, blue, azul, green, verde, yellow, amarillo, white. blanco tape,LanguageMatching color gamesmaster on card cards with color word's on the / Behavioral Objectives use up to four prepositions In out up down Activities SpecialInstructional EducatiOn Aids and Materials in following directions ofGo UseComethe up-inout theconcept.. largethethe down room. stairs;door. boxes, the stairs. steps and other pfopg to help child develop understanding Prestonatblocks;Materials end of LanguageCo. skill Center area) preparedLessons (Seecards Suggested for preposition; Materials sayrespond his first to first name name PlayDoChildCome Train I See?" catcheswhen Game: called; and Have rolls do train whatback go tohe sloWly teacher.is supposed as student to do. passes Roll mirror,ball and ask, call "Who name. FullBall length mirror TactileThe child Discrimination will be able to: Child answers simply, "Joi-m." feelingrecognize t objects b Haveby Feelingfeeling himduplicate feelonly.objects, it objects and identifying guess to 'match what objects itis.with Mystery by sight box,and feeling;with one identifying item child knows.objects . .= bagMystery box with hole in top for hand, or mystery GinnNote:First and Grade Company Song Book speechUse of takenshould reinforcement not be overlooked. to stimulate l47 BehavioralLevelSkill Area Objectives Intermediate Communication MA.C.A. thru Activities 9.10-12.11 5.11 Instructional Aids and Materials Note: program.thistions.as Reviewoutlined and Work on Try andlanguageunder with to add have speechPrlmary.Communica- to development controlIllinois therapist ofTest of articulators on The childListening will be able to: follow simple rhythms clapping.Teacher plays Child simple is able rhythm to walk to simple on drum, child repeats on drum rhythm. or by Drum Psycholinguistic Ahilities administered. onfollowimitate record simple simple directions rhythm Patter,: directions on bOdy image sequences. (Cratty Sec Appendix) ListeningBuzzerMelody andboardbells. Moving Records whereshow activities part of roomoccur HaveReview room gesture set up activitiesso that there from Primary are areas such as store, dress up, science that Level if they are still necessary. MaterialsBuzzerCommunications.board hoard to make sections of whenpoint toactivity,is correct namedpictures NothingHavearewill pictures" stimulate etc. encourages of speech.children conversation Play doing "Show things. as much as this. Playme where "Show you me play the store, where the balls conduciveInstant-type to speech' camera room realistic and kitinfollow language lesson development as set up Kit.Ifpicture These,she wishes, where may teacherneedLarry adapting is jumping, Jean is can use lessons as indicated ih Peabody Language to the group. throwing ball etc. LevelPeabody 1 Language Development Kits, Level P. nameto pictures sounds orof pointsound catMake sounds of : duck , horse bell Tape,endLanguage of tapeskill recorderarea) Lessons (See Suggested Materials at heard on tape TeacherPlaydog game may maketo listen tape for or sounds. use Close cow pig drum one already developed. eyes and tell what is heard. Tea,."Listening"W'RhythmRecords, ,) Said With bandlt"Record Mr.instruments player Bunny Big Ears" _F-made tapes (Bowmar) Behavioral Objectives recordinname class Classmates or talking on tape or . childBlindfold identifies child: whisperer. have another child stand behind hint and whisper. Blindfolded Activities Instructional Aids and Materials andlisten do to it action word grossjumphopVocabulary motor activities for Receptive Language sitstand runwalk walk sidewaysbackward WalkingCramPith tires beam of action and other words equipment in case they arc needed obey simple commands GetOpenPickBring yourup the theit coat. door.to book. me. it.languageteacher "theseIf the knowschild understandingseven is thoughthat able the to he childfollow should may is these notunderstanding be be developed directions, producing the act like certain animals TeacherCloseTurn on the thedemonstrates; windows. light. acting out animal behaviors: dog, cat, elephant. etc. expresshimsclfwithmovementpression the hope through should that verbally the gesture, he child encouraged. at a mayfaciallater be stage.expression able Ex- to and listencliildguess is towhat pretending nursery animal rhymes otherto be UsePlay: pictures "Guess of 'Who animal I Am." that child oan point to if he cannot say name. Pictures of animals repeat rhymes with teacher reviewedHavetapePick twoor children many record or three times. wliu'dreof them;'misery able show rhymes to pictures-repeat child rhymes that should describe with know; teacher rhyme. read and themThese on aloud;tape must recorder. playbe Big Book of Nurser:.... Rhymes rhymefill in word to complete ChildGive incompletewill give or lineshow as: teacher correct words, Mary Had a Little TapepickPicturesFlannel and if he tapehoard of can't aursey recorder andsay figuresrhymename characters fur child to rhymesfollow finger plays and action withPick othertwo or act three ivites of whichthese forare children not so difficult. who learn well. Mese can be interspersed GoldenNote:Fingerplays Book of and Finger Flannel Plays-and board ActivitiesAction Rhyme Takefingerplays. photographs of children doing gamesfollow directions in simple ThenhelpsPlay has -Did each whole You child groupEver individually Sr:o do it.a Lassie?" to go through Teacher actions. sings and demonstrates action; Note: tomanygoalsTeacher speak homes,Itheof commti)icatbecauseshould acquaint hachild needsion does program. patents are not ant hay..; withicina- I n like"The train: Name call: Train."lian!C7 Teacherof children is engineer, marches to join the train. Later. child may he engineer. room making noise wants.himtheyted. ask helpare byhelping parents gesture their to or understand childwords by for making his lila' 148 149 Behavioral Objectives aboutanswer story simple queStions orTell point short to story picture and that then answers ask question question. that Activities can be answered with one word: Instructional Aids and Materials exchange greeting childListenSay "Ili" and to oreachhaving "Hello- child him onsay guess cut something, erim_ who then :s talking. ...ssroom. play "Who Said It?" by blindfolding ChildrenBlindfoldFilmstrip talking on gre like:follow simple directions pointingMal:e noiseto object of something or picture. shown in filmstrip; have child identify by naming or Filmstrips stampstamp feet feet in,pattern clap hands in pattern -Cards withpattern.Teacher actions demonstrate. on them; teacherChildren imitate. demo-strates, child learns to follow BuiAudit(,-:Audio DynamicPerception Research Cards >o,ird DLM listencloseopen theto short door nursery Shorten nurse;y stories to children's attention-span. Have children show with ,f)ictureS ofrhymesequence nurseryrhymes or story upand to stories 4 Mouse, can.eatingHave'fourpictures sequenceFor the example: wjia-1porridge, large pict' happened picturesres sleeping against ofin inthe"Thewall the orThree chalkboard story. Bears" story. Goldilocks bed,going bears into come home. See if children the WeStoryandSongs ReadListening hook pictures forPictures (Bowmar)Children Time for Recordssequencing, with Special (Bowmar) 8x10 Needs or larger Records fingerplays TeachersNuencing should when pick :hey certain appear rhymes ready. and have children repeat and act out often. as a group. Go to smaller JudyFingerScott,We Co.-See-Queen Read Foresman Plays More and Pictures andAction Co Rhymes orhelpstoryrole without playof or pictures rhyme very verbalising) simple with (with The Three Bears as above. InstructofaceFlannelTalking pattern-Appendix) boardTime body and masks figures for dramatics(see Body Unit and appropriateexhibit expressive to the story behavior Bowinar)(CarrBasic and Concepts Jerv,v Records Through for Dance-Body Special Image Education - Behavioral Objectives play house Encourage playing house by having a corner of the room set up for this Activities InstructionalListening with Aids Mr. Bunny and Materials Big Ears Record ,tell life expenence Tellpurpose; something have old that clothes happened and otherto family. props handy. InstantDulls,whichOldBowmar clothes, clothingmay type be camerarugs, broughtfor tabledolls and into setting film dramatic and other play props nothing stimulates partyparticipate at school in a GreetHave guests,who a party; have come children to the room.greet each other when they come to the party. Cold-mixselvesinterest in and action. drink, speech cookies, more napkinsthan pictures of them- namesuse first of and friends last CallHaveTake friends pictures.puppets on talk toy totelephone, each other. on tele trainer. TryToyHandInstant totelephone puppets gettype "teletrainer" camera and fromfilm telephone company. nonetellfamily memberssimple family of TellpartyArrange about or family.forwith other parents Draw reason. for pictures child toof callfamily. them from school to invite to class DrawingshowThey movie.will paper, demonstrate proper use of phone and otherexperiencehomedescribe activity party at or aboutMakeName them. athem. booklet about things family does together. Draw pictures, tell class Teacher must have correct family information. eventsrole play familyschool actAfter it out; having role play the party,other schoolask the events. children Take to pretend pictures, they and are act having out event. a party and If possible, have photographs of families. "N. createstoryrole simpleplay simple play EncourageAct out simple children story to told make by upteacher. own story. Tape and tape recorder 151 SafetyBehavioral Words Objectives Activities Instructional Aids and Materials The child will be able to: torecognize give proper words response and be able stophotVocabulary for Oral and Reading Development waitdon't walk exitpcison girlsboys policekeep off Note: .protectionofDevelopment cornmunicetions in TMH of is vocabulary important program, aspectfor Nell developMatchwalkgo pictures card file%;,.. fur each child with pictures and words on Language Master cards. dangertelephon .:ards: have children draw pictcres to illustrate words; women push doctor, M.D. FlashPictures cards of words vocabularyrole play protective (cardsmadeHave with tagboard and surplus tape) act out what they would do as teacher pulls out card. onword L. M.and tape. picturex10 Language of word. MasterTeacher cards tapes with word protective TheOral childLanguage will be Development able to: learn 20 words or more Vocabulary for Oral Language Development Note: Check other skill areas for words for pantsdresscoathat underwearsocksshoesshirt traymeatwatermilk tablefo.-kknifespoon teacherbusschoolchair crayonpaperpencildriver slot.ChildwordLanguageoral andneed language recorded only Master development.learn word cards to puton with thecard picture tape. into of Visual Discrimination sentencesuse words in simple I need water.coat. childonIndividual front. knows Tagboard word filed boxes in withindividual with pictures child's box. of photograph words The child will be able to: sizematch by shapes, color, TryReviewHave Frostig children color Program words. match onobjects those according needing it.to shape, color, size. FormsDetectSRAFrostig inVisual varyingProgram shapes, sizes and colors. cardpegboardsmatching to pegboard patternsand fr.:im on veryMake simple patterns pattern. on one I lave pegboard. child copy Have pattern child copyfrom oncard another. on pegboard. Start with boardDLMPegboard, pegboard pegs cards to match patterns to peg- SRA Lesson Plan ( S Tendix) Behavioral Objectives Activities simpleplay matching association game game ShirtHatidentify and and coat. pants. object by name. Match with similar object. Example: hat, coat. DLMInstructional association Aids cards and Materials TheTactile child Discrimination will be able to: recognize common objects Know hard-soft, wet-dry, hot-cold, etc. recognizeby touch gross opposites overTracingitAdapt whatit and activities.some you have haveof child Detect Set in tracemysteryup Tactile word word. bagcardsProgram or (protectivebox. to class. orHave other). children Clip guesstracing.paper by feeling Detect Tactile LevelSkill Area Pre-vocational Communication M.C. A. A. thru 6.11 13.0-16.11 1 TheListening childBehavioral will he ableObjectives to: Activities Instructional Aids and Materials follow two simple directions ifmonitor anotherDirections his child behavior Game is able and to dotell it. if they think he followed "Bring"Put the me book the pencil."on the chair." Call child's name; give him two directions. Have other the directions.. If not, set child, :n directandMasking other ions. objects Tape, constructionfor teacher to paper, books, pencils, use to set up identifyfrom tapepupils' recorder voices IdentifyIdentify voices sounds on withtape. eyes closed. "Give"Put a Bobbygreen paper the book." ball on this chair." Tape recorder directionsfollow rhythms on records and doesI-lave with children individual listen children;to tape and then later with records. group. Teacher demonstrates actions then PositionTeacher-madeised in Space to ideatapesAsic Conceptsat children's Through level Dance Bowmat to get them participatebandfolkparticipate dancing in inrhythm simple otherMake classrooms.simple costumes when folk dances have been learned; put on program for Simplified'until, Folk Dancemelody Favorites bells, rhythm band Bowmar listenLanguagelearn toto recotaquestion Master on and Teacherresponse. shows child how to listen for question on tape; then how to tape his Taped cards :nguage Master wordsuseMasteranswer sentence by using up toLanguage six haveMake him up game name using it by pictureusing a cards.'sentence. Have "This child is hold a dress." To increase sentence up card and name it. Later Pack of picture cards one picture to a card color to music length,toListen music. add to musicadjective and to using describe paint picture.bruSh, "This crayons, or magic markers make drawing is a red dress." niag,PeabodyRecord,Economy Language record Pictures player, Development Cards paintbrush, Kit, Levelpaints, 1, 2 arkers crayons, Behavioral Objectives listentaped to onstory tape (teacher- recorder HaVe children listen to story. (From pictu. Activities hook if desired) TapcsHeAsetItt:tructional (teacher-made Aids.and and others),MaterialS. tape recorder sequencewith headset) story pictures Have children sequence pictures about the story. 13(y1)ENISeq,..ence pictures (teacher-made Sequential Pictures I and II byidentify pointing familiar to picture sounds myTeacher-made name?" tapes of familiar classroom sounds can be used to play "What's : I . Bul.,-erAsst:..lation Board Picture Pattern Cards Cards 1,11, Ill and/or naming SameChildren can are be askeddone withto identify manufactured sounds. tapes and picture cards. FernAudi:myPictureAud.toryFamiliar2035 Tripp cardEast Training Sierraand record SoundsWayRhythm Band TheVisual student Discrimination will be able to: DLMDim 'a, California 936 I8 tell same and different items Do pencil and pper activities, involving shape, color and size discrimination. CardsnessDeveloping:latex Color Recognition and Safety Aware- ---- DevelopingSame Shape and Discrimination Different Language Expression TheSper:king student will be able to: tell alike items VocabularyMatch all items for Oral that Languageare alike; chairs,and. Reading trees, etc. ,LM rte: AssociationstillonBe speechsure cannotCards to-work improvement be understood. with speech for tho.,etherapist rho picturesay word or sign from (SeePushDangerExit also Functional Academics) CloseOpenPull Don'tWalkKeep OutWalk ElevatorStairsinformation OneDownUp Wdy MenEntranceNo Trespassing WomenGentlenicaLadies TcSEMCDiFe 1 n --Tripp words and pictures Functional',lade signsSigns Community Signs actmatchread out word word word to picture Giveshows;ReversePut each picture match childprocedure., onword picture bulletin to picture.put or board; word;word onhave bulletin .himstudents act board, it tell out. readyou whatit, match action with the picture. picture witi:Put Language tape on word Master cards and picture cards: use Ii; Behavioral Objectivesrole play with words What happens if you do not do what a sign tells you? Activities lnstruction:tl Aids and Materials cards make up simple play Have students make up a story about some activity they etc.WalkNo Trespassing Word recordlearn parts odtape recorder someMake story up theyshort have parts read. for each phiyer. ate interested in or e. learning:Put on Lan', p;, ,Iastevwith Cardstape recorder to reinforce and tape give play for class PutHave the play students on for go rest through of class. play on tape; replay it for pract Clothes t 'nes if needed. participate in a telephone . takeconversation simple messages TeachpointHave and students student not dragging howcall friendto writeout andthe phone askconversation. him numbers to visit; be so the parent or other person maysure to stE coming to the Notecallsparents IfTetetrainerpad there and is a pl .Phone Co. qic in the room, arrange with so students make real phonemakerequest an call information emergency on phone CallFindreturn fireout call. department,what time the police, movie doctor starts; to when report an appointment is. etc.an eniergency. Note: as nam--formaa specialIf parch, tior, pad should he set up showing in-, wish 3students phone.itirents number.to wish take to messages, have taken such personrole play interviews in CangivenTeacher you suchdo or asother name, student address, should phone be interviewer;number, simple information should ? (activity that job requires) are you in school? be . TeletrainerTelephoneProps desk, c jobtell how to look on DiscussCallPractice for pleasantgoodappointment. maintaining grooming disposition, eyeand contact.its value relationship of to a smile. success on the job. AvidAttitudes Filmstrips an, -',...cords on Jobs, Job jobtell how to act on VisitHaveLearningDoing sheltered bossstudents what to come taketheworkShbp. interact boss tocriticism. talk tells in to mockyou.class. Help workshop student learn situation. from mistakes. set-upTableSet up with mock sorting. wor1;1;,., - Moiling or counting job locateaskstorename for item familiar he can't items in HaveTakeLearn achild field names; ask trip store seeto local how employee supermarket.many itemsfor item students he can't find. can name on shelves. Activities)TrainingSocial KitPerceptual for Con: ,ity Living (Educational Behavioral Objectives Activities Instructional Aids and Materials ask policemanbus driver for directionshelp HavetoArrange get policemanon with right bus bus. visit company room; for have class students to meet talk bus to driver, him. ask for directions Tulsa,P.Speech SpinO. Box Oklahoma Itand 721 Language Materials, Inc. 74101 SUGGESTED MATERIALS AND EQUIPMENT COMMUNICATION CirclePublishersAmerican Pines. BuildingGuidance Minnesota Services, 55014 Inc. Peabody Language Developmental Kit, Levels P. 1 Chicago.,7100Bell and McCormick Blinois Howell 60645 Road Language Master Freeport,P.Educational 0. Box New392 Activities York Who Said It Ernest Siegel, et 11. (records) SocialRecord Perceptual Training,Training Kit ListeningHappyRhythms Time andto Mr. Listening Songs Bunny for Big Exceptional Ears Children for Community Living Barbara Edmonson, et al. Philadelphia,Instructs)1635 ProductsNorth Pennsylvania 55th Co. Street Cut outs for acting Albuquerque,May's514 MusicCentral Company NewS. W. Mexico DrumMelody bells Pittsburgh,3020Stanwix Charters House Pennsylvania Avenue 15204 Informal Dramatics: A Language A Activity for the Special Pupil Barbara McIntyre, Ph. D. Word Making Productions FlannelCommunicationSalt Lake Board City, and Utah Boards figures (it (group necessary) and individual Revised Word Making Card Set purchased or teacher-made) BooksObjectsGraflexPolaroid and Study purchasedcamera Articles Mate and in 'film local stores or brought from home individual filmstrip viewer Qunn,Doll. Edgar Lloyd A. "Peabody The Measurement Picture Vocabulary *Social Competence. Test" Circle Pines, Minnesota: American Guidance ServicesServices, 1953 Homme,Golden Book Lloyd of ContingenCy Fingerplays andManagement Action Rhymes in the Classroom.Champaign, Illinois: Research Press; 1 968 Palomares,Kirk, Samuel Uval and do Kirk, and WinifredBessell, Hen:), Methods in Human Development"SanUrbana, Diego, Illinois: California: University Human of Development Illinois Press Training Institute, 1960 The Illinois Test of Psycholinguistic Abilities" Scott,Patterson, Louise Gerald Bender and andGullion. Thompson, NI. Elizabeth J. J. Rhymes bring With for Fingers Childien.NewChampaign, and York, nannelboards: New Illinois: York: Webster Division. McGraw-Hill, 1960 Research Press. 1968 EducationalMolloy, Julia Record 'Trainable Sales Children New York, New York: The John Day Company, 1963 New157 York, Chambers New YorkStreet 10007 Classroom Rhythms MachineAnima! Rhythms Rhythms LANGUAGE DEVELOPMENT SERIES NO. 1: PREPOSITIONS JaneAlbuquerque,The1420 SpecialBlumenfeld Edith Education NewN. andE. Mexico Beverly Materials Vogel Center University of New Mexico and the A Cooperative ProgramAlbuquerque of the Public Schools TodayinLanguage a meaningfulwe hear Development a great way deal to what about has communication. been said? Communication Are we listening involves when someone sensitivity tells between us something? participants, Are we and able it also to respond involves Thereimportantareunderstanding being are threeusedrole of iningeneral the whatdifferent art is aspects of being communication.ways saidof with language so differentthat properdevelopment meanings response which given may are beto given.them.usually ForMisunderstandings considered: this reason, namely, language often articulation occur development because or the conceptsability to an produceThestructureform Special the severalof language phonemesEducation booklets or ofMaterials the awhich knowledgelanguage Centerwill correctly;be of is helpfulhow concerned to conceptuseto the the with classroom words development each in one a teachermeaningful of these or thein aspects planning building way. of languagetheof alanguage vocabulary development program. in the and language;The hopes present to and structurepublicationI.for greater of languageis understanding the first in in the the somewhatof SEMC's prepositions Languageambiguous and how Development area to ofuse prepositions. them.Prepositions Series. ItIt relatesgrew out specifically of need in to the concept Special development Education classroom and the inforEnglish enparaSpanish behindbetweenEnglish entreSpanishdetras upbesideinon downfront of abajoarribaatensobre, lado frente en withtoamongbefore aconentredelante SUGGESTED WAYS TO MAKE THE PREPOSITION CARDS MORE USEFUL --For easier handling and thestorage, envelope the preposition in.which they cards arrived come and to placed in a looseleaf notebook. you 'with holes punched in them. They may be taken out of Hopefully, future Language Development Series will iYouandmaycome may notebook. be inwish thethe to cheapestsameCards mount form, may theand thenready seriesmost be for readilylaminated.on inclusion cardboard available. in foryour furtherIf notebook. you like,durability. you can punch holes in the cardboard and use both cardboard Any kind of cardboard will do, but shirt cardboard this,purpose,PerhapsExperience you canalthough has find shown time crayon that to addwillthe cards thedo. colorThe work dog yourself better might ifsince be the orange dogprinting in or the brown.costs picture prevented The cards words and our theadding letters it. inA themarking word cards may be any bright color_ pen is useful for are MI color. listenerbelow.FirstII. lessons Itarc should contextual. with be the remembered use There of prepositions are twothan words in .Spanishshould which be the with word actual SuggestedEn objects. Lessons A they must learn to use properly for the single concept En. may mean either in or on and the clues to the speaker and plan for teaching concepts in and On is presented In111-11-On SAMPLE LESSONS ProcedureneededMaterials Havesmallrefrigerator abox child with get carton several in the large smallbox. enough While toys forin he it: child is piggy bank pictures,to getin into; the preferably boxstool the or largehumorous,teacher block is saying "Alan is in demonsuating concepts the box." "Where is FromwhatherAlan?" thequestion, in gross means."He isinvolveMent if in not, the she box." should in The the teacher answer it herself without insistingconcept, thatthe childthe children proceeds do to a generalizing of the describes each child's actions, sometimes she conceptwill get to an anything answer toso. The child feels andobjectschild'sthat humorousthat are the isexperience. readily inteacher something pictures available proceeds Imagination if else. possible. in to This the pictures. andis done If classroom. The teacher shouldAgain always there becreative is much thought discussionthrough are requirements of the in usein of the here small box with she is an artist, she is in! If not, she should on theterms alert of totoys self use and astalk objects in with orall parallel teaching. anyin the other talk From objects actual try to find interc-ting becomingA someongood the answers.deal partboring. of of variety theThe teacher. teacher is needed That is, she first can make an "IN BOOK" of pictures containing because repetition is important and variety describes the picture herself, asks questions and pictures of the concept. keeps the repetition from m, receive "WhichconceptsConversationsomething.Games hand during .L is The,won itnormal ,in?" classroom who describes conifersation. what 1. Set up a number of in situations. One in playing and working with the children, he is doing gets to do something. 2. "What person is "it" and places himself or something teacherin and aide should be on the alert is in my hand?" to use ON them.Activities Parents should be alerted A booklet can be made on all as to what the book is about and how to use it. concepts so that child can take this home to reinforce memory of childrenreinforcedtheroom.Have question each Beare sureso childwith andeager that getin"Good youtowhatever on learn thedescribe boy", stool about what each child is way as long as heor indicates whatever sonic other ideaor commentblock. of the Describe concept the teacher his actions. wishes Do to the samenew withthings that there should be no need for extrinsic. doing_ and then ask what he is doing. Whoever "other objects aroundon should the beuse. positively in general, these reinforcement answers reinforcementteacherotherAftersuch ascMgrossobject, does andinvolvement notA of Ms.number getwhatever Imaginative good withof response interestingresponse" the andconcept, sheinteresting thepictures should havechildren a canpresentationsmake number dobe onemakepresented of herself small seems will foritems increasewitho,..t to the pay that child off thecomment.the betterto child'schild describe than attentionContinual tryingas he to wish4s. to poSitivethe force task: If a pLce On a box or GamesopportunitiesConversationresponse. to support the child's natural use of the concept. teacher-made games such as "i see something big on the table." (blockteacher or other and objec aide should be on the alert to use the concept. in the classroom and watch for aving been Five or Other Number Concept andActivitiesplaced ON. there ) "What is it?" answers should be expanded as "I see a block on the table." "On Book" individual books, children can make bulletin board with pictures of concept IN neededMaterials TapeNlaterialPicturesthisactually recorder presentation anythingto make were "five"that "Fiverenables pictures little teacher chickens to present placed ,hein aconcept small glass concretely. container. is all rigliLAlcailaterials used in Procedure chickensClayDoAsk the the outsame children one with by to anyone guess numberand what line of themis other in theup. items. jarCount Let t uchildren cl-kkeris, ll'old_five have the things children and count count withthem. you in unison. ey can see something colored but cannot see any form. Take hearIf you themselves have a tape and recorder, this is one any way of theto encourage sessions can individual be recorded counting for instantand general play-back. The children like to _ . ConversationcanPictures make with own live picture things to input them, in their as muchbooks. variety as possible should be available to the teacher. Children many in this group are five years old which can h` discussed. Chairs, toys arid other things coupActivitiesoneGamesaround and t. the two .make room things canpioture.as with be putfive notedin things; groups above. ask of children five.Make Teacher things to tell withcan how use play many this dk:ugh atthey see.or clay for children to take homemusical to chairs with five chairs and live children to start with. "How many do you see?" alternate and snack times also. Hard and Soft neededMaterialsHard thismetal program truck, marbles, was a "Hard any hardand Softtoys, Bird" small made rocks, of etc.pins, Poster nails, made of buttons, cotton, feathers and soft material. hard and stilt things the one use: in Procedure lesson-onreviewandPictures soft what picture.of how cards, fingers our planes, fingers do from and can body other tell imageus things things. programT that How feel hard.children Rocks, donot.have we know what objects feel like: One way to do this is to buttons, cotton and cloth to make a hard this background, develop a shOrt representingchildrentheyandplay handedone`-"Seeingcan remember be giventhe with conceptof an theouror unknown haveobjectsfingers." hard. deVeloped Sheto objectIn guess thismakes andgame anwhat up understanding.asked several simpleit is by sentencesobjectsfeeling of the such to guess what it it. Afterare shown the childre.n to the child,"then become proficient he is blindfolded at thisconcept of feel, she presents the.objectsas "Theis. When rick feels the teacher hard." "Howis sure does that the Usemaytimethe rock allspontaneousneed concrete feel?". more Againindividual examples responses she help shouldthat should incan internalising answer be found.coming herself thePresent regularly conceptuntil picturesthe but and children shouldof be noted by the teacher not necessarily from all the children. The latter animals, cars, blocks, etc.start Ask ansi, children lg. spontaneously. to- By this and aide. MaterialsSoft cotton,fell you softthe onesmaterial, that feathers,will feel hard. pillows, anything that feels'soft Procedureneeded childrenLOoksamePictures, asat fortohard workposters,hard, and withelicit softmaterials themselvesresponses items, to feel make where later them, collage possible, tell what after they word feel is learned, on. The teacher reports that a good deal of handling of objects left like. These items should be left on table for compare hard and soft. childrenPosterby feathersthe instiuctor concerned tell and which other has partwith occurredinteresting ishard hard, and and whichhard softthat and soft. alsoconversations soft makes items goodare placed go on about them. group or individual conversationon piece.it, it can If bepretty presented to the group and have ActivitiescanGames t children make collagename with the-mostcrayons, paints, etc., and hard and soft items. blindfold. and give someusing item torocks,-buttons, child .which iscotton, hard material and any other items the teacherhard has things in the room; same for soft things. or soft, have him guess which it is. See who been able to acquire. SimilarTeachers, plans as always, may be will developed adapt this for lesson each concept;plan to their activities own classroom may be changed rather than using it in as the age and ability level of a rigid manner. -classes urgedlearningchange.Research to ofsupplement concepts on learning forthe these picture4 patterns children presented of the even slow morein thisor thanretarded booklet for the withstudent child others with indicates which normal shethat intelligence. makes pictures herself do The reinforce orteacher finds isin the availablethroughIfmagazines. you wish the for further materialsdiscussions help which with on curriculum language we have development developmentavailable. They in or your for are construction classroom, there for you please of materialsto borrow.come tofor theOur classroom SEMC consultants to use. browse are - 591 - 99I L9I -

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Ii, .,q1't ALM te4 FUNC :JNIAL 'ACADEMIC SKILLS. 0 skills...whichinstitutional,opinionThe Functional of many placement have Acadeinie educators been or useful sheltered Knowledgethat theand TMHliving. satisfying Skill Training However, Area to them. isProgram somea controversial The TMH mustauthors persons belimited feelone haveinthat theto thisshown training skill the area ofability the should TMH.to acquire be It has limited long academicbeen one of survival learningsrtecessary for future a part of any TMH the program. ; . mostorasIn neededthisactivity abused.i.Since Curriculum bycenter. the individual WhileGuide, it is generally' the the to area Functionalparticipate of accepted reading Academicin thata cannot happier_and children KnOwledgebe considered with safer an homeAreaI.Q. the below includesand_most community55important, reading,will not itreadpenmanshipand is probablytoreadily, work theinand the a authors shelterednumberarea most believe experiences workshop used that and some,rareorexceptionalNuMerousreading stories activitiesinstances, and opportunitiesprogram recite should older for them many be musttrainables, withlimited 'years;be very provided to maywho names,little read have sounderstanding. directions, ana reachedfew individual words andlabelstheir or canHowever, sentences. optimum achieve which if theIt mentalahave ischild degree common meaning Maturitybegins of for"reading" and to some andread practical studentshave ofwords which beenvalue or he sentences is capable. with to memorize_ words to the students. trained iii an In .comprehension,program. a compiete re-evaluation should be requested to determine if the student has been , ...... placed in the wrong opportimitieSAlthough writing must be provided to develop some limited skills which may be helpful-to therh. many number skills may be beyond the capability. limitS. of, mo'r of these students, learning , ' .\ he. author's agree. that writing . weWords believe- other that than any name, number address learning and pertinent the TMH information can achieve ,needed is valuable, for employment but they do not advocate. the teaching- of very limited value. At the same time, numbers Suchformustwhich their activities yc the child as these cannot described understand in the or Guide, use. The must school be taughtno environment, in a reldxed, which but isstructural, thet be ideal.place classrooni to teach atmosphere skills for in whichdaily the. rs.a "Writing'and Number Factory" merely to satisfy a few parents who insist on traditional academic training living, makenoWhichstudent:feels meaningforhim, him the a more TMH free adequate children itto isbetter participate: individual cannot to forget succeedThe in theteacherhispost-school or"academics" cannot must understand.bear environment. and in concentratemind Rather that manythan ;force discipline a child problems to participate in something that has on personal skilli or social competencies heeded to . are caused by activities in 194 BehavioralLeVelSkill Area Objectives Primary Functional Academic Knowledge Activities Instructional Aids and Materials TheNaming childReceptive wills and be ableExpressive. to: Language homeanduse objects environmentcorrect in names school for and persons sistermotherfatherVocabulary Development for Oral Language familyhome crayonsschool cigarprincipal box Actual objects and persons whenever possible paintspastebabybrother . scissorscookdeskpaperpencil firstChair tableteachercrayolasand last name paintsecretarycustodianschool brushes; nurse give his first and last 'Circle (Reviewgames for Communication all-students. Skill Area for suggestionS in speech development.) ' . . name PutWhenithildis Makethis?" all student first responds, name name cards cards let for' him in :each holdcard child. pockets. .. card. Hold up card and ask, "Whose name First name card for each child. (SeehiscardPutand firstchild'shold Socialto thename, his. namecardSkillstable) name play Activities) Let card. some athim desk games find or his tablewith name. flashwhere When cards childwith firsthas learnedand Call youeach want childand him tolet sit. him find last names. to recognize(Tape the TapeFirstNameCard. andpockets card last names flash cards etc.mother,name family father, members: sister, -Say, "WhoCollectfindUse theis wooden colorfulthrowing father, family picturesetc." the ball?" for showing identification. .etc. family fun.' . Use simple command:. "John, please ColorfulJudyWooden ,Company pictures Family of family fun Learnchild'sfurnitureLocate the playa. andfamilyFamily vocabulary encourage, setFingerplays. which to the learn can students sit,his stand,vocabulary to play etc: with ;Set needs. the family. up the doll house with Listen to the RhymesDollFamily house for Fingerswhich with furniturecan and sit, Flannelboard stand, etc. pp:78-86 'Behavioral Objectives' .Activities Instructional Aids and Materials environmentpersonsidentify inobjects home and 'AssociatepikesMakemember.members withnames "Family clear or With make plastic Book," people. a home and pasting Ask library call parents andpictures tape take to so supply ofinstant-type the one books picturesfaMily can pictures onofbe eachallhandled familyof page. each by Coverfamily the familyPaper,Picture clearmember of each plastic, family library member tape, picturds Of each t-type camera whatday.students.Makestudent ShOwhe another todoes. Have find your family onehis book familypage book to forthe inusing eachclassthe book.pictures family identifying Let memberfrom him eachmagazines identify showing family each or whatmember drawings person he 'doesand by by telling naive.each / PaperDrawingsPictures Identify objects, in .room that are found. at home by Guessing Games. Objects found in home :identify Ownsign withstreet help ,MakeFind some streettable.piCtures. citysignsMake Of streets to objectssmall small with street stickyou blaCk have signs'forwhich or at-home. brown has each been construction students's stuck in modelinghome paper address. on clay.'' a large Attach Let . PopsicleStreetsPicturesStreet from.black ofsignsor homeice forcream objectsstudent's or sticksbrown home paper addreSs identifyobjects persons in school and custodian.,Makenamecofeach child bulletin the takecook's street board a toy andsign. with car any or pictures teachers truck andof the principal, drive students to hissecretary, may street contact. sign. aide, Repeat nurse, the Note:SmallModeling car clayor truck Make pictures with instant type camera roomReadhisPlay job.,so "Find storiesstudents ASk the' aboutpersons can schooibecome (whose personnel. acquainted pictures Ask,are with on "What them.'bulletin is hisboard) to visit class- " on the bul:Ain board. Identify the person,with 'name?" StoriesPictures of of school school Personnel personnel andwhatPretend see your whereyou name are each one,is (same person of the as (on schoolperson bulletin personnel.you board)are prete-qd Showworks. whatmg to you be). would Tour thedo, school plant . Tell working.MakeDraw a schoolpictures book. Of persons Draw a and picture things of,each you saw person on the (from tour. bulletin board) - Student'sSchoolPaper,Tour of crayolas book school drawings plant ' person's. name at top of pagehome.Staple so parents book'together can endourage to take usehome of namesto show at parents. Teacher may write . .- fourPlayFind legs?"identificatiOn pictures of objects game inwith classroom. objects. Say, "Find the table "or, "Whafhas .; PicturesObjectsin of classroom classroom objects Make charts showing objects which you may wish to use in teaching. objectsCharts with real objects or pictures of classroom )95 Behavioral Objectives 196 severalFind othertwo identical objects. pictures of objects. Give the child the box and identical objects to' Activities Paste one in a box along with scissors,Instructional:Aids. etc. and Materials two identicalTencils, two identical . Sortsorting.thematch. box.) picturestoys and into 'play categories people into (toys. categories people). (toys, people). Name the (Real objects may be used with one object being. stapled to Name the objects. after Play.Pictures r..ople of toys, Samecolor.objects activity after sorting:- with pictures. Sort objects (balls or balloons) according 'to Name the object and the color. SmallReal toys objects or toys,in a variety of colors t Put. several objectS an table. Ask students to close eyes: Take away . SmallColored objects pictures on table of-objects iii-room Following Commands DrawDrawSameone picturesobject. picturesactivity Guess of with.piPtures. oftoysyou things which playyou-see one With is gone.at atschool. school. Child'sPictures drawing of objects The child will be able to: tolisten simple to and commands respond PlayGivethe Actionsimple chair;" commandsGames: etc "-Put such your as, "Closehand on the your door," head," etc. "Put your hand under leader.PlayPlayto me"EXercise recordsIdentification " or, "bring which Game." theGames.give Appoint red directions ballGive ato leadersimple me." for marching, and command instruct walking, such everyone as, clapping, "Bring to follow the etc. big the ball Leader.area)RecordsToys for (See identification Suggested Materials at end of skill Learn Fingerplays.ActionInstruct songs the leader (also seeto run Suggested around Materialsthe room, at hop end around of skill the area). room, etc. _ - 90 pp.RhymesMusic 108- Activities for1'3. Finger for and Retarded and Flannellioards Children pp. 62, RespondDie Child.will to Action be able Words to: respond to and use some juniper-run';,Vocabulary -,: Development for Oral Language . /.. hopskip 'work It standcome putgo bring teachPictureS illustrating 'action concepts you wish to action words PlaPlEollowFollow directions. the Leader." 'Run Instruct to the door." the leader "Starvi up." "Sit down." fingerplays.' (pp. 1.08-113) to hop, skip, etc. ( Behavioral Objectives Activities Instructional Aids and Materials "-PretendYotrare.aPlaywhatSing LookPretend andeach at act person actionGames. out creative clog.picturesis "Pretenddoing. Walk activity showing:fun aroundyou withare the a records. rabbit.atrdom."._ school. Hop Discuss around the the pictures room." anti tell SchoolrealisticPaperRecords sack ftin -pupp-etsrpaketopictures The KinderOrten this game Book more pp. 8.32 . Safety . TellDrawTalk the abOu't classpictures aboutfun of things fun your thingS youpicture. do you_do 'at home. at home. . Paper,foi-Home fun drawing pictures The child willbe able to: use simple safety vocabulary Safety Vocabulary forOral Language_ , . STOP and GO signs for own protection STOP WALK fire . BEWARE of DOG Flash card with-BEWARE of DOG on it sign.:goodanyGO- marching Playother this safety oftenor Otherwords using'stop:, fast pertinent record. go, to Holdrun, own walk. uparea. run Play sigh: action Later games. holdup Put istop on fun ,hot .' KEEPburn OUT i. Other pictures todevelop safety concepts PlaySing"What SafetyGuessing word Songs Games. tells (What what Find Do we YOU.Do?)the dbwith picture. our of_somethi\-tg feet?" that will burn or . . Note:SilverMaking Burdett Music Company'Your Own community.Talkwords with around parents Buildyour these regarding hazards. vocabulary hazards inand observe simple safety . Practice"STOP"Set up tJ-.,,ng streets and "STOP""GO" with small-carssigns. and "GO"Take and signs.students trucks. out Have of gamea policeman who do to not hold obey up SmallStreetsSTOP carsand made GOand fronr-paper signstrucks UsePracticerules. wooden walking "worn up steps and downmany stairs.times each day by giving simple commands. Note:STOPPoliceman and GO signs forAsk room parent practice. to make some wooden steps TalkDiscuss about reasons the times we'd() we not walkrun run (playing (fire up and drills). games). down stairs. Pictures to illustrate simple safety rules . AttentionThe child willSkills be able to: sl:ortsit quietly library and periods listen during PrelendContact youschbol are librarian in the library_ for a regular They sitweekly quietly library with period.hands in laps or.on top of Story o _desks witileteacher reads a story or plays story record: Record and record player 197 Behavioral Objectives `Activities InStructional Aids mid Materials 198 Take the students to library progrIms for the regular students. Note:' areasGiveyourschoolHold needsherso librarian frequent thata list and she of theand canconferencesyour students' make order units h suitable and abilities.with skill. the books, r aware of oflibrary.mental filmsinteresting.skill retardation area.)(Seeand filmstrips.Suggested Suggestand well-writtenfor professionalbooks SuggestMaterials booksthe or pamphlets namesat end on PenmanshipThe child Will be able to: develop a vocabulary for ,(Seearea.)to readSuggested to students Materials or for at endthem of toskill read. penmanship identificationpencilchalk VocabularyGame.: Give Development each student for Oral Canguage linechalkboard circlemaid( q ; designdot writepaper A-ctualobjects and drawings predominantlyuse one hand "Findpencil.'' the Then red pencil:"a'sk, "What When do pencil is found, ask, we use to write on paper?" etc. Hide a pencil. Say a pencil and chalk. Say, "Hold up.your "What did you find?" Note:ChalkPencil Observe students in everyday situations,- hePlay begins painting painting. songs on cecord player. Put the paint . brush in the proper hand befoi,e ,.....-r Paper, paints Make.note of the child's hand dominance. Play games that require the . Record player, music being certain that each child use' his dominant hand. use of one hand.,Give individual instruction for play, . Individual instruction largebeginner'shold crayolas chalk pencil and/or'or - placeMany until individual he Learns chalkboa, to h- _ rcises with constantne. supervision. Never let childHold workchalk.in alone until he can / ChalkChalkboard correctly. constantIndividualhold chalk supervision. scribblingproperly. on i rint with crayolas or beginner's pencil with , Large newsprint . pencilcrayolaswithmake chalk, simple and large beginner's.motions MakeMake circularlines chalk on movementsmarksboard withon boar andon board without with help. and without nd without help., help. ChalkboardPencilChalk or crayolas Behavioral Objectives Activities Instructional Aids and Materials PracticeTraceboardPracticeUsing overanddrawing stayinglarge later large, pieces linesIransferred on simple the between of paper. newsprint,design to_large dots: with (Thislet pieces teacher-Kelp. the should child of newsprint.) scribble be Cover practiced with design largeon withchalk= crayolas. clear LargeChalkboard,Newsprint crayolas chalk Number Concepts TraceTract:plastic over so it name sandpapercan be (covered kept name clean. with with clear finger. plastic) with beginner's pencil. , Beginner'sNameSandpaper.ClearLarge plastic designcovered pencilname with clear plastic ;,The child may be able to: conceptsdevelopinguse the correct number word in countNumbersVocabulary 1 to 5Development follow the leader for Oral Language big small first many AidsRoomPictures -for coilcalendar illustrating number concepts ng inshortbehindbeadsblocks front of tallpegsuplittlearge _one dayscalendardown of;umbers week' morefewafterbeforelast oflearn numbers the concepts -l---to Count tfhthe chairsgirls.chairsboys. inaround the circle. one table. Note: - Count from left tothing right you and count touch for'concrete each stimulation. Count flannelyourthe crayolas. scissors board objects. at your table. Note:FlannelScissorsBox of crayolas cut outs areThese teaching. can be any kinds of objects you therecognize numbers and 1 write to 5 MatchPutDrawCount numbers number objectsobjects 1 symbolsto toin 5 matchtheon flannel roomand numbers. objects and board. find OnLet the charts. each number student symbol. choose a number, identify Paper,FeltChartsFlannel pencil,numbers with board crayolasdifferent, I to 5 objects, 1-5, posted on them SelectWriteTraceit and numbers drawa flannel that within boardmany sequence pencilfinger objectsnumber. (which(madewith on Instrudihelp. his fromhave paper. sandpaper).been the childcovered to jump, with clear hop, plastic). etc, that FlannelNumbersSandpaper Board covered numbers numbers with clear plastic number of times. L 199- 200 Behavioral Objectives tellsteach.Make how chartsHold many uprepresenting oneobjects of the are numberscharts. on the Askchart. l to the.child5. Use objects to find which the telt you number that Activities are trying to ChartsFeltInstructional numbersmade with I Aidsto S objects and-Materials Placebeads._Usepeg large board.concretepegs Now numbers and Count show objectspeg inboard them."me correct and the for written number sequence.counting. number 4." Say,'"Find symbols 4 together.red pegs. "Show Put them me four on your ColoredMagneticPegsMaghetic and beadspegbb'ard numbers board ...- gamePlayLearn has Numberite 10 counting wooden for Fingerplays. piecesteaching with sequence, numberson symbol, each. counting, Also hole, and for grouping. colored This. NumberiteRhymesLetLarge 's Do threefor Fingerplays ayailabie Fingers dimension fromand pp. nannelboards numbers60.74Judy Company pp. 4.8-57 correctlyfollowing use words: some of the ispegs correct. to show numbers and groupings. The pieces fit together when sequence big and little CompareCorriparenameMeasure to record eachthetwo teacher students. childhis height withand,a tape student. meastilake a cardboard marker with each child's ---- CardboardTape measure markers with each child's mine on it- large and small CompareinrealHavernany Diameter furniture: large large andblocks Height. and and small small objects blocks. in Jrl room. se Montessori Compare Cyclindersdoll house Decreasingfurniture and diameterMontessoriLargeDoll house, andand Graded small height furniture, blocksobjects cylinders real furniture decreasing in tall and short LearnoneMakeMontessoriRefer or gradedTallsmall to and cardboardwooden one. circles, Small cubes Fingerplays.squaresmarkers (10) and ento wall.showtriangles Decidecubes from from who construction large is tall to and small. paper. who is Find short. large Rhymes.andLargeMontessori triangles andfor Fingers'small wooden ecnstruction and cubes Flannel oper:boards`p. circle 98squares first and last- PlayisUseCompare at"Follow Montessorithe end sizesteacher the of of Leader."Cylindersthe andstudents. line. students. Say, HeDecreasing is "Mary last." isin/ theHeight leader only. today. She is first." "Torn -. Montessori Cylinders decreasing in height before arid after PiFly Name Game. Ask; "What is first name?':bey.omeS "WhatNumber is beforelast Game. name?" Put numbers 1 to 5 on ed0.of chalkboard. Say, "What . ?" "What number comes after Behavioral Objectives Activities in front of and behind GiveGet it simple line. Command commands students like, "Walk to walk behind in frontthe chair," of or, "Stand behind - or behind Instruetionil Aids and Materials up and down the chair."GoLearnHave down setfingerplays. ofthe wooden steps. steps made, of three or four steps with a handrail. LetWooden 's Do steps Fingerplays with handrail pp. 76, 78, 79 one and more UseGiveWalkdown." colored similarsimpleup the steps:blockscommandscommands: or beads. using "Hold Place the your names one hand block of objectsup in high," front you andof are the, "Put teaching. child, point your hand BlocksObjects or in beads room few and many. Putblocksblocks:"too fwo it and filocksonlo'ne on the 011ier sideside of of the table. table. Say Say, "Few "Many blocks:" blocks Put .P three say, "One block." Then add several more blocks and say, "More or four Note:.Note: ThesegetinDo the front notconcepts idea putof that thethe are more childsame very iseach number harda number._ time to ofteach. or blocks he will TheMoney child may be able to: Have daily Oraetice with ,a variety of objects. /- Variety-of objects Time- withbuy things money at Play Store aFindSet pie up cane ostore money-.---Useof food.---Tell with storekeeper. real storekeeper money. Have what cans itof is. food He willwith sell pictures it to student on them. for Nickel,CansStore. dime,-pennywith pictures The child will.be able to:. .identifyit tells a clock time and know Have large Judy clockaye students to set for play play.time, with toy lunch clocki.POint time, etc. to numbers on clock and count --- ToyLarge clocks clock, Judy Company findidentify the numbersa calendar and and I - Have a room calendar. Find dates or put up date each day. MiltonThis may Bradley be teacher-made or other educational or obtained materials from. Problem Solving / days of the weelcon it FindPutword,Have up it flash butaon card willthe cards showingcalendar. be withaware daysthe of day theof. ofthenames the week. week Of Studentsthe at thedays beginning mayothe notweek. learnof the thewritten school day. Flashcompany cards - for the days of the week The child will be4ble'to: problemssOlVe 'simple number getsSend the a child needed to 'amoney. play store to buy. something Without money. Note how he 201 202 Behavioral Objectives Askfor a balls,child asksto count for themballs orwhen just there stands. are no balls in the \ Activities room. Note if lie loOtcs AvailableInsteuctionalAids balls (out-of sight) and Materials Shapes and Sizes oneTell or'child will to just write sit numbers,at table. but do 'nOt-give him a pencil: See if he will ask for ThePencilsWriting teacher (outpaper willof sight) decide what,Science \ and Social The child fnay be able to: someuse correct shapes words for 'Vocabularycircle Development for rectangle Oral Language VariousindividualStudies shapes Activities needs in Many areof herneededsizes student,' and io cdors meet the FeelHoldsquare the upshape. shape. Find Identify somethiiig'in-the the shape. rou . cif the same' teinpera kind UseobjectUseAsk inset andshape'students puzzles. size. inset to boards."Find the big. "- or, "Find the little ." Identify InsetShape puzzles inset boards FindHaveMakeFill peg identicalduplicatechart board with pictures withondcolor.shapes different ofof sametheshapes same color and article tocolors' match. you pasted wish on to it.identify. Paste one '. Chart withBoxesDuplicatecolorsPegs, constructiorf!paper peg shapes board shapes in variety of TactileThe child Discrimination will be able to: picturearticle in for lid matching. of box. (Along With pictures-of other articles.)- Use second Identical pictures someuse correct shapes words and colors for commands(ThisReviewVocabulary will bevocabulary needed a Developmentlistoof for forshapesplaying colors, for and games) Oral shapes, colors Language andyou signs.wish to teach. It may include some Actual shapes and colors objectsidentify bysome touch common objectPlay;'`GuesstoAsk make student without him toawareWhat closelooking ItIs."of eyes. the at Put touchitTake One asensation. featherobject in or 'a pencil and tickle his hands and face Guess what is in the bag. paper bag: Let each child feel the identifyAssortedPaperFeather bag objects or pencil j4ou want student to learn to Behavioral Objectives thePut smallbig and onefor little you.objects in paper bag. 'Ask student to feel both objects and get Activities Large'fagInstructional- and small objects Aids and Materials objectsidentify bysome texture common Collectetc.Take Talk a walka nurrfberabout around these of thesubStances things schoolground and which decide andare whether hard,touch soft, thingsthey sharp, are like rough, sticky,dirt, trees,smooth, etc. sidewalk,(Tin etc. pie__ WalkSubstances around schoolground to illustrate touch sensations studentPlacepansBlindfold and number-Of to baby find, child foodtexture different and jars, lethe- make him walked:textures walkexcellent on. on floorone containers) of (carpet them. samples,Remove sandpaper,blindfold and etc.). ask MaterialsTinblindfoldBaby pie pansfood of differentjars-- texture suitable to walk on

207 .LevelSkiff 7Area- Intermediate . Functi Onal Academie KhOw M.C. A. A. thru 5.11 9.0-12.11 208 RevVtiveBehaviORi ziad ExpresaiVe 0 -,.:L§W Vage (Review, CommuniCation Skill Area for Suggestions .Activities in Speech developmellIJ Instructional Aids and Materials TheVocabulary child will, Developmentbe able to: personsuse correct and names objects for in ..first and last_names Develq, ent for Oral Language name of school ActualInstant objectstype pictures of persons schoolonment: and horne envir- principal'sbrother'ssister'smother'sfail r's-narne name name=.;-naive name tabledeskchairsnamename of ofstreet street (liorne (school location) location) Pictures of furnituie and objects schoolVarioussecretary'scustodian's purse'Saide's furniture natiiename tirinte name found:in home (as needed) grasspenciltreespastewi!iSt4N nameidentify self with full Makeflowels. schoolflash cards building for identification for btilletin board. of first and lost names. ConstructionFlash cards paperwith first and last nal :s- ,a layPut onenameWrite all card. students.' cardStudents' GuesS in school naruewhOseWallies building.cards name on smallon is chart missing. cards. holder. When Ask student svitdent identifleS to close cm TakQ own name, place I .Small -nameChartName4cardsSchool cardsholder building .Martinez)(fathermembersassociate familywith name John Variation:makedishesfather.isPlay home - -"WhoName at John mycalls Game: houSe."washes Martinez"and make dishesAsk pictures parents, at of to family'member§.-send pictures Of family Who is the father at your house?" Student replies, "My your house?" "My_sister, Mary, washes Use photos for members or Family pictures Makevocabulary life ekpeiiente deVelopment. charts relatedlo family. . . Chart rack and primary paper schoolandidentify persons environment objects in home (by and use) TalkIdentify AssociateEncourageabout objects the namespeople`*ho students using with realto persons: tellwork objects. about at school family and activities tell using how they help.us.- names of familyrn. embers. school.Instant typeReal picturesobjects youof people want to emplc\ teach d by Behavioral Objectives Identify objects fromusing charts pictures (may of objects.be real objects or, pictures). Activities PicturesRealInstructional objects of and Aids pictures and Materials, you want to teach yourDrawtrees,Take picture.aflowers,pictures walk around etc.of things the you_sawschool ground on walk to identifyaround schoolground.homes, streets, Tell schoolground, class about name-a -rid tell what WalLaboutNewsprint,Paper, crayolas school crayolas gfound or paints. whatDrawtheyDfaw do theypictures each do. day. ofof people people who who work live atof home.the school. Identify Identify them them by by name and tell-----.._ ( Newsprint, crayolas or paints streetidentify sign home smallDrawReturnArrange streeta tomural with school signs yourshOwing andand: bus talk paste driverthe about homesthem for the anear (wi0eachtour colgrblythe each ofklielfOme KOme. student homes Let drawingcommunities eachand the studenthis iocation own of find yourhome). ofhis students: them. street Make StreetMuralBuS trip signs to go by every student's home, signoutofIf th4roorn'isbrown Let and-placeand each identify paper. student' large it Letbyit. enoughthe each place house. student hiiset homeoff make one on area hisone housefor of thestreets. on streets. butcher'paper, Make Make streets a small cuttingfrom street black it BrownStreetButcher and signs paper black homes construction paper streets Following Commands streetidentify signs school PutstructionDraw.buildings the buildings paper. located on a street. near the Set school. up street Make signs. streets Identify ftgm streets. black or brown col. BuildingsBlack or brown drawn' construction on butch,er paper. paper streets The child will be- able to: I; cornmandslisten and respond to, . Playanother(Vary'theGive exercise;recordssiMple command game commandwhich records by= and givecalling withusingcall simple thestudents child's child'schild's.name directions nathe.following name tObe andlast) directions. followed.giving the A command: record player Then with give ExerciseSee Suggested records Materials at end of skill area drawswhoStudentsPlayslow musicalisiitt'ingspeed a'paper march is chairs inessential from tochair music. (using the without untilchild boxl Whenseasonal The an music learns obiectteacher objects stops togoes inpay allto attention studentschairsthe center exceplOrre). and sit of down...Thefollow the circle directions. andstudent the direction and the child paperBoxSeasonal with objects simpledirections to place in writenchairs on pieces of must follow it,. 4205 210 -- Action.TheBehavioral child Words will be:able.to: Objectives Activities, Instructional Aids and Materials someuse the body Correct movement word for -VocabularyjumpPlaywalk frequentDevelopment identification for Oral Languagegames. Hold up picture and ask student standsit 'skiphop twistdance to identify Pictures or drawings illustrating body movements movement.LookAsk individual in magazines student.to for pictures find picture showing of various movements. Identify the someone jumping, etc. MagazineSPictures or drawings illustrating-vocabulary wordsrespond to_ma y action UsePlayofactionCollect the recOrds "Follow box.word, a good Give givingpasting the supply theLeader" directions studentan of action action to learn5 for picturespicture pictures various difficult to 'to for representactions. put action sorting. in thePlay movements. the Make correct "Pretendword box. a box for each on the top you are a rabbit," ActionBoxesGood action forrecords each pictures action word you are teaching The child will be able to: protectiverecognize and words .use some Vocabularyetc. and hop Development around the for room, Oral Language and Recognition Pictures or drawings illustrating vocabulary PlacePretendPrivateGOSTOP. various Property you are words going around on a thewalk. room Hold with up clues "protection (Make streetswords" and for identification. WAITWALK PoisonDanger BombKeep Out Shelter put the word Note:Flash cards The -student may not learn these words, participate in and under- Let,onewhat"STOP" the student onword a street means. be the corner iiiother_or or put "Keepfather. Out"Give him over a door.) Let the pupils guess tagboard word (you may whenthatbut he, he he canwill sees beask them. made parents aware what of theythem, so mean gamstand es simple protection LetAdaptPretendhave students to stories identify you act arefor outthe flannela policeman. storiesword board. for you him):Ask=hiin haveShow read. the boys to explainand girls it tohto' another child. cross the street, etc. ProtectionTagboard stories words adapted to flannel board 'BehavioralAttention Objectives Span Activities .Instructional Aids and Materials The child will be able to: librarysit quietly period during a TellReadAttendHave stories astories regillarsome using toof weeklystudents the the library flanitel library so theyfunctions board period. will so learn for students other to listen. students.will learn to sit quietly and listen. StoriesFlannelLibrary to readboardperiod stories. Note: mateabiliperiodTlik_withDiscu tiesal so available of she librarian your will students, whenbe before aware they and of arrive. thecan have your.0 its of study so she can your library GiverSuggestedretardationGiveinclud hher book a Materials forgood professional list atof-books end of library. skill for parents area) (See st of books on, mentalfilms, etc. for. your group. Penmanship Review exercises for Penmanship found in Julia Molloy's Trainable Children. TheMolloy, John Julia Day S.Co.; Trainable 1 963 Children New York; Materialsand students at end to read.of skill (See area) Suggested The child may be able to: 4" 1 l . copy simple designs ReviewCopyFor the simplesome exercises of designs yotir presented students, by tracing-and onthis `type I 1 the Primarythen levelby memory. using largeof exercise chalk movements may be wItthe.still needs. ChalkboardChalkSimple designs copydesignsand some simple Complicated letters TraceMakeUseCoprmOreUse sandpaper large oversandpaper complicateddottedcopy name ofletters letters name for designs'iby.tracingfortracing of on name.tracing newsprint withlinger./with. finger. using heavy black lines. Trace over nameand by memory. 'SandpaperNewsprint,SandpaperComplicated name lettersblack designs crayola or name andMake touch name two on paper,lines. Callwith lirres./his attention 11 Show.the child -the, big letters which stand tall to the small letters that sit on the line i. linesChild'sDotted linesname covered on lined with paper, plastic using heavy black and hang their feet below. 1 , smallerwrite his paper name using on paperMakespacedShow area evenly. copythe not child ofdistinct, the how child's addto hold a name red hiS'finger line on forbeginner's the base paper line. for child to trace. if lines on between'the letters so they will be Small copy of child's name on beginner's paper two lines writingWhen he exercise. can trace this paper, Make another one leaving a space below his name for Copy paper with space for him to write ?11 212 :Behavioral. Objectives I Number Concepts SuperviseWhen he and is rea quickly correct mistakes in spelling ' i y, take 'away the copy and let him write his name by memory. Activites or letter formation. AvailableInstructional .copy Aids card ingridAtaterials case he forgets -... The child will be able to: -- numbersomeuse correct 'conceptswords names and -for NUt-nbersVocabulary Ito Development-10 fo Oral Language agetime nickl short tall top bottom IllustrationsPicturesActual of objects objects or pictures showing concepts weekhands.clockcount -monthpennday u quarterdimefirsttelephone number last _ ,faSt inlargeabove out slow small below` paperfull dollar empty Review number vocabulary oili Prima y,-_1 vel. , . . - , numbersilearn the concepts to 10 of- -CountCount-boys..CountCount-from students left in to room. right. Touch each object counted for concrete stimulation. j touchedAnything in the room which can be counted and numbersrecognize 1 and to 10write TakeCount onenumber desks.pencils. card cardsaway 1and to students10and put guess'which in sequential card order. is gone. Number cards LearnClapCountsequence.Buy, handsOr fingerplaysthe make, beats.Take according object turns for counting. cardstobeating number using drum direction. numbers or other 1 toinstrument. 10. Arrange object cards in proper RhymesDrumMake a object for Fingers card for and each Flannel number i)oards from pp. 1 to48-57 10 6 money problems solve some simple SeeAskandPlarNumberite if he holesa childwill for ask to colored count forfor moneyteaching thepegs, pieces or counting,at leastof money tell grouping, you on therea tablekdo etc. is Each not piece.contains put no money on the table. any money on the table). a number Pieces-ofLet's Do money Fingerplays pp. 60-74, Judy Company. seeSendhePut will ifnickels childthete notice toisand moneyplaythat dinies therestore in_the (no arewith pennies) billfoldno billfold pennies before-heon (without aand table. ask goes Tellfor to the the child store. to count the any money in it). See if he Will check to some pennies. See if BillfoldNickel and without dimes money Behavioral Objectives SeepopMake ifor arrangementsthey candy. can Give tell you themwith how yoursome much neighborhood nioney,but more Money not grocer enough they to need take to buyor students if what they theywillin to atwant.buy least Activities InstructionalMoney Aids and Materials eachdoTakeask itemso; you (-21me take foronefor more-part gum, penny. of money. Cookies,it before Hive and theythe\ penny studentsfinish candy counting: count to the out See room their if they and money setcan up and'figure a store.as theyout' Sell PenniesGum, cookies, penny candy tell where he lives on-itHelpmoneythat witheach someoneon feltdeskschild pen. make,hasand Take takentables his turns parthome when showingOf froniplaying their construction moneywhere or working. youand livethatpaper. andit is-notWrite finding wisehis the house to house leave number HousesFelt pen from construction paper allrecognizeTeachernumber. houses onwill his bulletin makeown house aboard. plain number. Playhouse "Find for (Move each Your houses child. House" Putaround Gamehouse to untilreinforcenuMberon every numbers.) house.child can Put Plain paper house with house.numbers pocket-.MakecorrectGive each flash house Play student cards "FindnUmber with his Your homestreeton theStreet addressnumber bulletin Address." ofon board. each a small student card. Let himniatch it-with the Put the-cards in card- StreetSmall addresscard with flash house cards number learn his age_ Write a short story about a student giving'his age. Read the story-to the students. . . Short stories about students ''-. correct, he gets.to hold numberHoldPlayLet card. them ."How up a guess number. olcIare who you?"..Say, the story'Who Students is is about.' says, ;ears old?" Student- "I raises am hand. If he is years old." Number cards to 10 learn his telephone number WriteMakeolder.childrenWhen athestudents telephone student's can can dialrecognize telephonerecognize using only.their allnumber the agenumbers numbers number.on a piece(letters to.10, of and paper.make numbers numbersHelp arehim uptoo read to confusing). 12the so TelephoneNumber cards dialnumber to using 12. cards only numbers numbersRead'his and telephone dial them. number for roll call. ! Note: learnDo hisnot telephone be too concerned number ifby a memory. child cannot - develop simple time concepts MakeWork athe large clock clock puzzle. with moveable hands. i'Set the clock at hour we come to school, . LargeClock clockpuzzle with moveable hands eat lunch, go home, etc. Tell the studentS the time the clock-showi. 213 _Behavioral Objectives 214 alarm,ShowlongHave hand small students'differentstriking, red:and clock watch, forshort Practice etc. hand'kinds blue.. byof eachclocks: child. Make Activities paper plate clocks with RedPaperSmallInstructional and platesclocks blue hands Aids and Materials quarterpenny,sometimes nickel,and recognize paper dime. - studentPlayHold games whoup a with identifiedpiece real of money,monoy. it to find "Find-theAsk, another "What penny," piece is this just like piece of money?" Asketc. the it. Putt.wo or three NickelPennyReal money of doltarvalue without sense o TakePayPlayeyes.coins a for field Store. Takeof Punches different trip awaySell to food in aone denomination store.school forpiece Buymoney. dafeteria.. of somethingmoney. on the Guess desk. and whichAsk students coin is missing.. pay for it. to close their PlayQuarter,Dime Store paper dollar words:of correctlythe wollowing use some large and small- Take a field trip to a drive-in. Buy a drink and pay for your own. 'FieldField trip totrip store to drive-in .Compare-MeasureCompare-teacherheight. twoeach studenl.S. child in andchild.room. Put -chardboard marker , With child's name to record- TapeCardboard measure markers or yard for stick each child's - name first and laSt InstructHaveUse graduated name students cards'withcards sets towith of find JudylaStfirst first name.name.Stick or last O'Mats for flannel name. board.. CardandStick with rectangles) O'Mats lastfirst namename (available The Judy in Companycircles, squares, triangles in and out GiveLearnPlace simple objects-ontoto-identify identify cominandS:- table.firstfirst and and "GOSay, lasCperson l'st in"This person the room,"is the in linefirst "Come when object:" it is a row or line. out in the hall,' --etc. time"Find to the go last home. object." i TableSmall objects-or desk .: Put objectsTake in the Objects box. out of the b_ o-x. Box.Small objects - top and bottom Get aGet large out- cardboard of the bus. box with'top . .1Bus GetandSet.turn sup-ply-66x.bottomboX box up over isand usually andili.:peat, say,Show "This down. child is thatmaking the to-p.Comestop sureof the that box child and understandsthis is ,...on it. up but bottom of box,will not. the bottom." Thew' top is usually up -LargeSupply cardboard box box above and below pointing.ExplainUse jars thewith above lids that means:up;and screw- on and-off. below -s-means down. Use-your hand for Baby food jars with lids. Behavioral Objectives Have two students hold a rope: Let the other students get in line and throw a ball Activities Rope.Instructional Aids and Materials 'Nameyourabove cards ilunr.: the placed rope aboveor below coat the rack rope.. may be used to teach, "Hang your coat below . N. . . . CoatNameBall rack cards shOrtover and and under tall sUse a -ReferropeDecidetable,under. or to volleyover When heightWhether chair, ball activities marks. thesenet.etc. ThenInstructTalk students are reinforcedaboutpractice the are thepupil short rolling big in to classroomorstudents throw,balltall. under theand suggest ball variousthe littleover that o-bjects. thestudents pupil net, throw then in room. ball over YardstickBallRope or or volley tape measureball net for recording. height slow and fast onUseTalkSuggest the recordother. about that playerfamilies. the shot with "Arestudents several they standspeeds. short on or-tall?" Make one side record Of gothe slow, room then and fast. the tall students : Record player with three speeds Run slowWalkMarch and fist-and tothen music fast. then being slow. certain tosay, "This is slow music," etc. _ full and empty PourtheFillTake out watercan food dirt'and with runs cans water. over showfrom because Note thatstore thatcanis and it isthe fill empty.full. can them is full.with Keepdirt. Showpouring that water can isand full. show that . WaterEmptyDirt food canscan SocialThe child Studies will be able to: name the days of the week MakeitTake.empty was anot calendar full. can andfor eachpour child.a little Show water thernthe in it. Note correct that itday did on not the run-over calendar. because Give SmallEmpty calendar can and for water each child with help TalkRepeatschool:the aboutaboutwhat name the how,we of days the we Ofday. knowdo onWrite whenthe thedifferent it correctis another days number dayof the (after for week. this we day sleep when at night, they arriveetc.). at al week.. count the days in the week TalkCountdays, about thethe'days or, days, howyesterday ofofwe athe knowweek was week Sunday."iton ison the another little big individualroom week, calendar. as calendars.we did not go to school for two SmallLarge calendarsroom calendar count the weeksnamemonth tthe months of the Ncalendar.Count Ine4e the month week onmoving the calendar hand from each left day. to right Talk to about show school whole holidaysweek on largeand the room .Large roomLargeNote: calendar room calendar This may be difficult for many students. year as they apply to , month in which they fall. school activities c-, Talk about stuIrenes birthday'and in "which month it is, 215 Behavioral Objectives Activities Instructional Aids and Materials 216 MakeLearnShlowthese,bolidays. seasonal Fingerplaysseasonal art movies activities. foii Holidays calling Put attentionon and bulletin Special to boardthe Occasions, month. with .Mention the month of RhymesSeasonalLet's Do for movies FingerplaysFinger's and pp.Flannel 92-101 Boards pp. 58-76 Visual Discrimination name of month above it. Note:Art bulletin board hermeetSocialThe-teacher students. the Studies individual will Activities decide needs what.Science are and needed abilities to and of ShapeThe child andiSize may be able to: useshapes correct and names sizes for some Vocabulary Development for Oral Language Real shapes in several sizes Playsquarecircle identification game. diamondtriangle "Find the circle," "Find the small circle," etc: sizeshape roundpattern ' 'little'.big. matchsort Shapes made from cardboard sizesdifferentdiscriminate shapes between and shapeFingerpaintmayGuessing-Game: to answer draw withonby fingerpaintpointing two"Which colors. until shape.is design. When he learns round?" Helpdry thepress student real"Which with draw shape shape. has threeCut sides?" name of each shape. warm iron. Select and identify out and take Child IronLargeLarge cardboard cardboard shapes shapes StringIndividualhome. beads activities according with to Geometric shape; round, Insets. square, etc. BeadsPencil,MontessoriFingerpaint scissors Cabinentpaper and with paints drawers to hold insets SortString cardboard beads circlesaccording according to size; to large, size. small. CardboardSt ring circles - letGoDrawMakeSort him around cardboardfeel shapesraised and shapes shapesin identify squareswet with onsand: thecardboard byyarn. shape.size. squares using sand or felt.' Blindfold the child and ShapesBox,ofsandCardboardLarge:and or wetwithfelt squaressand holessmall aroundcardboardwith raised it, yarn,squares shapes yarn made needle from TheColorBehavioral child Discrimination may Objectives be able to: Activities Instructional Aids and Materials identify some color words othergreenredVocabulary color wordsDevelopment as needed for Oral Language blueyellow purpleorange brownblack FlashColor cardswords with colored objects identify likeness and MatchthingPlay colorred," clothing games.etc. Firstcolors Hold use and upcolor room object: cards colors. Say, with "What objects, color then is regular this?" flashor, "Find cards. some- FlashColor cards differences in colors HaveMatchSortUse onecardboard a cOldr "Colorbox or two for with Detective"squarescolorseach color color on accordingword. Pegboards. whowith finds a coloredto color.everything square he pasted can of on one bottom color. of Choose box. PegsBoxCardboard and for pegboard each squares color in various colors TheVisual child Sequence will be able to: deveiOp visual sequence afferentRead aColor story. for Let.students next "delective." retell story with pictures. Story with pictures to retell story PutL6t picturesstudents intell right story sequence with flannel to tell board story. figures. PictureFlannel story board figures . Visual Memory Stlingbead,Siring etc:beads according to color:pattern: red round bead, bead, bjue square,bead, red bead, bead, round etc. bead, square ColoredLacesRound beadsor and cords square beads-, The child will be able to:- develop visual memory Take a tour of the school building. Return to the room and tell what you saw. Tour of school bdIldiii . HawReid twoa story pictures to the of students.. some object, Let themexcept1 retell that theone storypicture with has pictures. something missing PicturesStory of story .cat withinLookstudentsPlace picture. no attwo tail, arecall pictureor etc. three what Fine of objects isone what under object. isona cloth.missing. table. Take Lookpicture at away. objects. Ask Cover questions with aboutcloth. colorsLet PictureClothTwoVisual or Closure ofthree colored objects Cards. object BehavioralAuditory Discrimination Objectives Activities Instructional Aids and Materials This child will be able to: givenrecognize with own simple name command when MakePlayfirstaround "Do tape and Whatthe givinglast room." namesI Say,"child's The and Game. name child "all and/Simple students."Teacherresponds. calls command. out child's Vary the tape to name and commands, "Walk use first names, Tape recorder -discriminatesounds between normalWhenSingingUse music students voice. with to recordillustrate have Player--maylearned soft and to listen,loud; also fastbeplay used. and same slow;Play game "Gossip."high with and whispering low;Use normaletc. instead voice of at first. PianoTapeRecord player Auditory Sequencing andschoolAskUse which tapesecretarythe principalbelong recorder or to nurse andtowomen. tape anotherto recordvoices teacher voices.of students to Decide record in room. whichvoices Discriminate voices on tape. belong Ask between coach and to men voices. Men TapeandTape women recorder recorder to record voices' The child may be able to: soundrecognize sequences and imitate whatAsktoUsing play students he a what drum,heard. he to tap Playheard.close it oncesoft eyes. andsoftly, Play loud once another number loudly, drum rhythms, once-softly-, rhythm. two Asksoft etc. theand Instruct student the, to student play one loud, as Drum soundsrespond to different PlayWhenneeded. "Dorecord. students as IInstruct Say." learn Teacherto the play students the calls game, tostudent's walk a student to name the may music and be the and leader."----__, stop when they says, "HopAround the room." cannot Record player ContactOpenmusichear music. theiris telephoneplaying. eyes. Play record. company-for Instruct "Tel-a-Trainer the students toSets." keep their eyes closed when the Tel-a-TrainerMarchSoft,Record records quiet player Setsrecords TheAuditory Child may Sequential be able tb:Memory theTeach phone students and respond to dial phones to the conversation so they will ring.of their Encourage friends. them to listen, answer repeat sounds from memory FlannettioardleaderLearn manyor have fingerplays. storiesindividual which studentsAfter have students lotssay fingerplays.of have-learned repetition in them,them. choose . one student for-- Seasonal or unit fingerplays Flannel board stories _ Behavioral Objectives recognize"Little Echo" the soundsrepeats neededwhat she for said. all cards, After appointstudents a understandstudent leader the andgame a "Little and Echo. Teacher holds up picture of' object and makes the proper sound. Activities PicturessoundsInstructional of animals Aids and andobjects Materials with common recognizeprotection sounds for Practicepolice,toEcho" go out marching tofire playof and the alone. ambulance buildingin and out when:they sirens.of the buildingTalk hear about the for firs:the fire different:sirens bell. drill. Listen Instruct for theand the students howsounds each of TakeMakehelpsbeingListen studentsus.a-tape hurt for carofif to wepolice, horns fire listen station andfire for policeman'sand them.to ambnlancehear fire whistle. siren. sirens. Explain Identify that the they sounds. can keep us from FieldTips' oftrip p4ii to NIL station , (IN mil alitu1-ance si Visual Discrimination Skills hearInvitetheAsk the neighborhood. Ambulance siren.a policeman Company Showto school the to tostudentssend talk an With ambulancethe theinside children. ofby the the ambulance school when and they let arethem in PolicemanAmbulance The child will be able to :- in sizesseesome likeness colors, and shapes differences and PlaySort(See colorsactivities"Fit a Space"according and vocabularygames to size.shape. with for several color, children. shapes, andSee sizes.)which child can fit all the ManyFitDuplicate acolors Space colorsin Games a varietyOf and shapes sizes andColorspacesBeads`boxes. secondary a first. picture string Fit Colors. accordingcolor according barrels Sort to intoto teacheraccording teacher colors direction. direction.or to shapes, size: Make using many egg shapescartons ofor primarysmall ManyPictureColorBeads barrelsshapes to and color cordin a variety of color riretil6The child will be able to: environmentidentify many by Diserliiiiobjects touch inalone dtltin his (ReviewPegboardsAsk student activities -- complete to close used boardeyesin teaching or as use directed. shapesblindfold. and sizes.) ObjectsPegs and suitable pegboard for touching Variation:PlaceTouchBlindfoldblindfold assorted the givechild andchild. textures.on himaskwitlisan Give hima shape him toobject. floor.find anda shape ones askIdentifyLet himtoblindfoldedhe feel.walked tothe find Identifyobject. on.another child the-shape. walk one onlike textures. it. Identify Remove DuplicateAssorted shapes texturesshapes placed on floor TraceUsingTraceshapes over overa before pandesigns shapes of removing wet with with sand,.make finger feltblindfold. pen for shapes foridentification. identification. for reinforcement. PanTeacher-made ofFelt Pencilwet pen sand or shapesringer or designs 219 'The childProblem maybeBehavioral Solvingable to: Objectives Situations solve some simple problems Write each child's name on piece of tagboard. Turn the cards over so the students Activities NameInstructional card for eachAids student and Materials name:..sideAskhowcannot to studentschild).long see it their takeNote to sitnames.the how in students a long circle.Ask it each totakes Hold turn student student cards toover to sit turn andin frontcard locate of name.his name card. Note up child's name card (name side to you over so he can see his blank Name cards studentsStartyouVariation: are daily flashing to flashactivitiesturn oncards lights without toorapidly. orrapidly. asklights Note you with lengthto blinds of timeclosed. it takes Note studentlength ofto timedetermine it takes " open blinds.- Flash cards e4)

47. C. A. 1 3.0-16.1 1 Functional-ReadingBehavioralLevelSkill'AreaL,-- = Pre-Vocational Objectives Functional Academie Knowledge M. A. thru Activities 6.1 I Instructional Aids and Materials The learner will be able to: protectiverecognize somevocabulary words from GOSTOP.Suggested protective vocabulary for Flash Cards BUSIN STOP LADIESENTRANCE MENGIRLS Flash cards with pictures or illustrations Circle-Came.(BuyWAITWALK' or make flashShow cards 'flash needed cards withfor own pictures community.) or illhstrations. EXITOUT. BOYSGENTLEMEN STEPWOMEN DOWN Tell what the Flash cards with pictures or illustrations 'PlayVariation:mayHoldupword "Follow hold is. card.Say, thecard. Leader.""FindLet Count students the theHold card cardsguess whichup aat thecard. the says word. end Do Girls." ofwhatThe the student thegame. leader who does. guesses If he correctly is Flash cards with or without pictures or illustrations eat.Setcorrect,theyrestroom upPlace a.recognize hemock words holds cafeteria overthe new card.the with words.restroom If anot, waitress, he doors. goes etc. Seeto Select the if theend two couples of couplesthe line.can tofind go theout correct to Later send couples out in the hall. Change the words and-see if CouplesMockFlash cafeteria cards with waitress, etc. LetMatchandSet uponeout wordsa of studentmock the and roomstore. pretend pictures. with Use he aEntrance leaderis a mother deciding and Exitor father.. which cards doorTellover "yourtodoor. use. child"Practice what marching a pro- in CardsFlashEntranceMock cardsstorewith and word Exit cards hoodrecognize signs some neighbor- TourwhyTaketection these thea walkword communities signs inmeans theare community. needed.and where why heeach Lookmust student learnfor street lives.it. and Note building the street signs. intersections Discuss reasons near cards.)(PicturesMakePictures sign or or cardsillustrations illustrations for community will be needed with TalkhomesthefromSet student's about up on colored mock the the home. correct street cityconstruction streets signs streets. soon studentsMakepaper. top of street Writea willlarge intersections beComethe table. house Ask more numberon eachnear familiar thestudent homes.each with to house. theirmake'his community. Place home the HousesstructionMock city made paper streets from made construction from black paper or brown con- signals.homes.Set up aPractice street intersection crossing the on streets the floor.using UseSTOP some signs, of lightsthe street or WALK names and near WAIT students' StopStreet signs, intersection walk and with wait familiar signals, street traffic names lights 221 Behavioral Objectives Pretend you'are area policeman, fireman or some other Activities person working in the Instructional Aids and Materials 222 explainVisitfiremancommunq.flash a sheltered signs CMOs. mayhold andMake workshop Atell policeman upyour why the clothingthey orcard,,"STOP" factory.: may holdfrom 'Look until arc needed. up the_cards, "GO" or "WAIT." Acrepe paper. Act out your job using forthe building fire truck signs. goeS As by. guide to FieldFlashCrepe tripcards,paper to sheltered workshop or factory ' students and stressInvite obeying someone signs who and has signals. been injured in car accident to talk with your , . Resource person -read directions on work chart Makestress,Invite a large "Beware someone work of chart whoDog" showing,room has sign: been bitten jobs by dog to talk with your students and and days of the week. Place the \- \ , SeeResource chart personbelow chdd's name under the job he Date waterSTUDENT WORK CHART is assigned for the day. sweep dust clean ThursdayWednesdayTuesdayMonday flowers floor furn. chalkboard ARead small chart work together sheet mayuntil be students made for Friday are able to read work eachassignments, student so without he can help. record hiS daily job See chart below jobs.dailyMakeWriteassignment. work work chart.activityactivities Send chart word and home cardsnames at and ofend studentsstudent of week nameon blackboardcards. Match for according further.so parents reading. to will be aware of school WorkStudent activity name wordscards cards Date 1 flowerswater STUDENT WORK CHART sweepfloor L furn..dust chalkboardclean .FridayWednesdayThursdayTuesdayMonday Mary John Anna. Fidel Behavioral Objectives followrole play directions job and InviteFindMake pictures studentsresource of awarepersons different of to the talkjobs. many about Identify jobs their in the thejob job. community.when there is a need fOr such Activities PicturesInstructionalResource of jobs persons Aids to and describe Materials jobs c. UseStressDrama,zi.Showpeople. any vocabulary jobs seen youon movies have seen or filmstrips. in movies, filmstrips or on field trips. Ir,-.portan'ce of follOwing directionsand so filmstripsybu will be about a good jobs worker.. students show interest in. Movies and filmstrips makevisit a his library needs and known TaketellSetTallQabout yourUptheup alibrarian studentsmockregularly your library. whatinterests:beforeto scheduled activities you Choose wish library scheduled oneto going "read." period.eachstudent to for the Be regularfor library.certain librarian.week. students. to observe Visit the library "library" rules. and MockLibrary library period --Ask librarianlibraryTaketalk with a fieldto her schedule trip and to she'can a"occupational neighbOrhood become awareprograms" library. of theirNote for abilities your.studentshoW it isand different needs. so they from may a school Note:OccupationalField trip to programs neighborhood set up libraryby librarian GiveTalk tothem school lists andof books public on librarians. Mental ThePenmanship learner may be able to: ofadultsRetardation TMH to children.read suitable for better for understandingchildren and mentforwritewriting job inisolated application manuscript words or or needed employ-cursive UsescriptPractice the writing, followingwriting using complete exercises two or name. more for students lines.For some who students, will benefit this mayfromprepared stillUsing them: be papercopylarge ofwith.1manu- name. inch squares and heavy lines drawn by teacher, trace over Heavy lined paper with 1,iiich squares Use the following exercises for students able to use manuscriptMakeprintSandpaperLarge name writing.onsmaller sandpaper-letters on letters manuscripttwo one lines for line: spellingon letters for paper. feeling. whencomplete student name. is able After to, feeling do so. sandpaper name, RegularPencilLargeBeginner's sandpaper tablet paper paper letters UseInstructGiveSpellTrace a student namemodelover him namewith tountilpaper copy small on it with isprepared each nosandpaper name, longer on thecopy. address, needed.letters.line below and telephoneit. number. ingphonePreparedSmallPrepared numbers sandpapercopy copy of with ofstudents letters each lines name betweenname; address each for and copy- tele- 223 224 Behavioral Objectives Some students may be using cursive writing. Activities Instructional Aids and Materials thePractice student feeling to make sandpaper letters or correctly raised alphabet but do not forceletters him.) in cursive writing. (Encourage Note:RaisedSandpaper. alphabet cursive letters letters in cursive thingTMH thatshould is useful be allowed or pleasurable to write any- to them. CountwriteneedPlay cards inExit sheltered when first." the Theworkshop game child is who completed.situation. writes Hold the "Write a Word Gaine." Make word cards for Somecorrect students word upmay afirst cardbe ablegets and to say, spellhold "Let's the card. see who can a number of-words learner will .sakeworkshopsWordThey of writing. shouldcards of not words be forced needed just in sheltered.for the Useword simple while fOrm looking to fill inat giVingit. . name, age; address and telephone number. (Make a withProvideit.)card plastic with many ifthis necessary.)dot information pictures for 'for practice each child in.drawing lines. (Theseso may he will be coveredhave it available when he needs . and telephoneDotSimplePaper, number pictures pencil farm with place for name, age, address namewill be able to sign Practice signing name like you will to endorse payroll check. Manuscript or . Note: If student cannot master name with frommay bechalkboard able to copy or MakeCopy'thatcursive. asignature chart Practice'cursive for must opyeach thebe student. legible.work writing scheduleRecord of and names of persons assigned name. Learn to write this neatly. Rememberthe colors of clothing worn for to each task from the chart. a week. SeeChart, chart paper, below pencil namecursive in writing, manuscript teach neatly. him to do his Chart TuesdayMondayDate shirt dress pants shoes coat ThursdayFridayWednesday . etc.Makeweek. under a daily each page article for a of clothing clothing. book, Find articles in catalogs, cut out and showing clothes you wore to school for paste on paper. Write blue shoes, a Catalog,Paper for scissors, booklet paste Behavioral Objectives Keep a weather chart for a week. Day of Week rainy fair Activities' windy cloudy snow SeeInstructional chart below Aids and Materials FridayThursdayWednesdayTuesdayMonday foodswill be on able a menu to read some wordsWriteTakeSetAsk astoriesup whichafield localmock.. triptheyabout-the restaurant torestaurant. have a restaurant. learned.field for Ordermenu.trip. Each Read foodsLearn lunch to from thestudents there.names menu. letting of some them foods Supply on the key menu. StoriesFieldMockRestaurant trip restaurant of totrip 'restaurant menu for lunch TheFunctional learner Arithmeticmay be able to: numbersuse correct and numberwords for con- some Vocabulary Development for Oral Language PicturesActual objects or illustrations of number concepts cepts minuteshourshandsclocknickel agedaytelephonetime number emptypennyyearmonth poundsfulloutin numberscentsquarterdime one to twenty weekinchesdollarhalfcalendar dollar smalllargetallshorttop feetbottom tolearn twenty number concepts PlayFind(Reviewany number other the numberthe numbergames. vocabularies symbol words aswhich on needed the tells Primary how and Intermediate levels.) many boys are in the class. Cards with number symbols MatchMatchFind objects the number number with symbols numbersymbol with whichsythbols. number shows words. the number of persons in room. CardsSymbolNumberSmall objectswith cardssymbol number cards words TimeBehavioral Objectives, Activities Instructional Aids and Materials The child, will be able to: therecognize calendar some dates on papercalendarMakie for using tracing: pencil and ruler. Some students individual calendars to keep in supply boxes. Let each student draw his own may need broken lines made on RulerPencilPaper KeepHaVeFiRdHelP.any the aa weathercertain datestudent on-large time than whO each recording roomcannot day.to calendar. work thediseuss temperaturealone. Write the day, it on andmonth small date. andCalendar. year. WeatherThermometerRoom chartcalendar accordingmaystarts,by be hour able etc. toor to thetime tell clock, school time practiceSetstudentred.Have the clock asetting largea small at clock thethe clock clucktime with and youat moveable hourspractice come you to settinghands school.do certain init-like theLearn activities.classroom. the what big clock. time Paint that the is. minute Give each hand SmallLarge clock withfor each moveable student hands 2:302:00 recesscat lunch, - 3:30 gc; home Large and small clocks 9:00 come to school - TiniecorrecttheTime Gamerbig Game: 'timeclock Divide wins at any aclass pointhour. into forThe histwo person team. who first sets his clock and identifies the Divide the class into two groups. Give.eacli child a small clock..Set groups. Say, "Who can show me where the. LargeSmall clockclocks for each student TalkPlaywinshands "Tellabouta ofpoint your Time favorite for clock hisQUizino." side.TV will. programs. be at 2:00?" Mention The student the time who this sets program his clock is seen. correctly MiltonTellSmall Time clock Bradley Quizmo for Co.each student Shovi correct time on big clock. Set the little clocks and repeat the time. Note:SmallLarge clocks clocks activityyouDon't. see force wouldhe doesn't telling be better enjoytime onat it. this a Another student time. if oftell how time long. in terms Talk'aboutTalkDiScuss about things how you longlong will weit takeS takes do.stay today, homeusatto school.catto tomorrowget andlunch. home. what andwe donext while week: we are there. Behavioral Objectives Activities Instructional Aids and Materials TheMoney child will be able to: moneyrecognize some pieces of (ReviewSet up moneya play store.vocabulary Using at real beginning money, of buy Functional a can of food.Money Locate Area.) the price stamped Note: inMake a store the costsstudent money aware that everything CutwhichHelpon pictures the him onecan. find.theof wouldTell articles the costcorrect student you more would pieces what and like of why.pieces money. for Find Christmasof money pieces heorof birthdaywillmoney need needed presents. to buy to the Decidepay can. forit. Magazines.CatalogsPlay store with stamped food cans two(ThistheBring righttable.groups.) may pricepieces Ask be an tagsone of individual moneystudentfrom home to toexercise pay find showing for a orpennythe group costarticle. or ofactivity all somePlace the pennies. article.withseveral students Ilelp pieces the divided of students money into findon PriceScissorsReal tags money play simple money Money.onesIdentifyDiscuss to Game:pay pieces cost for ofhis moneyschobl lunch. lunch.by name. Put several,coins out., Help the child find the right Put five pennies and a nickel on the table. Make flash cards for FiveReal.money pennies games MatchSortpennies.numbers coins.coins. When1-5. Hold the number up the card 5 is used,with oneexplain on it that and a ask nickel him is to the find same that as many five FlashNick& cards for numbers 1-5 ,Match-Set real upthe coins a city. mock with Bringthe' bus. pictures 'Go correct for of a coins. ride fare and and pay pay the the driver driVer. the fare. Take a bus trip about, BusMockPicturesReal fare tripcoins bus aroundof coins city Visitthem.IntroduceofNumber MOiley, a grocery Game: the the $ sinallest store:mark Askand piece, the r/manageretc. sign. Find to show price howtags pricesand food are cansput on with cans either and whyon Who can find the quarter, biggest piece of-money, the green piece FieldFoodPriceReal tagscanstrip inoney to grocery store changemake very with simple help .Scheduleupdrinkthey a are concession amix. movie. necessary. Let Askthe stand. girls each Givemake student each the to cold child bring drink 4. a dimeSell mix the toand paypopcorn the' for boys popcorn for the 20 per and sack cold and popcorn. Set PopcornColdMovie drink mix 227 .Behavioral Objectives Activities Instructional Aids and Materials 228 the cold drink mix for I¢ Per'glass. Help the students 2, make their.own change. SacksHotBut plate ter and skillet supervisionand,make sell inexponsive in playstore objects with ---Make the.articles.up a store and (Teacher invite parents will supervise and other the school money.) children When tosimple inexpensive objects, pot holders on looms, painted rocks. etc. Set the sale is over, countyour room to buy PiggyPotGlasses holders, bank or-cups painted rocks, other articles to sell opeiate some machines Flailto a.localthe a moneyfield bank trip and andto aput open shopping in a savingSsavings center account,bank. which If has-a over S5 is collected, take a field trip T. Field trip to Yank solvewith some money simple everyday .Pretend'he-saneShow With himpophas howlostmachine. his to operatebus Let each the machine.student put in money and cannot get correctwasliev.uia, change-to post officehome. buy pop.and Decide what to do. stampField trip machine, to shopping pop machine center with a washeteria, money problems Pretendf6r a telephonehe.has lost call.. the addreSs Decide what.where to he do.' is going to work and he has no money . GotoSomeOne eat.. to the Decide store.has taken what to buy his to candy.do.sack lunch Select candy for the students - or hinch money and he does not have anythine which will cost more Trip to store everyThe'placesomethingmoney day. thanwhere elseDecide theyto you cat. what have. 'work-has you Decide can a coffeebring what froM Ureakto do, home whetherand you doto buy,not have:money cheaper candy'or so you will have'something to to spend 'drink, buy soft 'drink and bring it in.a vacuum bottle or buy 'pop by the case, etc. .; a SUGGESTED MATERIALS AND EQUIPMENT FUNCTIONAL ACADEMICS Chicagd,3505Developmental. North Illinois Ashland 60657 Avenue Learning MaterialsClear plastic stencils , - ColorThreeSuperboard sidedcued controlpencils lacing paper ;cards with laces Sequentialtransportation)StencilColored boards inch picture cubes (animals, cards (sit primary11seasonal, and III colors) shapes, farm and - TracingDotParquetryAuditory, to-.Dot (paper&Signs Inset tapepattern .ofbods(shapes) sheetsfaiiiiliar sounds (regroupingCountingAssociationAnimal, picture job, individual picture picturepeople cards cardsitemsshapescards inII puzzles, basicand III categories):; (with trays) . OakIdeal. Lawn, School Illinois Supply 60453, ParquetryPre- writing, designs design (largecards and small in six primary colors) ColorBody association concept dittopicture masters Cards BuildingFormStencils boards for bead tracing (shapes, patterns (Geometric size, animals) shapes, Transportation, Seasons, Animals) A MiltonSpringfield, Bradley Massachusetts JumboLarge pegboaid colored beadsand pegs and laces 01101 Community Playthings EducationalLargeIndividual dominoes therrnometer thermometers (pictures on 'one side, numbers on the other) Rifton, New York-: 12471 ,'Giant size dominoes (through double ,6's) . 229 Judy Company. Minneapolis,310 North 2nd Minnesota Street See.-Queen.Puzzles (3 Story !o24 Boardspieces) 55401 NumberiteMatchettes (color) MiniPrimaryCalendarTheCommunity Family clock clock Helpers (life-size figures). -Feel M_FeelFit atch a MatchSpaceShape Thickness (texture) Pittsburgh,3020Stanwix Charters House Pennsylvania Avenue Safety Workbooks 1 and 11 15204 PUblishersCircleAmerican Pines, Building GuidanceMinnesota Services, Inc. Peabody. Developmental Kit, LeVel P . 55014 334Boston,Teaching Boylston Massachusetts Resources Street Inc. 02116 Geometric Shapes in color- Paoli,InstructO Penr4lvania Corporation Cone(Association nt :lock cards in color 19301, __ Detroit,R. 18279H. Stone MichiganLivernois Products 48221 Kinesthetic numeral cards and counting discs Princeton,P.Creative 0. Box Playthings New330 Jersey 159EducationalA. Daigger West Kinzie andTeaching Company, Street ''Aids Inc.Division Nesting wood blocks (size) Chicago, Illinois (diameterGeometriCMontessori60610 and Inserts cylindersheight with varies) framesto develop spatial concept Chicago,Bell7100-McCormick and Howell Illinois Company 60645 Road -Cabinets to hold cylinders Childcraft155 East Equipment 23rd Street Co. Language Master New York, New York 10010 GiantShapePeg grading beadsorting stair board box (cOlor) (colors) Tupperware International Headquarters PepoHippityLet's playRing HOpscotch safe Toss signs (colors) (number recognition) (usuallyOrlando,. a Florida Tupperware representative in your area) Snapies (colored plastic teles 'which snap together) . Educational Activities, Inc. 232 . Freeport,P. O. Box NeW 392 York - Record and Guide Album 605, The Development of Body Awareness and Position in Space $5.95 RecordRecordRecords and Guide EALP No.No.603, 601, BasicBasic Concepts Through Album 606.7, Developing Perceptual Through Dance (Position in Space Dance (Body image Motor Needs of Primary Level . following directions) following directions) Children $5:95, $5.95$11.90 Availablefour filmstrips from:1- -,- spring,- summer, Winter, fall with accompanying records The Feel, of Things Shapes Jamaica,Eye Gate New House York.11435 Inc. Gingland,Music Books Davicl'R: and andRecords Stiles, Winifred New York, New York: Abingdon.Press Available frOm: Encyclopedia Britannica Music Activities for RCtartied Children: A Handbook for Teachers and parents. SilverGinn Burdett and CompanyColiiPany(fot quiet and TheThe First, Kindergarten Grade Book Book (enlarged with records edition) aition t)ttsicl with record's Maico Company Inc. RecordMaking = Music What's Your itsaking Name Own Music (.K sound Your Own First Grade . effect record) Carlson,BOOKS Bernice AND PAMPHLETSWells and Nashville, Tennessee: AbinglOn7Press Gingland,.David R.\Plaji Activities for the Retarded _Grayson.,Scott, LouiseMarion BenderF. Let's'Do and Eingerplays. Thompson, J. J. St.Washington, Louis, 'Missouri: D.C.: Robert B. Luce,Webster Inc., 1962 Division, McGraw-Hill, 1960. Talking Time. _ Scott, LOnise Bender and ThoMpson, J. J.. .Rhymes for FingersSt. Louis, and Flannelboards. Missouri: Webster Division,McGraw:Hill; 1960 BOOKS FOR PROFESSIONAL SCHOOL LIBRARY ptcfroti: Egg; D_ r. Maria When 4 Child as NewPractical York, Newwe., York: 111e t(1Thil (;0; tilk4 A Raslc Guide(701 for Parenti 141, 155 and pp,Friends $335 of Mentally Retarded Children. dIII11, develop. Excellent_ Williams, Harold M. Education of the Severely Retarded Child"DescribesWashington,U. S. Office characteristics D.of EducationC. of Bulletin TMH children NO. 20 and suggests curriculum for them... U. S. Government Printing Office, 1961 , Doorly,BOOKS RuthFOR STUDENTSK., Our INACHOCIL LifiRARY, Parents tell`their Childienbotit their retarded brother. Westwood, Massachusetts (Box. 224): Services Associates, $3.95 Illustrated by retarded boy. and 351 postage, "H'Cllo, Know Who I Am?" -Lee County2570Interesting Association Hanson illustrated forStreet Retarded pamphlet Children of a little retarded bOy, telling about retarded people. 5¢ per copy "'"?'International CommuttiLittibitFILMS AND Pilitis FILMSTRIPS 'Fort Meyers, Florida Santa1371 Ana, Reynolds California Avenue 92705 Walt Disney MOON I .1n6 Albuquerque,University2122 Central Book New S. Store E.Mexico The Walt Disney Nature Library (Silent Film ti oop Educational Record Sales 234 New157 York, Chambers New. StreetYork 10007 EBF. Filmstrips Educational Activities Inc. Safety Stories 0 Freeport, Long island, New York Developing1. Cognitive Skills in Young Learners'2. Grouping and "Categorizing . (filMstrips) .4. 3.5.2. 'RelativeSequenceConcept SpaceContrasts andOrdering orldeas" and Size Opposites. Relationships'and Discrimination. Society1345RECORDS Diverseyfor Visual Parkway Education Inc. __ May'sChicago; Music Co. Illinois Inc. 60614 The Child and His World (6 albums 12 records) Albuquerque,514 Central Avenue New MexicoS.W. 87103. BowmarPrimary ReadingManipulative Child Books Size Books

ECONOMIC USEFULNESS SKILLS .Developing programsthismotorotherMajor goal curriculumskillsgoals firmlywhich whichof thein will areas..mind. willtotal train help curriculumAt the anhim individual early at the. for age Pre-vocationalthe thetoward TMFE child a mustThLdegree and EconotniceStaklisk Vocationalof independence good levels. work throughAs habits, the teacher learnemployment toplans follow her is directions,program,one of the she,:must and develop keep Skill Area shonld be considered along with all confidenceofthings-cannotmustThe this progtarn remain training and atmust he aprogramhome feelinglearned be Simple,all of isatday, accomplishmentnotonce purposeful,work total and in economicthat a workshop-actiVity oneand in tasktherealistic" independence few must skills tobe develop well he center butmay learned askills develop.ordegree live beforenecessary inof anindependence moving institution. for day on toby Itanotherwhich day must learning willbe area remembered give The whether the ultimate TMH the that TMH goalself all opportunityshenecessaryFrequentParents should skills,may Parent-Teacherinvitefor them neededrefuse Ahem to bytoobserve to cooperatethe 'conferences school student their to with _childand watch must thethe in work thebe teachersa jobScheduled, training programs training -because program bothsituation, available theyat schoolin carrieddofor nothim. and on'undeistand inAs in the the a businesshome, teacher the to gains likeprogrammake maiii:-.;r, the the parents' forparents:aware their under confidence,. TMH constant of child. the picieress.. The school program offuts an excellent thoroughlymust'yousomesuperviSion evaluate parentsinclude learned to theirtospecific correct recognize child'sbefore tasksor limit functioningintroducingthe repeated limitations the number many alevel different of of.undesirabletimes theirbefOre skillchildin youa sequentialapproach. and-accept move traits on ororder to thehabits the jobswhich next the in traineewhichwillarea convinceof he maylearning. can -have. sticceedthe Explainteacher Since invite itthat the theeach parents task eValuation has to beenhelp is very difficult for ThecareparentsLists _school, for of cooperateexpectedhis teacher, own needs !earnings-initially and andfamily in make andthe can hoine suggestedsome work visitation contribution together home program.1to tasks establish to the for family eachAs progressively-higher parents student group, observe shouldthey may their be goals becomesent child's andhome moreprogressprepare periodically cooperative the and TMH see whether that ybungsterswith he the is ableschotil. for to . , or not the a less depende'nt1. See Suggested life. Activities at end of skill area and Appendix. BehavioralLevelSkill Area Objectives Primary EcOnon ic Usefulness NilF. A.At Activities 2,0-3,15.0-8,1 I Instructional Aids and Materials TheFcillowir5 child. will Directions be, able to: at School follOW a simple individual Work with peg boards according to .d)rections. Pegs,SuggestNote: pegboard activities to continue learnings at home.. makeThrough parents parent aware conferences of desired or-notes, learnings. direction activitiesPretendTakeStringBeing a beads note you.are anfor article to bathing.)according a ateacher mother to the to in teacher'a ordirection:' thenext father. directed. Helproom. your baby take a bath. (See Self Help Doll,VariousBeads plastic with room laces tub, articles wash cloth, soap, towel, lotion teacherPretend whatyou haveyou wouldjust reached.home do. and must put away,your wrap. Show the . Wrap, clothing rack GiveSortUsingInvite individual fdod foodparentsan eggcans cans, demonstration carton, toaccording schoolsort sortnails.according for tobuttons asize.for "Show following Haveaccording toYou onlylargesize.- Time."directions to Have color. and only at small, school. two cans.sizes, large and small. FoodColoredEgg cans, carton buttons large and small nails PickEmptypaper.Set up a tablepapers waste using from basket plastic floor into anddisltes large halt andbox near silverWare or room.,, another onhasket a place in thesetting hall. drawn on butcher WastePlasticPlace setting basketdishes anddrawn silVerware on butcher paper directionsfollow simple group PlayStandGroup "Follow Up, activities sit,doWn, the for Leader." simplewalk around, Teacherdirection etc: may games. or may mot instruct leader as to activity. ' yourFind individualname on work job. chart. Identify job. Show the othe students how to perfoilif [OWNdifferentti\?eryMake chartsOrjob charts11111§tritilDii to shoiWrigbe done,for different even all ha room eAdiif days. klivities,chlty. Have Have aInclude a cull job- 1)6i-tonsil-ate to inc,ans making andPick custodian. up papers from a small area of the schoolground as directed by the teacher Note:students until' they learn crtl ht:t pioceduro, baskets,boxes or paper bagshabitstoSupervise prevent clean the formation up activities of sloppyAt all times Behavioral Objectives Activities Instructional Aids and Materials toSetPut flannelboard away,upaway a "quiet suppliestoys after tiMe"stories after play when or work .period records. students is,finished. is over. come to circle and sit on floor mats to listen' RecordsToysSupplies and flannelboard stories students enjoy justSet aLeain. "talkingup ,a "talkingFingerplays. time" time" to practice "RhymeSibr when studentstaking Active turns. cometoT Time" the-,circle and "Rhymes for "Show for Quiet and Tell" Time." or RhymesNote: for Fin,gers and Flannelboard pp. 108-117 takequietlyExplain turns and that talking. listen there andare timesother timesto sit to songfollow and directions records in "SingingSing Songs While. (with We or Play"without and records) "About and Singing follow Games" the simple 'directions. \ The38-42 Kindergarten-First Grade Book Book (with (with records) records) pp.10-41, pp.8-32, Is"The"Open, Fun," Band," Shut 'Tainting," Them," "Before "Let's"Put We YourGO,Walkirig,"Play," Finger "Come In ..."_creativeWith The Air,"Me," and"Chiapancos," many others. "Skipping Music27,Making45-5229,32,67,89 28-51. Activities Music Your for Own,Retarded K (with Children records) pp. pp. 14 , 28, assignedcomplete task an SimpleColorMake uppaper cutting your according ownand pastingsongs to directionand activities follow (see (see directions. color cutting routine Useand.pasting tunesin this to skill routine familiar area). in songs. this skill Paper, scissors,crayolas paste toarea). harder Work ones puzzles; as child start masters with simple each level. puzzle_ having 4 or 5 pieces and advance Note:MoreSimple difficult-puzzles puzzles activitiesconsideredAnything on.a a childthe work child's does activity. atlevel school Keep and canmake all be sewandstudentsSew help withcards. will studentscolored These enjoy yarndrawcan making beand around obtained yarn seasonal itneedle. on from tagboard.cards. Themost Make design school Outline a patternmay supply the be design fromcolored companies. heavy with or painted cardboardpaper However, punch; he lore YarnSewing needles, cards colored yarn, tagboard, paper punch certain h9 finishes them. sewingLace Boards. if so desired. These may also be 110-11' !Iti , ,... , childHaveor desigii$ selecta roe playhis Y 1-li own lieriod 4i4 toy. lOttehing. for all students, Draw design Wlici Pil haveI himiil complete ii11,1 assigned in (V It Mil, Lift each Toys foi free play period Soffit(' ot slieds EstablishingBehavioral School Objectives Routine Activities Note:Instructional Aids and Materials waysThe'se to routines teach school are only routine. one of Regardless many 339 The child may be able to: arrivalschoolfollow at school.routinesimple directions for Set up a regular routine for arrival at school: hang up wrap, go to your table and comelaryitof is the confused.theis routinethe same same eachyou so follow,daythe childand make the will vocabu- notcertain be- Ifsit teacher down, startmust work talk with immediately. bus driver or parents, place a simple task: puk2le, peg . Simple 'puzzle, sewing card or pegboard by each coming to circle it.Setstartbb.ard to up workthe,:ircle., ora regular: sewing immediately. pu't Carebyroutine your each forchair coming child's on the nameto circle the socircle. line, he- sitwill Stop quietly work, and pick listen up untilchair, every- carry - understand that he is to .Circle lineChairsstudent's name card coloring. :one isSet seate\d. up a regular routine fot coloring. Open supply box. select a crayola, close . Supply box ...--,suPply box, hold up crayola,everyonecrayola startback is finished. coloring in box when when finished, directed closeby teacher, supply put box and sit quietly until . Picture to color restrooms weeklyleaderboysSet upa get in oilregular wrapseach work group' androutine chart. stand holding Afterfor in restrooms. Boy.'s usingopen allLine.rest doors;Girls room, 'March getthe wash wrapsinleader line, hands and mayto andrestroom stand be returnchanged in Girl'swith to line.daily the Line; or WorkRest chart rooms lunch. period. keepSetr:-zessMafch up mouth onaquietly regular cold "locked" days.out routine of the while forbuilding lunchin school.halls forperiod: recess wash so or asreturn hands, not toto put.on distrubclassroom wraps, other for classes.get ii doorin line, School cafeteria opportunityPublic relations to show with otherany visitor teacherS who can might-be be very inimportant the building here; that also "NH a good students . L placecan conduct in cafeteria, themselves get in properlylunch line, in halls.thank Walkcooks leaderin for line tray, open on walkthe and right to hold the side alltable ofdoors, theand take off wraps and.put them in a designated Note: habits..forAlways the developmentItprovide is a good lunchroom idea of good supervision eating L, cat With the getsit:quietly-withtheyhavefrequent in line, willcompleted andtrips not return fallato minimum resttheir off, to room take meak,classroom of traysor talking remindwater to or proper fountain. whilegothem out plaCeeating.to for placeduring play for Discourage fork period.meal-.washing,put and When spobn loud onall ontalking wraps.students tray orso breakIt is easier a bad to one. develop a good habit than it is to children some of the time. Behavioral Objectives cutting and pasting Set up a regular routine for cutting and pasting: prepare a simple activity, lacing Activities Paper,Instructional scissors, Aidspaste supplyand Materials box -wastehowNo'wforcard, basket, individual to puzzle,\show paste and the itetc.return help. and child for-each how Showscissors how to tothemstudentremove toapply supply how atexcessa smallhisto box. cut, own pasteamount pick desk. with uP.the of Call tissue.paste paper,two or studentsglue put topaper the tda picture, intable Note:TissueIndividual activity for each student at his desk jectThe so teacherthat the should child will always not makeget the a pro-s. clean-up time activity.SetputReturn uppaper apaste regular on todesignated supplyroutine box, fortable cleanwash, to take -up hands time:home, when Stop return necessary, work to deskwhen write and directed completename by on teacher, paper,assigned put Note: Givetooidearthat plenty messy, theof etc. timeteacher for feelsthis activity. the project is going home time cleanawaySetday.' offsupplies,up tables,a regular (teacher pick routine up checkingpapers; for getting put each away ready supply all tomaterials box go home:to be or sure standgames all up suppliesused and during push are chairsthein it), hurriedSloppy habitstoo much. will be formed if the Child is The child may be able to: identify some home and Vocabularyareunder passed tables, Development out, put march on wraps, quietly for Oral get out inLanguage ofline building by door and while get notein school to parents bus. or papers Actual articles when possible workschool articles used to scissorspaperpastepencil dryerdustpanbroommop laWnvacuumwashingpencil mower cleaner sharpener machine felt pen Good pictures of articles table.TakePlacePlay Identificationaway severalName one all articles article:the Game:articles. on Guess table. "Find Cover which Name the articles one Pencil,",the isarticles: missing.with or, cloth. Ask"What Place students Recall do several we the to write articlesclosenames with?" eyes. ofon ClothArticles on table for identification Y Identifyarticles on pictures table. of school articles. Tell what each is ued for. Pictures of school and home articles . MatchIdentify articles: pictures big of penciis, home articles. little pencilS, Tell what red pencils,each is usedbrown for. pencils, etc. Articles to match ofsmall InviteSorthome groups pictures andparents school(with of to school parent schoolarticles articles. infor and different "Identification' tell Have what group .a eachbox from forPeriod."is used pencils, his child).fa-. Divide one Identify for the scissors, students pictures etc. into Note:Boxes for sorting advertisements.pictures:Make the catalogs, parents aware magazines, of sources store for 241 - Behavioral Objeciives dryer...Take"aInvite field a parent trip toto abring washeteria a vacuum and cleanerobserve to someone school forusing a' demonstration. a washer and Activities --- - VacuumFieldInstructional trip cleaner to washeteria Aids and Materials TakeLet the each students, child take to the a turn school in vacuuming cafeteria to thewatch. floor. the custodian , mop the CustodianParent ; -Find'TicturesFindPastefloor. picturesthem, of articles on of construction articles used at used home. paper at school. to take home. Magazines,tionMop paper, scissors, school catalogs,supply catalogs paste, construc- toolsidentify by name simple hammerVocabularyPaste them Development on construction for Oral paper 'Language- to -take home. saw screw driver nails board PicturesActual tools of tools ' Invite simpleVisitGo a to toolslumber your are school yard:to used. shop get strapsto ask ofthe lumber. shop teacher to cut the boardsa friend and show or parent how to school'to demonstrate the use of simple tools in the ResourceVisit to lumberyard person and school shop onePutforroom. hanimeringalltool the away.Hammer, tools andGuess bn nailsscrewing the which table.into woodenoneboards. Identify is missing.' Pullpegs: them. them PutAsk out. all students'to Usethe toolsPlayskool onclose the Workbench table,. Identify - eyes. Take. ToolsPlayskoolSome simpleyou.wish Workbench tools to identify GuessPutFindunderthem. one which pictures toolAskthe cloth.in toolstudents a of paperis simplein' theto bag. close bag.tools. Let eyes. eachIdentify Cover child them. feeltools the with tool clOth. without Recall looking what at tools it. are .- PicturesAssortedPaperCloth bagof tools tools problemssolve some simple _ When studentsstudentsTeacherSet up arrivesome maywill simple ataskgo school,-do tofor her problems work desk notactivity. and relatedhave appear a workto toschool beactivity working routine. by their names. on something, Note if Arrival at school without work activity by names instructionsBeginstudentsGo to thea coloring,will circle and come andsee cutting to ifsit thestudents ,down orcircle. pasting and will start tellactivity youtelling theywithout a flannelboarddo notsupply have boxes. supply story. Give Seeboxes. usualif the . ACtivitiesstudentsTeacher reading without a story.insupply'box circle without Behavioral Objectives Activities Instructional Aids and Materials coats.TeacherStart_ootsidewill Seeask put iffor onthey for coats coat recesswill beforeor ask if on they for goinga Cold ownmention to daywrap. restro.oin withoutthat they but coats are start cold.and the mittens. *students See without if students. TeacherStudentscoatsStart out orwith mittens withoutfor coat cold wrapsoutdoor recess without 743 J3ehavioralLevelSkill Area bbjectives Interme.diate -- EcQnomie Usefulness NI.C. A. A. .th 5.11" Instructional Aids and Materials The childDevelciping..Work will be able to Habits follow simple directions Sew a-button-on a piece of tagboard. rills will be easier than'cloth for most Tagboard. btittorr, needle, thread Stringstudents beads to handle., according to direction: round bead, square bead. red `- , bead, blue Assorted colors and shapes of beads, laces , Sgrt beadsSortbead; heads according etc. according to color. to shape or size. EggColored cartonscartons, beads beads of assorted shapes, and sizes. PutSortSort lids nailsbuttons buttons on and various according bolts.,according types to 16 ofsire.., bottlescot or. and jars. BottlesCoffeeEgg cartons,carton,cansmid jars be large colored muffinwith and-lids tins,bu small t tons.nails, buttons bolts CompleteSewRunPut cards lids an aerrand'foron.food kctirding work paper cans., theto teacheras teacher. directed direction: by teacher. by number, with red yarn, etc.' Paper.SewingCoffee pencil, and-shortening cards crayolas with laces cans or colored etc., with yarn lids follow youp directions __Makechaltsshowing-Let eachTuesdayvarious child room duties. find duties. his room Ask dutythe .children for the dayland to. look_for demonstrate pictures showing it for the , etc. Let them help decide what duties are needed on Monday, rest Note:Magazine, scissors, tagboard cleanfish,Include water blackboard, every plants, possible-duty: evendust iffurniture. it means feed of Pickthe class: up papers Play from"Follow the theplayground Leader" as acting directed by the custodian, and out room duties. teacher. Note:Paper bags, boxes, waste baskets 'Carefully supervisemaking many all work charts. activities / Follow simple directions from records.. See recordsI; ill in Suggested Activities at end of area. established.so that sloppy .habits wilhnot be puzzle.toYouSet a uprecordnow a "Quietwant at the to Time" makesame andthe-child.time, a "Tall:Mgor heawai'e can Time:" thattalk withlie his friends while he works can color a picture and listen a talkingconversation,Explain or-screaming. that many but no jobs job permit permits sonic loud Behavioral Objectives complete an assigned Set, up avactivity by each child's name at his table. The activities Must vary Activities ActivityInstructional for each child Aids 'on. and own Materials level task, complete,orplantsaccording string or beads.feed seeto the thip/heanimals Youir abilities does mainwhile of finish concern theothers child: it and;praisemay is someto only give students be hima childexpected for may somethinggood to-colorbe work. able he toa can picturewater Note: instructions,childareaManyHowever, may to of follow theseem he activitieswhen may individual'to repeat younot forhaveare themselves. thisorteaching a group taskskill a thingsassignedparticipateButthat towithyou task,accomplish .expectthis inyou objective:another are him before-he giving togroup mastercomplete him activity can alone. an thefive.Ring end toa bell tenof the orminutes, blowperiod, a dependingwhistle blow whistle when upon workagain. the period activities "starts, for that particular day. At All students who have completed Let the work period last ToysBell or for whistle free play or free play. 'followfor simple school direction routine encouragementtasks may have toa short those free who play have period while teacher gives individual help and not done their work. Note: Theseonly examples one.way of schoolsetting routineup such are pro- sameyoumindcedure. use everydaythatso Whateverinthat a teaching routine the and students you shouldtheit must vocabularyuse, will be. bekeep notthe in arrival at school <-> . putSetname upit under a withregular desk a minimum routine or chair, for of sit arrival talking. at desk at After school-.or table the Hangandteacher work up has wrap, on performed the get project supply her by boxmorning his and Note:Simple project by each child's name Providebecome confused.some interruption during a tablestudentschores: and checking tofinish come uncompleted lunchto the m. circle uey, task or talking joinbeforp a to group beginning bus driver activity a and new at parents; tlieactivity. table. interrupt Return the to ituncompletedbelearnwork must interrupted. thatperiod always their so job beworkthatAlways socompleted. studentsthey must return will sometimes will learn to that coming to circle chair,Set up carry a regular it to routinethe circle for area, coming sit quietlyto circle. an ten forp workfurther immediately, directions. pick up Note: youThisrewardaware will activity providethat to those willhe mustsome make who be recognition comply..the punctual, child orif Behavioral Objectives Activities -Instructional Aids and Materials 245 coloring otherfinishedsupplychair,Set students up 'Aua;box putregular it finish.andcray.olas on selecttheroutine table back color for by in needed,coloring. rdIt'side-the box, close Get (orclose supplysupply the boX box box and*and from sit color. thequietly floor When witile under left side. if left handed), open: Supply boxes restrooms forMarchotherSetboys indoorup classes aquietly get regular recess. wraps are out routinein andof session, the get for building in restrooms:use Boys' restroom, for Line,.march outdOor girls wash 'get reees:; .handswrapsto restroom; or andand return getreturn without into Girls' classroomto line. talking Line: if Note: supervisedmightsupervisionThe TMH allow willseveral in them alwaysthe tiniesrestroom.to go need perthereun- some month You lunch period Set up a regular routine for lunch, periods: vnli hands, put oft wraps. get in line, Note: Supervisenoteorhut. secretary ask' habits principal, the that to. students lookshould custodian, in so onbe they reinforced.them nurse, will and tablemoreoflunch,march noise. anywherestudents qu?11ythank Usually cooks maydown in the cafeteria,forbe hallsgroup aware---4trays, without musreat walk_to4lieto' eatThLtillilertts. diStu, there,together mg table for otherat thayIlth-en ask andthis classroonis, yotir catage. quietly leaderlevel, all students withgetto select in a lineminimum have a for In order that thehavedevelop.good foods to be served encouraged eating in the habits. cafeteria.to eat They some will of cutting and pasting Seteaten,individualsout up,,a4egulai fortake play trays Who KtiOds. routineto,,proper cannot for workplace. cutting alone. get and in Show pasting.line and students Workreturn how asto.classroom a togroup cut, exceptpick. or goup for the Note: UseSee ofPerceptual scissors. Motor Skill Area for supplyshowonpaste designatedhow box, it and to wash applyhow table hands to a removesmall to: whenper, take amount put'any. necessary,home.. paper excess of There paste in write pastethe willor waste name with be students tissue.basketon paper and Mi., and return work put, paper scissorsslowly to supply box. Now to the picture, how.to.' Return paste to Note:Note;Paper, supply box, tissue TeachthinksoAlways they the a will dochild project a notproject to get'isbe tooindependent. thewith messy.idea the thatstudents youHe clean up time Setcompleted.and upallowwill a needregular students a lot routine ofto individualselect for aclean new help. upactivity time.HaVe as To a.siMple the make .cutting theactivity studentsand pastingtable aware set is up of Whistle or bell mayanything need help for ifhimself he has atnever home. done andholdpickstop.cleanup put up up awayeachStop paper,jsome time, asanywork. teacher ringMaterials check a sweepingnamesbell supplyor or games it,blow mayreturn boxes: aused be whistle it-to done duringtake supply if whenall needed), the the box, day.you diticles put pushare away ready outchairs.under supplyof for supply work boxes, tables, box,to Note:Broom. dustpan habits.completiontoBe d'07-so sure to of may give this result enoughactivity:. in sloppytime Failure for work Behavioral Objectives going home lineCheckSet upby room adoor regular to seereceive routine that paperseverything for going or notes home.has been to Stand parents, put up,away, march push put chairs quietly,on wraps, under out standof tables, build- in AetiVities WrapsInstructional Aids and Materials WithDeveloping Others: Ability To Work ing and get on school bus. The child will be able to: play games in small groups bepiecetableSet left.set up toof card work cardboard up tables withOn puzzle withthe may puzzle. puizles befor used short of to periods100 keep pieces. the each puzzle Seat day oneuntilintact person it ifis the completed. at card each table side A dannot largeof the Note:- puzzleuponThe theother purpose samepieces. student's activityof this work activity without or holding into tearing work each'cliildBolt.andintoRingGive groups eacha bell nail child an toso game, egg start.that a boxcarton allSeegroup studentsof which beadsor of box. two childwilland Instructstudents: havea can lace. stringa one Havechanceput childbOltshis the tobeads to sameand'win put first.nailsat numberthe some Divide boltson time.the of in beadstable..your his box students inGive aand box. NailsBoxesNote:Boxes and of orbeads, bolts egg cartonslaces students.This game is good for two or four work in small groups finish.Playthe Other number Play child circle or topicture gamestake the dominoes. where nails. one See Stresschild which.child will not being finishes unhappy ffrst. if he is the last to vs be in the middle. Note:PictureNumber dominoes, dominoes musical chairs or similar game You will want to set up a regular dustto complete furniture school jobs .firstremoveDust person desks all returns articlesand other the from articles room furniture; furniture, to their the original groupOther ofpersonpositions. two students:dusts the teachfurniture one andperson the to Dust cloth routine for each school job. sweep floors inThisfloorSweep deciding willandthe floors be where aother ingood classroom, toperson time place to to therearrangegroup move furniture. ofchairs two the TMHandstudents:furniture hofid children but teachdust the are pan.one students not person very will tocreative sweep need andhelp the Broom, dustpan, set the table parties,toSetthey place the will tablepaper the want dishes for plates to a put room and and everything the plasticluncheon other silverware backone or party,to where place will grciup it the probablywas. siiverware.and of two be student: used. napkins. teach one For student PlasticpaperFor practice,dishes and make silverware place settings of butcher 246 247 _ Behavioral Objectives Activities Instructional Aids and Materials wash dishes water,andWashDemonstrate stack lishes,-groupmeasure them cleansingthefor washing.detergentof two pads students: Showand and put supervise teach dishes one into studentdishpansee that to dishesor scrape sink are for dishes clean. washing. (or pans) other student how to mix hot and cold scraper,DishpanNote: cleansing or sink, dish pad cloth, detergent, dlsli lessons.neededThis activity after simplewill probably cooking be dry dishes andwater.drainer.Dry put (Thisdishes, dishes Show may grow, away. thebe inother ;1 dishpan student orhow the to sink.) remove Demonstrate excess water placing with in -dish a dish towel :wn students: teach one student to rinse the dishes in hot Note'.DishDishpan drainer, or sink dish towel orwater; ifdish you heat pan do theonnot awater have hot plate. ain kitchen a teakettle or hot clean shoes . standspaperfromClean shoes. towel shoes,by the or groupdoor brush. to of check Thistwo students:activity shoes and can have assist be a changed mat by the to yavedoor afor daily scraping leader mud who Let the students take turns cleaning each others' shoes with broom, each child in removing the dirt LeaderBrushBroom,Mat paper. towel water plants toorWaterfrom waterplastic his the Shoe's. plants bottle plants, fromwith group thewater of plastic twowithout students: bottle it running or showdip water over. one vadentfromTeach a anotherhowpail. toShow fillchild a how pail how to SmallPlasticPlants can bottle for ordipping pail make sewing, cards studentpatternMakeuse newspapers sewing onhow tagboard to cards, drawto remove andgroup around fasten anyof thetwo waterit outlinesecurelystudents: spilled with with teach on a the paperpencil one floor. studentclips. or.felt Show tO pen. place the Help secondthe the simple Note:Pencil,Tagboard, patterns s issors The intermediate. group can make ,/ materialsWorkpunch.first person in small and cut space groups out thefor to working.)design make anda seasonal the second.person mural. (Beware outline of others it with in a use paper of PaintsWhite butcheror crayolas paper stressgroupmany doingsimpleto use. things patternsIt is neverfor fprothers. toothe earlyprimary to / The child will be able to: their-useschoolidentify some home and objects and identi identify pencilVocabulary Development for Oral Language crayolas forks coffee pot ChartPicturesReal showing objects of objects pictures of objects and words stovescissorspastepaperdryer dishblenderknivesdishesfelt pen cloth washertoasterpansspoonstelephone dishgarbagedishwasher toweldrainer disposal WordNote: Cards Youawords, few are ofnot but them. really some tryingstudents to mayteach learn Behavioral Objectives byDivide -name class and into use. two (Take groups. turns.) Hold The up child a picture who identifiesof common the object object and correctly identify Activities . - PicturesInstructional of common Aids home and and Materials school objects holdsMakeSidewinning the B) a card. Schoolteam. Count Booklet the..cards showing at articlesthe end Used of.the at gameschool. to determine the Listen to Common I fume and School Sounds. (Record 7 . Peabodymagazines,ConstructionDevelopment Language paste, paper,Kit scissorsLevel school P supply catalogs, 'correcttheunderstandMake Describeanswer. next a Home article. Thethearticles Booklet game.student Count used Divide showingpointswho hi home guesses intoat articles end andtwo correctlyof school.sides usedgame andat Teacheralsoto home. determinegive gets one describesto .describepoint winning for until each team. students PicturesConstructionNote: of articles paper, paste, magazines, scissors holdan Ifarticle, studentsup picture teacher have pointing maydifficulty describe out describingthings. and toolsidentify and some their common use sawVocabulary Development for Oral Language boards or rough [timber Note:PicturesActual tools of tools Any activity with tools should be _ . pliersfilelumber screwsclawnails hammer. (large(large heads).heads) precautionssimple with emphasisin use of toolson safety . .Makeinsandpaper a a board cabinet for at storage night, butof tools. it should be available for circle activities. screws driverIt may (standard) be necessary to keep this board locked HooksLarge piece of board Usingline..OutlineownTalk the needs.with boardeach your toolplay shop on the teacherthe following3dentification board regarding with .a-hook the kind_ for Games: hanging of board the` which will meet your over the out- BoardTools with outline of each tool TakePointreplace"What allto hammertools dothe we hammer. from do and withthe ask, board it?" "What The and childtool place iswho.answers onthis?" table. Ask, correctly "What maytool BoardActual withtools outline of each tool Child,whoHoldfindsis this? toolup What identifiesa andnail dotells and we proper itsboard. do use with tool may.Ask, it?" may replace"What Child drive tool thewho nail tooldo identifiesinto we on board. usethe board.with correct these?" tool, Nail,Actual board, tools tools notwithheadedDrive able knock nails screws to manipulateintoout into pegboards. board.board nails Remove orRemove and work screws. nails. benchscrews Using for with thosescrewdriver, screw students driver. put who Work large are CompaniesAvailableScrews,Nail, board, screw from hammer driver, creative board Plaything and Judy 248 Behavioral Objectives lookMake for a "Toolpictures Booklet." of persons Find using pictures those of tools. tools, Activities two pages for each tool. Then 'InstructionalTool catalog, Aids magazine, and Materials construction paper, 249 copy the name of the tool from the board.) (Sonic studentS may be al,:2 to Note:Yarn,paste yarn scissors, needle stapler or paper punch andareStudents doingenjoy. onlysomething pay attention, they-understand if they Developing Attention Span Read a short story: decide how long you want them to sit quietly and select . a . Short ,stories time. Setdevelops.TellstoryAt first, upflannel- and a"Show it discussion may board andbe stories,adviseable Tell for thisPeriod" making length restricting of time. each yourto havestories two longer short asShow the attentionand'Tell periods span instead person to one minute or ShowFlannel and boarcl.storiesTell period Playof one Guessing longer one, Games if the when students the teacher do whispers not remain interested. or plays records very low. Record,NUC: record player start.ofactivities Havesitting frequent beforeso students attention music will or activities notrhythm. be tired weekPlay(Studentsrecord games until is may students beingstudents or played.may are especially notable close to concentrateenjoy. eyes.) Increase Guess on the game for a period of whattint( thethe teacher length said of timeor, wha played each GroupTeacher games whispers directions.repeatingWorkdesignated simple the by activityteacher. sheetssheet untilwith studentswhich teacher are able to work quietly and follow gives frequent direction. Keep Pencil,Work activity crayolas sheets Note: havegoalsactivity,atObserve thereached for:a beginning yearweekly"the your attentionand goal.or ofincrease monthly, year. span Set length of until your student of you The child will be able to: daysolve problems some simple every forAsk a broom a student or if to he sweep will stand the floor and waitwithout for a broom. Note if he. willyou ask to youget one for him. Note: a for sweeping. These activities are set up to make a job.theworkchild materials awareand teach of needed the hiin things to, to askcomplete he or needs locate the for . Behavioral Objectives Askdetergent;Ask a studenta student without to todust wash water. the dishes furniture without without any a dishes; dust cloth. without a dish cloth; without Activities AreaInstructional forto dustwashing without Aids dishes anddust Materialscloth paper;Ask a studentwithout todishes; set the without table withoutsilverware. the place setting drawn on butcher ,Area forNote:needed setting for table the 'taskwithout one article relatedInclude toany your problem own classroom. solving situation `).51 SkillBehavioralLevel Area Objectives Pre-vocational Economic Usefulness N1.A.C. A. Activities 13.0-16.11thru 6.11 Note:Instructional Aids and Materials A .,-1-issroom for this group should Taking.Completing Responsibility Work Assignment for One-halfstressingactivitiesa workshopremainder of soyourmay manyor of 'daybeon the atpoints should daythe can other jobs visited on beginning connectedof the schoolbe with spent day punctuality with functional consist of activities field trips. The.best time similar io.. those observed inacademics andsince otherand the skill teacherroutine.. will The for these be ettoirmedinclude;treathat a studentssmallwith simple kitchen, could tools shop corner r with at least two functional academics. A be.divided into teachers so and an areasSkillReview needed Areas. all byskills indiviudal !carnet] in the Primary and students. IntermedLite Economic Usefulness groupsLcut.).i.he according hired is riot to superviseavailable to an ,ies would be ideal.the teacher.works'with interests andsome-students If suchaide a should others. The student may be able to; arrive at school (work) Makea student a large.tagboard is time late, without an excuse, chat t so. each student can circle his name with a red days of the week -or number in each morning. petted. This If See chart belt w on time . chartdates may according be set up to by the abilities of students,the week and or month using the pkz._,:s they willDays Days he-engaged.Days ,Mon Tues. Mar)/Wed. MaryThurs.. MaryFri. Tardy 0 Abs 0 I Pres 5 'MaryJohnAnna JohnMaryAnna John obnna JohnAnna JohnBobAnna 30 1 00 5 SexGirlsBoys Mon,Bob Tues. Wed. Thurs. Fri, the girls who get to TOTAL work on Field trip to shMered workshop or business SetTakeof up employeestimeweek a a'contest andfield to determinerecord trip arrive.between to it a Askon the manager nearbywinners.the wall.chart. workshop Do -or the same the boys and girls. Count or supervisor to business. Arrange' to be with discussthe boys. what Check happens at there when when end heaccept is late discipline when employeesstudentsSetment; up a mockare late workshop. for work,work. (Teacher willBe veryact as stern employer.) With them using anger and Pretend'thatseveral disappoint- Note:AngryMock Workshr7employe) Studentspleasin., must if they learn arc to late expect dis- Behavioral Objectives Activities . habits gradeandInvite getting students upper to demonstrated.gradework classeson time. to Act out the your room for little skitss) related to good work "pretend games" the upper Note:strations.StudentsInstructional from otherAids gradesand Materials for work demon- :Stress the importance of a smile and Mentiongreeting toclothing, each employee their neat as appearance, you arrive, . atstart schoolof: working reminding with on a minimum.arrival answeractivityTrain each questions and child be ready to and check giveto start the help workwo if rk.students chart The onteacher do arrival not understandshould at school, be available work find hipschedules. sowork Note,BellWork chart Haveetc:. frequent pare- conferences and finish a task SettimesreadyConstant up regular accomplishes.for supervisionactivities school activitiesto Suggestedwill start. prevent which lists the of taskschild foralready home understands and school andare »0,w:fedsmite- poor work habits.- Ring a bell when you are Not* Explainschool visits to parents to emr,ii,ifre that student. work mustroutine activitiesbe neat in most work abilitySimplein this skill oftasks the area. onstudent. level of each child, clean or messy activities according to the Note: closelyHele:am will to with notfinish learnparents task these kk setting he overnight. exp-'cts Up simple to Work job. workhave confidence ability in Set up a mock workshop. Invite parents and Special Education Personnel Note: activities; with lots.-of,r praise. a student to hat - t:onfidence in his , himopen to house: explain Give the eachprocedure student to aeach work visitor. activity which he can do well. Immo, Mock workshop schedule.Completework ability within he themust allited do -orriething lime he Understands atia has tithe to TheJobs student.mayand Activities be able to: (Routine, Vocabulary and equipment will be discussed in the next section.) Note:Visitors Thisadditionsactivities. is only arelatedThe suggested teacher to her list may locale. of havework many , learn some simple sehoolworkassignments activities visorCheck for ild(117::-!iul with jobs custodian and eaftni.ria sPper- dust furniturcmopsweep floors floors takefollow apart pattern irons, coffeein simple sewing . etc. try 'to put tht-ni clearwaterempty and plants-waste shine baskets shoes sweepkeephang lockerup or clothing mop clean halls and with neat supervisiontogether again ?5? Behavioral Objectives, wash windows Activities make shoe shine -box Instructional Aids and Materials home activities (Keepmopkitchen this activity floor very simple.) setmake tables bed %kite: Qoilynt-,Invite IF:moil; ;0 work. to schoolDiscOss to toothily al observe sweepcleansimplewashrun vacuumfloor windowsup :land tables cleanerironing inside cleanpreparedobundle simplemirrors simple newspapers sewing foods denceatmosphere.done to cull :Oa help and develop pride ina a '4. hool. Stress happier home that coih,. job well emptythywash-dishesclean dishes garbage cupboards,and replace dishes hangdustarrangeanswer furniture startup clothes clothing telephonearticles on-according shelves to color, to fabric Note: activitiesParents should pros ide realize excellent that some opportunities of these keeptake closet clothes neat from and dryerin and , order fold cleanclean,- refrigerator dish washing area Son"for "Mother discussions. Daughter" and "Father swashclean ,:arsclean bathroomwith table supervision tops togetherarrangetake apart drawers again old home appliances and, put. Note: These are also good "Father Son" lawn care simplepickrakeremove leavesup watering litter, dead twigs with andhelp limbs with help branches Note: activities.Make certain that your TMH room is school ground cutshovelsweeprakepick weeds leavesup sidewalks,snow withlitter from and sidewalkspaper supervision porches, and steps and steps with supervision week"scheduledstudentsRegular just student'sfordoingas Often a "clean many shouldas -jobsup theobserve well. regular classes. litter TMH assignmentcompleteequipmentidentify most a neededwork of the to (andVocabularyEquipment written Developmentlanguage needed as for Oral Language determined by teacher) ofVocabulary equipment needed in addition to names Note: Havematerial a special used place in work. for each A each tool outlined is ideal. large cabinet, tool or mop floor bucketmopdetergent shakesqiieezemeasure halpushtoo f-full much Namesor youoverboard areofthe with sonic,teaching outline tools and may be the written word. this is.excellent if written sweep floor waterdustbroom panmop holdpushwring pullmovesweep furniture Behavioral Objectives Equipment needed ofVocabularyActivities equipment 'needed in addition to names Instructional Aids and Materials clean, bathrooM - clothbrushcleaner rinsescrubsprinkle drysetpour manyidentificationHave good real pictures objects and wheneverofmatching. all tools possible. Collectand materials Collect for many pic- answer telephone paperpenciltelephonedisinfectant writeanswer telephonetalk plainly number identification.tures of actual tool being used for discussion and shoesclean and shine clothtongueshoebrushbroom polish or depressor brush polishcleanshine rubscrape andSenior demonstrate Citizens are various often workglad toactivities. come to school rake leaves trashboxrakefor cans shining pickemptypile up placeput in by box curb sewing thimbleembroidery,thread,needles cotton- regular yarn threadsew needle cutknot Invite resource persons when it is feasible. simple home repairs hammerscissors ' hit rub. Invite parents to school to observe your routine saw'squarethumbscrewdrivernails tacks pushholdtwist tightenfasten 4 !earningsand the regularly. vocabulary you teach. Send hom desired sandpaperscrewspliersclamp -' 255 Behavioral Objectives Equipment needed VocabularyActivities needed in addition to names Instructional' Aids and Materials wash and dry dishes detergentdishpan or sink nt scrapeof equipment cleansoak Note: (bothInvite grounds the director and buildings) of school to maintenance school to dish clothdrainer .put awaydrain dryscald . complete work activities in a designated the IMI-I identify and use tools and simple: ironing ironironingdish towel board turn off theAfterthemtime. work andthe activitybe reimbursed suceessfully.a for his minimalwork. Suggest that the custodian train'CM llII has learned to complete cut weeds wasterakehoeflatwork can to or iron rakecut--turn onup put.inpick up boxes enrolledwagetheschool,* shouldkind as ofashould hestudent. work paid hehe to paid does.him accordingwhile he is to After he leaves magazinesbundle newspapers or -boxheavynewspapers cord placestack evenlyup foldtie sweep sidewalk dustpanboxbroom or waste putpick.upsweeppile inup box fromtake clothes. dryer clotheScanbasketdryer sortfoldshakeput in outwaste can put away.in basket Note: seeEvaluate if desired the studentslearnings at are least being weekly developed. to water plants waterwateringplantstable can fillpour 'inside. wash windows newspapersspray'filled bottle with or window cloth cleaner cleanpolishspraymop up spilled water spotsdirtyscrub Behavioral Objectives Activities Instructional Aids and Materials . givenassignmentcompletefind period, materials ina of worka and ,followThese to complete are two aexamples work assignment. of a routine which a student may be expected to Note: followteacheractivitiesThe most it should for isimportant abest regular establish results factor routine. herin trainingin own workThe and TMH time Work Assignment Mop the floor (Allot acertain length of time for this job.) 1. get the mop Note: locatespecificBefor surefutureit. place each jobs. so tool the orstudents material can has easily a 4.3.5.2, addgetmeasurefill thedetergent bucket mop-bucket detergent one-half to water or full cleaner of water warm or hot) bucketmop 9.8.7.6. wringputaddmeasure mopdisinfectant out in mop disinfectantwater to and water get entirely wet measuringdisinfectantdetergent.'water cup 13.12.11.10. mopwringrinse aanotherout outsmall mop mop areasmall in bucket of area flour of floor, etc. (regular routine to follow) Clean and-Polish Shoes (Allot a certain length of time to polish one pair or a certain1. period of time to clean and polish several pairs of shoes.) brushShoe shineor cloth, kit containingbrush or stick shot for polish, cl,..i,ning,.cloth shining , . 4.3.2: polishwipebrushget shoesshoe off remainingone shinedust to shoe clean with kit andmud and-polish cloth set from,shoes aside to city Note:for wiping off dust studentSetfortools, tip each rating is their really school scalesuse learning andjob. to thedetermine thecorrect names ifroutine of 6.9.8:7. putputshinepolish away away shoes other shoe shoes withshoeshine clothand kit set or aside, brush to. dry FieldThe student Trips should go on field - trips to: see people help others PoliceDoctor'sFireEmergency DepartmehtDepartment Office Services (Ambulance, Rescue Squad) AniinalDentist'sPublic Health Hospital Office Department Note: jobs.forTheytheField community,education cantrips serve are and a asservice very trainingintroductory important or suggestions of the materials part TMH. of, for Hospital 256 25 7 Behavioral Ob jectives. watch many people beauty shop Activities--small.,grocery.store. CalcHInstr.uctionaF planning Aids should 'and. be Maierials done:with the, ofwork jobs at many kind hotelbarbergasmotel station shop -- drug storelargevarietyhardWare grocery store store store, _- ,execlentTMi-managers opportunity olvarious to showbusinesses. employers This isthat an students arc well-behaved and deper.dable. restaurantcafeterialaundrydairycat- wash (selling.andshoeclothingdiscountElectrical:appliance store storestore.- servicing) store Sonic of the jobs you will want to observe are: drive-in disposal plant , 3. 1. steamtdishwasherhuSbay able .attendant . identify some jobs sheltered workshOps 8.6.4.7. sa..dwichmakersaladwaitre,sdishi.vashingWaiter maker machnieoperator they can do (otherGoodwillFilms related Industries businessesilmstrips in your community) (See-12, 11.Suggested10.- 9. 1\laterials at end of skill ,areal, cock'syard-boycarcustodian wash helper attendant Transportation Skills ThisreporttheandInvit wit buse. undes1 wt b and able withoill behavior supervision. to the tbacher. He in turn, can alert thesomeone drivers to from lainthe busBus serviceTransportation and proLper, Companylake conduct the tobus whilecome company ridingto school aware:ofon a public TMH bus. students who will be riding- Note: thatfor.toandArrange explain TMHaskmitst thean,evening youngstersondb_the manager set services on meetingtheir of they the theconduct bus forlirnitatioPs companyparents while The student may be able to: identify a specific. bus stop mentsTakemany will havefield totr b made with the school to provide some financial help s which may be reached by bus. Some arrante- BusField schedule trip for all parts of city riding the bus. . in buying bus tokens. it. . AslandmarksDecide you wait on at-buswhicha specific willstop-a0 fielktrip.make return Take to bus the stop, trip bynotice bus buildingsand .return \Ind to school.other easier for students to locate it. Note: SoareasLet lie your inwill each-child's field beTaware trips includeOf'bits.serVicehome envi. tri onment near .1 s to ..the busNext was day boarded appoint before. a leader.to ke the group back\ to the bus stop where accompanyhis home. Teacher children. must on bus always trips. . Behavioral Objectives Activities Instructional Aids and Materials foridentify a short the trip right bus (--'7--bus-to_identify_.the correct bUs to, board.sign,Set up he a "boards"mock bus."' the ba"-- Let If-not,_hethe "bus driver" must wait hold for up anothera sign from turn. tie frlZnt of If the student identified the c rrect Note:Mock bus with "driver" give(foundhaveCheck you. extra withon frontbus bus identification companyof bus) which to seecards they if they will, If not make large tagboard _get transfer when pay for his fare and Set"bus up a driver." mock bus. -Practice .I,Lise giving real money the correct to pay change bus fare. or learn what change you Buy bus tokens from Rea!Mock-bus money busesones, the using students all the will. words be riding. needed for necessary anotherGoshouldbus on tripreceive.a tins. short where bus transfers trip arid are let needed.each child Get pa' transfers, his own leave fare. bus Go and on aboard long \Short Long bu(s\ trip using transfer bus' trip properlyconducthimself while Set up a mock bus. 1. , Wait until bus stops before trying to board it. Practice the following beliavior on the bus. Note:Mock busand "driver" Ask students from regular classes to On bus 6.4.3.5.2. DoSitSrnile-andSmile onnot andseat move greetspeakwhile from friends tobus onedriver in asseatin youasmotion. to you areanother. payfinding your a fare.seat. conductthempropercome toto conduct showso that rude onthe andbus. "bus disorderly Also driver" ask yciur room to demonstrate 10. 9.8.7. GoGetDoKeep immediatelyhotoff handstalk talkbus and onlywithand laughter headtoatstrangers yourworkshop inside-b low.. regular or acceptor `stop. food fron'r-t home.' themmust become from thbus. angry and remove inInvite.bus.opportunitiesAct classroom. out parentS skits regularfor to studentsschciol students to to observe show presented correct bus inroutine procedureclassroom. set up for Giveon riding "mock inri- public .dualbus" leavesignalrecognize bus when home ready to . Setholdwill up ringup, Mockmock street when, buS.- bus.signS. the Tie Arrangecard a cardis moved. a betweenchair:for Have twoeach leader chairs. student. stand Attache Make in front 'papera bellof "bus" hatsto it forsoand it Practice pulling -signal cord for student's bus stop. CordNote:SmallMock tiedbetween bellbus two chairs This activity will be practiced only bus stop toupdriver, str:;r1his street men in front andsign: women. of bus and Let hold each up student street boardsigns, the bus when_chiver holds After all:students have .bparded the bus:, appoint a leader ,,, from theirvision afterhome of students .areas the teacher. 'under have the made super- trips to and 258 -- -?59 = Activities Instructional Aids and Materials Behavioral Objectives- A ablestudent to signal can only for, get bus off to thestop. bus when he'recognizeshis street sign Encourage them to make bus and is ThisNote:independent activity c:.,n travel prepare by public the student bus. for .Many parents will be concerned over bustripsInvite stops. with parents their to student school and to,watch observe this that activity. he can recognize the home, and school childManyfrequentparentstheir to parents TMH ride in home unsupervised. for`child may conferences calls. refuseriding to discussato bus allowand alone. makethis their Invite the Independent Travel school,ExpectRevieW"Tkansportation eachwhen child he has to reachedcome Skills to the schoolseveral age ofon tires 16public per'and week. buseswill be the going last into'8 weeks a Sheltered of Note: observed:bybetweenThisproblem must parents be student, a cooperative and motherteachers. project may Un- *InviteWorkshop:ActivitY.Program. parents to schoOl to observe the following routines' for Independent Travel. car.canThenshefollow feelsfollow the heteachchild student can to-r, travel schoolunobserved to workshopindependently. bus stop by in student,until her -The student will be able to: get to work on a public. bus Practice the following steps: _1. boardGet to the'first the bus busstop which on time. comes Remind along parents if lie has that missed a TMH his student.bus. may . Note: themstudentsNotify to the reportwill bus be company-whenany traveling questionable alone TMH and behaviors. ask 4.5.`3.2. , SignalSitIfLook it down:is at when the and-conduct name youare on ready the yourself front to leave of properly the bus. bus. while on bus. your bus, get on and pay you,. fare. , employmentreachingobserve safety place rulesof in Practice the following steps: 3.2..1. .Never ObserVecrossRemember in the trafficmiddle that emergency.equipmentsignals of the STOP, street. GO, WALK, always DON'T has WALK.the right of way. `Set up demonstrationsmock situations foras needed parents for the various seek help if he needs it Solve the following problems: 2.1. knockSomeoneTellSOmeone the on driver. is-fOilowingtly.is bothering door and you you.ask. On themContact the tobus. callpolice, the gopolice. to someone's home, forMock parents situations as needed for demonstrations 4.3. inYouof Losebusiness.placi get:off bpsofbusineSsand'ask rncneyat the wrong or token. bus them Knock siop. to -dal!,Knock on someone's your on someone'sparents. door or door go in or ,place go ask them to call your.parents. Note: teacher,For this 2..I. mustprogram make make : daily weekly to be calls successful home to parents calls or reporting-invitesUccess and failure : Behavioral Objectives Activities Instructional 'Aids and Materials .Contactfacilities.who yourhave-reached StateNocational the required Rehabilitation age-for placement office for in evaluationsworkshops5. andof students other Other problems related to your own group. 4.3. adviserhearecontact thema'good not soldsatisfiedto listenertalk on withyour parents as parentswellprogram and as whoandsk

260 Suggested Materials and EquipmentECONOMIC USEFULNESS CommunityRifton, Ne'w Playthings York Tool _cabinet R. H.18279 Stone Livernois Products 'Safety WoodWorl

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VOCATIONAL PREP notshouldAt read: die he Vocationalt`of reviewed work in byPlc!) the the Sheltered level. students' all studentsWt1CKshop pre-vocational should should be teachers:arid te.sted.and continewith screenedby job the training vocational by the and Vocational rehabilitationti school Rehabilitation counselor. Service. Those 'fest , . program ISO: Schedule 1). Other students results tithe..tst..students who appear r,-tady to`ktistain a six,to eight hour work day in thele.dtile Sheltered Workshop shouldill). he placed II). Those students who are unable to do either_ot the a )ove should be assigned to the. Activity Center (see i on a job there The pubi ,mmun.:y-ablished. agencies mist take on the responsibility o. schoolsma;ntaining and other the 'MIA communitti program. agencies Through a Training the combinedscho;.+1 Center }stem effortscombinnT-Sheltered nears of the the major responsibilityWorkshop and for Acti%?ity Center t raining .the TM11 student-through age 2l'after which time other may be LevelArea All SkillsVocational Prep . C. M.A. A. through 17.0 to 21.0 8.0 tboardio.,existingOn espoiNble. the following high. facilities school pages and rooms is two planned whichmodels to could ofacconunodaLe raiding be remodelled and work post andsehoolfacilities used workers asare a shown.training as well-as One center. .isthose for One thefor is whomsmallfor larger community, the publiccommunities: schools it offers making use.of are still Anould then be madecontinuation teSinnefor abilitation blm/hd,r students of to thecounselor will enroll program be inlimited r and heas activity it.wastothe participation teacher set up areon ina sure pre-vocational!hr activitiesthat this program.student level. Thiswill 1=11r, participationbe unablethese students, to should participate part continue of thein day until should the vocational be program on a full time basis and livr. A home or board at the school, a- workshop. Provision spent in Individualtia:;--;.Tvewhichever students Miring evaluationis mostwho the appropriate.appar other during ablehalf the today benefitw. they irk trainingwill from. partake a program work in training-program a willprogram determine of functional how will longbe placedacademics the student in the and will work social training :ind .,tereational facility for half with this procedure. Sias. a TR/WANG CENTER, SHELTERED WORKSHOP & ACTIVITY CENTER (WOULD REQUIRE AT LEAST THEREMODLING OF EXISTING SCHOOL FACILITIL6 FOR DAY USE SMALL TOWN FM ,ITY EQUIVA1LENT OF 4 CLASSROOMS) FUNCTIONALACADEMIC AREA Cleaning,(Simple Cooking,LIVING Parties) AREA EDUCATION AREA PHYSICALSOC & * DIVIDERS MAY OFFERSUGGESTEDNOT AVAILABLE. STAFF: A MORE FLEXIBLEFUNCTIONAL; USE OF SPACE, ACADEMICS OR ACT AS TEACI1ER A SUBSTITUTE IF 4 SEPARATE CLASSROOMS ARE PLUSPHYSICALSHOPHOME AIDES ECONOMICS EDUCATION AND STUDENT AIDES. TRAINING CENTER SHELTERED WORKSHOP & ACTIVITY CENTER WITH BOARDING ACCOMODATIONS LARGE CITY FACILITY BEDROOM TRADES , YM ARTS & CRAFTS ACTIVITY BEDROOM FOR 4 BATH FOR 4 OUTDOOR GAME: KITCHEN APARTMENT PRIVATE APARTMENT PRIVATE AREA APARTMENT "ETC. BATH CLe CL BATH ADMINISTRATION CAFETERIA & CANTEEN BEDROOM BEDROOM I st FLOOR (BoardingEd,cility) FOR 4 2i d FLOOR (Or more) I3ATH FOR 4 ADDITIONAL FACILITIES MIGHT INCLUDE GARDENMAY AREA, BE HYDROPONIC A 2 OR 3 STORY BUILDING, OR OTHER LIVING QUARTERS MAY BE LOCATE. NEARBY. GREENHOUSE, CHICKEN HOUSE, ETC. - 280 SCHEDULE I PROGRAM FOR SHELTERED WORKSHOP AND ACTIVITY CENTER SCHEDULE it students learning vocatiOnid skills and contimEng development in other skill area's.. SCHEDULE III For workers who assume respOnsibility it a 0 to 8 hour work day. For those IMable to work but able to participate in activities. SCHEDULE I 12:00 9:001:00 12:00 5-:001:00 P.LunchA. M. Program Program 9: 15 - 10:30 9: I S Functionopenime a. Academics discussion of an .0for day . 10:4510:30 - 10:45 11:30 Arithineticthcaj,Reading and oral language development - reliieu to jobs, following directions. etc. maki.ng chant:', and other skills 1 2:00 Preparation.Gro*.ningSocial,Perceptual sell Motor skills help skillsfor lunch,; wash . up. etc. 12 00 --- r-00 .- .1:151:00 1Vc.issSwi.RLunch :: eationwork assignro,....!!! or punch in at workshop SCHEDULE 1 (CONT'D) I - 15 -- 3':00 "Shin,-;hiningLaundryDishwasing,Work assignment under supervision - washing. ironing, -.00 - 3:15 - :CleaningSto`)g,BreakNurse sorting or odic: -yard work ictivities 5:00 6-30 5:00 ContinueSonicIf student may same leave isiiving work at this assignmentat facility,time if can't or he reassigned supper would he served. ustain full afternoon's work - to activity center or-hor)e Later in the evening, planned recreation. TV, or other activit SCHEDUI would he provided. 9:15 10:30 WorkGet job c-,sigiirlICZIt w or sign in 110:4510:3'' 2.00 ---- 12:00 0:451:00 LunchWOBreak - 3:153 - I:00:O 3:153:005:00 }corkWorkBreak those. assigned 6 hours, sign wit and go to At tiN v Center) ,,282 Boarding Mull' Kitchen JOBS IN SHELTERED WORKSHOP AND BOARDING HOME FOR SCHEDULE Boarding Home Laundry ,Sct"Operate takcr'repareCleanRemove dish and dishes disheswasher s,:rz:h trom iables table away dishes dish washer Operate.SortUnloadLoad clothes washing cartswashing washer byfor colortype machinewashingmachine into dryer machine SortWashStacZ-ISlack silverycanned and rays and pin Are foods r away by cooking pieve,s utensils_ silverware MendPutOperateIronFold away Cloth',. flatlinens dryer linens pieces Boardyng Home Housework sys-er:p!lake, beds floors Boarding House Custodial -Sweep Scrubfloor,; tloors CleanNVashMopDustRun cabinets windoWs vacuum.floorsfurniture cicanzr woodwo!' CleanSweepWaxMopEmpty floors bathrooms porches garbagewaste andbaskets cans patios Boarding Home Miscellany ShampooShineManicure. shos and nails set hair Boarding House and Sheltered Wwksh -p Rake leaves Yard and Nursery ChildWashHelp ears siu,h2r.ts dress c . ShovelPickFertilizeRake up snow lawntrash lawn from and walks shrubs Sheltered' Workshop Jobs StackingContract Sobs which require: Packaging HelpMaintainWaterMow with lawnlawn small greenhouse with garden hand mowerworkter flowers. shnibs. trees StaplingSortim'Match rm.! AssemblingCollatingFolding kits 1 See Pre-vocational Level Economic Usefulness Skill'Area St_li"X.,i'...STED EQUIPMENT AND MATERIALS EOrt JOB TRAINING FOR SCHEDULES I AND-II coffeccouchchair Area Sewing Area assortedsewing machine needlesthreads Shoe. Shine Area shoe::,thschair polishequipped fur shining shoes or buffers for polishing shoes televisionlamps..end taille steamscissorithiniron hles ing not ,hoar d Conference Area shoe hrtish Bedroom Area bedsidebed table Dining Room Area chairstable chairstelephortefiledesk cabinet dresser - linens or mats -lamplinenschairblankets , storagesilverwaredishes shelves for dishes and silverware --Shop Area Kitchen Area stove Bathroom Area bathtubwash basin with shower powerindividual.'assortedtoolwork -toolscabinet bench tools tool (at boxes teacher's discretion) cupboarddishesdishcookingrefrigerator washer utensils or sink C r washing storagefullscale length closet mirror storageexhaustpainting. cabinetfan equipment countercooking spacetable Other Areas -I- Laundry Area Yard and Nursery Area hoerakewater hose and/or sprinkler chalkbulletinracktime furclock boards boardstime cards dryerwasher gardeninghand lawn tools mower storageindividual cabinets lockers . laundryironing'boardiron carts greenhousespadewheel barrow-. with necessary equipment publicworkshopstorage addressisystem cabinents telephone for A. V. equipment anti materials 283 -- 284 STOCKTON UNIFIED- SCHOOL Pupil Per,omtel Services Deparl;ilen( DisnucT CHECK LIST FOR .GRAINING CENTER AND SHELTERED NORKSHOP Special EdticAtimi Office Name 0 --3_21 Never- Usually or or often-- Sometirnes.or oceitslonal!y Evaluator 4 - To be osetrwhen )tent does not amly or Almost always or always - 0011y oI 6 valuation --- 11. 1.--. NJ the evaluator is unable to cl:ternune . 0 .. -I. . 2 . 4 REMARKS -3 2.F. Carry solid objects ACTIVITY . :-.. ---..., ..._ o- 3 , 4.3. OverCarry changing as'p,.:.-fluid in ,f ,tirfat.-esope.: a.,..team rdntainer (hi(at - stairs ....- -, :,, G. ., N-On rough surfacesErect with comfort lid roughinclines surfaces ._;-':.;cr) 8.7, ToCisn.sheigLits It from table height ft)!(al heavyf4st object,: objects- .6 10. . To Tolift from-110'dr.lift fror \\bench height `. '01 heavyCal objects fight objectS (b)(al heavlight objects oh'ects' IIMIIIIIIMIIII 112 t---- b77z.,74. -1-17-17Te reach lc)ii-11(a) backwardstoriiiisi(imraVs ' . . -- 12. fel(dl downwardsupwards (a) . _ To grasp smalt-objecfs - (c)(h) flatbulkythin ' i, I. . Id) upright -1,-, +.1 c., 13, To grasp large objects Cu)(a) bulky-thin -1 . : 64 i (0 d! uprightupriflat ' . 1.15.-14. CurriculurnStockton Unified er.11at School a Nn 132DistrIczTo graspgrasd reliablesold objects objeel, 121-129. Reoroflii,;i:d by 1p'fft,10.,..,col TiatJahle'rvltl,tal1v MoneyBehavioral Objectives Activities Instructional Aids and Materials The child will be able to: moneyrecognize some pieces of (ReviewHelponSet the up him moneycan.a-play find Tell vocabularystore.the the correct studentUsing atpieces-of real whatbeginning money, pieces money. of buy of Functional money a can ofhe Moneyfood. will needLocate Area.) to buytheprice the can. stamped Note:Play store ivith_stamped food cans inMake a store the costsstudent money aware that everything the table.CuttheBringwhich rightpictures Ask priceone pieces one would tags of student articles offrom cost money home moreto you find to would showingandpay a penny why.for like the cost of for artic1-. all31-some Christmas the Placepeonies. article. orseveral birthday Help pieces -the presents. studentsof money Decide find on pieces of money needed to pay for it. -RealPrice.taasScissorsMagazinesCatalogs money (ThistwoDiscussIdentify may groups.) be cost piecesan individual of ofschool money exerciselunch. by name. Put or several group activitycoins out. with students divided into I lelp the child find the right Real money gamesplay simple money pennies.numbersMoneyones to Game:pay When1-5. for Hold thehis number lunch.up the card 5 is used,with oneexplain on it that and a ask nickel him is to the find same that as many five Put' five pennies and a nickel on the table. Make flash cards for NickelFiveFlash pennies cards for numbers 1-5 -Sort Matchpennies.coins.Match real coins. coins with pictures of coins. PictureSReal coins of coins theSet city.up a Bringmock bus.the correct Go for fare a ride and and pay pay the the driver. driver the fare. Take a bus trip about . BusMock fare bus ofNumber Introducemoney, Game: the the smallest SWho mark can piece, and find the etc. the ¢ sign.quarter, Find biggest price tagspiece and of foodmoney, cans the with green either piece on PriceRealBus trip moneytags around city make very simple VisitSchedule,atheythem. a aregrocery necessary. movie. store. AskAsk eachthe manager student toto bringshow ahow dime prices to pay are .for put popcorn on cans and and cold why MovieFieldFood canstrip tO grocery store change with help updrink a concession-stand. mix, Let the,girls Give make each the child cold 6¢. drink Sell mix the popcornand the boys for I/ the per popcorn. sack and Set ColdPopcorn drink mix 227 228 Behavioral Objectives the cold drink mix: for I¢ per glass. llelp,the students make their own change.% Activities GlassesSackslintButterInstructional plate or and cups skillet Aids and Materials makesupervisionand inexpensivesell in playstore objects with . the Makemoneytotheup a a articles.simplelocal storeand putbank and inexpensive (Teacher in invite-parents anda savings open will objects. ahank. supervisesavings and pot other account. holdersthe sehoofehildrenmoney.) on looms. When painted tothe your sale rocks.room is over, toetc. buycount Set I f over S5 is collected, take a field trip PiggyPotField holders, bank trip topainted local bankrocks. other articles to sell withoperatesolve money some some simple machines everyday PretendShowstorePlan awith hintfield he pop how hastrip machine. lostto operatea Insshopping bus the money centerMatitine. and which cannot has geta washeteria. .home. Decide post officewhin toand do. .L et each student put in correct change to buy pop. stampHeld trip machine, to shopping pop machine center wit,it'a washeteria. money problems forPretend a telephone he has lost call. the Decide address what where to do. he is going to work and he has no money . . moneyGoSometo to eat. onethe than Decide storehas they taken to have.what buy his candy.to Decidesack do. lunch Select what or tocandy lunch do, whether formoney the studentsandto buy he doescheaper which not will candyhave cost anything 'Or more Trip to store drink,everyThesomething place day.buy where softelseDecide drinkto you eat. what workand you bring has can a it coffeebring frombreak home and you so youdo not will have have inoi-iey something to spend to in a vacuum bottle or buy pop by the case, etc. SUGGESTED MATERIALS AND EQUIPMENT FUNCTIONAL ACADEMICS Chicago,3505Developmental North Illinos- Ashland 60657Learning Avenue Materials ThreeParquetryAuditoryColorSuperboardClear sided plasticcued tapepencilsInset. controllacing stencils of boards familiar cards paper (shapes) with sounds lades CountingColoredAssociationSequentialtransportation)Stencil inch pictureboards picture.cubes picture (animals,cards (six cards cards primary 11seasonal, and colors) III shapes, farm and ParquetryPre-writingTracingI5ot to designspaper Dot designs desilM pattern cards(large sheets and small in six primary colors) = Color(regroupingAssociationBodyAnimal, association concept job, individualpicture people ditto picture cards mastersitems-inshapes cards II and puzzles basic III categories) (with trays) OakIdeal Lawn, School Illinois Supply 60453 StencilsForm boardsfor tracing (sIE-7es, (Geometric size, animals) shapes, Transportation, Seasons, Animals) Milton Bradley JumboLargeBuilding 'pegboard cOlored bead pa- beadsand terns pegs and laces Springfield, Massachusetts IndividualEducationalLarge dominoes thermometers thermometer (pictures on one side, numbers on the other) 01101 Rifton,Community New Playthings York Giant size dominoes (through double12471 6's) 310JudyMinneapolis. Minnesota North 2nd StreetCompany 55401 CalendarTheCommunitySee-QueenPuzzles Family 13 to NtoryHelpers 24 pieces). Boards (life-size figures) FeelFitNumber-iteMatchettes a SpaceShapeMatch ( (texture)color) 3020Stanwix Charters House Avenue MiniPrimary .clock clock Feel Match Thickness AmericanPittsburgh, Guidance Pennsylvania Services, Safety Workbooks 1 15204 Inc. and 11 TeachingCirclePublishers Pines, Resources Building -Minnesota Inc. Peabody Developmental Kit, Level P 55014 Boston,334 BOylston Massachusetts Street AssociationGeometric Shapes cards in color- 02116 Paoli,Instructo Pennsylvania Corporation Concept clock in color 19301 R.18279-Livernois H. Stone Products Kinesthetic numeral cards and counting discs Detroit, Michigan 48221 - Lace-up boat . Princeton,P.Creative 0..Box 'Playthings 33.0New Jersey A.Educational Daigger159 West and TeachingKinzie Company, Street Aids Inc. Division Nesting wood blocks (size) .Chicago, Illinois Cabinets(diameterMontessoriGeometric60610 to and Inserts cylindershold height cylinders with varies)to frames: develop spatial concept Chicago,7100Bell and McCormick HowellIllinois Company Road Language60645 Master NewChildcraft155 York, East Equipment see, York Co. street Peg grading board (colors) 100101, ShapePepoHippityLet'sGiant sorting playRing bead Hopscotch safe Toss stairbox signs (colors)(color) (number recognition) (usually,TupperwareOrlando, a Tupperware Florida International representative Headquarters in your area) Snapies (colored plastic teles which snap together) -EducationalFreeport,P. 0. Box Activities, New 392 York Inc.. Record and Guide Album 605. The Development of Body Awareness and Position in Space SS.95 RecordsRecord and Guide EA[ALP LP No.603. No. 601. Basic Basic Concerts Concepts Through Through Dance Dance (Position(Body image in Space Album 606 -7. Developing Perceptual Motor Needs of Primary Level Children following directions) following directions) SS.95 S5.95s11.90 OaktreeFILMSTRIPS 7 Availablefour filmstrips from: spring. summer, winter. fall with accompanying record.; The Feel Of Things' Shapes Jamaica,Eye Gate New house York Inc. 11435 MusicGingland, Books Davidands- Records R. and StileS. Winifred Music' Activities Newliar Retarded York. New Children: York: AbingdonA Handbook Press for Teachers and Parents. Available from: Encyclopedia Britannica SilverGinn Burdett and Company Company (for quiet and action music) The KindergartenFirst Grade Book Book (enlarged with records edition) with records Maico Company Inc. MakingRecord Music Your Own What's.lts Name( sound effect record) FirstK Grade Carlson,BOOKS ANDBernice PAMPHLETS Wells and Gingland, David R. Play ActivitiesNashville, for the Tennessee: Retarded Abingdon Press. Grayson, Marion F. Let's Do lingerplays. Washington, .D.C.: Robert B. Luce, Inc., 1962 Scott, Louise Bender and Thompson, J. J. Rhymes for FingersSt. andLouis, FlannelboardS. Missouri: Webster Division, McGraw-Hill, 1960 Talking Time. Egg,BOOKS Dr. FORMaria PROFESSIONAL When A'Child IS SCHOOL Different: LIBRARY A Basic GladeNew forPractical Parents York, ways Newand Friends York:parents Theof can Mentally John help Daytheir Retarded Co., retarded.child 1964, 155 develop.pp, S3.75 ' Excellent. Children. Williams, Harold M. l:Thication of the Severely Retarded ChildDescribesWashington,U. S. Office characteristics ofD. Education C.: U. S. ofGovernment'Printing Bulletin TMH children No. 20 and Office,suggests 1961 curriculum for them. "Hello,Doorly,BOOKS KnowRuth FOR K.,Who STUDENTS Our 1 Am?"Jimmy INWestwood, SCHOOL Massachusetts LIBRARY (BoxParents 224): tell Services their children Associates, about $3.95 their and retarded 35c/ brother. Illustrated by retarded boy. postage.. FILMS AND FILMSTRIPS Fort2570LeeInteresting CountyMeyers, Hanson illustratedAssociation FloridaStreet pamphlet for-Retarded of a littleChildren retarded boy telling about retarded people. sq per copy SantaInternational1371 Ana, Reynolds California Communication Avenue 92705 Films Watt Disney Nature Library Albuquerque,-2122University Central Book S..,21.v E.Store Mexico The Walt Disney Nature Library (Silent Film Loop)- Educational Record Sales New157 York, Chambers New YorkStreet SafetyEl3F Stories Filmstrips 10007 Freeport,Educational L6ng Activities Island, Inc.iNkw York Deve;loPing Cognitive Skills in YOung Learners (filmstrips) 5.4:3. SequenceConceptRelativeContrastsGrouping OrderingSpace andof Ideas CategorizingOpposites and and Size DiscriminatiOn' Relationships SocietyRECORDS1345 for Diversey Visual EducationParkway Inc. May'sChiCago, Music Illinois Co. Inc.60614 -The Child and His World (6 albums 12 records) 41buqUerque,514 Central Avenue New MexicoS.W. 87103 PrimaryBowmar Reading Manipulative Child Size Books Books -235- ECONOMIC USEFULNESS SKILLS otherthismotormajorDeveloping curriculumgoal skillsgoals firmly whichprogramsof areas.thein mind..will total help Atwhich curriculum an him early will at train theage for Pre-vacat -t-hethethe childTMI individual ionalI.must, The and Economicestablishtoward Vocational a degreegood UseMlness levels. worl of independence habits,As Skill the teacherArealearn shouldto through plansfollow be her directions, employmentconsidered program, and she along is develop mustone with of keep theall of confidencethingsmustThethis programtraining remain cannot and program.. mustatbe a'home learnedfeeling be simple. allis ofat notday. accomplishmentmice totalpurposeful, work and economic inthat a workshop-actoneand in independence taskrealisticpie few must skillsto ivitybe develop wellhe centerbut may learned askills degreedevelop..or livenecessary before inof anindependence moving institution. for day on byto It another daywhich must learning bewill area. remembered give whether The the ultimate TMH the that TMI-Iself goal all opportunityshenecessary.SkillsneededFrequentParents should 'may Parent-Teacher forinvite them refuse them to byobserveto to thecooperate conferencesschoc! student their to child withandwatch must the thein athebework teachers job scheduled. training trainingprograms because program situation, both available at they school in carried for do him. notand on As understandin in the a businessteacherhome, the to gains likemake program manner.the the parents' parentsfor undertheir confidence, aware TMH constant ofchild. the progress. The school program Offers an excellent thoroughlymustyousomesupervision evaluate includeparents learned to specific theirto-recognize correct before child's tasks or introducing limit functioning therepeated the-number limitations a many different level of of times beforetheir undesirable skill childin approach.youa sequential and move traits- accept onto ororder the habitsthe jobs which next the in areawhichwill trainee convince of he learning. may can thehave.succeed, teacherExplain Since invite that thatit the the each parents task evaluation has to been help is very difficult for ThecareparentsLists school,for ofcooperatehis expected ownteacher, needs initially learnings and and family in Make the and can home somesuggested work visitation contribution together home program) to tasks toestablish the forAs family eachparents progressively group. student observe they should higher may their bebecome goalschild's sent and homeprogress more prepare periodically cooperative and the see TMH whether.that with youngsters he the is or school.able not forto the a less1. dependent See Suggested life. Activities at end of skill area and Apfiendix. .$1;i11 AreaBehavioralLevel Objectives Primary Economic Usefulness M.C. A. Activities 2.0-3.15.0-8.11 1 Note:Instructional Aids and Materials Through parent conferences or notes, Following Directions at School . make parents aware of desired learnirigs. The child will be able to:. directionfollow a simple individual TakeStringWork a withbeads note peg toaccording abOards teacher accordingto in direction. the next to directions.room. Sugge,1BeadsPegs, pegboardactivitieswith laces to continue learnings at home. activitiesPretendteacherPretendBeing you anfor whatyou article arcbathing.) have you a motherto justwo,,id the teacher or do. father. as directed. Help your baby :ached home and must put away your wrap. Show take a bath. (See Self Help the -Doll, plasticWrap,Various tub,clothing ro, wash 1 articles rack cloth, soap, towel, lotion GiveUsingInvite individual foodparentsan egg cans, demonstration carton,to schoolsort sortnails for buttons according a for "Show following according toYou size. to only large and small cans.Time." directionsHave at school. only two-sizes,color. large and ColoredEggFood carton cans, buttons large and small nails, --Set a table using plastic dishespaper.SortEmpty and food silverware wastecans according basket on ainto place to large size. boxfEve or another basket in the-hall. ,2 ting drawn on butcher PlaceWastePlastic setting basketdishes drawn and silverwareon butcher paper directionsfollow simple group PickStandup,Group Playup papers activities "Follow sit down,from forthe floor walksimpleLeader." and around, direction hall Teacher near etc. games. room. may or may not instruct leader as to activity. yourFind individual name on job. work chart. Identify job. Show the other students how to perform 'pictureregulardifferenteveryslake or illustration chartsjob routine charts to shoiwngbe fordone.forfor eacheachdifferent alleven duty.roomjob. if days.Demonstrateit Haveactivities. means Have a aInclude to making andPick custodian. up papers from a small area of the schoolground as directed by the teacher Note:Waste_students baskets, until they boxes learn or papercorrect bags procedures. Supervisehabitsto prevent clean the up formation activities of at sloppy all times 1),ehavioral Objectives .PutPut away toys after play period is over.away supplies after work is finished. Activities ToysSuppliesInstr!Ietional Aids -and Materials Setto flannel up a "quiet."talkingboard storiestime" time" when orwhen records. students students.come cortre to tocircle the andcircle sit for on "Show floor mats and toTell" lister; or Note:Records and flanneiboard stories students enjoy Explain that there are times to sit -follow directions in 'Singjust Songs aLearn "talking (with Fingerplays. time" or without to practice "Rhymes records taking forand Active turns.follow Time"the simple and "Rhymesdirections. for Quiet Time." Rhymes for Fingers and nannelbOard pp. 108 -I takequietly turns and ialking. listen and other times to song and records "Singing While We Play" and "About Singing Games" The3842 KindergartenFirst Grade Book 13ook (with (with records) records) pp. pp.8-3 i 0 -' 2, I , "The"Open,Is Fun," Band," Shut "Painting," Them,-"Before "Let's We"Put. Play," GoYOur Walking," "Come Finger WithIn "Creative The-Air," Me," "Chiapancos,"Play.". and many others. "Skipping ,Thisie:1/irking-Music45-5229,27,28 32, Activities -5i. 67, 89 Your lOr Own,Retarded K (with nihiren records) pp. 27,?p. 28.114 assignedconiplete taskan :area). WorkSimpleColorMake puzzles;paper cutting up your according start and own withpAing songs to simple directionactivities andfollowydirections. puzzle (see (see fraying color cutting 4routine or and 5Use pieces pastingin tunes.to this and skill routine advancefamiliar area). in thissongs. skill SimplePaper, scissors, crayolaspuzzles paste '\ to harder ones as child masters each level'" Note:More difficult puzzles certain,heactivitiesconsideredAnything on finishes a the child a child'swort, them.does activity. level at school and Keep make can all be sewingsewandstudentsSew help-studentswithcards. if sowillcolored Thesedesired. enjoy yarn candrawmaking and be around obtainedyarnseasonal needle.it on from cards.tagboard. The most Make design school Outline a patternmay supply the be designfrom colored companies. heavy with or paintedcardboardpaper However, punch: before YarnSewing needles, cards colored yarn, tagboard, paper punch childHaveorLace designs selectBoards.a free you hisplay These areown period teaching. toy.may for also all Draw studentsbe made design who from on have Masonite board completed and or ask 'A" assignedrigidshop plastic teacher tasks. using to Letcut shay eachit out. ToysMasoniteBoards-and-laces for freeor 1/1 play rigid period plastic sheets '39 BehavioralEstablishing SchoolObjectives Routine \ ctivi ties Note:Instructional Aids and Materials These routines are only One of many . The child may be able to: schoolfollow routine.simple directions for comelary-isitofways is the the to co routinethe same teach(tins° same each school. youd. so day-andtbllow,the routine. child make the will Regardless vocabu- notcertain be- arrival at school sit down,startSethoardIl up teacherworkstart a regularor work immediately. sewing must immediately. routine:for talk card wit by.each h,bus arrival driver-or child's at school: name parents, sohang heplace upwilt wrap,a understandsimple go task:to your that puzAle., tablehe is andtopeg student'sSiMple puzzle. name sewingcard card_or pegboard by each coming to circle oneitSet Co up is the seated/a regularcircle/Put routine your 101"chair comingon the-Circle to the line,circle. Sit Stop quietrY work and ,.pick listen up until chair, every- carry 1. , , CircleChairs line coloring crayula-..backSeteveryonesupplif,box, up a regular is finished.inhold routine box up when crayola, for. finished, coloring. start coloringclose Open supply. supply when box directedbox, and select sit 1)N...teacher, quietly a -craybla. until put-.close PictureSupply boxto color rest rooms WeeklyleaderSetupboys ain getregularon each Trapswork group routine chart.and-stand holding forAfter rest in openusing Boy'srooms. all restroom, Line. doors; Girls March getthe wash wrapsleader iii hands line andmaybe to and stand restroom returnchanged in.Girl's towith daily Line; the or WorkRe'strooms chart lunch period /Marchkeep Setr7,:essquietly mouth up ona out regular cold"locked" of clays.the routine bililding while for in for lunchschool recess period: halls or return -spas wash notto hands, classroom to distrub put on for other wraps, indoor classes. get in fine, School cafeteria placehall,canopportunityPublic conduct leader in relations cafeteria, open Cothemselves showanywith and get other-teachers holdin properlylunchvisitor all doors, line, who in canthank balk.[nighttake, he Walk cooksoff verybe wrap-andin in importantforthe line tray-.building on put thewalkhere, themin that toalso TMI-1 the aa designatedtablegood students and right side of the Note: habits.forAlways the development provide lunchroom of good supervisirin eating It is a good ide.a u eat with the gethavefrequentthey- in completed line, will trip'sit and quietly not to mut-it-to theirfallrestroom with off, meals, takeaclassroom minimumor remindwatertrays tofountain or them ofproper go talking outto durinLiplaceplace for while play forfork meal. eating. washing,putperiod. and When spoon Discourage all on students trayWraps, loud so talking or breakIt is easier a bad to one. develop a good habit tha children some of the time. is to Behavioral Objectives cuttingand past ing wastecard.Setfor up puzzle,individualbasket, a'regular etc.TOr and townie help. return each Show for scissors studentcutting them to atandhow supply his pasting: to own cut,box. desk. pickprepare Callup the atwo simple paper, students activity, pit paperto a-table lacing in Activities TissuePaper,IndividualInstructional scissors, activity paste Aids supplyfor and each boxMaterials student at his desk activity.puthowReturnNow paper to pasteshow pasteon designatedit thechild andto supply how how totable box, remove to to-applywash take excess hart& ahome.'return small pastewhen amount with necessary, to tissue.ofdesk paste and write or complete glue name to on the assigned paper,' picture, Note: ject sotooideaThe that messy, teacherthat the the childetc,. should teacher will always notfeels get the make the project a pro- is clean-up time . Set up a regularcleanawayday. offsupplies, routine tables, for(teacher pick clean-up up checkingpapers, time: put eachstop away worksupply all when materials box to be or sure games all supplies used during are inthe it), directed by teacher, put . hurriedSloppyNote: habits-willtoo much. be formed if the child is Give plenty of time-for this activity. The child may be able to: going home' time areunderSet paSsedup tables,a regular out, put march on wraps, quietly get out in ofline building by door and while get notein school to parents bus. or papers ruutinc for getting ready to go home: stand up and push chairs -workschoolidentify articles some homeused toand scissorsVocabularypaperpencil Development for Oral Language dustpanbroommop -- lawnvacuumpencil. mower cleaner sharpener felt pen GoodActual pictures articles ofwhen articles possible PlayTakePlacepaste Identification. awayseveral one articles article: Game: on Guess table."Find which Name the Pencil," one the is articles. missing. or, "What Ask Place studentsdo severalwe write to articles close with?" eyes. on dryer washing machine Articles on table for identification articlesMatchIdentifytable. on Name articles: table.pictures all big the of pencils, articles:'homeschool articles. 2rticles.little Cover pencils, Tell Tellarticles what whatred with pencils,each each cloth. is is usedbrown tied Recall fur.far. pencils, the names etc. of / Cloth .ArticlesPictures to match of school and home articles oThomesmallSortInvite pictures groups andparents schoolof(with school to parentschool articles articles. infor and different "Identification-Period." Nave tell what a group box each for from.his ispencils, used child).for. Divideone for Identify thescissors, students pictures etc. Into Note:BoXes for sorting advertisements.pictures:Make the catalogs, parents aware magazines, of sources store for 240 Behavioral Objectives Activities Instructional Aids and Materials 241 dryer.TakeLetInvite a each field a parent child trip to taketo a bring washeteria a turn- a vacuum in vacuuming and .cleanerobservetsomeone the to floor.school forusing a demonstration. a washer and CustodianParentVacuumField trip cleaner to washeteria PasteTakeFindfloor. themthe pictures students on construction of toarticles the school paperused at cafeteriato school.home. take hoMe. to watch the custodian mop the 0 Magazines,Moption paper. scissors, school catal supp ,cte, construc- tools-byidentify simplename VocabularyPastehammer them onDevelopment construction for paper Oral Languageto take home. saw screw driver nails board PicturesActual tools- of tools -simpleVisitGo toolsa to lumber your are schoolused.yard to. shop get scrapsto ask ofthe lumber. shop teacher to cut the boards and show how . Visit to lumber yard and school shop Putforroom.Inviteone hammeringall Hammera toolthe friend toolsaway. orand nails on parentGuess screwing the into table. whichto .boards: school wooden Identify one toAemonstrate ts_missing. pegs. them. Ask Put thestudents all use the oftools to simple dose on the eyeS.tools table. inTake the Pull`thein out._ Use Playskool Workbench Identify ToolsToolsPlayskoolSortieResource you simple wish personWorkbench toolsto identify underFindGuessPutthem. theone pietUres Askwhich cloth. tool students intool of a simple paperis into theclose bag. tools: bag. Let-eacheyes. Identify Cover child them. tools feel with the toolcloth. without Recall looking what tools at it. are PiettrPaperClothAssorte,l bag tools of tools problemssolve some simple WhenSetstudentsTeacher up studentssome-simple maywill arrive askgo tofor problems ather work school, desk activity. relatedand do notappear to have school to a be work routine:working activity on bysomething. their names. Note if Arrival at school without work activity by names instructionsstudentsGoBegin to the willa circle coloring,-cutting and come andsee to ifsit thestudents down circle. or and pasting will start tell activity tellingyou they awithout flannelboard do not supply have supplystory.boxes. See boxes.Give if theusual studentsTeacherActivities reading without a story supply in circle box without Behavioral Objectives Activities Instructional Aids and Materials coats.TeacherStartwill outside Seeask put iffor on theyfor coats coat recess will orbefore ask if on they for a going cold ownMention day towrap. restroom without that they coatsbut are start andcold. the mittens. students See without if students StudentsTeachercoatsStart outor mittens'with withoutfor.cold coat wrapoutdoor recess without

242 C. A. 9.0-1 2.1 1 2-13 LevelSkillBehavioralDeveloping Area Objectives Work Habits Intermediate Economic Usefulness M. A. Activities 1111-u 5.11 Instructional Aids and Materials The child will be able to: follow simple directions StringstudentsSew a beadsbutton to handle. according on a piece todirection: of tagboard. round This bead, will square bead, red head. blue e easier than cloth for most AssortedTagboard. colors button. and needle. '',apes thr,,,Jof beads, laces Sortbead: beads. etc. according to color: Eg,g, cartons . SortSort buttonsbutfons beads according according toto size:color.shape or size. EggColoredEgg cartons. carton. beads headscolored three of and buttons.asset small =d buttonsshapes, and sizes. RunSewPutSort lids nailsancards errandon and foodaccordingvarious bolts. for cans. the types toteacher. teacher of bottles direction: and jars. by number. with red yarn, etc. _,Coffee cansSewingCoffee aottresormuffin and cards and tins,shortening, withjars nails, laceswith bolts canslids or colored etc., with yarn lids follow group directions variousMake.chartsCOinplei, duties. a work showing paper room as directed duties: by Ask teacher. the children to look for-pictures showing Let them help decide what duties are needed on Monday, Paper,Note:Magazine. pencil, scissors. crayolas tagboard fish,Include-every water plants, possible dust duty: furniture. feed Tuesday,PickofLet the each up class. etc. papers child findfrom his the room playground duty for as the directed day and by demonstratethe custodian, it and for theteacher. rest Play- "Follow the Leader" acting out room duties. Paper. bags. boxes, waste baskets makingclean - blackboard, many charts. even if it means Follow simple directions from records. Note:skillSee area.records in Suggested Activities at end of established.soCarefully that sloppy supervise habits all willwork not activities, be._ Setpuzzle.toYou up a recordnowa "Quiet want at Time"the to makesame and thetime, a "Talkingchild or heaware canTime.'' thattalk withhe can his colorfriends a picturewhile and listen he works a Note: conversation.talkingExplain or that screaming. butmany no jobsjob permits permit someloud Behavioral Objectives complete an assigned Set up an activity by each child's name at his table. The activities must.vary Activities "Trstructional Aids ------and Materials task complete,orplants.or accordingstring beads..feed see to thatanimals the Your heabilities doesmain while finish concernof others the it child; and mayis to praise onlygive be expected to some students may he able to water hima child for something good work. he can color a picture Note:Activity for each child on own level childHowever,areaMany may to of follow the seemwhen activities toindividual you repeat are for teachingthemselves. thisor skill group a .instructions,thatthingsassignedBut you with expectto hetask,thisaccomplish may objective:- himyou not areto have beforemaster giving complete he himalone. a taskcan an thefiveRing end to a tenbell of minutes,the or blowperiod:blow dependinga whistle whistle when again.work period upon the activities for that particular day. At All students who have completed starts. Let the work period last Bell or whistle orparticipate free play. in another group activity follow simple direction encouragementtaskS may have toa shortthose freewho play have period while teacher not done their work. gives individual help and Note:Toys for free play These examples of school routine are for school routine yousamemindcedure.only use very one thatin Whateverdayteaching way a routine and of settingthe it you mustshould vocabulary use, up be such be keepthe the in pro- arrival at school nameputSet upit underwith a regular a deskminimum routine or chair, of for talking. sit arrival at desk After at school.or thetable teacher Hangand work has performe&her up wrap, get supply box and on the project by his morning Note:Simple project by each child's Providebecomesame so.some confused. that interruption the students during will nota name tablestudentschores: and checking to finish come uncompleted lunchto the money, circle task or talking join before to beginning bus driver and a group activity. at the table. Return to anew activity. parents;-interrupt the ituncompletedbelearn mustwork interrupted. that always period their job besoworkAlways sothatcompleted. they must students return will sometimes learn towill that coming to circle chair,Set up carry a regular it to routinethe circle for area, coming sit quietly to circle. and Stop listen for work immediately, pick up further directions. Note: yourewardawareThis will activity providethat to those he will mustsome who make be recognition comply. punctual, the child orif 244 Behavioral Objectives Activities Instructional Aids and Materials 245 coloring supplychair,Setotherfinished up put abox studentsregular it put andon crayolasthe select routinefinish.' table color backforby rightcolorim!.needed, in the side -box, close forGet Lestdose supply sidethe hasbox box and sit if ten handed), open and color.Frain When the flow under quietly while Supply boxes restrooms otherSetforMarchboys up classesindoor a get regular quietly wraps recess.are inroutineout. and session, of get thetar in userestrooms: buildingBoys' restroom, Line. for girls outdoormarchwash get hand~: to,.raus rc,Ts., le,t room, or return to and returnand get to in lint. Girls' Line: without talking if - classroom orsupervisedinight'allowsupervisionThe butweretary "1MH ask willprincipal, several intothem --always thelook totimesrestroom. custodian, ingo -nered on thereper them sonicmonth You- un- nurse. and lunch period lunch,marchSet up quietlythanka regular cooks down routine for halls trays, for without lunch walk periods:disturbing to the wash other hands. put on wraps, table and eat quietly with a minimum classrooms. get in line for get in line, Note: Supervisenotehavedevelop habits to -bethegood that studentsencouraged shouldeating so habits,be they toreinforced. eat Theywill some will of of outeaten,tablemorenoise. for anywhere students take Usuallyplay trays periods. mayin the tocafelc-ri-a7-1-6-eat groupproperb aware must place. ofTMLI eat get together there in line for at andthe this day.return age to students, ask your leader to select a When all students have level. classroom or go In order that the foods served in the cafeteria. cutting and pasting showpaper,individualsSetpaste up how puta itregular andpaperto who apply how routinecarinotin tothea smallremove waste; .forwork amount cutting anyalone;basket excess andof Showand paste pasting.. pastereturn studentsor. glue scissorsWork tohow as to toa groupsupplycut, box. Now with tissue. the picture, how to Return paste to pick up the except for Note:Paper, supply box. tissue soAlwaysuseSee they of-scissors.Perceptual willdo a notproject Motor get thewith Skill idea the Area that students for you onsupply designated box, wash table hands to take when home. necessary, There write name,on paper will be iittfdents who work slowly and put paper Note: Teachmaythink aneed thechild proecthelp to beif ishe independent. too has messy.never He . done clean up time completed.andSet willallow up need a students regular a lot 'oftoroutine selectindividual for a new clean help. activity up Have time. as a thesimpleTo cuttingmake activity the and pastingstudents is aware of table set up Whist -lc or bell anything. for him;, at home.- andpickholdstop.clean put up Stopup Paper,awayeach time, work, asany (somering teacher materialscheck a sweePingbell names supply or or blow games it,may boxes return .a be whistleused done takeit toduring ifsupplywhenall needed), the you box. day. are put away articles out of supply box.push chairs under tables, ready for work to supply boxes, Note:Broom, dustpan habits.tocompletionBe do sure so tomay give of re:, cue thi :ii time:1 sloppy:ivitv.for work Failure, Behavioral Objectives going home r-:gular routine for goinr Mune. Stand op. push chairs under tables; Activities WrapsInstructional Aids aid Mat ials Developing Ability To Work inglinecheck and by room doorget on toto school seereceive that !Ms. paperseverything or notes has beento parents, put away, march put quietly on wraps. out of',land build- in TheWith child Others will be able to: play games in small groups Set up card tables with puzzles of 100 pieces. Seat one person at each side of the Note: The purpose of this activity is to work Givebepiecetable eachleft toof set workchildcardboard up withaon box puzzle the mayof puzzle,beads forbe usedshort and to aperiods.each lace.keep Havethe puzzle do' day untilintact it if is the completed. card table A cannot large ItUttikt111 in a box. NoteL Thisp11).,leupon (Alterthe game same piece, student's is activitygood forwork without two or or holding tearingfour eachtheintoRing child other groups a bell an child eggtoso start. thatto carton take all See studentstheor which box. nails. Instructchildwill See have whichcan one stringa chance child hisand finishesto tobeads nailput win thegame, first.atfirst. boltssome Divide intime. his your box studentsand prnlIn kit Ivy ',:dcia:: and nails the table. Give NailsBoxes and ofOr heat]{ eggbolts cartons students. work in small nrotip, iobs Playfinish. number Play or-picture circle games dominoes. whew one Stress child not will being always unhappy be in theif he middle. is the last to Note:PictureNumber dominoes, dominoes musical chairs or routineYou will for want each to school set up jol, a gular-ailar game i!to corooloe sci AFC firstremoveDust person desksall articlesreturns and other fromthe articles roomfurniture, furniture,to their the otheroriginal group person positions.of two dusts students: the furniture teach oneand personthe to Dust cloth sweep floors inThisfloorSweep deciding willand floors bethe where a otherin good classroom, to person time place to to thegrouprearrange move furniture. of chairs two the TMH students: furnitureand hold children teach butdust the arepan.one students not person very willto creative sweep need andthehelp Broom, dustpan set the table Settheyto the willplace table want the for dishesto a put room everythingand luncheon the other back or one party,where to place group it was. the of silverware two student: and teach napkins. one Forstudent paperFor practice, make place settings of bu r, parties-, paper plates.and plastic silverware will probably be used. Plastic dishes and silverware 246 Behavioral Objectives Activities Instructional Aids and Materials 247 wash dishes andWashDemonstratewater, stack dishes4roup measure them cleansingfor the ofwashing. detergenttwo pads students: Show and and supervise puttheteach dishesother one to student studentinsee dishpan that how todishes scrapeor to sink mixare dishes forclean. hot washing: and-cold (or pans) ..Note: scraper,Dishpan cleansing or sink,' dish cloth, detergent, dish lessons.needed after simple; cooking activity will probably be dry dishes water.anddrainer.Dry put(Thisdishes, dishesShow may group away.thebe inotherof a two dishpan student students: or how the teach sink.)to remove one Demonstrate student excess to water rinseplacing withthe in dishes disha dish towel in hot Note:DishDishpan drainer, or sink dish towel water,orIf youdish heat do pan the'not on water have-a hot ina plate.kitchen a teakettle or hot clean shoes Cleanfromstandspaper shoes, hisshoes. towel by Shoes. the group. or door brush. of to two checkThis students: activity shoes haveand can assist abe mat changed each by the child to door in for removing scraping the mud dirt Let the students take turnscleaning each others' shoes with broom, have a daily leader who " BrushBroom,MatLeader.- paper towel water plants Watertoor waterplastic the plants, plants bottle groupfrom with the waterof twoplastic without students: bottle it runningshowor dip one water over. student from Teach howa pail.another to Showfill child a pail how how to ' SmallPlasticPlants can tottle for ordipping pail make sewing cards studentpatternMakeuse newspapers sewing onhow tagboard to cards, drawto remove and'fastengroup around anyof thetwo itwater securelyoutline students: spilled with with teach on a paper thepencil one floor. clips.student or felt to pen. place Help the the simple Show the second Pencil,Tagboard,Note: patterns scissors The intermediate group can make Workpunch.materialsfirst in person small and cutgroups space out fortheto make working.)design a seasonaland the secondmural. (Bewareperson outline of others it with in use a paper of PaintsWhite biitcheror erayelas paper -''"stress doing thingsgroupmany for others. simpleto use. patternsIt is never for too the early primary to The child will be able to: schoolidentifytheir objectsuse some homeand identify and pencilVocabulary Development for Oral Language crayolas forks coffee pot , ChartPicturesReal objects showing of objects pictures of objects and words stovescissorspastepaperdryer dish-blenderknivesdishesfelt pen cloth telephonewashertoasterpansspoons garbagedishwasherdish toweldrainer disposal WordNote: Cards awords,You feW are of but notthem. some really students trying to teach teain Behavioral Objectives Divide class into two groups. Hold up a picture of common object and identify Activities PicturesInstructional of common Aids home and and Materials school objects MakeSidewinningholds'theby name B) a School team. andcard. use. BookletListenCount (Take to theshowing CoMmon.11omeandturns.) cards articlesTheat the child endused who of at Schoolthe schOol.identifies game Sounds. to the determine object (Record correctly the 7 ConstructionPeabodyDevelopment Language paper. Kit Levelschool P supply catalogs, MakeDescribe a Home articles Booklet used showing in Dome articles and school.used at Teacherhonie_.., describes until students Note:PicturesConstructionmagazines, of articles paper,paste, scissorspaste, magazines, scissors thecorrect-understand next answer. article..CountpOints the game. The student Divide who into at guessesend two of sides game correctly, 4nd to give also one gets point to describe for each . determine winning team. holdan Ifarticle, studentsup picture teacher have pointing maydifficulty describe out describingthings. and toolsidentify and some their common use Vocabularyfilelumbersaw Development for Oral Language nailsclawboards hamMer(large or rough heads) lumber Note:PicturesActual tools of took Anyprecautionssimple activity with with emphasisin use tools of should toolson safety be "'"..''vlake insandpaperpliers a cabinet at night, but it should be available for circle a board for storage of tools. screws (largedriverIt may heads)(standard) be necessary t actiyities. eep.'71i-is board locked HooksLarge piece of board Usingline.OutlineownTalk needs.with the each boardyour tool shop play on teacherthe followingboard regarding with Identification a hookthe kind for ofhanging Games: board whichthe tool will over meet the yourout- BoardTools with outline of each tool TakereplacePoint"What allto the hammer toolsdo hammer. we from do and with the ask, ()bard it? "What and tool place is this?"on table. Ask; "What tool The child who answers correctly may BoardActual withtools outline of each tool ChildHoldis this?finds upwho Whattool a nailidentifies and do and tellswe board. ,dowithproper its use Ask, tool mayit ?" "Whatmay replaceChild drive tool who the nail do identifiestool weinto onuse board. the with correct board. these?" tool, Nail,Actual board, tools tools notwithheadedDrive able knock nails screws to manipulateinto out into_boards.peg board. board nails Remove Removeor and work screws.nails. screwsbench for-with those screw students driver. who Work are Using screw driver, put large CompaniesAvailableScrews,Nail, board, screw from hammer driver, Creative board Plaything and Judy 248 249 Behavioral Objectives copylookMake forthe a "Toolpictures name Booklet." of of the persons tool Find from using pictures the those board.). of tools. tools, (Some two pages students for each may tool.be able Then to Activities Yarn,pasteToolInstructional catalog, scissors,yarn needle magazine, stapler Aids andor paperconstruction Materials punCh paper, ShortNote: stories' andareStudents dOingenjoy. only something pay attention they understand if they Developing Attention Span TellstoryRead flannel anda short discussion board story; stories, decide for this Making hoiv length long your of you time. stories want longerthem to as sit the quietly attention and span select a . Flannel board stories oftime. Setdevelops.one At uplonger first, a "Show one,it may andif thebe Tell adviseablestudents Period" do to restrictingnot have remain two each shortinterested. person Show andto one Tell minute periods or instead less Note:Show and Tell period .1-lavestart.ofactivities frequentsitting beforeso music students attention or rhythm will notactivities be tired Playrecord(Students gamesGuessing is being may students.especially Gamesplayed,.or may when riot close the enjoy. teacher eyes.) whispersGuess what or plays the teacher records said-or very low. what increase the length of time played each TeacherRecord,Group whispersrecord games player repeatingWorkdesignatedweek untilsimple the bystudentsactivity activityteacher. sheetare sheets able until towith students concentrate which are teacher ableon the to gives game,work frequent quietly for a period anddirection. follow of time 4ep Pericil,Work activity crayolas sheets directions: Note: . goalsatObserve the forbeginning thea year attention and of year. increase span of length student of Set your The child will be able to: solve some simple every Ask a student to sweep,the floor without a brboin. Note if he will ask you Area for sweeping haveactivity, reached weekly your or goal. monthly, until you day problems for a broom or if he will stand and wait for you to get one for him. Note: job.Thesetheworkchild materialsactivities awareand teach of neededare the him set things toupto askcompleteto he make or needs locate a the for Behavioral Objectives Askdetergent; a student without to washdUst water: thedishes furniture without without any dishes; a dust without cloth. a dish cloth; without Activities AreaInstructional forto dustwashing without Aids dishes anddust Materialscloth paper;Ask a studentwithout todishes; set the without table withOutsilverware. the place setting drawn on butcher Note:neededArea for for setting the task table without one relatedInclude toany your problem own classroom. solving situation article 251 Skill Area Economic Usefulness C. A. 13.0-16,11 I TakingBehavioralLevel Responsibility Objectives for Pre-vocational One-half of your day should consist of activities similar to those observed in M.A. Activities thru 6. I Note:Instructional Aids and Materials A includeclassroom a small for this kitchen, group shop should corner Completing Work Assignment areasremainder.stressingactivitiesa workshop needed somay of manyor by thebe on indiviudal atday otherpoints the can beginning jobs connectedbe students. spentvisited of with withtheon functionalfieldSchool punctualiq trips. clay academicsThe Sinceand best routine. the time andteacher -Theforother thesewill skill he groupscenterareaequippedthat for with studentsaccording functional with at least simple could to academics.two interests betools teacher:, divided and and A an sointo SkillReview Areas. all skills learned in the Primary and Intermediate Economic Usefulness . . centerabilities is would not available be ideal. an aide-should If such a The student may be able to: arrive at school (work) Make a large tagboard time chart so each student can sign in. each morning. If See chart below whilebe hired the to teacher supervise works some with students others. on time chartdatesa student may according beset is- late, up to withoutby the the abilities week an excuse, or of monthstudents. circle using hisand nameclays the places withof the a they weekred pencil.will or number Days Days Days engaged.This MaryMon- Diu_Mary MaryWed. MaryThurs. MaryFri. Tardy 0 Abs 0 1 Pres 5 JohnAnna JohnAnna . iJohn nna JohnAnna AnnaJohn . 30 I 0 45 CIGirlsSexBoys MonBob erTues. Wed. . Thurs.Bob Fri. :101AL..._. 0 employeesSetTakeoftime up week a anda contest field to arrive.record determine trip between Ask toit ona thenearby winners. the the manager wall boys workshop chart. and or gsupervis?rto Do or thebusiness. same in-1s. Count WithdiscussArrangethe the girls boys.What whoto Checkhappensbe get there to at whenwork when--end 'on Field trip to sheltered workshop or business- heaccept is late discipline when studentsSetemployeesment.. up a aremock ate .late lateworkshop. for for work. work. (TeacherBe very stern: will actwith as them employer.) using-zitiger- and disappoint- . Pretend that several Note:AngryMock workshop employer pleasureStudents ifmust they learn are late to expect dis- -Behavioral Objectives Invite upper grade classes to your room for little skits related to good work Activities StudentsInstructional from other Aids grades and forMaterials work demon- gradehabits students and getting demonstrated. to work on time. Act out the "pretend games" the upper Note:.strations. MentiongreetingStress the toclothing, importance each employee their of neat a assmile appearance, you and arrive, Ofatstart school reminding working with on a minimumarrival :answeractivityTrain questions each and child be and ready. to give check tohelp start the if studentsworkwo rk. chart The do onnotteacher arrival understand should at school, workbe available findschedules. his to work Note:WorkBell chart Haveetc. frequent parent conferences and finish a task SetreadyConstanttimes up forregular accomplishes. supervisionactivities school to activitieswill start. Suggested prevent -which poorlists the ofwork taskschild habits. foralready home understands and school andare some-included Ring a bell when you are Note: learnExplainschool to visits finishto parents to task emphasIze thatif he student expects work must. routine to activitiesbe neat in most work abilitySimplein this skill oftasks the area. onstudent. level of each child, clean or messy activities according to the Note: activitiescloselyHehold will job. withnot with learn parents lots these of setting praise. overnight. up simple Work workhave confidenceability in himSetopen up to aexplain house. mock workshop.Givethe procedure each studentInvite to eachparents a work visitor. and activity Special which Education he can doPersonnel well. for Instruct Note.: completeenjoys,workFor ability a understandsstudent within he mustto the haVe andallotted do confidencehagsomething timetime to he.in his Jobs and Activities ,(Routine Vocabulary and equipment will be discussed in the next section.) Note:VisitorsMock workshop, -activities. TheThisschedule. teacher is only maya suggested have many list of work The student may be able to: schoolassignmentslearn some activities simple work visorCheck-with for additional your custodian jobs and cafeteria super- additions related to her locale. sweepdust furniture floors . takefollow apart pattern irons, incoffee simple pots, sewing etc. try to put them . emptycleanwatermOP waste floorsandplants shine baskets shoes sweepkeep,lockerhang up or clothing mop clean halls and with neat supervisiontogether again , 15.), Behavioral Objectives :Activities home activities mop(Keepwash kitchenwindows this activity floor very of onic.) setmake tables shoe shine box Note:Instructional Aids and NIateriuls Invite parents -to school to observe cleansimplewashrunsweep upvacuum hand windows tablesfloor ironing cleaner inside dobundleclear!picparemake simple het]r;!irrur, newspapers-.tropic sewing foods donedencefollowedstudents will in work help a! school. developand pride a happierin a job homewell it work. Discuss routineStress that confi- cleanemptykeepdrywash cupboards dishesgarbage closetdishes neat and and replace in order dishes sortarrangeallSWel"hang(lust clothing up articles-on telephoneclothes 'JCL:M(1111g shelves to color, to fabric iii tt,re. Note: activitiesParents should provide realize excellent that someopportunities of these washcleantake carsbathroomtable clothes with tops supervisionfrom dryer and fold togethertakeanclean ange apart dishrefrigerator drawers again washingold home area appliances and put Sort"for discussions."Mother Daughter" and "Father lawn care simpleremovepickrake leaVeswateringup deadlitter. limbs withtwigs helpwith and helpbranches Note: activities,These are also good "Father',- Son" . school ground shovelsweeppickcutrake weeds up sidewalks,leavessnow litter with from and supervision porches,sidewalkspaper and and steps steps with supervision Note: studentsRegularweeksJieduledMake just:bringcertain students asfor manyoften thata "clean should yourJobsas regular upTMHwell. observe the classes.room litter TMF is assignmentcompleteequipmentidentify most a neededwork of the to (andEquipmentVocabulary written language needed Development as deternnned for Oral Languageby teacher) Vocabulary needed in addition to names Note: have a special place for each tool or mop floor detergentbucketmop shakemeasureof equipmentlitlee4C haltoopush -full much overNamesormaterial board the of usedoutlinewith some ineach toolsandwork. tool this may A outlined islarge he excellent written cabinet is ideal. if sweep floor dusthmonlwater panmop hold.pushwring movesweeppull furniture you are teaching the written \void. Behavioral Objectives Equipment needed VocabularyActivities needed in addition to names instructional Aids and Materials clean bathroom clothcleanerbfush rinsescrub.sprinkleof equipment drysetpour manyidentificationHave good real picturesobjects and whenever. ofmatching. all tools possible. Collectand materials many pic-for Collect answer telephone paperpenciltelephonedisinfectant writeanswer telephonetalk plainly numb.-: -identification.turesj of actual tool being used for discussion and shoesclean and shine clothtongueshoebrushbroom polish or depressor blush polishcleanshine rubscrape andSenior demonstrate Citizens arc various- often workglad toactivities. come to school rake leaves trashboxrakefor cansshining pickemptypile up placeput in bybox curb sewing scissorsthimbleembroidery,needlesthread, - regular cotton yarn threadsew needle knotcut Invite resource pers4is when it is feasible. simple home'reliairs squarethumbscrewdiivernailshammer tacks pushholdhittwist tightenrubfasten learningsandInvite the vocabulary parentsregularly. to schoolyou teach. to observe Send horn your desired routine sandpaperscrewspliersclampsaw Behavioral Objectives Equipment needed ActivitiesofVocabulary equipment needed in addition to names Instructional Aids and :Materials Invite the director of school maintenance wash and dry dishes dishdishdetergent pan towelclothdrainer or sink stackscrapeputdrain away scaldcleansoakdry Note: completewatch(boththemtime. groundS the'TMH andSuggest work be andreimbursedactivities identifythat buildings) the inandcustodian fora designateduse tohis schooltools work. tram and to . iron turn off After the TN11-1 has learned to complete simplecut weeds ironing hoeflatworkironironing board to iron presscutturn on ... put pickfold up in boxes school.enrolledwagethethe work shouldkind he asactivity should ofa bestudent. work paid successfull he he topaid does. him according while to After he leaves a minimal he is bundle newspapers or rakenewspapersboxwaste can or rakestack up up tie magazinessweep sidewalk. heavydustpanbroom cord sweeppileplaceputpick up evenly in up box fold fromtake clothes dryer canboxdryerclothes or waste sortshakeputfold in outwaste can put awayin basket Note: seeEvaluate if desired the students!earnings at are least weekly to being.developed. water plants basketwateringplantstable can fillpour insidewash windows spraywaternewspapersfilled bottle with window or cloth cleaner polishcleanspraymop up spilled water spotsdirty-scru b Behavioral.Objectives Activities givenassignmentcompletefind periodmaterials a' workin of a and Thesefollow are to two complete examples a work of a assignment.routine which a student may be expected to Note:Instructional Aids and Materials activitiesThefollowteacher mckt it isshouldimportant for a regular best establish results tack,' routine. inherin training work Theown and TM II time Work Assignment Mop the floor (Allot a certain length of time for this job.) 2.I. 'get theget mopthe mop bucket Note: locatespecificBefor surefuture it. place each jobs. so tool the orstudents material can has easily a 6.4.7,5.3. addmeasurefill disinfectantdetergent bucket disinfectantdetergent one-half to towater urwater cleaner full of water (warm or hot) detergentwaterbucketmop 12.11.10. 9.8. wringrinsemopput mcol,nrwater asmalrarea out Outout mop Mopmop in bucket ofand floor get entirely wet (regularmeasuringdisinfectant routine cup to follow) Clean and Polish Shoes (Allot a certain length of time to polish one pair or a13. certain1. period of time to clean and polish several pairs-Mop of shoes.)get another shoe shine small kit area of floor, etc. forbrushShoe wiping shineor cloth, off kitcontainingshoe dust brush or stick for polish, cleaning, shining cloth 6.4.3.5.2. polishwipebrushget shoes offremaining oneother dust to shoe cleanshoe with andmud andand cloth set fromsetpolish aside aside shoes to to dry dry Note: studentSetfortools, up each rating is their really school scalesuse learning andjob. to thedetermine thecorrect names ifroutine of Field Trips 9.7.8. putshine away shoes shoesshoe with shine cloth kit or brush tripsThe studentto: should go on field pc-people help others PoliceFireEmergeney-Services Department (Ambulance, Rescue Squad) Dentist'sPublic Health Office, Department Note: forTheytheField communityeducatibn cantrips serve are and a serviceas very introductorytraining important or suggestions of the materials part TMH. offor HospitalDoctor's Office Animal Hospital jobs, 256 Behavioral Objectives Activities Instructional .Aids and Nlateriais ofworkwatch jobs at many many people kinds gashotelmotelbarberbeauty station shopshop varietyhardwarelargesmalldrug grocerygrocery store store storestore excellentCarefulTMHmanagers studentsplanning opportunity of various are should well-behaved to businesses. show be done einplar:,ers andvith ii the This ts an pendable. that carcafeterialaundrydairy wash shoeclothingdiscountElectrical store storestore appliance store tltt: drive-in-restau rant (sellingdisposal and plant servicing) Some ttl 4.3.2.1. dishwa'atort4dishwash,,,-busboy mat...lott lako: identify some jobs sheltered workshops 8.7,6.5.9. cook'ssandwichsaladwai t helper maker maker CS.!-, they can do (otherGoodwillFilmsFilmstrips related Industries businesses in your community) (Sec11.10. Suggested12. !Materials at end ()1 skill area) carytrtricustodian wash hov attendant Transportation Skills reportThisandtheInvite explain will bus undesirable someone makewith bus and theservice froM behaviorbuswithout companyandthe Buspropersupervision. to the aware Transpottation Company to come to school teacher.conduct while riding on a public bus.Heof in TMH turn, studentscan alert who the driverswill be ridingto Note: andtoArrange ask thatfurexplain 1';111 the must an manager the evening he.set services ofon//Ice the theirthey bus canconduct company yttuntr.stets Lida provide The student may be able to: identify a specific bus stop Takeinments buying many will fieldbus have tokens.trips to be which made may be with the school to provide some financial reached by public bus. Some arrange- help BusField schedule trip for all parts of city riding the bus. .DecideAsNextlandmarks youonthe a daywait busspecific appointwas atwhich bus boardedfield stopwill a leadertrip. makeand before. Take returnto it takeeasier to the for group the trip by busbus and stop, return noticestudents to school. buildings to locate and it.other hack to the bus stop where Note: hissoareasLet accompanyhe home.your inwill each field Teacherbe child'saware childrentrips must include ofhome on always bus trips to bus service near environment trips. Behavioral-Objectives identifyfor a short the right trip bus sign,buSiSet, up tohe identifya "boards "mock' the thebus." correct bus." Let busthe "busto board. driver" hold up a sign from the front of It' not, lie must wait For another turn. Activities If the student identified the correct MockNote:Instructional bus with "driver" Aids and Materials (foundhaveCheck extra withon frIx bus antesiaentification companyof bus) which to cards.see they if they will pay for his fare and Set up a mock bus. Use real money to pay bus fare. Buy bus tokens from Mock bus busesones,give you. usingthe stride all the words needed for If lot make large tagboard is will be riding. necessaryget transfer when Goshould"busbus on driver." tripareceive.. short where Practice bus transfers trip givingand arelet. the needed.each correct child Get change pay transfers, his or own learn leave fare. what bus Go change and on aboard long you TokensLongShortReal money busbus triptrip using transfer onproperlyconduct bus himselfwhile .Set upanother a Mock,bus. bus. Practice the following behavior on the bus. 2.I. SmileWail and until speak bus tostops driver before as you trying pay to your board fare, it. Note:Mock bus and "driver" comeAsk students to your from room regular to demonstrate classes to 7.6.5..4.3. KeepDoSitSmile onnot handstalkandseat move andgreet while and fromlaughter friendshead bus one ininside low.as seatin yOumotion. bus.to another.are finding a seat. themmustconductproper becometofrom conduct showso thethat angryrude bus. onthe andbus. "busand disorderlyAlsoremove driver" ask opportunitiesAct out skits regular for students students to showpresented correct in classroom.procedure forGive riding individual10. public9.8. GoGetDo immediatelynotoff talkbus withonly tostrangersat workshopyour regular or acceptor home,stop. food from them. signal when ready to SetupinInvitebus: classroom. mock parents bus.. to Tie school a card to observebetween bus two routine chairs. set Attache up on a"mock bell to bus" it so it Mock bus leaverecognize bus home Setholddriver,will up up ringmock street men when'the bus.signs. and Arrangewomen. card is aLet moved.chair each for studentHave each leader student. board stand the Make bus in frontwhenpaper of driverhats "bus" for holds and Practice pulling signal cord for student's bus stop. CordNote:Small tied between bell two chairs afterThis activitystudents will have be made practiced trips only to and bus stop toup standhis street in front sign. of bus and hold up ',treet signs. After all students have boarded the bus, appoint a leader visionfrom their of the home teacher. areas under the super- 258 15 Behavioral Objectives A student can only get off the bus when he recognizes his street sign and is Activities independentThisInstructional activity travelcan Aidsprepare by public and the Materials bus.student for ablebustripsInvite to stops. signalwith parents their for to busstudent school to stop: and to watchobserve this that activity. he can Encourage recognize thethem home to make and school bus Note: ManychildManytheir parents TMI-Lchildto parents ride will unsupervised. may be riding refuseconcerned a bus to allowalone. over their Invite the Note: Thisparentsproblem.frequent must in forbe home aconferences cooperative calls to discuss and project make this Independent Travel school,InviteWorkshop-ActivityExpectReview when parents eachTransportation he child tohas school reachedtoProgram. come Skills to observe theto several school age ofthe times on16 following publicand per will week. buses routinesbe going the lastfor into Independent8 aweeks Sheltered of Travel. Thenobservedshefollowbetween thefeels childteacher.by parentshe student, canto school unobservedtravel and mother teachers. independently.bus maystop by Un-student,until The student will be able to: get to work on a public bus Practice the following steps: I. Get to the bus stop on time. Remind parents that a TMI-1 student may Note: studentsNotifycar.can follow the will bus student be company traveling to workshopwhen alone .1-,MH and in ask her 4.-.5.3.2. SignalSitIfLookboard down it iswhen attheyour and the firstyou conduct hus,name busare get readywhichon yourselfon the and to comesfront leave pay properly of youralong bus. the fare. bus. ifwhile he has on missed bus. his bus. them to report any questionable behaviors. employmentreachingobserve safety place rulesof in Practice the following steps: 3.2.I. . RememberNeverObserve cross. the thattraffic- in theemergency signalsmiddle STOP. ofequipment the GO,street. WALK. always DON'T has the WALK. right of way. demonstrationsSet up mock situations for parents as needed for the various seek help if he needs it Solve the following problems: 2.1. SomeoneTellknock the driver. on is botheringfollowingthe door and youyou. ask on Contact themthe bus. to police, call the go police. to someone's home, Mockfor parentssituations as needed for demonstrations 4.3. inYouofLose placebusiness getbus ofoff money business andat the ask or wrong token.themand ask buSto Knock callthem stop. your toon Knock call someone'sparents: your on parents.someone's door or go door in placeor go Note: teacherFor this 2.1.must: program make weekly to he succe-4u1home calls or invitesuccessmake daily and callsfailure to parents reporting Behavioral Objectives 5. Other problems related to your Own group. Activities instructional Aids and Materials 3. facilities.whoContact have your reached State the Vocational required ageRehabilitation for placement office in workshopsfor evaluations and otherof students 4. advisorhearethemcontact a not good to soldsatisfied talk listener onwith your parents parentsas programwell and as who anask

260 Suggested Materials and EquipmentECONOMIC USEFULNESS Rifton,Community New Playth York r, SafetyWoodworking UoolPlay Trafficcabinet took Signs (signs and bases) Detroit,R.18279 H. Stone Michigan Livernois Products 48221 SetPlayskool of Large Village Community for Community Helpers Study David C. Cook Publishing Company PoundingPlayskoolLife site Cominunity WorkBench bench (mallet Helpers and pegs) Elgin,Public Illinbisand Private School Division 60120 MyHome Community and Community Pictures Helpers Pictures CirclePublishersAmerican Pines, GuidanceBuilding Minnesota Services, 55014 Inc. Puppet Playmate Boards (community helpers) Dinuba, California Public Schools Peabody Developmental Kit, Level P localMountain Bell Telephone .Company Fern Tripp Safety Signs Folder . MoviesTele-a-Trainer and Stories Sets 5. Princeton,Creative Playthings- New Jersey JuniorWoodHammer Handyman nuts and and nail boltswood design construction tool kit box set NewI Mexico 516-San Division Pedro N.F. of American. Auto, MinitureBolt tight village set with(screw streets driver and.buildings and nuts, bolts. washers) MOVIESAlbuquerque, AND New FILMSTRIPS Mexico Excellent posters and stories On safety $7110 (SeeMUSIC music AND books RECORDS and records listed in .Suggested Materials for Functional Academics and Self Help Skill Areas.) How Machines and Tools Help Us Coronet Instructional Films Record HighlandP.Safety 0. Box Can Summit.Park, 41 Be 5 FunIllinois Industries Singing2.1. On Our Way The ScissorsLawn Mower Nlan Song Scott I' oresman Co. Cortazzo,BOOKS AND Arnold ARTICLES D. A Guide for Establishing- An Ae tirityNew Program York. for New Mentally York: Retarded Adults National Association (or Retarded Children. 1963 Kakoska, Charles J. and Schmidt: Alfred "Related ClassroomTeaching Chores Exceptional to Outside Children, Jobs" Fall. I 969, pp. 27-28 262 -Tobias,Saenger, Jack Gerhartand Cortazzo, Arnold D. TheNew Training York, New School York: 13ulletin, 17;,' .-Idjustincrit o/" Severely Retarded Adults in the Community Interdepartmental Health Resources Board, 1957 1963, 60 I 11 "Training Severely Retarded Adults for Greater Indepmdence in Community Living" 23-37 Suggested Home Jobs for Student 2.1. HangPut away up clothing: toys, 4.3.6.5.7. PickClearEmptyPut up dishesmagazine's waste newspapers frombaskets." in table. magazine and put in rack. waste basket. 11. O.9.S. DryWaterDoPut simple dirtybooksdishes; plan clothes (lusting.onts. pots. hook inand shelf;hamper. pans. 16.14.13.12.15. SetPutEmptyHangWipe theright silverware.up ashtrays.table. pintscover by on handles. right pan and place in designated place, 21.20.J S.19,17. PutUseMakeFind awaysniallRun food bed. vacuum cannedbroom in grocery cleaner,andfoods dustpan. storefrom bystore. looking at pictures, 26,25.24.23. -BringSweepWashFoldSort in wood. magazinesdrivewayand windows stack and newspapers.withaccording patio. help. to size. 662ChurchillFILMSTRIPS North Films Robertson Boulevard Los Angeles, California 90069 Fathers Work 'My DadMy is Dada Carpenter is a Moving Man My Dad WorksMyMy Dad Dad in Works-inWorks a WorksService in ina StationFactoryShoea Supermarket Store Mothers Work- My Mother WorksisToo a WaitressDental in aan 13ankAssistant Office FILMSTRIPS AND RECORDS MyMy Mother Mother Works atin Homea Dant Store EastinstructionalAvid10.Tripps Providence, Corporation LaneSystems Rhode Division Island Occupational Job Attitudes (especially l'or Mentally Retarded) 02914

204 The words illustrated on the following pages are those that WORDS FOR DAILY LIVING,. additionalappearmaymountedandbegins Vocational beto to mountedbedrill onparticipate most tagboard by Preparatory the neededand student in andmade con by laminated himself.-nunityintolevels.the TMH Language Theselife forTeachers person atclassroom drawings.the Master Prevocationalwillas he use.think cards ormay sheThey of forbe wallet-sizedtheOneMany student teacher different picturehas of a .prevocational guideways dictionary towith use him theseusing TMH arall cards. drawings times. students and has words made so a STAIRS I LEVAT CRS

S 266 '67 ENTANC- (ENT RAN CE C e x IT (.4 269 \VO M GE 11,0AEN,_ ) \

270 - I LZ - CS D O PE N OR 27? -- 273 -_ TR SPASSinGS PASS I N6N \O t7LZ nd -

At the Vocational. Prep level, all students should be tested and screened by the Vocational Rehabilitation Service. VOCATIONAL PREP Test results Schedule(seestudentsnotshOuld Schedule ready who III).be for reviewedappear II),work Those inready bythe students the Sheltered.to sustainstudents' who aWorkshop-should sixarepre-vocational to unable eight hourto do teachers workcontinue either day. of and with inthe the by abovejob Shelteredthe training vocational should andWorkshop be a rehabilitation assignedschool .should to the becounselor. program (see Schedule 1). Other placed onActivity a job Centerthere (see Those students communityThe .pbblic agenciesschool system must takebears on the the major responsibility responsibility oc maintaining for training the the TM1-1 TMH program.student Through the , through age 21 after which time other established..public schools and other community age-Ftere-S-a - Training raining Center combining Sheltered Workshop and Activity Center combined efforts of the may be Area All Skills C. A. 17.0 to 21.0 existingOnLevel the following high school pages rooms two which models could of training be remodelled and work and facilities used as a training center.Vocational One is for Preplarger M. A. throughare shown. One is for the small community, making use of 8.0 communities: it offers Someresponsible..boarding students facilities will be and limited is planned to participation to aecOmmodate in the activities post school workers as well as those for whom the public schools are still - whichevershouldrehabilitationcontinuation then is bemostof counselor themade appropriate. program for andhim/her as,it the was toteacher enroll set up inare onthe sure a activity,program pre-vocational that this student level. will This be participation unable to should continue until the vocational program. For these students, part of theon aday full should time basis be spent and live in at home or board at the school, participate in a workshop. Provision TheIndividualday. students,who During evaluation the appearother during half able day the to benefitworkthey willtraining from partake a work in training a program will deterMine how long the student will remain with this procedure. program of functional academics and social and recreational skills. program will be placed in the work training facility for half a (WOULD REQUIRETRAINING AT. LEAST CENTER, THE REMODLINGEQUIVALENT SHELTERED OF OF WORKSHOP EXISTING 4 CLASSROOMS) SCHOOL & ACTIVITY FACILITIES CENTER FOR DAY USE SMALL TOWN FACILITY FUNCTIONALACADEMIC AREA Cleaning,(SimpleLIVING Cooking, Parties) AREA OCCUPATIONAL AREA EDUCATION AREA PHYSICALSOC AL & * DIVIDERS MAY OFFER A MORE FLEXIBLE USE OF SPACE, OR ACT AS A SUBSTITUTE IF 4 SEPARATE CLASSROOMS ARE SUGGESTEDNOT AVAILABLE. STAFF: FUNCTIONAL ACADEMICS TEACHER 17 PLUSHOMEPHYSICALSHOP AIDES ECONOMICS EDUCATION AND STUDENT AIDES. TRAINING CENTER SHELTERED WORKSHOP & ACTIVITY CENTER WITH BOARDING ACCOMODATIONS LARGE CITY FACILITY BEDROOM BEDROOM TRADES GYM. ARTS & CRAFTS ACTIVITY FOR 4 FOR 4 OUTDOOR APARTMENT PRIVATE APARTMENT PRIVATE AREAGAME APARTMENT KITCHEN ETC. BATH ADMINISTRATION CAFETERIA & CANTEEN BEDROOM BEDROOM 1st FLOOR (Boarding Facility) FOR 4 2nd FLOOR (Or more), BATH FOR 4 THISADDITIONAL MAY BE FACILITIESA 2 OR 3 STORY MIGHT BUILDING, INCLUDE OR GARDEN OTHER AREA,LIVING HYDROPONIC QUARTERS MAY GREENHOUSE, BE LOCATED CHICKEN NEARBY. HOUSE, ETC. PROGRAM FOR SHELTERED WORKSHOP AND ACTIVITY CENTER SCHEDULE I For .students learning vocational skills and continuing development in other skill areas. SCHEDULE It For workers who can assume respOnsibility for a 6 to 8 hour work day. SCHEDULE III For those unable to work but able to participate in activities. 9:00 12:00 A. M. Program SCHEDULE I 1,2:00 9:001:00 I :009:155:00 OpeningP.Lunch M. Program discussion of plans for day 10:30 9:15 10:4510:30 BreakArithmeticReading-andFunctional Academics oral language development making change and other skills related to jobs, follovCring directions, etc. 11:3010:45 12:0011:30 PreparationGrooming.Social;Perceptual self motorhelp for lunch,skills skills wash up, etc. 1 2:00 1:00. I:151:00 DiscussSignLunchRecreation in work_or punch assignment in at workshop SCHEDULE 11( ON I 'D.) 3:00 Shot: -9:ttt.tw !!ohitht, CleantipztNhiWryI aundt , att.: 3: 0(11 i SorricStutrifh.!.13teak ,t tu-n,,t it ..tott stl.tttut Ittli ,10,tnoon's, wo11,-.. ,ItAlvi!.`, ;11C 5.0(13,15 0,-3(,) 5:110 rLociIt ut On: clo:tuttt.t. pr.rht1r2ricc..R%ttion. 1V, CFI (101C( !fl 1\ U n ;1,,,,tr!ttruct;r or hkt cilfl: .:11)p.'T vouhl scr,-;:t1 htj 9:00 l'utp.;:11 ot in SCHEDULE II 10:30 0: I S 10:45-10:30 13toakWtk(um joh . 10:45 12:00 1:00 LunchWork 1200 3:153001:00 5:f)03:153:00 WorkFreak\Volk (illoy; hourt,, slyri o to Activity (-cuter) 281 JOBS IN SHELTERED WORKSHOP ANti BOA MING HOME 1 R SCHEDULE BoarchnIr Ilome Kitchen Boarding Ihnne Lanndry ....)1k)1 CleanRemoveSet tableand scrubdishes table, Iron) table. -" - Sint SoltI uad call,: wrrliiirr rue OperatePrepare dishesdish washer for Llish washer ()/JCIZik:I Load rxashriir2 \%;1,inlr2 111(1;1(.1rira,:Intr;! 11):tHhIle tiltt) 'Clean silverwareWashSortStack silverware traysand put away altrkingdishes utensils IronFoldOperate linens dr,. away linens t, Boarding Home Housework MakeSort canned beds foods by p,cnlre Boarding House Custodial Sweep\lend clothes liotir, WashSweepMopDustRun woodwork vacuumfloorsfurnintre cleaner windows EmptySweepWaxNUTScrubEmpty thnirsIltors floors wasteporches garbage baskets and cans patios Boarding Home Nliscellanv ShineClean .cabinetsshoes Boarding House and Sheltered Workshop Clean bathrooms Yard and Nursery ChildHelpwashShampooManichte crire students nails and dressset hair ShovelPickFertili/eRake up snow, leaveslawntrash lawn Donor and walks shrubs :Sheltered Workshop Jobs StackingContract jobs which require: Packaging Ilelp withMaintainWaterWL1Mow greenhouse ter' lawn flowers. lawn small with gardenshrubs, workhand mower trees NhtehingStapling.Sorting AssemNingCollatingFolding kits 1 See Pre Vocational Level Economic Usefulness Skill Area CHECK LIST 'OR I RAINING CENTER AND SHELTERED WORKSHOP (2) CODE:0 1 Never or rarely Name 432 ToAlmostUsuallySometimes be used always or often or when occasionally or always item does not apply or DateEvaluator of Evaluation ITEM the evaluator is unable to determine16. To hold (a) solid objects ACTIVITY R( ARKS co a5Io fcllb) containerscontainers of offluid fluid with with oas, maintaining balance 17. A,Rhythmic coordinated movement Body Movements Id/ withoutendurance movement (-) c.b.a, repetitious squatting, i,e liftingrcpetitiouSrepetitious from floor swaying,bending, i.e.,i.e., sawingstacking or onsweeping floor . acpo B. a.Legd. repetitious Movements shifting of weight,alternating i.e. digging up withand dam-,shovel i.e., treadle sewing machine; a b. controlled applied pressure. i...,etc.electrical electrical foot knee controls, controls, etc. . ,-.70E C. a,Arm Movements electricalwith controlled saw force-ri.e.,M feeding into sewing machine, .-- D. Handh., withand Fingerwide range Movement ..---" (1.)}Cal vertical horizontal b.a. finepackaging,gross movement, movement,. etc. i.e., i.e., typing, polishing, braiding, painting sorting, large objects, , sewing, etc.! CHECK LIST FOR TRAINING CENTER AND SHELTERED WORKSHOP CODE:10 Never or rarely NameEvaluator 432 ToAlmostUsuallySometimes be used always or often orwhen occasionally or itemalways does not i'lPi%!Y Qr Fiat!, of F. v;ilthituirt the evaluator is unable to determine 0 1 3 3 4 REMARl.:.; ITEM 7.-i.,rt,o_ 18. A. Identifying major took: ACTIVITY 0cvc7).=-tt B, b.a.Identifying various fastenings: garments,hammers,household, oilers,i.e., i.e.,zippers, saws, door etc. buttons,knobs, faucets, laces, etc. light switches, etc. co,...cu 19. Basic Skills: (b)(a)(c) spellingarithmeticreading A7..:cn6 - (e)(d) can identify common signs 7 20. Traits: (a) (g)(0physical cancan make taketell change time measurements (e)(d)(c)(b) punctualitycleanlinessappropriateattention span dress and grooming --,-orio (g)( fl initiativepersistence . 78co (i)(h) alertnessfollowing instructions - writtenoral Id 7..'._. (in)ill(k)(j) resourcefulnessambitionjudgmentdependability (p)(o).(n) emotionalhoneSty:independence voluntarily stability adinitting error recpecttng property CODE: CHECK FOR IRA 1NiNt; FN FER AND SHELTERED,11f WORKSHOP (41 20 1 SometimesNever or rarely or occasionally 43 ToAlmostUsually be used always or often wnen or alwaysthe item oval does ator riot is applyunable or to determine Bali' Uf W.:O.!: 51:0 ITEM _..., 21.' (a) Speech AC i" Iv 1 Ili' 0 1 2 _, REMARKS 22. (c)(b)(a) CuttingDrawingTelephone along straight line line with with scissors pencil using a ruler `1Oin (f)(e)Id) ErasingWritingFOldingOpening orpencilednew envelope, printing paper, writing removingplacing in and envelopeenvelope unfolding and paperseal,ng II 23. (a)(g). TurningDrinking 5 pages from glass of a book . up5.-..mEli (d)(c)(b) SpoonForkDrinking toto mouthmouth from cupwith with with food food handle 24. (b)(a)(1)(e) SpreadingCuttingUndressing meat butter completely on bread :SI °- Y--.> 7.0: C Yr,Ti WI(c) DressingUndressing, completely help on fastenings nLe,Cif5 '-',lC33 ,E .l". le) HandlingDressing accessoryhelp on fastenings appliances - hearingglasses aid co 25. Shaving or applving cosmetics girlsboys braces, etc. tc,ca 3S..n-s EF 0 22 Brushing26_ Teeth Washing .Dody ____ 28. Combing Hair aideboys jr 1 r CODE: CHECK LIST FOR 'TRAINING CENTER AND SHELTERED VrORKSHOP Name (51 10 SometimesNever or rarely or occasionally EYalliator 432 ToAlmostUsually he used always or often when orthe always item evaluator does notis unable apply toor determine Date of Evaluation ITEM 29. (a) Into bathtub ACTIVITY 0 1 2 4 REMARKS CUpa30 (d)(c)lb/ CleansingOnOut toilet of andbathtub. adjusting shower clothes -o o --1 30. CanIf)(el use public transportation to and from WashingOff toilet, hands adjusting clothes il...i;0m'CiT'O work Ic)(I))(a) transfersknowingpaying fare stops STOCKTON UNIFIED SCHOOL DISTRICT Pupil Personnel Services Department Evaluation of EVALUATION FORM FOR USE OF TRAINING CENTER SUPERViSOR Special Education Office of Work Evaluated Date of Evaluation 2.1. _, 3 C., rar., Clir3 4. AttitudesMotivation Initiative Li., Y i 08 ct-75 a_ a D 2t', REMARKS WorkCooperationAccepts Tolerance Supervision With Other.titudes Clients Dperati4ToolWor,...:ii Habits otional of equipment Tolerance age PunctualityAttendanceQuantityau.-of Workof Work ComprehensionSafetyAttentivenessHonesty Procedures - Concerning of New ErrorsLearning Situations Workshop Supervisor SAMFjE TIME CARD pay due, benefits and deductions, etc. The pupil uses This a sample of the punch card used at the Training Center - this time card in conjunction with the time clock and needs instruction on how - Sheltered Workshop. It is used t ine the hours worked, - to use it. The date is recordcit by the secretary. Pay Period Ending NameNo. ExtraReg. Hrs. Hrs._ St.Rate Total InsuranceFed. W.T. St.Dues Drs. Ben. Un. Comp. TotalTotal City/St. W.T. Bor Net Wages I n Out In Out In Out SignedPayment Received in Full SCHEDULE III 9:159:00 10:30 9:15 ArtsChoiceOpening and of exercises crafts activities 10:30 11:30 ProjectRecreationalCleanGardening .up activities P.E. 11:3012:00 1:00 12:00-1:003:00 WashingChoiceLinich of activities under supervision - preparation for cafeteria SwimmingArtsMusicBowling and crafts _3:15 3:00 3:155:00 CafeteriaHelpBreak with helpsupper activities some may leave at this time. SupperEvening activities may SUGGESTED MATERIALS AND EQUIPMENT FOR SCHEDULE III include TV, square dancing, planned activities. Gymnasium showerslockerbleachers rooms Activity Center ("See Suggested :Materials for Games at end of Perceptual Mo,,n- record player and records Skills Area.) quiet games (Se: .g,,lested Materials at end of individuidmoviefilmstrip projector filmstrip projector and viewer screen artstelevision and crafts set materials as needed Pere; ual Motor Skills Area.) 291 BIBLIOGRAPHY FOR VOCATIONAL PREP Button.DiMichael. William Salvatore II. Washington,Ithaca, New York:I). C.: StareAmerican University Personnel of New and York,Guidance 1967 .1ssociation, 1966 It'a,gc /.(ilicis in Sheltered Lhiployment cur null Pathways for the :tlett wilt' Retarded. Freeland,Frankel, Max Kenneth G. et. II. al. Springfield, Illinois: Hi:eh School Workhotctional StudyCharles ProgramTeaching C. fur Thomas,of the Retarded..11entally 1969`1966 Retarded. Katz,Jacobs, Elias Abraham SanNew Francisco. York, New Calitbrnia: York: .4n Independent Living Rehabilitation Program /Or SeriouslyThe Ilandicac Sheltered Workshop. New York AssociationSan Franciscofor Retarded Aid Children, to Retarded Childre- 1965 1962 Mentally Retardol Kimberly,Kimberly, John John R. R. Ithaca, NewNew York: York: State University of New York, 1968 ProlessnmalThe Financial Staffing Structure in Sheltered of Sheltered Workshops. Workshops.State University of New York, 1967 Rosenzweig, L. E. and Long, Julia Denver, Colorado: They Occupational Success of the Retarded: La ra don Hall, Utukrstanding and Teaching the DependentI 966Retarded Child Critical Factors. Predictive T------end Remedial Tcchni,- Santa Cruz County Superintendent of Schools Po/icyDarien,Santa and Conn.:Cruz, Procedure California. Teachers fora Publishing1 i'ocational966 Corp., Education 1968 Work Snub' Program lOr SeFerelr Retarded Pupili Stubbins,"Sheltered Joseph Workshop et. al. Report of the Secretary of Labor-Washington.Los Angeles. I). California: C.: U. S. Department of Labor Report, Wage and !lour and Public 11',..iiik.chtips :for the Handicapped: An annotated bibliography.California State College, '1965 Divisions. 19(,7 -- 293 - During the InService meeting at PROCEDURE FOR INTEGRATING SPECIAL EDUCATIONthe beginning of school. the Special Education teacherINTO should REGULAR speak to SCHOOL the faculty PROGRAM questionsteacherheconcerning,will shown be to encounteredto askedmake the acquaint Special bysonic students theand Educationof teachers makeher and professional suggestions then Programwith parents. the andtypes'of regardinghooks theMake services- availablechildren arrangementstheir solution. itthey soprovides. that may A tofaculty expect film visitAt the showing each members tosame see. classroom- time, commonIt is may advisableshe be shouldtypesduring better offor discuss the Mental preparedthe first Speciallducat problems Retardationtwo to weeks answer which ionofmay classroom,schoolStudentsschool. children in seethe firstthat will two enjoy grades talking will enjoywith thehaving Special the teacher Education and thestudents. younger Arrange Special for Education the younger class visitstudents their toroom. visit These your it looks like theirs, and become familiar with it as part of the school. Plan a special program for the endteachervisitors.It ofis wiseFunctional goes to to make a classroom, Academics the initial she visitSkill should toAreal the ask intermediate Take the classalong teacher arooms copy to withoutof read Hello, Our Special Jinunv Education to her students. students. (See Before Suggested the Special Materials Education at Know Who I Ant? to read to the students or show a includedMakeAnswershort filmplans each in on all for question Mental school the Special activitiesRetardation.honestly _Education and veryGivearrange studentssimply. the for students them to eat to an hein opportunity theon theschool school cafeteria to groundsask questions with during the regardingrestrecess of asthe much thestudents. mentally as possible. See handicapped. that Hold they open are schoolhouseBefore severaland the community. school times duringyear is theover year the andSpecial put onEducation special programsstudents will or do be special called activitiesby name andfor theaccepted students by andmost their people parents. in the Pearl E. Thompson -THE EFFECT OF GROUP SPEECH THERAPY ON THE BODY IMAGE OF MENTALLY RETARDED by Patricia M.CHILDREN"1 Mershon, Ph.D. Speech and Language Specialist LESSON I UniversityMental Development of New Mexico Center PURPOSE: . HannelbourdEncouragement and of pieces physical of flannelmovement, cut out loss as of a headself-consciousness with removable by parts-eyes, the children nose, and mouth,group cooperation. cars, eye brows and hair. MATERIALS:METHOD:MUSIC: wereTheSongs: hair then "I andlead, encouraged 'eye Shoulders, brows to were placeKnees placed the and face-parts Toes" by the (See therapist in Appendix).the appropriate to aid the children:section in placing the above-mentioned parts. of the face and indicate the location of the part on The children NOTE TO TEACHER: piL:tureReferenceWhentheir own, used in orato asstorybook theirthe a Unit, concept neighbor's reviewthat being is beingface.can taught take read. place can be during made the in dayother for areas, emphasis. i.e., have one of the children point out body parts on a MATERIALS:PURPOSE: See lesson I.I, and a large animal figure (as a stuffed teddy bear). LESSON H MUSIC:METHOD: Songs:Repetition of lesson I, including reference to parts on "Where"Head,"Run Shoulders,isAlong Thumpkin'?" Home" Knees (see and appendix) Toes" die animal's body. (NOTE: This lesson c n be repeate using different 1 Reproduced by permission of the author animals familiar to the children.) NOTE TO TEACHER: following"Where is at Thumpkin?" first, the activity should will be prove sung to with be en, gesture ,yable. by the teacher. Even though die children may have some difficulty PURPOSE: one..A development of the relationship between the flannel facial features and the children's own facial features. Review lesson LESSON III MUSIC:MATERIALS: "I've"GoodtheFlannel therapist, two !limning board little or and eyes"teacher.)to facialyou" features. A hand mirror (More than .one hand mirror can be used if there is an additional helper for METHOD: .LessonthemselvesThisDuringidentify I may the parts bebe coursein reviewed accomplishedofthe the mirror. of face the before lessonrelated at beginning -theeach to the beginning child flannel Lesson will figure. ofhear III. the hisEach lesson name child while called is encouraged the during children the to singing arelook in at ofa hiscircle, the image songs: or induring "Good the hand the morning timemirror they to and you." view . PURPOSE: discussionAn introduction is initiated of by the a member'olthebody extremities. group. During this lesson no reference will be made to the facial features unless a LESSON IV MUSIC:MATERIALS: "Eyes,"Head,A flannel Shoulders,Nose, figure Mouth consisting Knees, and and Ears"of five Toes" (Adaptation, separate parts see appendix) hands, head, and legs with the feet attached. METHOD: Thisfigureto"Run lesson.stress Alongand the is have introduceddifferent lionie" individual parts with children ofthe the activity body. demonstrate song, After "Ilead, the compiling children Shoulders, the are figure seated Knees, parts on and theand Toes." floor, relating Expressive the them therapist/teacher to gesturehis own is body. used may while use the singing flannel 7 90 PURPOSE: the ,t LESSON V )1 facial :eat titATERI lulllfistil figure clwArifies, Hitter he used.. ;tut 1it3111 111;1 :131.111eS A of t ily tn.-attires should inclueledAt Ltfef Ilme, the METHOD:MUSIC: therapist:re:1.711clAftei'I've Wo little eyes introduces inag..nrie pictures tone for each child)the and good has11101Mlig minnUnga child ft) identify mule. parts of the lace and relate this Ni 1 is sung -alling each child by name, the children may be . eaten on th:.', while the NOTE: ofithigatineThelir ?he children mounting, on ashould sheet paper heof orci,lorcdallowed the individual paper.toown keep face. "Ihe owning then mounted pictutes. a certain pictures It picture.would could he could possible he behung pk.*-cd. lot in eachthe room child to mount his own picture from the idelliiriCatt011 Battles lot I he color PURPOSE: This lesson introduces the use of the tape recorder. keeping time by clapping to the music and finally movinu to the music. LESSON VI MATERIALS: originalandTheA Dancefinaltape music. stageshould with willDie Me.7. be involveactivitymade An beforehand-experiment singing-and part of the with recordingindicatedmaking no more certain thatshould than the movement's bemusictwo repeated. simple is easier with danceExperiment the to followmusic.routines. showed if the Example: tempo that when is"Looby slower the Loo"at: than I 1Vil/.section or,indicated "Brothel on Comewasthe MUSIC: 'Loobvrepeated Lou" three tunes the group derive:d most benefit from the activity. _- METHOD: ThislainBest"Iirother;Come lessonresults shouldwould and beginbe Dance expected by with listening byetc" using to ihe onehar, song at a session. They could he combined at a later time when both became then clapping in time to the music. It is best for the children to sit on the NOTE: ThisWhenAfterfloor typein the the activitychildren area where issection have a good they clapped begins, oneare tofur tothemove rainy the group tthielitMusic. day can recesses. later. theystand can still stand and go up through. and hold the hands movements. moving in a circle in time with the music. This lesson aided in the self-concept in movement LESSON VII by having the children view t;:,miselves in front of a full lemah mirror. MATERIALS:PURPOSE:MUSIC: A full"I've length Two Littlemirror. Eves" it would be best to have one brought into the school room and a shatter-proof mirror would be ideal. METHOD: -"Head,childrenEach Shoulders. observed Knees while andeach Toes" individual child had the opportunity. to view child took his placehimself iii front in the of mirrorthe mirror. while making the movements for a section of time during the describes'_ in the songs. The other lesson. NOTE: ifIf thethe usefull-length of the mirrormirror isis available in not controlled by the leacher/therapist the room for each session, it would proveLESSON useful VIII it could prove to be very disd--cting. PURPOSE:TASTING: alterationSaltSensory, and of sugar: stimulation stimulation Each child is recommended. received a few grains tasting, hearing, seeing and smelling. The order of salt and sugar (cube) in his hand to taste. of presentation may he altered. In follow-up lessons HEARING: WatchTheBell forchildren loudsoft sound. sound.listened to the sounds while observing and again when 1-1c objects of sound were out . . of sight. SEEING: theFlashlight light move about on the ceiling. the light was,-directed to the i ceiling-where it could he easily seen by the group. Each child took his turn making ULTIMATESMELLING: GOAL: . PerfumeIdentificationFlower on the wrist or hand, (A solid form of the part of the face that helps to identify Of perfume was used.) the itimulus. The stimul' were then presented in a random order. PURPOSE: "WHOLENESS OF SELF" One of two lessons presented to aid the child in LESSON IX perceiving himself as a compilation of parts into a whole.youngsterAn 1,dividual to insure coloredn extension comprehension. instant of picture this lesson was was utilized in "sex-roles" identification. taken of each child. After the picture was taken the result was discussed with the EXTENSION: girlsThe pictures pictures on were a red mounted background. on a colored background. The boys pictures were mounted together on a blue background; the 299 DRAWING:PURPOSE: Each"WHOLENESS child was OFdrawn SELF" around Second while of twohe was lessons. lying on a large sheet of white paper. When the outline was completed, the LESSON X COMMENTS: ColoringAyoungster Assistance,good response of was the encouragedhadclothing was to achievedbe- was given and easier fromaided for to themost inachieve. coloringfeatures of the children thein ordercopy in to coloring. matchinsure his identification own clothing. on the follow-up activity: (See Lesson XI) PURPOSE: Culmination of therapy: LESSON XI A summary of the material was presented :n sequences for reviewing by the children. At this time a record of the unit was . 'made onhisThe Beforefilm. own children picture. taking identified his "outlined their own image" picture home, and the" otlined whole image" group whichparticipated had been in assembly hung in the for foyer the entire of the school, school. and each showed .; a B ARSCII, Ray II. Syracuse. New York: Syracuse University Press, 1966, 183-195 "Teacher Needs Motor Training" in The Teacher of Brain Injured Children,-William REFERENCES M. Cruickshank (ed.) EVBLACK. ANS, Martha Ruth "Rhythmic E. Speech ActivityCorrection in inChildhood the Schools Education-Englewood Cliffs, New Jersey: Prentice-Hall Inc:, 1964 . Education, 1954. 75. 88-91 FROSTIG,FARRADANCE. Marianne J. and "Relational Ronne. DavidInde.Xing The andFrostig Classification ProgramChicago,Information for in thethe Illinois:, Light Storage ofFollet Recent and t Publishing Retrieval. Co., Vol. 1964 I, 1963, 3-11 Development of Visual Perception. Experimental Work in Psychology" LATHOM,KEPHART. Wanda Newell "The C. "The Effect Need of Certainof-. Teachers Action for SongsSpecializedThe Information Teacher of Brain Injured Children. William M. Cruickshank (ed.). on Body Concept" Music Therapy, 1962, 115-122 on Perception-Syracuse, New York: Syracuse University, 1966, 171-180 MURPHY,LUDWIG, AliceMary J.Martha "The Role"Rhythmical of Vahed Responses Therapies of in Low theJ Clinical Amer.RehabilitationGrade J.and Psycho!., Mem. ofDefic., 13. 1957,361-4 6], 1957, 510-11 Middle Grade Mdntal Defectives to Music Therapy" the Retar-ded Child" PIAGET,O'CONNOR, Inzuk. N.G. and11. "PerceptualHermelin, Beate Processes Speech in Normaland Thought Development, inNew Severe York, New York: A Pergamon Press Book, The Macmillan SubnormalityCo., 1963Brain-Injury, and Mental Retardation" STANLEY, Julian C. and Campbell, Donald T. "ExperimentalChicago,HandbookAmer. and J. .41ent. Illinois: of Research Delft..., Rand McNallyon Teaching and Co,N.r. 1063 Gage, Editor 1958, 63, 256-259 Quasi-Experimental Designs for Research orr Teaching" DANCE WITH ME by Humperdinck APPENDIX LetRoundOne,BothBrother, your two aboutmy footthree; comehands go dance and tap,I dance tap,with tap withme, me. so merrily.give to thee. Prentice-Hall,Pace,One,RoundAnd two,Robert 'your and three, hands round-so Inc., dance go1956, clap, merrily.with p. clap,114 me, clap, Piano For Classroom Music, We'reGood**************************************************** allmorning to you in our places GoodtoSowith start teach such morning a us newhappy a way day.to faces (each child's name) andHead,Head, then shoulders, shoulders, we stand knees rightknees and and toes toes up. andHead,Head, then shoulders, we sit back knees 'andand toes shoulders, knees and toes down.: (Used with actions) TenOneTwoI have ?k***************************************************toes mouthears, fiveon twoboth fingerswith eyes, my which on feet one each to nose, gently hand speak. Eyes, nose, mouth and earscars andEyes,Eyes, then nose, nose, we mouth sitstand mouth hack andright anddown. cars up. ears I I have something in my. pocket that belongs across my face I know you'd neverkeep guess it very it close to me in a very.special place if you guessed a long, long while . . . **************************************SoLOOBY 111 take LOO it out and put it on * Smile! it's a great, big happy ************ Here we go looby looloo, all here on we a Saturday go looby night. light. I AndI giveput turnmy my right myselfhand hand a about.shake, in, shake, shake, take- my right hand out, 4,,-.*********.c******************************'*************Prentice-HallPace,(left foot, Robert light Piano Inc. foot, 1956, .for head, Classroom p. 31whole self)Music *******************************************************YouTheSayRun -yourveryalongdream same prayers home of me thint! and and Ijump coverI'llsay dream untointo your youbed Ofhead you. (Used with gestures) HandTwoTwo littlelitt'e to little hold feetears eyes for to walkonehearto look and youaround aroundall. call My carshandseyesfeet cancan can heartapbrightly clap shine. My eyesnosemouth can can seesmell talkspeak a rhyme. Myfly feetnoseearsteeth can cancan can walk hearsmell bite ScattersButMy lidshandwhen cansand, can the Outlet write.sandman turn out theconies light at night TheFingerEachI'll Educational say Play part goodnight Poemsof me Publishing saysgoodand to youStories, and Corporation, night Helenyou too. Fletcher Darien, Conn.

- 90 - . 9:008:30 9:109:00 FreeTeacher play Preparation period. Children have probably been riding onSUGGESTED. bus for some PRIMARY time. DAILY SCHEDULE(C. A. 5.0-8.11 M. A. 2.0-3.11) 9:10 9:25 3.OpeningTeacher2.I. confersExercises with (Communication bus driver, checks Skills) attendance, lunchPledge PersonalShowmoney, of and Allegiance etc.grooming Tell for speech encouragement 9:25 9:55 4.FunctionalI Academics. OralAttendance vocabulary charts identification '4. 6.5.3:2. _NamePartsColorCalendarNumber games ofgames body and games weathergames 10:00 9:55 10:3010:00 GetHave9.-8.7. ready a short for milkrecess or juice breat: MatchingSequentialAssociation games games games 10:30 10:45 OutdoorGoFollowingIndoor. to1. restroom recess recess Directions for for free sharing (Economic play andon warm playing Usefulness) days with toys on cold Coloringdays 10:45 11:00 3.1.Speech2. exercises (Communication) FlannelCoordinationCutting boardand pasting games stories 11.:1511:0011:20 7- 11 :20 11:3011:15 .Get 3.roomSinging2.Restroom, ready for washlunch hands and get ready to go to school cafeteriaSpeechFingerplays games 12:0011:30 12:00. 1:00 3.Supervised 2.1.Rest; Period lunch (Self with Help teacher Skills) or aide teaching good eatingQuietDress habits andtime undress for musicstory (when(sleep) all are awake) 1:301:00 1:451:30 PerceptualArts Iand Crafts Motor. Skills 1:45 2:00 4.3.Restroom2. and recess DanceRhythmSupervisedExercises 'activities band play 2:00 2:15 StoryMovie2.1. tellingreading or filmstrip SupervisedOutdoor play play in the room NOTE: 2:302:15 2:30 atGoGet needSomethat home ready time.a integrated rest to goperiod home. play at noonWhenat recess and room willsleep is be inwill possible. order, probably let a childbe more select practical a simple than game integrated to play. play students walk out to bus or parent's car. However, most of these children will still SUGGESTED(C. A. INTERMEDIATE SCHEDULE 9.0-12.11 M. A. through 5.11) 9:008:30 9:059:00 GreetTeacherGetPut awaysupplies Preparation wraps and while place teacher under desk checks lunch money friends, 9:05 9:30 3.2.Opening1. Exercises- CalendarShowPledge and andof Allegiance TellWeather 9:30 9:45 Self4.2.I. Help Skills GroomingHealthRoll call Inspection and Period, attendance may be chart needed before Health Inspection 9:45 10:00 Communication3.I.2. Skills SpeechPractice games Self Help Skills 10:00 10:30 Supervised4.3.Restroom restroomand recess or upper grade monitor. Oral vocabularyStoryFingerplays identification telling and role playing by Students 10:30 11:00 FunctionalToyIntdgrated1. sharing playAcademics during during indoor outdoor recess- recess Color games 4.6.5.3.2. PenmanshipSequentialAssociationNumberShapes games games games (only (auditory,writing needed visual) for more independent living) I I :00 11:20 Social9.8.7. Skills OralSocialSensory vocabulary Studies activities indentification games 1. . Group games 11:20. 11:40 3.2.1.Music2: and Rhythms RhythmActionSingingRole songs playing Bandwith or without record player 11:40 11:50 Get ready for lunch 12:4512:2011:50 12:4512:20 1:15 QuietfritegratedSupervised3.2.1. Time playlunch on in school cafeteria grounds PutGoPut toon awayrestroom wraps supplies and for walk wash to up cafeteria rest on floor mats I:15 1:30 3.2.OccupationalI.2.1. Skills CuttingColoringFollowingStoriesSoft music studentsand games directions students pasting enjoy enjoy 1:451:30 2:001:45 SupervisedRestroomPerceptual2.1. and Motor rest recess room Skills or upper grade monitor Supervised OutdoorIndoor activities activities - 2:00 2:25 4.3.2.LeisureIntegrated1. Skills play on schoolground SingingDancingArt, activities ' 2:25 2:30 3.Get2.I ready to go. home WalkPutGames ontoroom bus wrapssuggested in or order parent's by students car F.1) PR F: NOCA I I ()NAL SC111:11)1i1,ES t I tlirossEll ly so - 'J 00 J'ut E s.*H-1.ss , 6 Ili (,111 pl.1+ 'S 0-.55 Grni.L .nH fc..tl I SC:I pcct.ni I ',Lift', t)pl, 411 ,,;;;H;;;,',... Jcin up it 11Ceilti, itl pleS% tireSSeS, 1)04 9:S5 - 10:25 1 and Vos:ahillii.iy /sod:. as necs.lesi - 4.)1!1;ip V,)C;ibtIldt olliCCtS materials ,ini! :Lime oril 10:50 3.2.Numbei 11thei,SEore V.1111 ss;unts,i rnai moues n many instances) 11:0510:50 - 11:251 1:05 cornininneai-I.1:1sestroom in1pin 111-1.:als Skills (unii.n1iuic l5,mw sinsis:nts may ma tlI Wed ..::Cquent restroorn privileges) _1. 3.2. 1

.! z.'10111en:Arc SC)tc01.,. r!lc olieni,:lio;1 sessions. icic:ts, should be 1)rorrloted. c;L\1RAL NIA I I RIALS \ND EOUIPMLN-I NEEDED IN THE I1II SPECIAL. H)UL \ I ION CLASSROOM

i t , - .;,!,: , ; ..-;.,:mt ;!nd t:iik litYLSEKLI PINt, AND Et)11PMENI ,;:;t I. liedironlievk a:13!men ;rolnng b;,AH.}. - II I t IIEN "\(q 1Ni ls.N I I INC, H)R C.R()()\ii toilet paper - : o.n.m.k. ScaleFirstShoeNapkinsBlanket Aidshine Kit andkits cots or rest mats especially for younger students ACI)102a 317 1()VII'NIEN I Jud :ce4=rtis rom 1P, tIt '11201', h:111.1-1 Nle's;i:,.) or ;4! . 622 ltCh (, 1)rivc. Te\;,s: AR MTN ITS .:: ;wit} IiioAe11 U. u. C1ay1),:steC11:itcoai equipmeni r,,)orc,1 peS- Strim!()11cloth1 :we p;t1)e., Pip' .ljdUCrS 14)12 PHYSIC:NI, 1-.1)1..;CATIC)N, (2()ORI..)LsATION (.;ANIES AND PLAYTIME ACTIVIiES ILicicieis, pipes ro 1t),:clutotton to,..s N. scotItem, (,-.11(1 tw:s.. halls :Lud V, RA1-,),:i:i;' I ' 1.1e:w bats 1 )f..1dik7' .:!,(1 , :%,,ztcm bo:irds arlf.1 1. l'eg boatjs FOR GAMES A..).1) PLAY II ME inaL .:!;;d :S. IT? c a . . at.d peop: labk !HI . ar,d; people "HaIlonnnoc., :ht:1! pC and small 1);,0 TE:...s.(711ENG AWS apart !or Inspe...-twn eaelnto.2 ..1; part,: on! hy Judy Company play efoLeks I'M- children ,_ss well as old clocks that can Mo.11C:.1:1:!AIR's COM.N1E120.11. P1:41 I 'PE ..\11)S ,pan;,Is and nentle 2. . Per.,:epttiall'u...11.)()ti,- De-o2lop,...ent Cards as put out h 1 Hcvelounksni Ku !Lvcl P and Ideal I u. Cotinntn7. Ide,d t(.1:110-;" 'tpous CarrLls 11,: s.rth penI SI .0t)) by Nlar'y IhiTd :Ind Now:LI() Levine. '). liuttc,;1. andac:::, iippt 1r:um k: mire :lafet\. %VORIS as tirc, and clamr to TMFi) I I. IIhe caanln,.: C,,,)rdlitat ion 1..Neresses Ploghtmmaterial ru as: Pit cur Board Netclses 1Iotor l-v:mses VrsrraL Perception lMarrarrrre Frostig and David Horne Perez..-ntuat EtevHopmerit Ntaterr,ds trillVr.sual Rerthness ted \tasters for liquid Dui)lle,.ttots LIS trim Continental f Press e.Itd. ;none, Seelr,Vis.11;c1`,.lotocVisual 1.0-,enessers 1),,,cruninatIOn and 1...titicrence used. be sure it FOR VOCATIONAL, PREPARATWN W_oodworkln:: s;innple gardening tools take, shove!,hammer. pliers, rite, itinl,:cs. work !',.)wer pots. water hose.wilt vises, plane. Clamps. rulers. yardstick. screw dliVCT , assorted sand TotSasspa.-per.Brace snips screwsand hit., and hits nags vanous tHle, a,.0)1,11*!, !Irs;.0..... or Val" siies ill purpose sasv Paint,!landBrushesNtasktngOH-lel:um duvarnish. ilk, tare typespuv.er lacquer. dulls shella,- or Lumber SPECIAL EDUCATION INSTRUCTIONAL MATERIALS CENTERS 1N NEW MEXICO )Me New Nh.. \lhd I ',h;C:ItIoll ";;1,2 .\.1.11s:r1.1k -110 IHLI1.01 N. I:. ii;:tr:ALA Ncw .3i )1 (` 11:1:!C!, IhN cy. o! provrani development. and evaluation el: materials. NOTATED BIBLIMRAPHY I i l'ItOFT.SSIONAL 1..1131012Y ii,w-e:ett tIze I 2:1711,1 l'ut,;k. Lify;:,1 ( (.11(.!:-!e.t I lip 11, A. P--...!i...ei,11,111 th,- /(r4tp'ua( ,p,p.rtral Han/l, abli:ty. try' it( at! c iitz it-tot,)t Jcitylitu. li.r .1fe.ctcrt.i t turn o tc lltct ccct \ i(ho, 'Me , ohv7: pi lionw cud tlucr ,!rour!, ft;:tt St.itC I NM :An p:wocw:itc 1ii wmp. tivit 1-..xpl;m:ttoy. booklet. :\ vim.se 11:17111.tion 9r, 1 jfii 1,,r lot v. H P. .1, I w7:crtta(cht:rs 0 ttrncii 1,,1 `.t11111 1.111%1:N0k 19/.. ," Ic. .'()(iege. Br% ToroltalAp[V-11i)flatC ;!: .wttfl ii t! rctilt:tal i)H; II) the Pereeptz,t air,1Peek cc It I t 1,-o4 k:vci1tn ci;-- HOL d M. l c.thci ),rk I lilt../...-t-ccfnt Potte;I-Art ni NVinst Sch,,h. ' ''f Pc v.:.pijon,d cc An ,..oto;utluv ..f.!t !cies. 1w nine 'HI the h,icIet . 1.o!--wrt I. Rccrnck. . 1... .1bit I 1,r12r 1A111Il,ucuuntn c ccccul titj V..1* ut the NI I 11.e, ,; I'. 1 a:,1111- 16: tard, I Ho.N. h> thL \law, lHn ,)foi !len Ii litnY ,1 ill I NIII al Laradon l)111). iijr tor I hill S;:;l for 1:xcenlional jitalf [hi' 1jca tath NI.to.e.iy II ." I In folk; I Puhlf,hnn:: Co.. I Jo 1 u Pr , Jr rite Pc:. !, vo?,,,nt Norh,, hook is that "NUJ Jithltprt,l)I.,'n)S, ii enjoy wh tn Jo 161arikti (;:ilaren,.ire sine: to the tubeii tiff hi vary of dild Ic'airl is o; old flies, already know. Johnstiro,ol. c"."."..;sli111t.111', ;or st,lf.te,iei: 4,,,,o!.iies. I qte) +H. lindt,on. -This\Vashirivion, ti Couneti ft 1.xceinikul:dChilklren.NLA (CH: Rescar-11 Monographher Teach-in::hr tuft procedures Trarnab/e (for teacluif,,..-INilt children, No. 2). 11)03 hard. Jeau.Ntiri.-0 (,:nratd educateAllNew teaehei,. Yolkst of 1 \III duldre;; Irwbd read !In', hook. Ii ,,Jfves fit :iccount of the first iccorded procedure used in trying to Yolk: Alyieton-Centloy-L 'arth...d boy. The MN 1962 well C. Ill 11:fs twoOhio'. chaptersthe FNIII Charles wlti. h.. Merrill l,,,oks inc., fh, nJ with 1110tOt (7a.cso),,,n. I 1:il!ling and specific mu motor :Ictn,'ities. Both will he helpful to New Abrahamrevs Nev.' York.book Hie-John will he 1)av helpful Company, to teaehers I in /ht. ifcia:zily Child; (suit'ing pirehis with their problein,. for l'aoRts. loot:end:dd. Swarthtuoce,l'hese ' Yd`, 11 vercires''aura: jor 'A.Me C'.Mentally Crafts, ki Inc., 1'4)7 helpful for the more Able '1N111 youngsters. \lager, Rubert F. 1):110 \Ito I I11' rh-p,i/ ia. Fear on Publishers.Instructional 1962 !iyago. AppraicaLh(ik Aldine Publishing Company. 190 7 is a collection of current thiekin;, of specialists in the areas of Speci: Nducation. Medicine, Rehabllitatiott. Fdited by Alt re, Bat:1111e itit NI(ilkv Julia S. the Tette/tint: the Retarded Child I?) Tali SI)oech and I lie John Dtiv Company, I 90 I The:: to give sludents and workers researchGuide linaings[or Parents and and treatment Teachers. for offersNev. iielpo_ (InsYork. hook New York. Train.ien: -en forr ions patents for developing and teachers(.1111dren speech who inarc INIII trying''ie youngsters. Jululto develop Davf'ompany, speech of I gni3very young retarded children. It (itrric anti wedurrs Nelson. Leslie W. ManyDubuque, [cachetshis Iowa. nitinuthave William found if ilescribe helpful C. Brown information Publishers In this hook; htstr,../inota/ ticulunt rif Orchard School for Retarded Children in Skokie. Illinois. Pert.. Natalie 'home.ThisNew school,book York. is communityone New York: relationships. Columbia l'niversity, Toiciunt: the .11cadali Re:Jrded-Child. the most useful in organizing your curriculum for the TN111. It also contains lielpful information for I AO New Yorfv, Newlu York: ifuriionFerris and 136 3 hi hook columns movement exploration 11S. Jetinet Et - allc;rtal kIrrthtnies 9f:5 tivities progressing from simple to difficult.'These ideas. were developed by Jo, handicapped Children. Ri:hnison. Iioib,a aril Robinson, Nancy Al. a SwisstTheNew ofglom)York, the Newmost York:current McGraw-lid' books on mental Book retardation.ACompany, I 965 must for every proft.ssional library. use with retarded. The .:rentally Retarded Child. Rose III We ThtsDarier' Conn.: li[licational Publishing Corp.. 1960 contain, many activities whichF.'and can Long, be used Julia Untiersittudint,t and Tear-hiny tltc Lhpendnt Retarded Odic'. Hail rile TMI I. Rotb ThisNew::.: ho, York, 4. contains New Y[irk:many tuticleslicit, Rinehart, defining and mental Winston retardation.Jernlie II. its causys, and soine curriculum ideas. :Thalia' Retardati,41. Valfelt Palo Alit-, California: EarnRobert Publishers. F. 2165 Park Blvd. Pr,.:ra,nmtn:.! Learning Disabilities. 94306 ThisWashirigttm\luny bookteachers writ D. rind C. some lie!pful ideasliarold or teaching i .arati(,)1be helpful Hi identifying the11. S.various tiovernment characteristics Printing 01of ()co.the TMH U. S. andOffice discuss of Education curriculum Printing for them.Office, 1961 f I/it ererelt. Retarded Child. Mu in this book. PERIODICALS"Exceptional (.1i:idle:C.. tpubli,lied monthly except JuneCouncil and August) for Exceptional Chi;drenferson Plait Suite 900. "Education Ai!uitn. Jefferson un..Davis VuFraturrnu fina of die 22202Mentl\- Retarded-I lighwav ( puhlh,H2d 4 times yearly) Division . .1499JeffelsouArlington.The -Jefferson liara Vit,i3 I);uu:Stnie )00 Mental RetardationiM- I \ 22202 I ligli%vtly Children \"MC'utal Retartiation' Washington,S201Colinecti.:ut D.rrwrican- C. Ass-ociation on Nlental Deficienet. puhlished In-monthly) 2t../015VefitIC yeP Teaching. Excepfion.it Childien7 JeffersonCouncilCEC 1499b RIC for Plata Jefferson ClearingExeeptionar Suite Do- I')t-tfl louse Child :en lit!thwav tutU IM( Network(published 4 times per veal-) The Digest of Nie7italh, RichmondArlington./ 07-20 V,:ryinid125th Hill. NewSiredt York Retarded22.7,02 II-1)9 i. is.-!tes per year and suPPlelnellt9 ANNOTATED BIBLIOGRAPHY FOR PARENTS Ayrault,Bare, Claire; Evelyn Boettke, West Eleanor; and Waggoner, Neva chaptersThisG. P. bookPutnam, on.Mental contains Sons, .Retaidation'many 1964, practical318 pp., and 55.95 suggestion'sparental attitudes. which may be helpful in solving the retarded child's problems. It has You Can Raise Your Handicapped Child. Self Help Clothing fur Handicapped Children and Adults. Baumgartner, Bernice ready-madeThisTheNew .National book York, describes clothing New Society York: arethe for included.kindsTeacher's Crippled of clothing College,Children handicapped Columbia and Adults, University, Inc.,children 1962, 1960can 84 learn pp. 50 to centsmanage. Some suggeStions for adapting Helping the Trainable Mentally Retarded Child. Buck, Pearl S. ThisdevelopmentNewHandbook York; very New of her useful York: mentally for John parents. retarded Day Co., daughter.------1950, 64 pp., S1.95is one of the first books written to focus attentionThe Child on Who mental Never retardation. Grew. This mother writes about the educationalretardedThisNewYork, book person isNew and typical social York:and of stresses needsJohnthe change Dayof his the Co. rightin mentally attitudeInc., to 1965,achieve retarded. regarding 156 his pp., potential:the 54.50 mentally Also retarded. suggests It recognizes communityand the Zarfoss,cooperation Gwenth" to meet the The Gifts They Bring: Our Del--t to the Mentally Retarded. Coe,The Marilyn Child Who R. is Mentally Retarded. Children's Bureati, FolderCANHCIt often No. Reports,43. helps for: Los parents Angeles, to hear California; about the 15 experiencescents of others in similar circumstances. "M H Child: From one parent to another" Dittman, Laura L. ThisNeWinformationSuperintendent pamphlet York, Newabout may of York: symptoms,Documents, be helpfulNational causes,-care U.to Association S.parents Government andwho for training Retarded have Printing just of Children, mentally Office,learned 1964, 1retarded. that 961 23their pp., child 10 cents is mentally retarded; The Mentally Retarded Child at Home, A Manual for Parents. contains Doorly, Ruth K. AWestwood,This420 mother Lexington bulletin and Massachusetts: gives father-Aven., practical tell New the Service Yorkadviceother 10017 family Associates,on home members care (Box and about 224, training 02090),their for retarded the53.95 mentally andbrother. 35 retarded cents Illustrations postage from infancyby a retarded to adolescence. boy. Our Jimmy.' Egg, Dr. Marie New York, New York: Jilin Day Co. Inc., 1964. 155 pp., S3.75 When .-t Child is Different: A Basic Guide for Parents and Friends of Men tally Retarded Children. French, Edward and Clifford. Scott. J. discussed.ThisNewPractical bookYork-, ways is New written parents York: for can Lippincott. parents help their arid 1960 retardeddiscusses child the develop.mentally Excellent. retarded in non-technical terms. Residential placement Child in the Shadows. is Ginott, Haim J. MustNewRevised York.face. edition New York: of Child J. B..Lippincott in the .Shadows. Co:, This 1967, book 191 discusses pp.. 54.50 needs of the mentally retarded and problems their Between Parent and Child.How You Can Help Your Retarded Child. parents Hello. Ktiow Who I Am.' Lee2570GoodNew County York,Hansonreading Association New forStreet parentsYor-:: for allwho Retarded Avon are looking Book, Children, ForThe new Hearst Inc. ideas. Corp., 959 Eighth Ave., New York 10019 Hill, Margaret ' Excellent pamphletThisPublicFort pamphlet Meyers, inAiThirs.ComMittee. which offersFlorida a retarded suegestions boy inc., tellsto Pamphlet help about parents Mentally No. prepare 349, Retarded 1963, their 28 child people. pp., for 25 school.cents The Retarded Child Gets Readi' for School. 5 cents each Junker,Johnson, Karen Wendell Stensland ADanville, simple pamphletIllinois: The all Interstateparents should read. Is Mr Chacl Aronial? The Child in the Glass Ball. 10 cents Kirk, S. A.; Kafnes, M. B.: and Kirk _W. D. NewproblemsA-motherNashville, York, New.York: writesTennessee: about Macmillan AbingdonPress, her experiences Co., 1955 1964, with 256 her pp.,two 54.00mentally handicapped children and what she is doing about her You and Your Retarded Chad. Levinson, Abraham questionThis..NewA book York, all parentsNew York: should The read,. John Contains Day Company, good advice 1965 for parents. and relatives of retarded has been revised and updated by the staff of Thethe LevinsonMentally Retarded Foundation. Child: Answers A Guide many for Parents. frequently asked persons. Magee, Catherine Fowler One of the Family. Patterson, Katheryn NewencountersStoryNew York, of York, teenage areNew New described. York: girl York: whose Johnson David parents PublishingMcKay have Company, Co., a mongolid 1.965, Inc., 109 1964,child pp., 210the53.95 daypp., she53.95 graduates from high school. Problems No Time for Tears. she PenningtOn, R. Corbin 'and James, Elizabeth AnDanville,happy inexpensiveepileptic life Illinois: together. nother pamphlet The tells Interstate, ofwith her goon struggles 50 centsideas. with her hydrocephalic son and the adjustments the family had For the Parents of the Child Whose Speech. is Delayed. to make for a Rogers,Pollack, DaleMorris E. and Pollack, Miriam ThisBoston, book Massachusetts:can offer many Portersuggestions Sargent to Publications,parents teaching I953 their retarded child at home. Angel Unaware. New !lope for the Retarded. U. S. Department of Health, Education and Welfare, SimpleWashington,ParentsWestwoOd, and continue informative New D. C.: Jersey:to Welfareenjoy for Fleming the this Administration,-Children's parents mother's H. Revell, of storyyoung 1 953of mongoloid her retarded Bureau, children. child. 1966, 10 cents The Mongoloid Baby. Vallet, Robert E. RecommendedPalo Alto, California: by teachers Fearon as Publishers, a book which 2165 can Park help Blvd., parents. 943 06 . Modifying Children's Behavior. "ChildrenPERIODICAL Limited" `420 Lexington'New(EncourageNational York, Avenue New Association parents York to 1001 join for 7 Local,Retarded State Children and National Associations for Retarded Children.) SOURCES OF FREE OR INEXPENSIVE MATERIALS rollingHOW TO and ORGANIZE making it interesting A SPARKY'S and effective FIRE DEPARTMENT for everyone concerned.This is a guide Single to copie,s_,are starting a Sparky'savailable. Fire Department (or any junior. fire department) with suggestions on keeping. it canOTTOAuto, be THEread each toAUTO storyprimary SERIESteaches grade a schooltraffic children,safety lesson, and can following be readThis the by safetyolderis a series children. slogan'on of ten Through thewhimsical the illustratedfanciful adventures safety stories of.Otto which the children love, as told by (Na' lanai Fire Protection Association)u=. an automobile! These stories CHILDREN'Sthroughsingle sheets your GARDEN, andlocal booklet AAA THE Automobile form (both Club.81/2x11 Single inches) copies suitable are available for standard to teachers three-ring only. notebooks. (American Automobile Association) current poster of the month.Available in Available only on a request helpfulyou ever to stophim toas thinklong as what he lives. a flower It will garden foster will a love do offor beauty aThere child? that 'is It an wilkp wilel/give important aterially him phase add an of understanding flower gardening of that is soinet;,-,,,es overlooked. We refer to the artisfic side of his development. to the Children's. Garden. Did nature that will be a classroomtendflowerIt will a use, flowerprovidegarden additional garden; will a training give copies 3 pages.the in childwil) manual Single he hours sent. dexterity copies. of happiness that hours in healthful of schoolingwill sunshine. Thesenot equal. mimeographed And perhaps sheets tell . . If, after inspecting a.copy a teacher writes that he has found it suitable for most important of all how to plant and inthe LOYALkind animals. treatment FRIEND, This briefand A proper leaflet careon dogs of these is designed pets; 2 topages help illustrated. theThoughtless teacher Single give or the copiesmisinformed child to the' teachers "know children and-how" librarianscan have many unhappyexperienceswith their pets and (Mandeville and King C0.1- causeon acute what suffering is fundamental to CLAYrequest MODELING on school stationery. METHODS NO. 38 This 4-page, 81/2x1 I (American HuMane Education Society, The) who make their EASY-TO-MAKEmethodsmethods and of photographed, modeling: GIFTS (I)Push illustrate and thesePull, easy(2) Pinch methods. Pot, Available(3) Coil Building, to teachers (4) and Slab librarians. Method. SingleObjects copies. modeled by inches, two color folder discusses the different types of clays and explains in simple terms these (American Art Clay Co., Inc.) the different pages;yourinexpensive own. illustrated. These -- you'll willAvailable findbe even many in moreclassroom of themexciting quantities.right to increate your`You because own don't home. they have The'include to ideasbe aan priceless in expert this booklet ingredientto make will the probably unusual gifts suggested in this booklet. (Johnson Wax) Ingredients areyour simpl;),. own imagination; and 16 stimulate some of whenFREIGHT standing, TRAIN shows CUT-OUT an external view on.one-side and a "Cut-away-Here is a view ctit-out on theactivity other. for Single grades copies. 1-3, featuringAvailable a to locomotive, in-service ten freight cars, and a caboose, in color...The cut-out, driplessFUNteachers, WITH ,painting:" superintendents, STA-FLO screen LIQUID and painting, other STARCH school paperback officials. masks, spatterInspired art, dry ideas brush for painting.all ages: Fingercrayon painting, scratch art,string painting art, balloon on foil, decorations, hand puppets, sponge painting, stenciling, (Association of American Railroads) HAPPYteachersprinciplesmottled HOLIDAYdesign,only, of free and brayer expression, only SERIES when painting. requestfor all This youngsters. is writtenbooklet on undertakesSingle school copies stationery. to arcPresent available creative on any and request. practical Multiple suggestions copies within are available the basic to (Staley. Manufacturing Co.. A; E.) illustratePaintingsValentine the Day,drawings, Happy Easter, Holiday and and modeled Mother's Series. Availableobjects Day; H1-1-4, were to teachers made Know of andYour Thisclay, librarians. Neighbors,is crayOns,a set of Single four Canadatempera, 81/2.x copies. and I and Mexico; water andcolors, HH-5, then Alaska photographed and Hawaii. to 1 inch folders. They are: HH-1, Ideas for Halloween, Thanksgiving, Christnias; HH-2, Ideas for (American Art Clay Co., Inc.) o PAPER FUN WITH GLUE-ALL This, little booklet will introduce you to a world of wonderful glue-it-yourself. 'fun, Ti\ys,.. games, party favors, POSTUREeasy-to-gluedecorations. MAKES paper projects. PERFECT Available in reasonable quantitiesThis for booklet, classroom like use. THREE LITTLE SLOUCHES, listed elsewhere, was- written to impress upon young childrenthere's the no 1; -nit to the creative paper crafts you can dream up! This booklef\ presents 30 easy-to-do, (Borden Company, The) BREAKFAST100.importance GAMEor posture. It is a coloring book. Single copies are available free to teachers; additionalcopies are SlO per (American Chiropractic Association) specifywinningbreakfast number team. score Correctly of cards, pupils a assembledincolorful each classroom. wall kits chart will be for sent team to scores,the Thisteacher buttonsis 'a for game the for exactfor each first number pupil, through andof sixthpupils blue grades ribbonsin her toclassroom. forstimulate members Begood sure of breakfast the to habits. Included in the kit are individual pupil's (Kellogg Cottipany) TOTS AT THE TABLE This book is planned as any 'easy -reference for parents-in the feeding of pre-school (age I copy.littletravelinginformation Requests folks. with A onfor handyyoung thethis basic materialchartones food moreoffers must,mention needs enjoyable solutions and aare theFGUIDEtosuggested alsosome included. of guidethe more There to follow common are some in mealfeeding brand planning newproblems,_ party to meet ideas 23 (National Live 'nclude requester's andzip code.Meat Board) pages.createdthoseto 5) One especiallychildren.needs., complimentary Tips You'lito pleaseto make find FACE WASHING CHARTS LITTLE CARPENTER, THE These charts, for use on bulletin boards, demonstrate correct face-washing procedure. Dept. PH, S-3, Batavia,(Campana Illinois 605 Corporation, I 0 Cut icura) CHILDREN'Sthelike-to same make time ZOO, things it will THE with help them,them developincluding skills noise. in workingThis book with isJust for tools. theseabout Mailable boys. every They in boy classroom willin the, enjoy worldquantities. it loves tools. They like to look at them... and to play with them... but (Stanley Tools) as beginning tool users, arid tit mostly, they LITTLEavailable ENGINE in classroom THAT quantities. COULD, THE This is a colorful- illustrated booklet Of rhymes about "a jolly journey through (Lilly, and Company, Eli) a juvenile jungle." Fun to read, it is "While thisTEACHINGcopies-are is the complete available KIT FORstory, to teachers PRIMARY it and librariansGRADES"The only. Write Story directly ofThis a Loaf is toa character-buildingofMrs. Bread" Victoria S. JOhnson. story for the primary grades which emphaSizes the virtues of is an extract from an entire set of books for children; I0 pages, illustrated in color: Single(Tangley Oaks Educational Center) courage and stick-t6-it-iveness.- additionalgiVen.inscrapbook,how simple they Suitable helplinecopies. posters, drawl-jigs.to for make userhymes, inone theseatwork ofcharts, 1st, our 2nd, basic ain film Readingand foods Strip, 3rd grades: willand and capture Arithmetic,other Single things theirChildren copies and suggestedinterest areon are theavailable immediately.. naturally lastby the page, free story. curious suggestionsto Your Thisteachers. about teachingclass peopleAfor will slight correlated kit enjoy and includes.charge the making.a activitieswork the theyreader class db. The pictures of the farmer, miller, baker, isgrocer, made andfor are JudyVISIT and TOJohnny's THE DENTIST, visit to the A dentist. Children in all primary gradesThe dentist will enjoy is one reading of the peoplethis colorful who help booklet us stay healthy. He helps us take good care of our teeth. This is (Continental Baking Company) to learn boW the a story about sheAMERICANschool can .utilize and family HUMANEanimals dentist as SOCIETY a teachteaching the TEACHER'S tool;importance others KIT-emphasizeof dental health;This humanity is a15 kit pages. toof animals.materials Sngle A copieson .single animals. kit Someis free of the leaflets tell how to take care of (American Dental Association) your pets; some show the teacherare how free. Available to teachers only. must be written on school stationery. The items in this Teacher'sAnimals?;DogAnimals Kit and are: inCat You the care; andClassrOont ParakeetsYour Dog. Care as pets:. and feeding Ponds Alive;of caged Teaching birds; Care with ofToads the cat; and Care Turtles; of the dog; Cushioned Claws; (American Humane Education -Society, The) What do you know about to teachers. Request teachersBICYCLEACCIDENT as a SAFETYset. PREVENTION Designed POSTERS for classroomAND SAFETY and hall bulletin boards.This Theis a seriesfour posters of four are: posters, in color, on bicycle safety. Two sizes, I 3x1 7 inches and 81/2x 10 inches. Available to -' TEN TRAFFIC SAFETY POSTERS *Bike*Always rider's use hikeSafety hand Rules. signals. (Bicycle Institute of America, Inc.) *Bike*Be sure Sdfety your Aids bike is ready to go. TRAFFICSomehave.foundPoster fourContest, SAFETY millionthat tenimaginative winningofGUIDES these posters interpretationpostersand MY are are OWN selected distributed of SAFETY ,a safetyeachFrom by STORY,year rule AAAsome forby 50,000Clubsreproductiononelisted child elsewhere. each designs often year. in submittedsparks largeAvailable Reproductions (1:7k22"), the byonlyimagination students two-color of the throughout of the format. other the Educatorschildren. country, in the AAA National School Traffic Safety on reqUest through your local posters are used in AAA Club. Single copies are available to teachers only. (American Automobile Association) . GOOD HEALTH RECORD This is a chart to be filled in every day on eating, keeping clean, and sleeping. It is usable , as motivation for good health suchSCHOOLhabits. subjects Suitable HEALTH as forwashing primary POSTERS hands, and intermediateeating properly, grades. andThese Avaicovering postersable coughs in classroomare onand various sneezes. quantities aspects Titles to ofteachers.of healththe. posters with each one presenting an important lesson. The set includes (Ke ogg-Conipany) posters on ,in upperTOOTHBRUSHINGsneezes; elementary Sleep andfor PepJuniorCHARTS Tomorrow; High. Wash Germs Away; and Good Food Helps You Grow. Each poster is 1 1 x 1 7 inches. For use (National Tuberculosis Association) are: Cover coughs and ofillustration Forforillustratespupils angrades honorin givenclass. toothbrushing one roll onthrough listing the classroom four.ofmethod children Available chartwhich who and has in have providesclassroom been brushed suggestIn'Cluded space quantities their byin whichmanyteethare ato wallproperly dentiststoteachers keep chart ato and andmonth-long-recordfor help regularly.classroomlibrarws give teeth Smalldisplay of chart, toothbrushingand small6x9 inches,-repeats charts at home.for distribution to children...Wall chart, 17x24 in the United States. State numberproper home care and provides- inches, 0GOOD to 100%. GROOMING.POSTER Addressed to young boys, this poster contains a checklist. of five good grooming musts with (Lever Brothers(Men's Company) Tic Foundation) a good grooming rating from TEACHING CHART ON SEWING To reach the joyous, creative stage of sewing takes only a rather brief period. Magic begins to happen when you are able' -originality,fabfic.complementingto make deal upSingle with your-Mind allcopies theeach ordinary,are to other, learnavailable subtlythe everyday. essentials.to teachers.responsive fundamentals. One toof eachthe essentials other.To speed This is yourknowing chart great shows thread. how to (Belding Heminway Company, Inc-.) day of creativity, of fashion inspiration and choose the proper threat for your Thread and fabric arc partners, LEARNINGstationery.using them.; WITH' -II x22 TOOLS inches. NO.- Single 468-13914 copies are vvaila'-,leThis chart to teacherspictures andmany common tools and emphasizes, through the use of questions, (National Education Association, National Commission of Safety Education) librarians only. Request must be written on official safety practices to be followed in ADDRESSES OF FREE MATERIALS AMERICAN.AMERICAN AUTOMOBILEART CLAY CO., ASSOCIATION INC. MakeIndianapolis,4717 W. request 16th Indiana toStreet your 46222local AAA Motor Club KELLOGGJOHNSON WAXCOMPANY ConsumerRacine, Wisconsin Education Department ETG. 53403. AMERICAN CHIROPRACTIC ASSOCIATION DesP. 0. Moines, Box 1535 Iowa 50306 LEVER BROTHERS COMPANY PublicConsumerBattleHome Relations Creek,Economics Education Michigan Division Services Department 49016 AMLRICAN DENTAL ASSOCIATION Chicago,Bureau211 E. of IllinoisChicago Dental HealthAvenue Education 60611 LILLY AND COMPANY, ELI Miss390New Park Mary York, Avenue E. HendricksNew York 10022 ASSOCIATIONAMERICAN HUMANE OF AMERICAN EDUCATION RAILROADS. SOCIETY, THEBoston,180 Longwood Massachusetts Avenue 02115 MANDEVILLE AND KING COMPANY ' 740 SouthIndianapolis,Public Alabama Relations Street Indiana Division 46206 BELDING HEMINWAY COMPANY, INC. Washington,830Education Transportations13uilding D.and C. Group Relations 20006 MEN'S TIE FOUNDATION Rochester,Box 1255134 University New York Avenue 14601 BICYCLE INSTITUTE OF AMERICA, INC. New1221407 York, East Broadway New42nd YorkStreet 10018 NATIONAL EDUCATION ASSOCIATION 432NewRobert Park York, GrimsleyAvenue New South York 10016 BORDEN COMPANY, THE 350ConsumerNew Madison York, Services AvenueNew York 10017 NATIONAL FIRE PROTECTION ASSOCIATION W.Thhington,National1201 Sixteenth Commission D. C. Street, of SafetyN. W. Education 20036 CONTINENTAL BAKING COMPANY P.HomeNew Rye,0. BoxYork, Economics New 731 New York YorkDepartment 10017 10580 60PublicBoston, Batterymarch Relations Massachusetts Department Street 02110 NATIONAL LIVE STOCK AND MEAT BOARD NATIONAL TUBERCULOSIS ASSOCIATION Chicago,36Consumer South IllinoisWabash Communication Avenue Dept. 60603 STALEY MANUFACTURING CO., A. E. PublicDepartmentPleaseLocal Relations order or State PR-FSF-3 materials Division' Tuberculosis directly Association through your STAN_ LEY TOOLS New600EducationalDecatur, Myrtle Britain, IllinoisStreet Connecticut Department 62525 06053 TANGLEY OAKS EDUCATIONAL CENTER LakeDirectorMrs.The United VictoriaBluff, of EducationalIllinoisEducators, S. Johnson Inc.Research and Services 60044 ' Helpful Hints When Writing for Free Materials payThe. the following transpoffation cornparlies charges offer on free films. films and/or filmstrips. The teacher can send for 3.2.1. RequestIncludeWrite your your the request materials title, principal, on officialat least director, stationery.four weeks teacher. before you plan to use them. a listing of available films. Borrowers AMERICAN HUMANE EDUCATION SOCIETY, THE 180 Longwood Avenue FILM ADDRESSES FLORIDA DEVELOPMENT COMMISSION ASSOCIATION FILMS, INCORPORATED 600ExecutiveBoSton, -Madison Offices Massachusetts Avenue 02115 __ FORD MOTOR COMPANY Tallahasec,CollinsFilm Library Building Florida 32304 BELL SYSTEM TELEPHONE OFFICES orNew Requestcall York, the managerfrom New your York of localthe 10022 nearest Bell System Bell System Telephone office. burin ess office. If your c4,nmunitY is not served by Bell System, write Dearborn,TheFilni American Library Michigan Road 48121 ,'BELLINGRATHCONSULATE GARDENS GENERAL OF CANADA Theodore, Alabama 36582 MIAMI SEAQUARIUM Miami,Rickenbacker Florida 33149Causeway CANADIANorder from CONSULATE Los510Film Angeles,West Librarian Sixth California Street 92037 MODERN TALKING PICTURE SERVICE Denver,922 Bannock Colorado Street 80204 COPLEY PRODUCTIONS La7776 Jolla, Ivanhoe California Avenue 92037 RALSTONNEW MEXICO PURINA DEPARTMENT COMPANY OF DEVELOPMENT SuppliesSantaFilm Fe,Service Librarian New Section Mexico State Capitol Building 87501 EASTMAN KODAK COMPANY, Rochester,343Audio-visual State Street:New Service York 14650 ROSES, INCORPORATED CheckerboardEast217St. Louis, AnnLansing, StreetMissouri Square Michigan 48823 63199 ABOUT FLOWERS 16mm., sound, c. ()kir,. 6 FREE FILMS BEAVER DAM ConsulateThisConsulateThis film film showsGeneral isGeneral a naturethe of beaver ofCanada. Canada..lesson at taughtwork. in 16 mm.. sound,,15 min. a field of flowers. CASEYCARE OF HAD THE A CATPROBLEM .This filmstripRalstonThe filmstrip shows Purina howshows Company to thecare cattle for cats. drive and 87Silent, frames. 15 ruin. sound a two day rodeo. :AHES EMBRYONICCREATURES DEVELOPMENTOF THE SEA ByMiamiThis use film Seaquarium.of coverstime-lapse the collectionphotography, of trained illustrates marine the-development animals and exhibits.. (1960) THE CHICK 16mm., sound, color., 22 min. lomm., olor, sound, 25 min.. FARM AMALA.LS ThisAmeri'eanConsulate filmstrip -1-ItimaneGeneral tells the of Education storyCanada of farm'Society animals. t 5 min., color, silent filmstrip of the chick. HID& YAY PUPPY AntecariSh6ws the Humane care of Education.puppies. Society. . Filmstrip, color. LASSIE'S LITTER nrr (2990) Modernannihilation.ThisEnglewood, film Talking dramatizes Colorado Picture the Service, consequences Pepsi-Cola of dropping Company. litter carelessly about. I6mm., sound, color, 28 Min. Lassie and a friend protect wildlife from a LITTERBUG, THE AssociationThis film is Films,a Walt Inc. Disney production, starring Donald Duck. It I firnra,Executive sound, color, Offices, 8 min. 600 Madison Avenue, New York, New York N --'deab" with keeping our country beautiful. 10022 MRS. SQUIRREL AND HER FAMILY AmericanFilmstrip Humane' tells story Education of the squirrel Society family. 15 min., silent PETSMRS. BEAR. AND HER FAMILY AmericanFilmstrip Humane tells the Education story of- Society.the bear family. 15 min., silent. 15 min., silent. SAN DIEGO ZOO, THE. CopleyThisAmericanThis film filmstripProductions. presents Htimane shows the Education zoo, how which to care' Society. is forunique pets in in that the family.animals live in enclosures, (1965) 16mm., color, sound, 26 min. not cages. TREKSONNY TO SQUIRREL THE TETONS. AND THE PINE TREES AmericanThis filmstrip Humane tells Educationthe/story of Society. squirrels. f1966) j I6mm., sound, color, 23 min. 15 min., silent. WILDLIFE WORLD/ ThisEastman filmfilm_shows presents Kodak huffalo:stampeding, Company.New Mexico, with itswhitetail quiet deserts, deer, prairie grassland dogs, and other (1961) 16mm., color, sound, 30 min. prairies, :affd timberlined ridges. animals in their natural habitat. BoxBruce 369 Miller Publications, New Mexico /Department of DevelopMent. PICTURE SOURCE = Riverside, Cali ornia 4.3.2.1. "Sources"S,'Sources o'.Sources free of freeand of pictures"inexpensive free and inexpensive pictures teachingyou want aids" to start a picture file" 50 cents 50 centsfor the classroom" 50 cents 50 cents MISCELLANEOUS MATERIALS AND ADDRESSES Punch 'n Gro Kit -Kit Northrup,containsN theeeding planted stage.'One 'seed, sphagnum kit available peat moss,'to teacher. vermiculite, and a special King Co., M. de. Farcli Editor, 1500 Jackson Street, Minneapolis, Minnesota nutrient to carry the plants to the 55413 TheWho State Is. Howdy? Department of Edu -Ilion Library Service puts outGoodMeet a catalog Howdy,Outdoor listing the Manner symbol free materials. for the Good Outdoor -Manner Association's educational Association, P. 0. Box 7095, Seattle, Washington 98133 program.. Limit of 30 copies. Library ServiceS SantaState DepartmentFe, New Mexico of Education (87501M. Baker, Director Request your copy from: P. LaEducatorsElementary0. BoxJolla, 1921 California Progress Teacher Services Guide to Free Curriculum Materials, 23rd Annual EditiOri $3.00Nashville,GeorgeFreeDivision and Peabody Inexpensive Tennessee of Surveys College Learning and for Field Teachers Materials Services ' 37203 OTHER COMPANIES WITH SPECIAL EDUCATION LISTINGS OR MATERIAL SUITABLE FOR SPECIAL EDUCATION 1. Glendale,622Bowmar Rodier California RecordsDrive 91201 12.11. Instruct°OakIdeal Lawn, School Products Illinois Supply Co. Co. 60453 3.2. DavidDallas,2336Continental Farrington C. Texas Cook Press, Publishing Street Inc. Company 75207 13. 62JohnPhiladelphia, West1635 Day 45th CompanyNorth Street Pennsylvania 55th Street 4. Chicago,3505DevelopmentalElgin, N. IllinoisAshlandIllinois Learning Avenue Materials 60120 60657 14. Haverhill,LauriNeW York,Enterprises. Massachusetts New York 10036 5. Galesburg,BoxDick 1267.Buick Illinois 61401 16.1S. McGraw-HillJohnstown,BoxMafex 1519 Assciciates Pennsylvania Book Company 15907 6.7. EducationalFreeport,'NewP. Educational0. Box 392 Publishing Activities York Company 17. 'Manchester,808Playtime HoWard Missouri Equipment Street Company 63011 Chicago,1010Follett1525 WestNorth IllinoisPublishing Washington State' ParkwayCompank Blvd. 60610 18. Urbana,704R.Omaha, W. Mumford Parkinson IllinoisNebraska Drive Company 68102 61801 9. 3EarlyGeneralChicago, East Learning 54th Learning Illinois Street Division Corporation 60607 2019. ,Si:anwixChicago,Science259 East House, Research Illinois Erie Incorporated Street Associates, Inc. 60611 10. New383Holt, Madison York,Rinehart New Avenue and York Winston, 1001710022 Inc. 21. Boston,TeachingPittsburgh,100 Boylston Massachusetts Resources Pennsylvania Street 02116 15204

AideActivity qualifications, Centers, p: p.11 19, A p. 280 Bus: Arithmetic,Ames,Antonyms: Louise 225 Bates & Ilg, Francesintermediate,primary, L., 200 214,e 215 p. 21 pre-vocationalprimary, 82 257-258 AuditoryAttention: discrimination: primary,intermediatesprimary,1 205 97 211-249 Cain,Cafeteria: L. F. & Levine, S. 9pre-vocationa1,65intermediate,primary, 38-39 50-51 Auditory 'memory,motor: 218-219primary,intermediate, 119 218 Cleanliness:Calendars, 212 intermediate,primary, 36-37 -47 -48-49 - Auditory sequencing, 218pre-vocational,intermediate 127124 Combing,Color discrimination: 30-31 primary,pre-vocational,intermediate, 202-203 57-58 217 Balance: intermediate,primary, 116 122 DiagnosisCratty, Bryant J. 21,23,110,111,112, 115,116,120, 121, 125, 133, 147 D Bathing: intermediate,primary,pre-vocational, 30 44 125 Directions: pre-vOcationintermediate,primary, 81, al141, 87, 23148, 7, 209,195 244 , 93 BoardingB1Black,Bessell, umenfeld, 11 homes, H. 2-116 kPalomares, J. 19 & Vogel, U. B.pre-vocational, 159 57 -- - 101 Dressing,Doll,Director Edgar of(clothing): Special Education,intermediate,primary, 14 41, 4254, 55 21-23 Bransford,Body image: L. & Dettre, J.pre-vocational,intermediate,primary, 79, 86-120 125112-117 21-23 Drooling: intemiediate,primary,pre-vocational, 37 49 -68 Bruner, Jerome S., 21 341 E Eating, (foods): Homme, Lloyd 21-135 ' . Equipment,Engel, A. M. & Mackie, R. P.pre-vocational,intermediate,primary, 38 50 65 253-254-2554256 14 Howard,Hot and cold:J. intermediate,primary, 36 47 7 Family:Facial expression, 142 primary, F 80-81 Ironing,Institutions,lig, Frances L. & Ames, Louise Bates 69 I 19 21 FireField drill: trips, 256 intermediate,primary, 889 6-87 82 Jobs: pre-vocational,intermediate, 246 252-253-254 -247 -248 J Gesture,Frostig, Marianne 140.141 G 1 16, 1 17 Kephart, Newell C., 21, 110, 120 K GroomingGetman, -113 Box: pre-vocationa1,56intermediate,primary, 30 44 Language development: primary, 144 L Group relations:. intermediate,primary, 79 86-243-244 Left and right, primary,intermediate, 151 115 Gymnasium,Gullion, M. E. & Patterson,pre-vocational, G. 92 291 142 LeisureLehtinen, activities: Laura & Strauss, Alfredintermediateprimary,intermediate, 21 .84 122 90-91 HealthHair, and 64 hygiene: primary, 30-31-32-33 Listening:LeVine, S. & Cain, L. F. 9primary,intermediate,pre-vocational, 140 147 96 Hindman,_ Heber, R.Darrell F. 8 A. pre-vocational,intermediate, 4456 7-5 Loewendahl, E. pre-vocational, 153 112, 116 -Mackie,Manners: R. P. & Engel, A. M. primary, 83-84 M 14 PledgePets, 98 of Allegiance, 87 MentalMenstrual Retardation: care. terms,definition,pre-vocational,intermediate, 8 8 95 89 63 ProblemPrepositions, solving: 22 -intermediate,primary, 220 201-241 -249 141 Money:Molloy;Mershon, Julia P. intermediate,primary, 201 211112, 295 214 Reading,Rating scale, 221-223 24 R Myklebust,Mosston,Moore,Montessori, 0. MuskaHelmer K., Maria 21-23 21 21 pre-vocational, 227-228 21 Rest:RecreationalResponsibility, planning, 251 intermediate,primary, 38 50 17 Number concepts: primary, N 1 99-200-201 Routines: intermediate;primary,pre-vocational, 239-242 244 64 Naming: intermediate,primary,intermediate; 194 208-209 -21 195 2-21 -196 5 Safety: S Opportunities, 0 9 Schedules, 280-281 pre-vocational,intermediate,Primary, 82-97 94 88451-210 Patterson,ParentPalomares, communication, G. &U. Gullion, & Bessell, M. H. E.135 94 P 25, 29 SensorimotorSenses.Scissors, 82 training, 112pre-vocational,primary, 204 60-62 Penmanship: pre-vocational,intermediate,primary, 198 211 223-224 Shaving,ShapeSewing, 57 discrimination: 69 intermediate,Primary, 206 219 LTheltereci workshops, 19 Trainable Mentally Handicapped: SpatialSkinSkeels, Giire, Hawposition: Id623 M. primary, 11 M. 21-22-86 9 Transpork1lion, 257, 258,259characteristics,definition, 8 8 Strauss,SpeechSpeaking, readiness Alfred 154-156 A., & Lehtinen,intermediate, Laura E. 121 122143-144 21 VisualValett, discrimination: Robert 121 V Table ritaurtnis- T Visual memory: prirruiry,pre-vocational,primary,intermediate, 203 154216, 151, 152, 216 145, 146, 206 Tactile discrimination: primary,intermediate, 90 =may, 84 146, 206.207 Visual motor: intermediate,primary,iistunitc,lime, 117-119 123 21 7 Teacher qualifications,nth;Primary,itilefilled1A4, 34,35 ediate, 46-47 219 10 VocationalVisual sequencing: Prep: inlorniediate,primary,pre - vocational, 217 126,127 2o4 Time:Thompson;Telephoning, Pearl E. toothpasteltrc till! (rei-tifl, gal, 59 155 Vogel, B. &- Blumenfeld, J., 159schedules,program, 280-281 ,T71 Toilet: -pre=vocational,intermediate,primary, 226-- 201 213 Tools, 248-249 intermediate,pre-vocational,primary, 33-34 58 45