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The Elementary School Counselor and the Educable Mentally Retarded Child

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The Elementary School Counselor and the Educable Mentally Retarded Child This dissertation has been microfilmed exactly as received 70-6727 BLUM, Maryann Baird, 1937- THE ELEMENTARY SCHOOL COUNSELOR AND THE EDUCABLE MENTALLY RETARDED CHILD. The Ohio State University, Ph.D., 1969 Education, special University Microfilms, Inc., Ann Arbor, Michigan (c) Copyright by Maryann Baird Blum 1970 THE ELEMENTARY SCHOOL COUNSELOR AND THE EDUCABLE MENTALLY RETARDED CHILD DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Maryann Baird Blum, B.A., M.S. ****** The Ohio State University 1969 Approved by Adyiser College tof/Educatlon ii ACKNOWLEDGMENTS This project could not have been successful without the encouragement, guidance, and assistance of many individuals. Some are: Dr. Anthony C. Riccio, committee chairman, Dr. G. Orville Johnson, Dr. David E. Lema, Dr. Joseph J. Quaranta, Jr., committee members, who directed the research; Mrs. Darla Monroe and Mrs. Karen Henson who provided secretarial assistance; the staff members of Instructional Systems, Inc. who contributed vital services too numerous to enumerate; the many teachers of the educable mentally retarded in the State of Ohio who gave freely of their time and wisdom in providing the data for the study; my many friends and colleagues who indulged me during this effort; and my husband, Bob, whose patience, understanding, and thoughtfulness have been appreciated. iii VITA October 11, 1937 .............. Born - Denver, Colorado 1959 ........................... B.A., Colorado State College, Greeley, Colorado 1959 - 1962....................Teacher, Wheatridge High School, Jefferson County, Colorado 1962 - 1964.................... Speech Therapist, Bryan Public Schools, Bryan, Texas 1964 - 1965.....................Teaching Assistant, Department of Edu­ cation and Psychology, Texas A&M University, College Station, Texas 1965 - 1966....................Consultant in Speech Improvement, Long Beach Unified School District, Long Beach, California 1966 - ....................... Instructor and Coordinator, Speech and Hearing Therapy Program, Faculty for Exceptional Children, College of Edu­ cation, The Ohio State University FIELDS OF STUDY Major Field: Guidance Studies in Curriculum and Instruction. Professor Paul R. Klohr Studies in Developmental Psychology. Professor George G. Thompson TABLE OF CONTENTS PAGE ACKNOWLEDGMENTS ............................................. ii VITA ........................................................ ill TABLE OF CONTENTS........................................... iv LIST OF T A B L E S ............................................. viii LIST OF F I G U R E S ............................................. lx CHAPTER I. INTRODUCTION TO THE S T U D Y ........................... 1 Background for the P r o b l e m ....................... 5 Statement of the Problem ......................... 8 Significance of the P r o b l e m ..................... 8 Assumptions ..................................... 9 Limitations ..................................... 10 Definition of T e r m s ............................. 10 Organization of the Dissertation ................ 11 II. REVIEW OF RELATED LITERATURE......................... 12 Concepts, Approaches, and Practices Related to Guidance................................... 12 The Development of Guidance in the Elementary School ............................. 28 Perceptions of the Elementary School Counselor's Role . ......................... 33 iv V CHAPTER PAGE Contemporary Concepts of Guidance and Related Practices as They Are Utilized in Meeting the Needs of the Educable Mentally Retarded Child .................................. 46 The Characteristics of the Educable Mental Retardate Which Have Implications for Guidance Concepts and Practices .............. 52 S u m m a r y ............ 59 III. PROCEDURES............................................ 61 Selection of the Instrument ..................... 62 Selection of the Sample G r o u p ................... 64 Administration of the Instrument ................. 65 Analysis of the D a t a ............................. 66 S u m m a r y ......................................... 69 IV. FINDINGS ............................................. 70 The Analytical Procedures ....................... 70 The Findings and the Limitations of the Hierarchy..................................... 72 The Rationale for and Discussion of the Hierarchy..................................... 128 The Hierarchy as Related to Accepted Conceptualizations of the Elementary School Counselor's Role ....................... 168 vi CHAPTER PAGE Comparison of the Categorized Hierarchy of Statements to Existing Conceptualizations of Counselor R o l e ............................. 176 S u m m a r y ......................................... 186 V. A CONCEPTUAL FRAMEWORK ............................... 189 A Rationale for Guidance Assistance to the Educable Mentally Retarded in the Elementary School ............................. 189 A Conceptual Framework of the Counselor's Roles in Providing Guidance Assistance to the Educable Mentally Retarded ................... 194 Some Considerations Required in Implementing the Conceptual Framework.. .................... 201 The Responsibility of Counselor Education Programs in Preparing Counselors to Work with the Educable Mentally Retarded in the Elementary School ..................... .... 204 Summary .................... 206 VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............ 208 S u m m a r y ......................................... 208 Conclusions ..................................... 213 Recommendations for Further Study ................ 215 vii PAGE APPENDIX ................................................... 217 BIBLIOGRAPHY ............................................... 224 viii LIST OF TABLES TABLE PAGE 1. Summary of the Sample and Sub-sample G r o u p s ........ 72 2. Hierarchy of Statements Based on Percentages of the Total Sample Responding Highly Important and Moderately Important Taken Together .......... 125 3. Hierarchy of Statements Based on Weighted Frequencies of Highly Important and Moderately Important Responses Taken Together ........................... 126 4. Hierarchy of Statements Grouped According to Components of Counselor R o l e ....................... 170 5. Statements Categorized as Other Classified by Co n t e n t ......................................... 175 6. Summary of Statements Organized According to Faust's Conceptualization of the Consultation R o l e ................................. 181 7. A Comparison of the Categorized Hierarchy with the Faust Hierarchy of the Consultation Role of the Elementary School Counselor ................. 182 8. Summary of Statements Organized According to Faust's Conceptualization of the Counseling R o l e .......... 184 9. A Comparison of the Categorized Hierarchy with the Faust Hierarchy of the Counseling Role of the Elementary School Counselor................ 185 ix LIST OF FIGURES FIGURE PAGE 1. Comparative Percentages for the Statement Confer with Parents of the Child Having Academic Difficulty . 73 2. Comparative Percentages for the Statement Supervise the Audio-Visual Program ............................ 74 3. Comparative Percentages for the Statement Analyze the Instructional Implications of Standardized Test Results ................................. 75 4. Comparative Percentages for the Statement Conduct Research on Teaching Methods ....................... 76 5. Comparative Percentages for the Statement Tabulate Data of Research Studies for the S c h o o l .... 77 6. Comparative Percentages for the Statement Record the Test Results in the Cumulative Folder .... 78 7. Comparative Percentages for the Statement Interpret to Individual Parents Their Child’s School Ability and Achievement Test Results ............... 79 8. Comparative Percentages for the Statement Evaluate Instructional Material's Suitability for Giving Children Knowledge of the World of W o r k .... 80 9f Comparative Percentages for the Statement Develop Local Norms for Standardized Tests ................. 81 10. Comparative Percentages for the Statement Discuss Common Student Problems with the Principal .... 82 11. Comparative Percentages for the Statement Work with Individual Teachers to Develop Their Counseling Skills .................................. 83 X FIGURE PAGE 12. Comparative Percentages for the Statement Obtain and Show Guidance Films and Discuss Them with the C l a s s ........................................ 84 13. Comparative Percentages for the Statement Provide Individual Conferences on a Continuing Basis for Those Children Presenting Learning or Adjustment Problems ................................ 85 14. Comparative Percentages for the Statement Assist the Teacher in the Appraisal of the Student . 86 15. Comparative Percentages for the Statement Prepare Transcripts for Pupils Transferring to Another School ................................... 87 16. Comparative Percentages for the Statement Administer an Individual Test to Selected Students ........ 88 17. Comparative Percentages for the Statement Do Research on the School's Special Education Program ............................... 89 18. Comparative Percentages for the Statement Direct Research Studies on the Curriculum .............. 90 19. Comparative Percentages for the Statement Interpret the Guidance Program Through Speeches to Parent and Community Groups ............................. 91 20. Comparative Percentages for the
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