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282 p. 24 cm

282 p. 24 cm

Learners with mental retardation pose a unique problem to the education system, one not presented by any other exceptionality. In view of the challenges and limitations of these learners, modification of both social and educational environment is fundamental in-order to attain effective schooling for them. One of the best proven medium of teaching these special learners is the use of various instructional resources. The success or failure of learners with mental retardation is directly linked to the adequacy of these resources. This study thus aimed to establish the availability of instructional resources in special schools in the Nyanza region of Kenya. Simple random sampling was used to select a sample of 28 respondents (teachers and principals) for the study. Data was collected from the respondent using three instruments: the questionnaire for teachers, observation checklist and interview guide. The data collected were analyzed both quantitatively and qualitatively by the use of both descriptive and inferential statistics. According to the results, 43.6% of the respondents indicated that the listed visual resources were not available. 26.9% of the respondents indicated weighing scales and communication board were inadequate while 73.1% expressed the opinion that they were not available. Charts and picture boards were indicated by 65.4% as inadequate while substitution table was highly unavailable according to 88.5% of the respondents. Only 17.3% of the respondents said that the graphic materials were adequate while 34.1% indicated that they were not available. 91.2% indicate that the Audio-visual materials were not available while 8.8% indicated they were available but inadequate. The findings thus demonstrate that almost all basic instructional resources were either inadequate or not available in the special schools. The author recommends that there should be collaborative effort between the government and the schools in helping provide funds for the purchase of sufficient and up-to-date instructional resources for these special schools.

A guide for teaching the retarded to swim begins with a general discussion of retardation, the need for individualization, and staff qualifications. Factors discussed in program organization and administration include community agencies, staff training, examples of records and forms, and first aid procedures. Suggested methods consider perceptual motor abilities, a multisensory approach, breaking down skills sequentially, transfer of training, motivation, awards, discipline, swimming readiness, orientation, entering the water, innovations, assistive devices, movement exploration, and circuit and interval training. Step-by-step procedures for mastering different floating and swimming positions are described and illustrated by sketches. A variety of water stunts and games are included as are recommendations for pool facilities. Behavior modification techniques are discussed and photographs are provided throughout. (RJ)

A guide for teaching the retarded to swim begins with a general discussion of retardation, the need for individualization, and staff qualifications. Factors discussed in program organization and administration include community agencies, staff training, examples of records and forms, and first aid procedures. Suggested methods consider perceptual motor abilities, a multisensory approach, breaking down skills sequentially, transfer of training, motivation, awards, discipline, swimming readiness, orientation, entering the water, innovations, assistive devices, movement exploration, and circuit and interval training. Step-by-step procedures for mastering different floating and swimming positions are described and illustrated by sketches. A variety of water stunts and games are included as are recommendations for pool facilities. Behavior modification techniques are discussed and photographs are provided throughout. (RJ)

A guide for teaching the retarded to swim begins with a general discussion of retardation, the need for individualization, and staff qualifications. Factors discussed in program organization and administration include community agencies, staff training, examples of records and forms, and first aid procedures. Suggested methods consider perceptual motor abilities, a multisensory approach, breaking down skills sequentially, transfer of training, motivation, awards, discipline, swimming readiness, orientation, entering the water, innovations, assistive devices, movement exploration, and circuit and interval training. Step-by-step procedures for mastering different floating and swimming positions are described and illustrated by sketches. A variety of water stunts and games are included as are recommendations for pool facilities. Behavior modification techniques are discussed and photographs are provided throughout. (RJ)

A guide for teaching the retarded to swim begins with a general discussion of retardation, the need for individualization, and staff qualifications. Factors discussed in program organization and administration include community agencies, staff training, examples of records and forms, and first aid procedures. Suggested methods consider perceptual motor abilities, a multisensory approach, breaking down skills sequentially, transfer of training, motivation, awards, discipline, swimming readiness, orientation, entering the water, innovations, assistive devices, movement exploration, and circuit and interval training. Step-by-step procedures for mastering different floating and swimming positions are described and illustrated by sketches. A variety of water stunts and games are included as are recommendations for pool facilities. Behavior modification techniques are discussed and photographs are provided throughout. (RJ)

23 cm

23 cm

The study explored behavioral procedures for developing the skill of standing from a chair for a severely mentally retarded 11-year-old nonambulatory girl and an 86-year-old man residing in a nursing home for the elderly. Functional assessment and programing determined the specific instructional needs of each S. A changing criterion design was conducted to shape the hip and knee extensors for both Ss. Intensive habit shaping procedures of hip and knee extensors which facilitate standing were successful with each S; however, the retarded S took longer to develop the prerequisite strength for standing and required more extensive programing than the elderly S. Collateral effects for the retarded S included reciprocal functioning of the knee flexors to the knee extensors and the development of timing to integrate two basic motor components of the standing task. (CL)

Videotaping was used to analyze both video and audio components of the teaching-learning process with educable mentally retarded (EMR) children. Fifteen teachers, both inexperienced and experienced, made 31 pilot tapes, teaching one retarded and one normal child each the single, new concept of a hexagon. The 31 children included 14 EMR (ages 9-2 to 11-3), 15 normals (5-9 to 6-5), one blind, and one deaf. Results indicated that a 1.52 ratio of reinforcing statements was made by the three most successful as opposed to the three least successful teachers; teachers used an average of 429 words to 56 spoken by EMR's and 404 to 51 with the normal children, although the total average number of comments by teachers was 21.9 and 20.5 by pupils. The word hexagon was mentioned with a frequency ratio of 2.7 by teachers to pupils; the number and type of materials did not make a difference in successful teaching, although the average number used, nine, was probably too many. All teachers made more gestures than pupils; and the EMR children made more gestures than normal children. The model teaching activities used to classify and rate the videotapes rev"aled the inexperienced teachers taught closer to the criterion test items. A 30-minute test of teacher competence was generated that involved planning, performance, and ability to learn from review of own performance. (SN)

c1985

c1985

Bibliography: p. 193-194

Bibliography: p. 193-194

THIS STUDY OF THE LITERATURE HAS AS ITS MAIN PURPOSE THE PUBLICATION OF A FUNCTIONAL TEACHING GUIDE FOR TEACHERS WITH EDUCABLE MENTALLY HANDICAPPED (EMH) STUDENTS IN REGULAR CLASSROOMS. THE GUIDE IS ORGANIZED AROUND A SERIES OF QUESTIONS--(1) WHO ARE THE EDUCABLE MENTALLY HANDICAPPED, (2) HOW CAN THEY BE IDENTIFIED AND EDUCATIONAL OBJECTIVES FORMULATED, (3) IN WHAT GENERAL WAYS CAN THE REGULAR CLASSROOM TEACHER HELP THEM, (4) WHAT ARE GENERAL AND SPECIFIC TEACHING TECHNIQUES, (5) HOW CAN PROGRESS BE EVALUATED, AND (6) WHAT FEDERAL AIDS ARE AVAILABLE. A NUMBER OF CHARACTERISTICS ARE DESCRIBED, AND TECHNIQUES AND PROCEDURES WHICH HAVE PROVED USEFUL IN TEACHING EMH CHILDREN ARE PRESENTED. A BIBLIOGRAPHY OF 45 ITEMS IS INCLUDED. (DF)

ix, 94 pages 22 cm

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The articles in this volume are concerned with the instruction in problem solving of mentally retarded pupils in the auxiliary schools of the Soviet Union. Both articles in this volume describe research in problem solving and also provide concrete suggestions for improving instruction. The literature reviews contained in these articles provide us with much information on the state of research in the Soviet Union on problem solving in mathematics. (Author/MK)

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The articles in this volume deal with the instruction in geometry and arithmetic of mentally retarded pupils in the Soviet Union. These pupils attend special schools, called auxiliary schools, where they are trained in content that can later be related to specific job skills. Authors of the articles have attempted to identify the specific knowledge that the pupils possess and to design more effective instructional methods for increasing that knowledge. (Author/MK)

AN INSTRUCTIONAL BULLETIN TO ASSIST TEACHERS OF THE EDUCABLE MENTALLY RETARDED CHILD IN THE DEVELOPMENT OF READING SKILLS WAS PREPARED FOR THE LOS ANGELES CITY ELEMENTARY SCHOOLS. THE BULLETIN IS DIVIDED INTO FOUR SECTIONS WHICH INCLUDE AN INTRODUCTION, A DISCUSSION OF THE DEVELOPMENTAL SEQUENCE NECESSARY FOR EFFECTIVE READING INSTRUCTION, SUGGESTIONS FOR STIMULATING THE DEVELOPMENT OF THOSE FACTORS, AND SOME PROCEDURES FOR EFFECTIVE READING INSTRUCTION. AN APPENDIX PRESENTS ACTIVITIES FOR DEVELOPING SENSORY PERCEPTION AND DISCRIMINATION, FOR PRACTICING THE SKILLS DEVELOPED IN SPECIFIC READING LESSONS, AND FOR INDEPENDENT PRACTICE OR DRILL. (BK)

This study investigated relationships between willingness to teach and selected variables including personal, familial, school, and social factors among teachers of the mentally retarded in Taiwan. Participants included 527 elementary and junior high school teachers of the mentally retarded. Personal factors statistically correlated with teaching willingness included personal choice of special class teaching, religious beliefs, aptitude for special class teaching, present health condition, present teaching environment, and prior experience with the handicapped. Family support was also associated with teaching willingness, as were school support, colleague relations, students' feedback, autonomy in curriculum planning, and special class environment. (PB)

c1985

The curriculum guide suggests ideas, activities, procedures, and materials for teaching the educable mentally retarded at the elementary, junior high, and high school levels. For the elementary level, the guide covers the areas of maturational skills and concepts and social skills, reading, writing, spelling, arithmetic, social relationships (life functions, social studies, health, safety, science), art, music, and physical education. At the junior high level, the guide covers reading, English, spelling, writing, math, social studies (geography, history, economics, civics), communication and transportation, science and conservation, health, homemaking, grooming and social relationships, art, physical education, and integration in the regular school program. The curriculum for the high school level covers the same basic topic areas, with the addition of vocational preparation and work-study program. (KW)

A guide in teaching the retarded to understand the law includes 23 lesson plans which are supplemented by nine dialogues for tape recordings, 15 transparencies, six worksheets, and an examination. The guide is introduced by background reading information for the teacher and all necessary materials, transparencies, worksheets, dialogues, and photographs, are provided. Drawings are used throughout. The plan itself utilizes a dramatic technique in which a teenager steals a record from a discount store, is caught, and turned over to the police. (JM)

The general plan of a teaching activity is described in terms of specificity, component composition, and techniques of preparing such plans. Recommendations for writing behavioral and instructional objectives for the mentally retarded are outlined, and writing exercises are presented for practice by the teacher in implementing these recommendations. Examples of lesson plans which include lesson objectives, instructional objectives, activities, resource materials, and experience charts are provided. (RD)

The general plan of a teaching activity is described in terms of specificity, component composition, and techniques of preparing such plans. Recommendations for writing behavioral and instructional objectives for the mentally retarded are outlined, and writing exercises are presented for practice by the teacher in implementing these recommendations. Examples of lesson plans which include lesson objectives, instructional objectives, activities, resource materials, and experience charts are provided. (RD)

Investigated for purposes of comparison with American counterparts were teaching styles used in eight classes in special schools for the educable mentally handicapped (EMH) in the Netherlands. Ss tended to be placed in the special schools earlier than EMH students in the U.S. are placed in special classes. Classes were observed to determine teaching style, and children were administered a version of the Intellectual Achievement Responsibility Questionnaire, a measure of locus of control. The level of intellectual stimulation and types of learning opportunities offered were evaluated along the following parameters: level of cognitive demands, variability of cognitive demands, sources of cognitive demands, richness of activities, pupil task involvement, degree of individualization, sources of individualization, and modes of teacher influence. Comparison with American classes revealed that Dutch teachers depend much less on recitation, discussion, and individual interactive tutoring than American teachers, that Dutch children displayed a much higher degree of self-direction and persistence than American children, and that Dutch children showed a slightly lower level of internal locus of control than American children. Noted is the lack in the Netherlands of consistency in pedagogical theory, curriculum, or teaching style and the high degree of reliance on the individual teacher in supervising instruction. (DB)

Journal of Exceptional Children : v.12, no.5, February 1946, pp. 137-140. Article discusses method and practice of teaching a mentally handicapped blind child.

To aid the teacher of the mentally retarded in integrating art into other subject areas, two sample projects and two five-lesson units with core activities, one on clothing and one on the state of Iowa, are presented. In addition, suggestions for teachers are listed along with the expectations of normal children and the basics of good art. Directions are given for the use of the media of clay, fingerpaint, watercolor, tempera, crayon, paper, and other materials; craft projects and ideas for core area activities are proposed. Appendixes list art materials, supply and equipment companies, and books for both teachers and children. [Not available in hard copy due to marginal legibility of original document]. (JD)

This paper reviews the literature and offers an international perspective on current programs and issues in training individuals with mental retardation to parent, nurture, and care for their children. The first section reviews the limited research on the development of children of mothers with mental retardation, some existing parent training programs, and outcomes in parenting education for these parents. The second section specifically addresses parenting and sexuality education for parents with mental retardation. Some guidelines for parents are offered. A section on international perspectives describes a Canadian parenting education program for this population. Parenting education efforts in Australia, Pakistan, Finland, and Korea are briefly reviewed. The procedure used in Hong Kong to assess an individual's ability to understand and consent to the responsibilities of marriage is explained. The paper urges more systematic and standardized research in this area. (Contains 38 references.) (DB)

To identify home influences related to the school achievement of the educable mentally retarded, 36 subjects (ages 9-0 to 12-11, IQ's 55 to 75) representing high or low school achievement were selected and divided into higher and lower socioeconomic groups. Both parents were questioned about their activities with the child, and the mother was asked in a later session to teach specified block designs and tests of general information to the child. Analysis of parent responses indicated imbalance among the subgroups: less achievement discrepancy was observed among the high achievers of the lower socioeconomic group than high achievers of the higher socioeconomic group (p>.05); the high achievers in both socioeconomic groups differed from the low achievers in that they had a lower IQ, mental age, and expected grade placement (p

To identify home influences related to the school achievement of the educable mentally retarded, 36 subjects (ages 9-0 to 12-11, IQ's 55 to 75) representing high or low school achievement were selected and divided into higher and lower socioeconomic groups. Both parents were questioned about their activities with the child, and the mother was asked in a later session to teach specified block designs and tests of general information to the child. Analysis of parent responses indicated imbalance among the subgroups: less achievement discrepancy was observed among the high achievers of the lower socioeconomic group than high achievers of the higher socioeconomic group (p>.05); the high achievers in both socioeconomic groups differed from the low achievers in that they had a lower IQ, mental age, and expected grade placement (p

233 p. 24 cm

233 p. 24 cm

233 p. 24 cm

233 p. 24 cm