DOCUMENT RESUME 'ED 035 144 40 EC 004 818 AUTHOP Pighv, Mary E.; Woodcock, Charles C. TTTLF Development of a residential Education Program for Emotionally T)eprived Pseudo-Retarded Blind Children, Volume T. Final Peport. TNSTTTUrrTON Oregon State School for the Blind, Salem. FfloNs AGENCY Office of Education (DHEW), Washington, D.C. Bureau oc Research. PUPFAU 1\10 BP-5-0400 PUB DATE Apr F.9. PPANT OEG -32 -4 7 -0 00-1007 !`TOTE 133p. EPPS PRICE EDT's Price ME-50.75 HC-$6.75 )FSCPTPTOPS *Exceptional Child Education, Tntrpersonal Competence, Learning Activities, *Multiply Pandicapped, Physical Activities, *Program Evaluation, Records (Eorms), *Residential Programs, Pesidential Schools, Sensory Experience, Social Adiustment, Teaching Methods, *Visually Handicapped ABSTRACT To design a residential school program for multiply handicapped blind children and to develop identifying procedures for prospects for this type of program, 15 children (ages 5 to13, legally blind, educationally retarded, multiply handicapped) ofboth sexes were enrolled in a 12 month program.The curriculum was based on a systematic presentation ofreal experiences to build concepts, continual participation in physical activity, on sensorystimulation and the encouragement of social interaction, and on anadaptation of the Montessori method. The children were evaluated at thebeginning and end of the program by a multi-disciplinary team. The results indicated that all children except one made some improvementwith the younger children showing most progress.Self care skills and social skills were improvea. Findings also suggested that a group offive would be the ideal size, grouping should be according tofunctional ability, parental visits and vacations are beneficial, records must he kept and consultants available for individual evaluations, personnel must be well trained and screened, and further studyis needed in like programs. Case studies are presented in twovolumes, FC 004 819.(Author/13M) 13R641;91(ed 1 17R-#0 61/3/e r4 LioN FINAL REPORT Project No. D-071 Grant No. 32-47-0000-1007 VOLUME I DEVELOPMENT OF A RESIDENTIALEDUCATION PROGRAM FOR EMOTIONALLY DEPRIVEDPSEUDO-RETARDED BLINDCHILDREN May 1967 Amended April 1, 1969 U. S. Department of HEALTH, EDUCATION, ANDWELFARE Office of Education Bureau of Research FINAL REPORT Project No. D-071 Grant No. 32-47-0000-1007 DEVELOPMENT OF ARESIDENTIAL EDUCATIONALPROGRAM FOR CHILDREN EMOTIONALLY DEPRIVEDPSEUDO-RETARDED BLIND Mary E. Rigby,Teacher Charles C. Woodcock,Superintendent (PrincipalInvestigators) Oregon StateSchool for theBlind Salem, Oregon May 1967 Amended April1, 1969 to a reported herein wasperformed pursuant The research Education, U. S.Department of grant withthe Office of and Welfare. Contractors undertaking Health, Education, sponsorship areencouraged such projectsunder Government professional judgmentin the to expressfreely their opinions stated conduct of theproject. Points of view or represent officialOffice do not,therefare, necessarily of Educationposition orpolicy. U. S. Departmentof HEALTH, EDUCATION,AND WELFARE Office ofEducation Bureau of Research HEALTH, EDUCATION & WELFARE U.S. DEPARTMENT Of OFFICE Of EDUCATION REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING REPRESENT OFFICIAL OFFICEOF EDUCATION STATED DO NOT NECESSARILY POSITION OR POLICY. CONTENTS Acknowledgments. 0 Summary OOOOOOO 3 Introduction , 3 3 Problem. 0 0 0 00 OOOOO Background of Problem OO O O OOO 3 Review of Related Research O OOOOOO OO . .. 4 Objectives 0 OOOO 5 0 0 6 Method . OOOOOOO OOO Population and Sample O O OOOOOOOO .6 9 Physical Facilities 0 OOOOO 010 Staff 0 OOOOO 4 OOOOO Staff Training . OOOOOOO .10 Methods Development: The General Approach. .12 Methods Development: The Specific Approach .14 .14 Records 0 0 0 0 0 Specifics of the EducationalProgram, 0 0 0 .15 .18 Language Development. 0 0 0 . .19 Reading . 0 . .20 Number 0 0 0 OOOOOO 0 .21 Arts and Crafts 0 0 0 0. Music and Rhythm OOOOOOO OO23 Health and PersonalHygiene 0 . 0 .23 Social Studies and Science . .24 . 24 Eating . 0 OO 0 . Physical Development 0 0 0 0 . 25 O Sensory Training 0 , . 26 O Staff -Pupil Relationship 0 0 0 0 28 Integration With SchoolProgram . 0 29 Results OOOOOOOOOO 31 PlacementOOOOO at End of Demonstration . Program 32 Evaluation of theSchool-Residential Program. 32 Types of Children WhoBenefitted0 . 32 Grouping 0 . 35 Housing 0 OOO 0 . 34 Time in School 0 0 0 . 35 Parent Involvement . 35 Pecords. OOOOO 0 Educational Methods, ,;taff Selection and Training 0 . 37 Conclusions, Implications,(And Recommendations) 0 0 ,9 Conclusions 0 0 0 0 0 0 . 40 implications 0 . 42 rtecommendations 0. 0 0 0 0 ... Bibliography. 0 0 . 45 ii Appendixes . .A-1 A. Map of OregonState School forthe Blind Campus History Form B-1-26 B. Developmental 0-1 Appendix 0 OOOOO C. Introduction to OOOOOC-2 Check List Forms . 0 D. Case Studiesof Children . ChildA . o 0 o OOOOOOO 0 ChildB . o . Child C . gii Child D o . 0 . D-21 Child E . 0 . D-26 ChildF . o D-31 0 1$ ChildG 0 ChildH OOOOOOO . E:34(5) ChildI . 0 OOOOO . D -44 Child J . OOOOOOOO 0 D-48 ChildK o . 0 o D-52 Child L . D-55 Child M . 0 0 . D-60 Child N O D-65 Child 0 . o . E-1 Conditioning Experiment . 0 0 . .E-1 ProblemOOO 0 . E--1 Objectives. 0 0 0 0 . E -1 Material Used . 0 Method of Procedure . E -2 . E -2 Results . O Discussion. 0 . Graphs 4 . ChildA 0 E-5 ChildB . 0 i -6 Child C 0 0 0 0 E-7 Child L. OOOOOOOOO E-8 ChildF . OOOOO E-9 ChildG 0 0 E-10 ChildM E-11 Child N . Child0 E-12 ERIC Resume Form . 7 Table I iii ACKNOWLEDGMENTS We wish to express ourgratitude to the parents of the childrenin the DemonstrationProgram for their coopenation, and fortheir acceptanceof the conditions impoz;e6 by the natureof the study. We appreciate their continued interestand support. We are indebtedto all the staffmembers of the OreGon StateSchool for the Blind onwhose patience and understandingof the specialproblems of multi- bandicapped blindchildren we depend. We are also 6ratefu1 to thefaculty and studentsof the several colleges and universitiesin this area,including the University of OregonMedical School Complex,and to both the professional andlay members ofthe community and surrounding area forthe many hours ofvolunteer service spent with thechildren. We deeplyappreciate the interestand support the multi- of all those concernedwith the welfare of child, who sogenerously sharedtheir handicapped blind contributed so ideas and suggestionswith us, and who much effort and timeto special projectsfor their benefit, iv OUMMARY A three yearDemonstration Program wasconducted at the Oregon State Jchoolfor the Blind to design aschool-residen- tial program formulti-handicapped blind children,and to develop evaluationprocedures which would make itpossible to identify goodprospects for this type of program. Past experience of theschool indicated that some children who exhibited severesocial and behavioraldefects made improvement ifgiven highly individualizedconditions; others who had nodetectable neurologicaldifficulties other than their blindness werenot making progress. All were considered incapable ofresponding to academicmaterial and were disruptive ornon-participating in theclassroom. For this study fifteenchildren of both sexesbetween the ages of five andthirteen were enrolled in atwelve- month program. All were legally blind,educationally retard- ed, and had additionalproblems representing avariety of conditions. (See Table I, pp. 5 and6) All but two, who lived at home, livedin a family residence onthe campus, and were cared for by astaff of tenteacher-counselors, one of whom wasco-investigator. The superintendent ofthe school was the PrincipalInvestigator. A large number of volunteers worked on aregular basis. The program couldnot have been carried onwithout these additionalworkers. The children wereevaluated on entry intothe program by a multi-disciplinaryteam at the Universityof Oregon hedical School, and againjust before the endof the program. If indicated, repeatedconsultations were made. Assessment of estimated progressby the Department ofMedical Psychology is shown in AppendixD. The curriculum isbased on teaching whichemploys systematic presentationof real experiences tobuild concepts, by continual participationin physical activityand exercise, and by sensory stimulationand the encouragementof social interaction. Expectations were adjustedand modified for each individual child,always considering hislevel of function and additionalhandicaps. We feel that groupingshould be on functionalability, not chronological age orkind of handicap. There is value in putting a hyperactivechild with withdrawnchildren, and in having childrenof both sexes livein the same residence. Some instruction,both academic and inthe skills of living needs to be taught on anindividual basis, butinstruction in small groups isalso desirable. We felt theMontessori method could be adaptedwell for use withblind children. It can be combinedwith frequent fieldtrip experiences to make full use ofcommunity and area resources. A twelve-month program with four or morevacations not exceeding two weeks in length isadvantageous for the multi- handicapped blind child who profits frombeing with his family. A child whose problems are aggravatedby the home situation should remain at school until thesituation is improved. Weekly communication with parents is desirable, expecially for the child who spends weekendsat home, to insure as consistent a program aspossible. Conferences of a more formal natureto