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NOWLEDGMENTS aro

Y RETARDE,,..

RETARDATIONrev

Ar _

AO.

.a NE

VARYINGANCLUDES

.1- A Os-

t.

_ ER V

DEGREES OF

ii0W MANY SEVERELY RETARDED iiII.DRi N ARE HERE?a

WHAT TYPE. OF CHOOL PRoGiumRETARDED CHILD?1 e-EL1 etf Lf-a_r b

-.0 fl, 0

-1- I t -.--i.___ ._- k.._ .-----.--- .._

A. 0A..,

z Iara.a

a= PJ A T

FOR THE SEVERELY

fyir-,

MANY PROBLEMS -E

Mr i9ag?wsti ann Assignment

ar-

&

14-7d SchoolA A.

CONSIDERED_

Cl*

1-1

and

12Sir-% _0

Transportation117:11 fi*

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aa,

yClasses

41A.

UT

A 0 AZN=1-1=

t=4/

Fi SEVER ELY

A TA ma =ff. k r---_- ENTif A a_ a.

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a_ ,I C' "r w-__ s-t-a ---a, OF_.r---,a_i, , ii n &-

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g x SCH :=OLS?-

11. .111- du. A

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A A.. aro Ar,

----------

CHILDREN

ASSOCIATIONS AND I

kADUCATION tr-OR SEVF,PtELY

at. 0at .10 mot Vs amb IS =IP 4/0 40 44/ .16

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4.1111 alia

TR-_-N GOVERN.' DRINTIN1 OFfICE WidoW1KW ilir-oft, U. a. Mee44 z_

APIANA

=

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FOREWORD

_ec

IMP ME. _

277.- ,?... 4:4! V.-4:z.-** Vtg t1.40:

fr-6

r .

.74 .70Wi--nyr..g

t '1-

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. -

t5 .14*, - 4:S.4

. .

ma ..... .................SCIICHA

1.NT. L

_

7tell

ITP7,111c 210

r-

S

son

3Mb .1:

do

el mow

- -I -

----T Parents Net,a

... ... ..........

WILL TO

=lb Oa MIN. loo, liar

Z

01.

.. ..

S.

al

4

. of Pu ...

4atini Sers for the Severely Rogr

47

Typeft ,

111 a

__.41 4

Organization of

.

..... - am

to the S -Artwft,stitz-ft .

........ .........

........... ..........Hours of Instruction____._

PupilsIId Retarded

..0

....... IMS

MO,

_367)

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'tto

.if

4

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...

L-e of Other A ri mesNeed,

HAVE PROVIDED iO

TOAcuvrnme

1.;

IWO SD MP ........ .1111 4114

S cI-' -'........" -, To. .-_-_,,.- ,..._., r .-...-.. ' .-

1. t it.

.

726.41, sla Is a. so est was sew set

THE

gyp

Vtat9

I'

Washington

A

rj). A

4A.

41. elb

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fji.s41).:41,4-...--c

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t,1)'1117

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P

.17

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1 '2.1V-A.Irtt14(

*-.--vges-me

,

a

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-vu

ME

.,

theOrganizingEvaluating.Progrem _

/fl

MI ow. .....

.

of

The Schools Will the

MANY SCHOOLS

a

dim,

P.

S _ ____ Olga, ... ... 41= S la

IN ... S m

APPENDIX_ MDma Oa

RWEBENCIts as OP IN ab as

e

1 1

1

10

10'-12

13

17

19

272728

30D

3132

35

oak the et Gavaramost, Mathis214 Seim*

. A tat ,, ; '

_irt *1.4,- "iir vt 1414 I.:A.,

FJ T:!::1.

-

'

i' -.

r:i

:: of1 school ervice for severely rjiiJ

J ehuden presents a prie: ot CiistirribIe import3ne in many States and

local commtifl1tie$. In general the problem involves children sh(1se ei

L trrme IX1eI1UU iror the exi; iizaILfor retarded pupils who downwardc!asr iflU range u competence br

learning to an uthietemuhied level t abiht4

.

! Whether the provision ol choo1 services for ;his type (if }Ij is a function;;

; of the nubbe schools or of public welfare agmcie has been debated in,,

I 1

probable, instancesE cvcT::aI

et:ISnP%:;r\

tr, t11.I in minv the

; public schools will extemi tflelr piai educauon program, to meet the,\,,

; cHds ot many ferd: retarded iLsirrr1 who demonstrate trtietenee foradjustment and limited participation .

1:1E persona' a r&N t)t iise:w aiiliii %

:purposeful activity. There is no ntrnnon m tms bulletin to place the

reponsibhty mr tr opaton ut this program: that problem must bef__i 7-q their .

L resolved Pv the various ka How-er tor&

the guidai of school ersoan who will ze given the oppertuni!s t

i dPVfIIp traiin =ffogra1ns br severely retarded chi1drcn. the. bulletin will=-

U j

: attempt to ffe-r orne basic understandings and uggetons br the ec!tL.:

.

1itent and maintenance of c1ases.,

'

There are many irtic'ort&7fl qUStIOfl to be answered in venturing intot

I'-

4

this relatively new field of service. How to identify the children who should

be eredL fi extedet3- :rvsii into xiinc ueciit education#'

riprrain&flhl the t(E!Z1i educational services of the schools, how to inteie

L tfl- priDgran1 witn tne medical anti soctal weliare services o the commumt.to s!ect and plan cIas&ociii CtIV)tIeB that meet the nt=d of 1e

chiIdren how t proviui-e :or parent participation ani counseling, now to

select teaciier8, am! h deal details relative to :iou.

I mgi oumi t1;ftpoIat1Gn &fl;] ir=ctiu 6UPP')fl will ° ) con1derea.1=

* .. ,

It be TeOed that a thorough ireatmei* of all of these and manyother iniponazfl Jctcrs is not pO5!bie at th tune.. TherT has been too

: little development )nIi1 :0 Lnt Lw =gim that iiuive teei siiccess-gI$ -

t

: jU' y4o types imunities; neither has } produced 4of ?ft:f: WIUCfI w4uId pthi the way to god publicschooI practice inI:

. 01 :-

i

4a

i. 'T . . .I"

:i:

1::-t -: ,,

4,t

:i:1iL;, . !. '. :'., ;

I

.

k

mentally I 7

retardation prevents them from

,,lStates.

#

and

hOvi the

how

to with adOnistrativebe

*Ufa t.s'iC

6:

of there

-4,

-

3e.

fie41 of special .

a,%, 1

, e 1 a #

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4. 1.

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0 ii, 4 4 . . !. te4f-

4

..... *, .V1... . ; '.... ..".1,.

t"or ora=iniere.t

'1*t s y t 4 n

iC in w membersStatz Directors

vt-as app=ointe= by

an %outcome Oft

g ' 1A t A a it_ atiki I participated.

Ts

e -1 r len I "._=st t

ti .-ddren. entuc:

V-

This committee

rinlent( )1

cial ro4 e e- a - A

= 1 =

# -1 iNvt

11- :

ka_I

=

Myer, ( lettt

1 -Ogl St-"s

.--.4 I

=-Ne

1 re /t-

tin.

In A &E--_,E #E'l -I

A#t tol III the-

I

i I t =i_J k

L. Juan.

Security

National

lie

g

Executive

State

Division

Publicf--

._lenitvrs 0conieinceahad

hia nc11 V

--_

= a%4

the assembi-

01e

production

ng

participants

1E*

t

Ron. Pennsylvania

-on-1n

prly

uc_ation: -e (,01,

ofv-,.-- ,-,..-..u_ilt.ItYll t_i --,--.1.,At k t_i

nstruction; a-no

ate Department

directors

,Lester

hi assistance ot Dr.Serviceli Consultant, Children'sHarold NI.

Head

F

_tt-Ty&

=t a a aal

Bureau,

A _AFt-=

7

Harold

iternaticinai for FctptioaaIP American Association on Mental

Twe of c-a-f the#1.

con of the credit for-ad revi#T-ing of thLij krli in the Ft Iletin.

-rI_M= 4 Win haVa

bulletin. 1.-1-OrneA eIa

a

contributed t I.

S. - 4a L J J I ar-V

ese crracloasiy invi=warn 4 ti6I t ,t

uabie pnnnta='-' =

A

matcnat-ffs welein

1

the author-led which were

1

r*. Prmon, uennrendent DistrictC Gals

7Anna Lug

- - ,- - _

Divisional Director, and Laura

. 'j._a

,--:t,

._.#-- . , .. _ _ _ .

,e =1.-, 4't ...

-

A k . _

411\a?- -tAkair

JP

A.

1,r *5.74f.414., t it,r

THE

_

-rt -

, . .

* -.2

4., I 4

1.

P this or an Educa-of a committee of tve Nationa socia-

lion of of

Gwen of Association andEducation of State of) FAuca-

4%.

lion. Besides Miss I' etherfore the committee induced: Eli 3oweJ, Con-sultant in Mental L'7-ygiene c;in:ci, Education of the Mentally Retarded, Califoni.State DePartment of Education; r. Mildred B. Stanton, Consaftant,Sit Department of

ii:brtheasteim Aiea, ofIllinois of Dr.

N. of

the of State othe the of

FederalA

S Service Branch,Mental Federal Security Harley Z.

Wooden, Secretary,cdire= .-

RichardF.., ,,....._ i -1 9

Zotincil

and sever._ rs staff the

"fo the in must go much

t *anal pwres13n

A number,the

observe

' al..-4.3 assistance tothe of

1000,1 ;1:1 -on

under th i. several instances photographs andmade available for pul.A. iczz do The c

4

p.

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special

Hungerford,

of

to

L No. 100,Berwyn, M.,

41.

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si

Allis

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(lasses,

tg%-ientra

Community

Sat

Houston

Mary

..,evriortm

of _vt-_--or

A- , 1

Godfrey

,c11

a%.

Aaron,

Center

rtent

tartment of TSchools; Anna = 1=-1 s

class tor TerS.iTt3flt'W 7

al,4Classes

,, ,

_ 1:1C1r1,=i 111

A:vamp

; also

rec.=

1=

.== 1,ti

1

r Bureau br Lhildi= 4 E

gE

E g II 0 0

vices t'gir tis Mass.,

mule

IC-1

7 14=

'Milwaukee,

-Alth R-

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1

1:3 It

antiNational Ass_4y-4-1;

interpreting,I to the author purposes

5

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= P4 .3 *-5 ),

1/-

r 4114:`.tle'5**'4,=4-ifr T t1§01- wl

ts

Detroit1I.431.k

Public teacher, -41-t

W . .Dr. Haztnett,

York 'Wilbur Earle, SE

t2,4%

'and SupeTrisor, Cincinnati,Schools.

of Alan Sampson,

Pr

Woodhull for Aelet.theit4) Children,ho the iti ui of

their organization.

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4.4.4.., .. 4-7 r i..z.- .,% ;' _ 2:-: .!

104

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Wingeozhan, Supervisor, of Special Education,

Speci.:Fisher,

'children,

be

-.

et.. .! , .

t 4. -.4 -- - .---a I N.. .

d 4? i

1 EL k; 4

.,t.:te'1Ili- 1 '__ ,.A...- RE lk----ts.-_;...._ -7,- "1,V4.1

41.

I.

, i,

*i*-s==-.=7"

-

4 4, ,.

4

prt--

f =" Ltlit t

are mentally reta t_ 1_

re t'Atic

provement;

=

on

:47.40111}e 0

instruction=I 11 C

rtieiitLillV

I_ .

C I 1 10

r

of

C

r- t

servicesit'141101)

million E

t

number r ctnic tT

severely

Child

ty tirtat tat-1,4 ;Jul-)

7 rrss- n tit' 4_

or) tcr,r

a very small twrcentag7

these child PS

public01 more tha

retardedis of sAtiliN

_tance.

Most Menta119 7

prpegtt0,

t r-.1

re-quirt'

tiTtltlU!ltil

child en aredistricts where

k-110%b 110%

tribute= == =L4 31114-f

-

Seri- on= 7

their

=

I

rue;

fr

a ft

they Car =

ta

r

-rI Iv- I

V areI! 1,1*1 iti

their}1

the necesszrv years.ooi

he

,In the tte-i1,=inNoi Lci

educators4 amm-

mei

more =v _f:ve_

sa

neither

= 7s

k

for Cil

their-opportunities tor

ally retarded

15

all mentally rehir

i e -I (7N

States

-Itt a

1 1 c-4, ,

anti social I"'custodiallrnt care.

' Ceti t

p:ruper

communities.4__LV

1,- 90 41-. a,A-

ILUt .1-1AA

severelyT--

t =

I D

14 "t-4 444 *

--are rrcetvinschools

ialority 03111_1 !_kecontiary

all.

di ass

may -come-rh, ve

tid pruductiveIA_V=a-=-4-1 a-I

I 11

1a 4 4.4 I k

t

errow E et 4%.-

IC rni-kr-

unless tt-

notwno are TWI-1 1 14=

present too frequently unresiiir-rrns ot sup

in.intenas a function oi

alkbout serving

ana tne ==E/E1 c*- t- t=s-A a tenatice

ot senool serycommunity,/

educational nex.-:

1.--:Firtn I- / L-L7T-4* orniE41=-_ remt -==-=

=ID _ =

-.7*7-* . _ -aM W rrLe- --- Wets in

AiLLy4 relr I -4

EWE

.iirm J

13frya. . _

141*Mwa---wi aw- G4. isiwpa.aM

SS

.= *4_ 4fr

aurinct-raitDro-.

resources for. .

in tit talons

11-Fl recog-cIany years

the childrer

n (ttiatLMO

=

-a

4

s

s-t *-!' A=1 _ s

* :=="- t. _ ;

NPWA, ik : =5- r_.**-

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I.

u HE PROVISION of for is one[uIpet Of a the aid Araining of

a childrem in the Unitedwith their learning lost of them

0,aking pr_a smaller personal

not morein and schools or

keel school I The vastenrolled in the elemental)

little or noont not school at

v and girls, help,---, Li

vc maw, assets own h1ti4 and a4:4A1 less-e provid competence

Man of totO 3.24 to in tU activity under sheltered

However, e tt:x orchildren =7V realize f

viidby

.

ys:;711m-Lyte2t care.,

t3e.,itie

ofnup

, .rc:..:P'"' I

.

_And J

-.--A),_ Aellr,f,

, --A 4'1'A .

.

hiss

anc for99.

4.-

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7, 1 ,VW

.. r: :i '- ' .. A- . .."...A r S"." ;

% y. %. e /41'v ''-1**1, - 4- '

-, ;. i

It, -. . p;P' 11

rjh !".- t44 4:-,r `1": 4..1.'1._ -s,'f ," .19

J'AiJ ..rAt.. ,--:"1' .1tk,.fre'rh...--

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114-4t''''

--4.`-+

41' 'V. *,

4

*gaily tetarded

leek Moil Services

C h ildren.

retardedemploymnt; 3 be

afflicted

print servicessociety in

for

localhave the all

of

J.,Ilsetamad

ot

sad Glow far lits-ilieti, eurver

Who, edbool,365-471):

ireeptionat

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communities. Unfortunately, and in many instancesrmentaDftchildren have not, been provided for educatioa antiin their local communities, or this responsibility has been given ta4,State institutional schools.

In the past few years considerable emphasis has been placed upon the role..family and ihe lOcal community in dealing with the problems of those'.who deviate accepted norms of behavior. While it must be recog.

nized that, in some instances, the severely mentally retarded child prftentsproblems that can be dealt with only through long-time supervision, thecare training of the vast majority of mentally retardmi children mustbe ihe privilege and responsibility of the home and local community.

It is probable that much of the responsibility for the education and train-ing of retarded children has been given to State institutions on the assump.tion that merely being somewhat different constitut a hazard for theafflicted indivi4ual, his family, and other citizens. However we haveleatned that persons with severe physical handicaps may make valuablesocial and occupational contrilautions and that most moderately mentallyretarded persons can e trained for effective citizenship. But, as vet, weare only vaguely aware that some of the children whom we have assigned toinstitutional schools because of more obvious delgees of mental retardation Imay also he trained to live an acceptable life in their families and local I

to time qmitions have been raised relative to how far thepublie schools should ro hi extending hoJservices to selrerely

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While only a relatively small percentage of all mentally retarded boysand girls have access to school prwams geared to their specific ne44:18 andinterestsf the responsibility of the local school district for maintainispecial classes for the mentally handicappeki has been recognized in manyStates by legislative action. These services frequently are encouraged bythe allocation of State funds to lo'cal school districts to meet the added costsof special educati6n services. 3 During the 1947-48 school year whenstatistics on special education prwams N'-ere last compiled by the Office ofEducation, nearly 90,0()0 mentally retarded children were enrolled in thespecial schools and classes of 730 local school systelms. These data werenot broken down to identify therdegees of retardaiion represented in thetotal .enrollment, although it is prollable that all except a RAE percentageof the pupils fell within the limitations of borderline or moderately severemental retardation. Those children for whom special classes are mostfrequently provided are capable of achieving a limited to a moderate degeeof proficiency in the basic learning skills; they are frequently referred to as"educible mentally retarded pupils." This description has been writteninto the school leOslation of a numixr of States. 4

Considerable attention recently has been focuseti upon those children44

who fall somewhat h-A-:low the limitafions of the so-called "eAueable",group,In general, these are children who will never achieve a useful knowleAge ofacademic skills; but who may he expected to develop personal efficiencisocial adjustments that will enable them -to become economically or opottionally useful in their own homes or under sheltered cireumstan.These children are often referred to as beix4 "trainable. tt

DuringchoiwicalA varietypupils for

1

the Rast half century much attention has been given psy-and Mucational literature to the education, of retaniM children,of terms have been employed to describe the w.entally retardedwhom special have been develo none of them seems

On the beads of did.' reedirsd by 110911,00 Edtoostket at 31gee a hods to loe4.1 aohool Astride far sdueeticmal servie to roesonsouneut easy be on the bfwt of moms txmt4. per subsidy,I h mama laws d the State of fllin . fly 'authorise do losal puedesition for physically handl socisik and eidticaNs

4

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to differentiate adevately between the children who fotsocial and economic educable mentally retardedandthose who may in a border zone between independent living andRermanent care. Terms such as "mentally deficient," 7feeble-minded,"gretarded,". hackward," and "slow-learning" are often used more or Isms

and interchangeably. A number of a4horitieshave the use of more objective and realistic descriptive terms, 5

and the sound and commonly accepted terminologyis greatly needed in this field of specialization. It is not the provinceof this bulletin to attempt a standardization of the descriptive terms apply-ing to mental deficiency. However, it is important that there should he anunderstanding of the terminology used in the bulletin.

The Encyclopedia of Educational Research associates retardation with thesevere degrees of mental deficiency.

From an educational those children who appear to he permanentlyIncapable of profiting tO any considerable extent from the regular curriculum of theschools and who are regarded as trainable_ rather than educable and henft per.manently inadegmte and vocationally incompetent have most frequentlybeen as defective, mentally deficient or feeble-minded intrast to those who artrrated as merely relanied (italics added), or dullnormal and who are potentially capable of achieving andpendence. 6

T e definition 1-)etween two classifications of mentally hand-icapped periions on a basis of performance potenfial---the capacity or lack ofcapacity for social and economic independence. Nevertheless, -both classi-fications represent degrees of mental retardation. As is the case in anyscheme for classifying .human behavior, it is unlikely that a sharp line of

exists between the two groups. .It is rather to be expectedthat those children who are 'completely socially inadequate andthose possess potentials for and independence thereexists a certain of children who may be expectedsome degree of and economic under

Since schools have already accepted ,for those retarded children who may becorrie in.bpendent, it the or borderland group about which consider-able conkffn is now lint,/ expremed.

In this bulletin those retarded children who are _capable of developincompetence for social and economic will be referred to asbeing mevclerately retarded; who wn achieve a limited &get ..._-

.personal.socia adjustment fend competence for economic usefulness undeit':4-1.-

theltered'eonditions will be called "severely retarded children." It mustI Ior kustanoe, = DO, Edgar A. Feeblemoladisdneso vs Intellectual Retardation.

til MeAlkA Beldam, January 1947, p. 456-4* and Sermon. &-eytactor B. Pathological Prob-lone in Mental Dedicipasy. New Ywic, Rawl- anti Him,

* Eaerekgsila of Idesailosid Reseatch. (Rev. Di) New York, The MacMillan 00- 19IO p 7.

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the &drool1tit

0 bulletin.Si u-t__i ;n:u 1L

j;:ar The TP?cv Ite-i; :tar1ed ptq:s for whom n:ii1y school! d:=tfrt- maintain Tca eCca:::in

y=

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quotients. Y; I! m

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for while =:: r-°::-T:

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ment,must

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;

it is based emiat dat; and 1w

f:; The t whouI:: iv T:Thct in more

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L:: aIditicMT ° rtr:jt rhL e1 th cthfl1fr: ;igned tO these grtm-j wiI in fl jo 1:Ij$ Jajçr 5tj tn

;-: --

; but how far ksw:n Iie H) sp th Eiih. rrjtj jjjii

tL : '?" program is 11fl*fl1P[}fl$1fl The important=- whether t- ' ,- * child -__ -=rW1!!t_:1 !

. social adjustment, ILI development, following ,ii-* irA caring (-

: - L LL1_I-i L-ZL. -----, ;

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=-

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, the that, c 6 training, w=y Im kL

,- IL:iw- extent with L LI j11 Ii-*

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between those :Im are Andt:hoe wirn even nrir I-E=:dEj.

EretArdec! '=u cf tie nellkeiic

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be, recognized that Llow these two groups of retaMates are found °Wrenwhose social incompetence and lack of understandina will necessitate long-time care within own homes

have little or no omrx.a,tence directedacceptance usefulness

this

frequently have been50 75

used, standnds are oftenfound. In view present tendencies accept qualitative rattier th

interpretations of mental examination rt=lts, admissions tocannot be based upon rigid IQ classifications. At the uprii-f=3

will be found test scores,othgn!

thesome

s cicompfitence for

scholastic prognosisis upon a number interrelated factom, the menca_ score rep-resenting at ixst a measurement of general intelle ion-fence at the

th-ne of the examination. Factors of cultural ha d, social develop-deficiencies, physiml ahnormalties emotional

in thetotal -di tvalutionan evil"... on that isvalid only when upon interpretationimychologists.

of profit classes forretarded children siTilarly he based upon many in

test It is that majority ofmeasure 55,

can measure andprofit the relatively

to1,-. contribute some activity his home or

. e

77' community.r"- guishing children potentialy

n 41 long-time care presents ipvoly-to *tie evickooe that any certain IQ bask

training prognuns. At least ono' school systemto change its, Sandards of admission to

unreliability ofsufteasful achievement. Sonie sehixas kntt..io 14.,

k .,-. "

/ _2:4 ......t ._.

ia , e

--4 4 7, . i.%,*;_.,. -4'1: -_ , A . . . ,. -1- .--. .r'-i- , . ,,.._,, ,-

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AO 7"b -. ' 114 '. .:$ - ' 7, - : .10 11-.7 111 - . --- .i. r - A -, A ' f I'. ,..-_, ,2sy-,-4.4t1 d. I, 4 ,..r ::-.._,, ,- .41.1 .

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classes

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children who often consideredI :are I IS I I recent M 1 iI- _ S

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rdd a,wbcI b expected tc eiieEit from speüi education:aci1itics c1egne4 tc educate and train them tc, further ttheir individual

I - adjustment,.social their' ' , a-A-- LflJIa #

and sheltered terminology .

I

%Y-U11fla P ifle usi1 in uie

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a recent n ii the i=iiiuct s reuuiat :o nw-r1iv=t-t.!a_ children. The obviously left the -.L -!

I '-LIJ 31 IJI

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will examine anu cziese the candidiate; for

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criteria to,The

accept poisess andktre as

many children near the borderline of acceptability, classes for the severelyretarded may need to offer a period of trial placement and iiiiatgnostic in-truction. In some instances only adequate observation under optimum

conditions wiiri liable the_educator and psychologist to determine the pupils'actual p6tentials or training and eventual Idjustment.

The tendency to accept a functional differentiation between the- candidatefor ordinary special class services and the child who is acceptable only inffrouis for the more severely retarded is illustrated in the terminology usedin a modification California school law. Thk Code of 1949 estab-tished special children who "are incapable of being eclucattbdprofitably and through ordinary' classroom instruction" but

may toadjustpd." are the

an forpupils may

and economfc usefulns in

dmcription

schoolinterpretations are

ychologists , specialclass placements.

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A= ; ---: J- L&_ Research indicates 1 ;I (fi =r!1i i. 11

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= = -- = -

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subjectsa t _!= the

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between and-L-i tI :i 1i

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1jcI t'' iirr ii r or varlc-)tI!- reaaon:' - this

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,- =- cannot - 5 L= true - I

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Ft

rA- that L 1I' I I I I

-:: children =if &T i-7. L b = &- measurable above

-:

placement for children-

-==-- I - r- =

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F. LL1iLt bc*ii; It; iui tlIIJiiIlliLlJIi LLtiL WUJ1U I1UICEt UI3W TE;T t1f)Wfl rn---= I retarded -

4: T T- y-1 still

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III;

==;: c=i CJtMUflULRC IC) of t

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4 = t

fi

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,

Navy.I

e

-p

in field of special ion estim- ted *hat fron2 toof that

services th-e welfare.

may he as high ail 4 or 5 percent. 8

Since this bulletin special for mt, -e apublic

7

clues at moment ofadditional -SeS

Lv

the data cdrawn are the distributions of intelligence test sco- es compiled upon largesamplings in standardizing th6 Re-

than ..23 of

asretardation as it is interpreted in this bulletin. It has already

pointed out that the use of the IQ alone to determine the dep-et ofretanlation or potential for learning is unrealistic. It is quite pro

50for than theregular special classell now in existence. Also, it has 1-1---2n observed that

a child pr.:-.sess comretence trainFmthermore, it is doubtful if the methods of selection 0Yed

in obtaining the subjects for the current studies of IQ's for large ppulationgrow3 insured an adequate sampling at the extreme lower levels of mutat

Since also known. 'aeon to niare

_ _

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-ever. degrees deficiency, k itrisv:,,_

lion .of. intelligence may, 756 rather weiaki aS.16,(10tn,;_ with normal.cuniv.,enrmetatiows.

h _stwatis obvious that the percentage of children who might profit fromprogram; may 'Atd soniewbat than the 0.23 of 1 percent

founi isy Merrill in the aQ intervals between 30 and 49, but it appearsy t4 t the -k-%erce t;tee ordinarily rise above one-half o-,:7

1 except er unusua circumstances communitim or

restrictfti are as. be view of the inadequacy :1 :AAA^ mr-cenrage must 7-3e considered better rough esti L., . Ale_q-tizt

community surveys, upon more complete samplings, of the populationand bnpro procedures, would '4c necessary if statisticallyvalid re to be obtained. Until uch data are available, it may

o _?-rs=r-

ceitage _ a basis far plan' mg

geverefy jrdei-L koi trainable, children.

I -A,,fE-:**,-,_---t ,-.- - ,,,,-;*, -bi ,, :-41 1. .= _ 3r,%_:.k.,-'-: ..- -.).- -1--,__...-..,,,z -,, ,..__.. -÷. .,..., - v __= -.., 0 1., . ., 9_ ....! r

4 , ,,, i ,ror l' ="' . r - - ' '''.4 r 1 ---1-,-.. ..r:,

,9:

e curve *f iastribu.intervals,

1950, children tvetwee, 5 and 10 years of age constituted re4taatol4e4:1114 *f a total population. nernta incidence of 9-zvere

ci-.-ilirtan school who t served 6y tt 2:64,,11. -

o than Titer th usand persons in tile general population.;rrn I population 4,Atia *.cs, cities of 10,Nt m" t expect to irJud,

maximum of 10 severely retarded children, some of whom will necessarily

enrolled in private and institutiohal schools; similarly. a maximum o:.1411-1

sever* retarded children might be found la a general pulatioli of 10.31.1i.,1

*Lid seem erJoe n chod ditri ervia less thanItgl total rLatiOn would find eno sever* retarded to

justify the 'Fr) ion of special training faciliti68 iikmaistaine en a mh.tA t

IC

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of mental is thatheavily ihe lower

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=:i::e. However. intrjwes kr eta1:!;Ei;::1g classes f=:r tb- -ri;y ri= ic I1a%: i urw :rr4_- considerations economy :tIM !iL; ---.-

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screening for allti-eebasis of initial tests and preliminary observations will prove mpable of training and... personal adjustment in a public-school situafion. Only olx-strvation over an exte . _.

i-M during which stimulating expiences are provided will allow the tmcher andpychelo-gist to render an adequate evaluation of m-tain pupils' potentials for train-ing. a number for training-cluse

institutional A purpose I.t

that ass the ine

,J'e

to instances pupils indicatedevdopment. ata section7 hut it is w recognize the

-,,

the go can tiguidance.

_14t

OBjECT1VFs

One classespupils

educa-vcwational

trainable involveu excludingand °el

may in g

percentage the severely group, evenoptimum training may able to a ofa be inthcz-i-eare a larger number will achieve a modeftte of ixvmonal sotial

useful in own home*. th-fteclass experen em enable developfullest possible thilities they pos.55.2. of se severe

physical involvements, or may result in inadeq-uate measure-juof of mentally retarded riesemore

social.may eventually bfterne candidatesfor the class educable

theand further This is

clauea DPtroitSchools (see 36).

A

AI. #. -. -, . ..._.4ririrlsitwue.:-=Airthoir 1---tV-tW--.kdlA4 ;-i

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coortegy. Pokik

Care of clothing is p rt a n -_-_- of the training

If the is to serve the needs of all thes_e children, it must necessarilyoffer a rather wide variety of For those pupils whoare accepted on a trial haciis, it will be important to include activities that

ill provide for maximum and gowth in the development ofadequate speech, acceptable personal habits, goup adjustments,

&eliminations, and coordination. The final of theregard to his training potentials may depend upon his

in theae areas ofFor the pupil who, as an adult, my be expected to adjust to modified or

sheltered conditions, the training program will need to be channeled intomore specific learning& Expoxienees in goup and family living, knowledgeof the community, mit,omition of necmsary symbols and signs, the practicalapplic-arion of muscular the development of rec eationalinterts, and the acquisition of satisfactory work nabits and attitudes willbe of great: inipçrtance.

_ Aity that some children may demonstrate unusual improve-ment makes it neceary to stimulate readiness anu provide fordium/ion in reading and number work in a limited number of instancal.Therefpre, while dm) elaurooni programs for sevemlywill be built armind hal* formation and social trainiiig, it mult he broadenough tO Met the ntxxls d the unumial pupil who is capable ofment awl eventual transfer

1.

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rtir! SE V UAT RETARDED

tr.-4.nt must ke directedL 4 411414 &Ikea qff risrftftg !--,-.Uxior.------The pupil should Lw-- trio to C4114104 h.,

4,behavior tr.,.=== tla GICIW*s *,--,-- 4anfsare. (7,-_z ta of oloennlittiml, heAth, and F tlag should noi offensive when lo ia of -L:f,u--r--,c;-.4; by au.remove arid put on his iui.. thing.

2.- &fulcra corftwatminab:rt--- AO& "ze pupil must USA. tO *Mina/ v.conversation and A iLf3 to co---u_.T.Piw.,niosA his 'icifi, ft-rf :03. U/4-oratl agwvticinar&mq The _=- t*elopntiont of yill -g 3Etornm walking gait, the minteAaAre 1 a ithlo.1 az. e a 494 b t 0

healthful r ,-ferforoa. common tanks with his hands.

4 4. Asnepjd4 7 - ,.-,- i . mrw.---Th .o-e pupil team *ft ale 7 tl.rni and e-e.hs-frl_ng Occupations -_---,t"- f to 31.ers an arra common taskswill be essential if he 1 19/ ichieve wty ci, lif ----,-,

fulness. In alla;--, develop aoilit atm a very airti e proiftt thraughto completion Pr ir :_ie achievement I simple tasks ,4e. tuser/itiat to theat matmalt of th a a the i-to wk oulof greater achievement entioyfti by more oa e children.

& tituiscion4,---1 ize F4-iy mtartiwi child cannot Wenner,,-i isolate ii ..-- to achieve any degt--- -1/4g caltenyme-Aca- for wacial Hying. ao mustLI :---ivezt the tigkta and profri, ofhavier ce toJoar pupil*, willing to Fartiolinte ts simple ,srettp aotivit VfteitN-er his participation is to 4--. Jnitri4 WP i family --up =t it the inimmitaft ne--z1V03r-hoe. or to a larger world in which he .witt, 4 MOD* in a useful occupation, hisadjustment Will be im, uate unless he can kern to enjoy thocial participatiok.u. Winincmexo ,-,_-,Fir (Kr'. o erely rwa_,_"1-4-*_, child will 0.e mo-under the sur;rnsion of other*, who are cAitr.s.:_r:;le of guiding ilia activities.Unlike his more normal peers _ ho Can accept e.'NpOnlaiti.:ilide* for independentithe will 'be QLNOct c inNntio . R.flv-2-Pron., to directionsexily must in one of valuable 'trib . P.io ..4P

the program must tparticular emphasis upon tk: type of training.

W.*Fir o sho bea Ade

Mere iJ other- Frk--,44 to be reached inseverely re tid children, but iv; for ingof characteristics needed kby then ..and community life. Unless progress towardT:r..8:es can c &e-genr it is rirokt41 -0, tD

for Kimanmt care r_ n

APPROACHING0 Fr

)

Consider:Tx: stressIn both professionale.,e. rcittfibehavior,

Ott,

children.fk

tratettii,t

ara--tif4vd("Mal

_

are to adjustathievernen mich of

pu?k, :pa reaavt ,st _LAP.

a issituti*

CLASSROOMa M SITUATIONt.rranaz s9

AS--0 tiwit frost '6quaatios" Ft..17---,eg-

1,,s7ieottitaccethion literatureL'r is mmn ie e-

actier iatL do not invoi

basic mimic. ri

mv le

-

iterutu_re.synonymous

A __rtAtting:he

r&taxgr

--4--1_41:r 1v4

pro._

#07

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2

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r -r_Noi, ti"ss*A.

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MEM. 1EE

1

12Clap)

The goals to which p °grams n Jude:

Lw uhi

b

of

w-dlingdegum of ut4.

to

iss-everdy retarde41 child ETO

others, beome able to tolerate the bebe

to

nevons.

be the forare lusie the t

children they to famin these

the shouldin a school.

uponand to more

personal and social

speech, efficiency the very child may beby experiences insight nor the

gained from mastery of skills. The training pri-manly is one habit

In reading some of the current it easy to obtain barplication th" he. "trainable" is with "uneducable,".1

A.;

-_ = _ s:

a-_

- a --1

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i

j a 74; ,F ii_:. _ - ea -. i,... , .I 'I, 17, ac -. ,

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-r

It may quite uni-A terprot education without recognizing Its train--pm ubtful if a true dichotomy exists, for much of

ed en:ion cf normally intelligent children includes training in personalhabit wixial r, and --fran specific skills. Whether training thechar_.! it certain inalquiat'mr skills differ]; greatly from *training tne

Neyerely retardwi child i tut, t.ioe of acee table eating h.72,14 mightsukijimt co some ,TIrt.zeatiun. hiL5 also trAvu migt-tavtitA that the achieve.rrwo.fs i severely retiartivri children tt -nte descrillegd hest ifl verms of"mei dtaing. From practical point of view the choice of t.;_rainokkg-_,

relatively, portant_It mental tgo reizogaize that m -4 the perso \A. and social pragrtss

y sewoer are? eris mus OS a hait- it-fortnaliontz449 Furthermore, good habits ar work aced social participation will beforraeli ectivaly tià eterititims in which the pupils feel a bol,eof friend and trust bvtween and their teacher and ii hichthey are imits the teacher. h this -es t y will differ ono great gnten 1rurn chi! verve =:terigtnce.

OGANIZIN uoo ,

irt that will L fnci °est frequently by the teacher of'severely mheutdiv retarded thildran will ciorn.ccrn the pupil's attitude towdif. overprotection, rejection, Of lack 01

situations, Jie h4 will often come te &shoal as an unhappy rasci-A-1 6vi4u 1-;ie in semesimm and COLirent COM-

initial period ack

J

nmkmb- sense of security 7 developingof *rat to :r taen toward ota .3v Unless

there mu La deTgorts.: and utrvfL..f iv., the ptipii

ts, or 77:4CialKr The primary

pupil's individual adjustment.4,

bothof legrizi% of the

-teir

acotinuc-

*k-

grow irrt ofy coutaiii_tervi' of Ti

contribute ciaof game

amt ve in a work in

anoA

follow orRelitt* eXIMTI

120a9

1V-09_ Tt ar-A2.

With ck..s_lx:iky.1:6-,OniiW

t_CW4

initiative.r4ft

. -r -

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VON

61.tin ACV:=j 1-1*1

=-`,01 iner lake:

- `.*. r ' A A-*t. 4 _

. le .4, 4_ 6. -7- I OV L-__*-.7'ssAi'-__ _Ls/

4. ,-r'"

be to in,

the

innormal

I-

It

a

rq---erns

ismade retort ed boys he

most_

Liemselvesinspired to

_n of

EX I EN( :ES

h problem

Because of experience in

ma!, be lackingpletely egocentric in his fearful.objective of an classmorri experiences during the ofmay L*1 to viuild up the pupil'sfeelin8 and

self-esteem personaland warti,

acceptance,

prcre8s may be Ii.m.tm, Much severely retarded pupil will playexperien, and while these areimportance for social unpiii_-,ations, will to the

Learning the ruleti the is esperiallyimportant to the severely retarded child, since he willwhich he will he subjert to considerable authority, learning toobey in the initial stages of !nay be moreeszential for him than democratic Neverthel, willingneto

sst authority should not be

of action, ana in those activitift in which hd Ia comtent to perform in-de------indently, the severely retarded child must learn to enjoy theof his own judgment and in an addre*s iwfore

on in 1951, explained that theretar-iffi pupil in tasks

14 rnit SEVERELY RETARDED CHILD

he can co succx-tF4u1Iv first in :mending to his own pemon.,needs and later in serving ()then. She mentioned such specific acriv-ithas going to the lavatory, wtiv= tin,z, servi.ng, acting asor lios,tess, assembling lunchroom trays, etc. In these and similar sir4tasks the severdy retanied child can be taught to exercise conditiontjudgment and to accept personal responsibility.., 1'hrou01.achievement he may gain considerable selfrespect and confidence inown ability to perform.

The resourceful teacher may 1

pupils at a very simple It'N t 1 a k ;Itvschedules and to exorcise choices kl

V

I le sot k--et-

may be re.:Arictet ctimT-pupils, but it is ik

entirely neglecteltThe second general type of learning

this as-

Mk: -nr-noes.iIi of Kuss severe

prklgraill Shot.

developing

adjustment of, severely !mentally retar,lparticipation with other individuals anwho iteconn= members classes for t

to

tn her11\

b0)14 and ;iris Coni erl 4.

group situations. Mau\-%crelv retarded will haveprior contacts with other children or out- de of the familytion. Because of their unusual developmental immaturity, somewho have had ) experiences 111 e functioning at an extremdy

r

their

adequate level ot interpersonal and group behavior. And yet, in .pitt-conditions, much of the s.eN curly retarded tful life adjustment will depend uron hi ability to

conform to ai roved

thetIb handi(prognosis foracquire skills in satisfactory social relationships andsocial behavior. Much of the emphasis 'of his schoolmust, therefore, revolve about socializing activities. Among

training programobjectivesin the social training of the severely retarded pupil win be:

Development of Tem lot the ,--ht! and py pert es- of other rnetnoerAbility to work and 1. with other children in rw-npir giou-

til1ngne,s,5 and abilit to share priNiirtzri. arWillingness and ability to accept the role of a foj10 %A-

These characteristics will develop as the result of experiences in well-.anned group pliojects, play and recreational activities, and the sharing ofclassroom materials and responsibilities. Most children will need toparticipate, first, in small group situations and later, if possible, in activitiesinvolving larger groups of children.If the severely mentally retarded child is to achieve any satisfactory degreeof social competence, he must necessarily develop the ability to communicatein an understandable manner. A large number of the pupils who will }-x4assigned to training classes will be defective in speech, as well as intellectualdevelopment. Making speech more understandable and increasing thevocabulary of the pupil will constitute important aspects of teaching sev'erdvretarded children.

nr-,1 lesactivities

C group

tt

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irk

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that

for lunch, hot

successfulhis

indegree of to plan their

Such activitiesin with t1 retandedthat of te daily not

that ilI ential the life

in childrenof

had fewadults

of thosein-of

to

the

of

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otabul v m be imflf(

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-77 =w -.-

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The services of a speech corrtkctionist should AV-4 ril. iwho have involved problems of inadequate pc-servic-es. Gens " CiinSiden- that }$VCk11

TA

I i , ' . canfold manner to the yt e 1 fa r e of rnrntafl deficient hiLirrn,ing remedial measures that can improve the speech efficiersecond, in improving gevelopmental sums of childrenincorrectly diagnosed. It is important to recognize. however, that Speech-correction services for the severely mentally retarded pu must be pro-

it

contributet, contribut-.

of npik and.who have been

vided by a peia1ii who is adequately trained in the understanding ofmentalk retarded

The c1amrso4 the tage for many oppon unities for speechimprovement, although the ice and counsel of the specialist in smechfrequently should determine her procedures with individual pupils. The,

arama tlAtion,use conversation in group situations, of and the assign-ment of duties such !,:re--t-ting and introducing visitors, answering thetelephone, and de1iverin raT ruess,agell may iw employed along with manyother activities.

Many severek mentally retarded children are handical itJ in-the efficientuse of the extremities as well as in posture. Defects in physicAl develop-ment are not uncommon. Their gait may be shuffling or awkward, posturemay be slouching; movements may be arhythmic; finger dexterity and eye-hand coordinations may be inferior. Nevertheless, insofar as muscular

G--4, Ge,..--z:ge W. The 8 rathologist Looks at the Melltaii DefiriemtSeksc4 Butastm, CS: 19-271 Are WM. Triinite

a

r.a

_

A

_

-:=.=-

of pitliama.

0.0.11

#kiit. 40 X?, -

c

to childrenand who

in a two-by

tfe,

pupils.

teacher will set

ofat

LI

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.) .11:f. ' V. '1'; !.*4

lit

1

sr

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4-5

5-4 5 4

=

=4--

=

315

In,

clinical

z

rrfYvI-. 16 THE SEVERELY RETARDED (tflTy1-.

development is ranv severely retarded children seem to Ii..

capable 01 With sutabie tralnirE!, antTI the activit ot t1tr c&s houLi k necessary jxerçjc

e

; fltprove Ire!!US( (Or:3:ifl !Uij piie-Je -!iEtL t triL: eye anu hani coori. i j9flflfl1O aetIv1iI- suc.n as ia1:ii

up and do's il se1T bouncing i b!* :e::b::!wiscand other txercise employing :ie-iiiie Cordinatio 3:r ;n-[1-

r

rIVhflThT activities, jn!i:i ZTC use rL= iflS[URWflSi or!II13-i body movements ad should -v a rr:nt re an th

cfasoom program. The abi1it t' t.tk w;:u: atr:w undi- attentjo.impedii theor progress ox otners. may 1w. a ±ry inwor:az fflrpp

for Imany frv-vereIv mentaliv retar1e cJ11uren.

::er the (levt:c:nien )f th: flh'r i:-ived and x:icting hand-eye co-ordLnatIon ttie Hnproc-ntiU of hner exrrri'. using e ()E-1 =

stringing iw:, hire puuk U:IO1!IL.Jti:g Ath cja. and pietUes wiI p--- vaI: (i)Iik

ri' h able to work with a simple Ioon and t engage n other: c()ITiEEr1Ic-t:ve ;hirr SOUrCe!JJ teahtr may DrnT:d.

F In :vdupi: te school pr(1g1r1 for the severely retarded c1iId con-FJI(!eriu:e emphasis ao fleetTi Te iiaied uno xwr

Ie:!e i iru:uv it 1otij:s an ipc

I

anhi ymb,'i' a:c :i 1i!JS should oe imor Qi the_t

,

&program, especially in the =iy :n{1!dhs nd years of the triijng period.Th! SCfl(11 program lur rainabje retarded child s jct aJv

Isih ie c:veIupmt:n of uI:u1c speech hahts: muscularL it zs aiso COflCt-JTif-tj iifl Tie aevt-op5int oi sKiils iUEWtIiflfLflJ t' Ilealui,Fafety4 and CtmILUItV paflici::IiØn Sc-ie of these learn nav

s:inI simple aned a; a iahit4forming level. The schedule of =the f-fl!- %1S ;;r[;qj witj gIvfIl LU (1CL11 n page 'v n-

I4

eludes a he1!1 education eriod in h;h ,urjJs ean te ca of teeth,c'a L

:i-ciotI:Iin hf(f Detroit =jreuec;aj!

r . outlined n!i 4t -;)1- T 1?ai careof CI()thn d: hir prr: of tile mid-day ,riiH- DuringEL: Uwir 11iU1tb frIn=:i me :i!em cJases ie re-cori on fpti health and..

safety Knowledge of fl-i community ofttn i obtained field tripe,.*

1I respc=ciaJ A groups itr,-retaticn of community 1i-p.: jiug akpkee during the pq1od. b. ajwe1uIcrnetj

programs IFI Lded children many Lne deveI.:

d

opment of good noUI:ePfng habits. These may hE fj)I 1fl31p.

tenance of i play tjQ1Jf or Uirouith delegating rsy,(nQ!hj!jf fo the carey)i the room. INettne,s, cIeauInes, imd om-r!ii-ss mayt: taI::i from

ahf:f:)st an::type i

iiaro:)m a-aivity

-- ' I ne jH2P 1 SOCL-rj flfH1Pymp yj for severely;; retarded children i=as been a styled ol considerable cotitroery Thej

'. , , I L

jj-l

£

4

,t_ - __ ;th I

er...

,

14-

. ;4111:

)

.! *

.1%'°

rv.;

qt("4.:

-Ap

0,2:T4 ;404.

q 44.

z.dt:

44.4"7* :6.i-

.'

;rt

'1.,e4;\ qC.! x rN .1%.

.4;:**

.rtc,

.

-.-41!irr-

11.1A.,4

.)A .

.2

s.

**1-

.

!.'

' 4PC4", t Aok-Ct '=

A c4S..,.v.. 31--1-41b,

T. .1. .

"

q 4 . I 4.

tit I

concerned,improvement

plann to provide the .tritining,

mosethe

blocks, skipping,

of involve

.

.

and_ assembling tracing, lacing and

coloring.children

activities a.. ,

.will to senae-trainitgLearning match'. 44 pictures

listening aspects

the concernedand efficiency;:-

necescike very

classes is

and cleanliness, while in the A program,page are provided inspection,

preparation for

Detroit"conference"

opportunities are t44telm for

develop conc0,0;1%,:,.." fr, vtii/

:

r . .

leariii;Th" ,k

V

e e .I.

. Li:1,.

,

.

the

the

:0.$': ,e i-

. .

,, *

4-

2

a-V1 a V a/IA TV lAjtjai

lswer may depend upon the interpret...a on oi wilat c institutes# academicThe 3.armng. severely retarded mud may be atie to understand and useL

t )ntqueiamie quantitativexpressions of

warmng; the-tood.

Me

use

language. main number symbols and commonsae and proportion may well within the range of his-hoi money in smaller denommanons may often De

a candyWhether or notLa 4 2 5D a

n acaueathievernent cr.

111

the

chocolategi_314.

...rpt...,4.-V v-L V

AtioWsrw

Milk re r

words and signs maysign that (.1.p_x_rs

that a nickel

I Q.w w I-

an Laa 2.. =CI ti

while useful rea.-ntally retatH

Ma:a possibleanSTOP, ior instance, may

ether or not this constitutes "read!-any of h-1

different fromndergartens

ticipation In

ces of

g ean Vr-2 E y2 I

[nay becIh1ren. thevery important.be successfully

an unimportantchildren in training

liar

a

. t 'ur-

and a

In gisett7 li(Ft 2 the

Togninon ofraeotion.-1- II

eyThtrhlsalt- V ed, *-Kut

sideration.classes will not be too

the readinr and number readiness expnences of children inand first gradeshese experiences

read, fority todevelopedcanbe

the traim

irent- explore

f.buJ cti-a children. Nevertheless,:anrot imply that a child

LLar

Will developis quite unrealistic to assume that useful reading abilities

the severely *Cal S. 1 g77,A

Veg. 22 .20E E _a....c

WA? b- v-grd

1.0 E-ra 2/ rctitrt

necessarily----rentri

sufficientlyof

WFUT

For the guidance of thtarded children, the daily programs of

pupil.a k 271 0 YV ev er. the teacherS.venture into tveffinning reautng work1 elle

Di Di I of hs.rni-to;".

*-KEL till

Apflendix on pages 44 '9. The firsttesy of the Salem, Mass., Schoolschedil for ci gr()up composed entirelyas the oeguin Therapy CEPssby two teachers ofDetroitserved

e

that the preacademi('so-called

mixei group.c7

A T fi-t4V .g_ -I-4 %__

1Iiaas

ira

successfulmore

intally retard-

Kt 3=3 r-,-.1141 ser--.Fte.ac

A V a e_,_ss_2

.vancerirea should*pupils ft- on

.or severely re-wo types of classes are outlined in theo_ these has been furnished by cour-,

rtment and represents a programof severely retarded children,

FE-2.=

1. secondunown

schedule is one that followedthe pre-specialvetroit,

pInclude

suniects.

Jr -13DrtN %._11 K ck 1_1

One w

fi

-r 5 a asorw 2,

akTh rt77

R ...-115_._.,,

programThis

"educable"

A classes. Since thewill be oh-

includes more emphasis upon thewould be a necessary departure in a

of all education.

is to provide pqpils wan maximum oppos.-owth and development. Therefore, the measurement and

function ok school personnel.evaluation oi pupil progress Is as Important ads

resa s.

opportunities.L.,.nr unel kg

training facilities

Trt clodat==ge=E-IA: &-ewi=thi -D-za-Tor aovArel11--/==.1 7 y ret

also = fre1ue:9 appraiat

'a*

_

respc_U_ a ai

a aMet rEEI than in the ase. q

E

ui normalI

=3 a -eat a lee= a=a

Z.ei7-11---1--

-T...:

"rf-.F-'',:z1:/%:fi:74 7, *--g- '.,-.;

: . 1.,.:;".... '-iriCY Pe ...,-- -.-, , ' ,,.._---. .

.,"- 1 iA . . 1 . 1 .1

/4,

17

ke

buya

is

for

itL-y

e of classin order

pupils.who progress to

educableu their the

who .wish to

is.Mich.,

some pupils,

)..!.

.or:. ia th provision of

14.14t. ,

..- .1;

..V:1for pr*Tiifi

:------d_ 7.

.. . . i. ... .

responsibility_ ..

.,.. '....._i

.ef -.rmust g44! icaille -of of their ----_-

, -,...,.,,,, ...- :Wilai0 .. -fr

i:' ,;:t.::.:. 1ter ea t applies o

a-V_I'kj--2,..n . .itIs pupils.,

....... :-:::-).-.Y7i

. ..,..,

,, ...??.-.L

capped

41A.

.-44:7S--.*_:_

!

vre

--

\t

v.;

Aei:

-,

'1

g:44'yr

41.01...1-

'4

-A 4

.

.10 14.

A71,1; it

: triii4.1_NC' 41,0,- -

AV,

. t

. r

c

'446-5).-T4.frt1W

.157

.

viz:. "IX

Aft

,

'-.1-r4t

"f: :r1:14.

01:

t°.

eldrou,ant., This )

14.v.

' .-ziL:

.

IP

I. A:

IIE

::_tkfl Ad .

is

giiA

and he

L1. -

± .; 4

';)+1; ""A r il '1'

- 41.'

, ,.1, A .441; 1-.74:- .

4.--

411;`,0;4. -0;14)1.. ."4e.

a ,±

ft .

..,ve

4 1

4.

. .

ine evaitizaonseverely relaare improvableinto educable

of pur) zrowtila

wno_1 extent

may o-e expected Lti bethat evaluations shou

THE SEVERELY RETARliED CH:,

mis u

-cepteci on aA they

import antA

a t-La 4

A:7:1 . AL. a become

Beca,.., fewA-a childr Aa-I

'candidates A

undeterminedound in most classt for trainable

frequent-eater number of children who will continue indefinitely

as V.7 E-1 01

trainable children, irequent assessments ot pupil=inasmuch as these evaluations syjt become guirlesdaily prorram to meet the pupils' individual needs.&

t ta--,N-NrArc. 0:j& al 41.&A = I /__- tat recortIctrt,i-r-y-1

Ti

el

contiinuin,eachtor of their pumts a more

should made aL leastinclude a summarmal

A6 -A-Va "

speech huenelicussed thewith

tour

children

pupils,

theinprogress

f(").t

Dams in

eachinformal nv t

of growth in indiv

F-01,

areadaptation

probably

implications

g-

4 -s.

w!l

rs

Q011

importantot tt

alizon to (lJecti

e-a 1 IFI1-= ra.&4:_q_A

=ta

This repovations anusocial afl

and muscular efficienc- evaluati

are entitled to knowprefera

about their

should s be1ais-

In individual conferences, for parentschildren's progress in schooland _he

teacher, in turn, cannot evaluate the pupil' ogress adeluately unless sheA X

is acquainted with the extent to which his school achievements carry overinto nome and community environment.

6

Some schooltion ofihichITU

ems may wish to auvi,

E-4

(-5

The DetroitI

i_F Winis recorded.

coord-4

ire addition,tion of so participation in

acrkr=tqga

ta-:-a 6 I utIL aix_e,

Is providedlaSS

A aC.4 V Uaa

1 use

considerationlAS Tr,16

ff-a e

tVli Lit.U.;

te.iacit of purpose, trustwOrthiness, anti reaction to authority.The evattration

or Wno arst

trial inisisFor thcnagnosiIt is the

a

8'1z-3ml-class

of pupil1-a r- afug #1-1F#A.a intervals.

=

pupil

rt.nA.., A.,

he

unusually

ITTO

ntrg6_. iIU

Dftrnber.v

'lity, objectiveschoola., VI .2g--,T-P ..orri,

reason to(OIL/ L

2

an ) ustiPti

0 n

A

&It Lirc,

thoseForsupplemented

=.2

any time0by the end ofof 4-7'.2r-

the servicesCertainly I

puintsw Cat-g.4 41 ffi-

-AAA 4- %-Fe_i

first

A se

objeTtiveuncertain

E-s A

IJD J

a_111

LTv-a e out

may occursystems to retest educable

pupils csA

at z- or o-year intervals.1-7-Z-*

6'1 = Lizai

.ohiL---eftv---insof-- as

available intruinmeasurements

Kormaturi y. It is -fIrtnp

a

II Thethe Appendix.

=mw

program `1-731 re!.

policy for severelygnoe4Uat_.%-

EL-

LAU tV2 11161I

are,

Thea _

f

noncerimi-.a t t

rt. into!re4

tii

4 E=,ff a -S-4-a a 4.--

frequently.1

-= .4.2A a A g

y

Ii I & -1-472

children

p E-1 pia ft ;tra t.

both ty

Lo

& 4= = 7=

.. _..._t_a_.,-

-,__,. ___!----

be

y the 'actor& imbeds we reproduced on

f

A

e,

s (47, E. =St

0.

I -

f4;g

-14 6/3-1,

'!!:tr,Jtil

r

-.V,4

71`

4*.

W

1.

:t:rtv.s.f/A t

: i

I

4k.111;::' V

r .

t19

''.,:16:1*

_

1k1-4Tsk.Sr,Lzr,.

- .

18e

are I.:1-1S and for thoseto

groups. diagnosirit is essential

be sound. For the

the

While severely iii keep ina

nnal evaluation of-developnen i progressite times year. hould

of the shouldbe lit terms

Theparents,

a form for the teacher'spupil progress. A a form upon

num'ar, anda rating scale for

=c activities,

must b"-

tts.poor or rapid progress, of

houid available wittedshould year of gtten

hose school Or if!i ru Toof measurements less

upWell to the

them & number ofrents , .-....i.r '

andonly to recognize r 'ke

-,- ----- -.6swihr -----. ......./tt--. -, . . _.t.

.soak izemigoW4174-7itt-i-4::i . '.

; , , ;--- -___-_-_7-

TT-

. .. ,. T.,. -

,

'Q.

4:444. e.. ...*;

-. ,ii7 1,4-,L. ..

,;!;,:7

A

,

..*.4

... 9 ' '. .. . . , . ;

.7' 1,.,..:;.. .4;1 ..:;'11-,..4,..;:.:P4-)....'i.:'.4.!..?11:fi'°:

;,4:4;fe":' . #.114.14.1i ;1 't-i 41 11

..,.:-/...-4-, ,..-7,!..7-07:4;rAi-b--.- 4.t .1,4:,,,' r1.1 __ :

. li r. ii.,-- i

14'4-4e1175

.....4.

44

reading

isa

a

a who

are

ofand

-1VI ale-ef":'

41

RWARD LOOK

,,e1Istanclni instruments that are individually administered by a-4,-----E-A 4.,a_=.- e-, %dm

S 1

competent examiner. The obsen-ations of the examinerilin relation to theperformance of the pupil sho have as many important implications in thet otal evaluation of progress he comparison of test achievements. De.t mons as Lhe continued e:riroument ot tne training class or inpupilsreganl to maul

f%-s-t-Warbil9.g..0

Mu-

h-s, inetem

A VAI A

theforebb5 I tic--

thatofInt II

decisionno

?roup must necessarity :Iv made uponB.renkhofTi ,uautit-_71 n

can I 2VW:* q v = *--* * ofA -- I eSs a itt...7

a.

the classroom, home,e-taken into account.

j ria,r".1L_AIit N A

ry-ty-t-MALL HELP TOO

tue community,9

it vugtbP- pupil's

and on

In much of the literature on the euucation of the retarded considerableemphasis H uponix,port of the midcentury hite,Hou

ff needa A A for ArtilVFCan The Fact Findingvducation.*-0=*L _ -r

in discussing craldren witn

It becomes dear

Conference on Children and YOULtil 14

physical and psycnotogical hmitationQ states:i ....,

. . .

',-t the attitude of the child's family and of the community

his1 .2

to aisabili e are oi eALremefamily

child,I iluservims directed towaru

socialmunity attitudes anti toward the anms emotional

react4-*L0

vn 6 EtI I

immrtance in his adjustment:in large memo according to community

A the community nevi reorientation and

V. .m viaua deserve consideration. .

specialnoted authority ondesirablewatat is special

a

enucztion.istanain

Inc

*TA rt 6 VI572_2__--e Li Z

a== a-eV5 A g Aea aa

A Abl Ea--I 1

for

a

= requent.y,Z-112.,1

severly

COO-

ie". Ce11

answers outanswer.

parents

en:

Both the child andexrctationq. The

education simu Lan-and corn-

qt-t1V -#-ItCe-*.a **La,1 4 Lhe

education remarked in a-recent address thatcation is parent participation as well as parent

have much to contribute to the under-etar

,ration

w*,*-1A-0:-E* A

-A-

problems.pupil's

Stevens

that he

must -staredchild

- I:*t er--eLIM teacherIs ear -m fir!=b1,

Fhe task o,

recognize

ITSY

out t

ucatingth -crier and

one step innat rie does not

parent"togeil.,_r wanIn dealing witn tne severely

E 6

etthe teactler walL necci to approach parents withem can give valuable information relative-and

V-

1 1 -1.1Z,11 AMISV-* Te -=- -10A

- --- -------=tae_reg g Agi A-K._r* ..%=et.,-.--

that have contribut&I,

to h

IneEI3) L .1 .1

f-v = `"' rt°, V e- -tt-tlizy retarded cnnu,4#

t s

11eat nut-111V/ for many ofto the fears, the humiliations,pupil's lack of development

Nevertheless, it would be inadvisable to assume that theprofm-sional personnei has no responsibility for counseling parentsseverely retarded children. Many parents, be

nevi counseling in r

s

tw=i-zrier or otheT

e en hmtility toward their= -

L-4 tVa Imitt.atter_agritire.

4.a 7 k_ _,_ e---Z.---:-.

* * - ... -- -- * -- --- . 4- - .... e a - - - - - - e a W F e .=,.

i- --t 0 --v.,.A .M-_--Va.7..'*_ dr.-. E--.---_ - 19,

CU---arm ftrath; pu414 1e5i by Hmith Publications

ia4

oi.

garWEits- 8.Natiomi. Society for the _twdy duon,

OL

the MIdituryAA 0,0 VPubHtion In:tit-1M* 1 -

- V 5-- t _

=

- 133Chicago, TT= ate =-4-

4. rr

4,St 4?.,.

P.Vt - .: it .

-a'.11 Lki.."'.......

- 1.: -.. 4.. . . i 1 ', --.. , . ,e-4-

19

asto in

educablethe be

tt in toot

'

is

sously. establishing parental' disabled

serious . .

in

'of thethe beLiCtCi 15 have pointed

is for toow the

-°)LL-''.Dt

8o

..sywt 2..= ,

i."7"- -144. 1-*4-4/'

_,

by feelings of guilt,.t 3eicil

Ci."'13::-'tr ,

4-1

I4t,S te,

..y4' af,I '

.

;

f!47114-

^

. W'

i:

4 tilKrI. ".::1;,ti

1",

r-triwiti14,

.

A

; .dfl;

t

+ "'iv-;\

11.

- ".41-

41*ki

..)

.)I f e

. ,

f

MC.

....,*.- ": ;_i `"'"D"

Stevenson, .6 isi P 2.1-, . % L I.1. P ;4 -$4!: .

1":,;:- I :77A1--4

Pr ' '1 It rl :.-4.t.:::12?

/:14`,:gfi't 'N

4

4_31::. bY Health

)5It1I.t

..

21111 .4 r .* a°;41,0 -

1 -..44. if.,

.:)-

.11g .4,I 3"17: 7 4. ;14 ; . \

.

r: I . tft ,F`"- a %, ,r -tr '. , . 1 ,AP

0:)1;:Zr'4:fie4".a...nArl...-7i'iL44;

P;

. . '1

_

'pr,,fietot !owl !.

IIDA& jos, 14.1 14: k

WrE

a

hii

A

and

the

or14 men centsregam_Premedims, prepared by

e. . 4 iiN. . .,

Yearbook ofwith

,

114I

):1 I t,1,1 )1 c 're

_ r ir 4-

i111

11 M

EN

EM

-S-VriWtAii:sAjcar&

,-74 iN,J114,"

to ttieir ownparents may

feelingsrefuse

in the Factterence support tin

C

I

about their retardedUn e

4-, -OA h, existenceIn same

of the problem. Stternentsenturv White House Con.

ri

inding Report of thei)slt1011.

An incanaci or chronicail ck child,

Imposing a strain on the i_ -rent-child relationship.realistic basis i both the parents and the child 1

nas q deep e&m-tit on any parentAcceptance of the disability oibe and often is, acme% (-NI. Then

childthe re tonsnt between the parents disabledAnd the an t_w_ ciiUnfortunate parents do not always respond ainfulrationally

healthy.CL 01 Ilavia chronically sic or markedly limited child. Frequently they feel prsonall tadattackedand Vitel or as though having

wrzt-,alc=5 in them es; in either case they are inclined to reject the child. Otherparents seek to avoid he facts; they -o from one physician to another, arid from there, , ,

defective child revealed a ar-,-Amp

to quacks, in search of support in their evasion, succeeding only in postponingproper treatment.

There is hardly a mother wichild's congenital defect. .

atle7:4 not rest-lona- with deep tee.ings of "__.out to aSome can bandy disguise their resentment, andact it out in punishing attitu -. .. Others, in their anew t 0 cor with

tennencies, Jean over backwaris sacrificing their fives.c_o n-l-etelv... to the detriment:

of both the patient and other members of the family.Studies show that parents with such attitudes toward their physically or mentallylimited chi_dren are

or that they are emotionallyhelp.

.caner poorly informed aw_ut dwease and tit,- ne_ei__-; of hi-drnn.unstable and immature, and stand sorely in need of

The importance of dealing with the problems of parents of mentally re-tarded children is also well statet. In Dr.California Medical School who recently wrote. 17

L. Se eimo of the University of

It seems important . . . not to underestim .6e the intene repressed forces wincil1

a.. become mobilized in parents who have mentally defective anafor handicap.1 children. At such times, to center one's attentk.n on -_ . fe tive child rather

,

than toward the parental conflict might he attempting to deal with the least mattfactor in the total situation.

The teacher of severely mentally retarded children probably can achievetlie results in wor- inv with parents who are harrowed by doubts of theirchildren's abilitiesthat their children are

ut

w

tilOSL VirCIAI 6 e rewits %,esp-a

.11ma H§ -_0

mtervais.

their own competence by demonstrating tonameI 1

progress and acqustmenta

aciiievxi by allowing parentsactivities ior the class and to observe the group in

Naturally the child's progress in E00 5 0

toat s

-7--

refilmt4

thein

4improved behavior and participation in the home. I1owevr parentshave lived close to the problem and who have h-coine emotionally in-vo,,v.cii in it sometimes may not be aware of the slow changes that takeunless the teacher can help them recognize he evidences of growth

n A timidly Personality for 44=sSet e=a tV-==" ProblemsAssain jcv=mta of Mental iwx=4;wwi: Jul l951. p. 47.

Om et is&P----q--Mts of Mentally

i!" '114414

e+.415. v--e1/4r`

. .*

4I

A

:

.

{1.4

lf,S'd.--;-16.4,4

-;0-=4p

".*cii) 4 1'; ;; i;

rV 1

A,jfr

T.4,47' 1. eit 4*it

vrri.

*ttljt - 4 r 16 .: I:' t;--14

Ir

, s- ' .c. .

=111

- ?Qr.t". i,r0714_4A

. I

't.

L."6:

_111 A

0,_itrh-rr- rt .

;41 I, .;"i

31*

childrk s..

tofound

16

often

to the

by a

-13

. .

tit

6

L

S.

#:

bestand

of par:w I,,rticinata

action

-.

P . , -4' .I :3% 6 I6.

; -. -vs6.

tke

.1

IP°

rikaftit*fre i?

),:' , 4?,. eAfif... jr,s.,-.

e. 4. .

11,

L,-"A 4"1:N

7 .

.;

. 0, . =

-.. .

7.4 t ;f4:r 1 ,44" ,s 4

7.4.

.o f,

=:--Tit:14717c.fr--r.,,

.4 'II-

.-`-

. '. .. L. , -On* i'A Itro- it

V

A

SIMS= RICIARDED 'Mut

a

. .

be

be in

pigide,-,

...;S.

ffandaspped 1611416410.4..,

Every

' A.. . t .t.,

II. '. 1.: q4'

r -

:',,b41 alt`

.

44'6.

-,

6-04

! =

. ... ....

!CVtIOiilflCI1t. It ISLrnportant. theitfore, that went ariciiatiaii shouldp ppiei:nk-':i w1thJneerpretv?: conferences arid hf- teacer wi :eed totiring into Die iiscussion the evaluative materials that have bttiipfl the RI131I'S gmwH aiid development.

But what about the chtJ' who is not iidkirjc fj-y Theieacher ot tue severely mentally retarcied ChIld is in a stuatic'n Unlike thatof teachers of normal dijIdrej in interpreting to rents lack Di rogress Z:fl(I

i:=c-:tnis. ih hi!d ;qThmaJ intelligence who fails to make progressin in-t1ernatjcs is still an indivldu&l who can make a satisfactory life ad.

: u:4:::-icr:: n tfluer abilities, i severely retarde childwh jflQi iack of training potential may necessirily he directed towardinstitutional

One of inc conipIairi;s voiced by many parents of retardeti children is thatthey vefouri d:Euh to obtain honest Eexer:s

; In the HelU 0! rflt[I:jjU1ICIeIICyI The t1C[, iiXSI 01 all men, mUSt J

! both !!i r;' i i jiiliC mii±t=

the assistance of specialists professional eor,Ie' who can aid in' the=

t()tl! evaluattcq ()! CIELItI. I may be scriooi- teachers or school social workers, physicians, or members of the professional

siaflr of community clinics. Whether the teacher, if she is sufficientlyoriental., a )rSIfjji vcheI s ive !lp responsibility for makngthe 1flIITfl[ti()fl 01 insutticir-nt progress to the parents is immateria'. The

rn.z b but it must b made in absolute honesty andfrankness, theregard and rect for the ntej:-en and feelings of

;

ihe parents. , Furthermore, an interreiaton 0' insuUicieit potentta! brtrainability should always hie a iositive aspect. SflOUJdunderstand what they cn co about the pro!riI what resources there arefor continued care ot tre ciiilu, iii where they can turn br iurter as-SiSt1!1re. -

Ii: some programs already existing for severely mentally retirded children,ur-ats play a prominent role. At the Margaret Anis Community Cerer

pi-oject in Milwaukee, Wise, one room is set.aside for mothers oi the punIswho meet for thtihT conferences with professional COnsUltants and to ina:ear!:i1 for fuiuiisiiing the ClaSSim. Daily attendance of parents is

SCUJ1C! to be exrje-. flowfv, in many SCliooiprøgrains. Sometjuiieii mothers of pupils aSJESrOOifl assistant,but the uesiramnty ot uus pian may tic questmzwa, ior it is iouotiuj ei ap,arent can oiAerve tre necessary oi±iert!vIty in dealing with his own andsill tuindicaimerj ill a CIflSSrfOflI SitUlItlOfl.

FMost public-school igran for severely JTj?1-S1JItT retarded stress the

aecti aH1:i: fl?ftcft tflr fl2J1 thflhJCIptt1Ofl afli guidance. In some instancesreiits have becii invited to participate in professional meetings. At a

recent of the iflha

deegation of mothers took an active part in IiL andproceedings activities

.

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accumulAted

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by capitalizing but

placement.

it interpretations from

kind and interpretation. haveand

the ychologists, *visiting

or

interpretation made,wiklia

The parents

.

parent-groups have employed

children

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of the nrfesciona1 #Ip -y for trainable children providefor ne:ing of pL:i=% !flOFf rrqient individual confenIn !fle-e mect!z i1 If jp1 ckk)oI flTSOflfle1

ct -s ea1ers a:d cr:ir. lii dç tne- Houston., "= cinsest}e director of special edtication =tresses the need for active paret' par

tiCt-i Thrigh frequent r1)1;f-ywfq itIi t teacher jjvisitation, the fu:c:ün of the chAs are constantly being interpreted to=

tFia lit ti see why a;:: to secure crsona! m1siaIs rt :jrin tafl ear:}:;:ig 'v rote a ;tw wom Iroin a

Th rreus f cas :::u;ij liii ir;:inat In att , T- t I=. :-'

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I - .. -ILi t IE1 ': L11. '- i-i j= ti jti) -1

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are - -= S - 4 their mentally retarded childrenUI! :-tc-u LU' LU Ii t Ui Wi-

I i r=(j

i-

They g-

a: - % I = -- - - t - I # _-__tt çC t tiiLtjy

jj fathers rii -ttunities LU A-LAdI -- motherscjj' in the same room with t1eir child. 1iss been fbuiidl that when

reccze =:hat :her d!E:-d:ren Iuve similar :-i!L,eni! Ti-v jpflrT1

their 1_1, limitations teas -1 __1 .- _t I_i' flYL

individual teacher '

herboth the groui anil cc;en:rice tfle 1Ti JIMeknowledge of the arni exjenees so- that paeiit mayenJoy similar rtic:mthon witn their cznicirti in tue home.

It i important then for che and- &chooi to reccwuI

that parent8 01 SCvere!y retarded children need uid&nce and cOIJISdiIW.

is equally important for the teacher to be aware that rent edncaticzi niny

U91Iflfl:% } most 8atifictciry if site and parxit cn their n'iJperieiice with retarded cIiiI. (t ii ObViOUS tflt the LtdCUi C!1I1EJtani must Tfit aroach her rnibihui to the arezit as an ii

i

':

te position P is best for Iflflt1Jt boys =ii-d

girls, Jut rather she shouI'i tcUow the ivme ot Lycock and Stevens!:m

the lr4! parents forwho ;ti I&4 WI L, !J3_j ILLL with LLIV

flrwers. flhItTh=Ug! her tth!i1y itU a U13 " 'fldt

tiere

'":i, (0 iiiterpret to imrt:nts UIV flhIiU or lack of caps.bjIflt: of heir :wn cI:iiIdreii aii her to accept thir partkipation

aflrizg. tize tea-clier may tecoine a va1!h4e counselor tO- itie j*renti'

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programs.r.aonthly wii

a conferences togehers other

,e Sp e--11 311i:1

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A=it I kr_7 AND

One of the basic reoui.non program the

Vaif

ava

OF Tlf TriTTi L'1

for theand effe-

Unless such services are provided,br

-conceit,- e--1

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flU

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R=VSnE EYCi nt_P v

e---Ms andcus I

criteria forout

and

that:

the

class mernbershi% aervic1 V

r7-1&.-6 6 a

becomehave

Tat_

a good special educa-I adequate, diagnostic

maintenance 0f acceptable

of learn'the ma nteriance of a,eptanie

special elmses-re children with other

personnelatri5little chance that the

the selection

a_a

filesa ,n

)

downresrir ler

r

frequently-

children

ildren deScrib--

ilaculties should not

classes.flow M%--*-*.ET*-`T- I

L _JL

. should bewith tne help and Euidanet of

and whometrists." se cautions thai

t rna._EaL -X

with

f

r the schoolqualified psychologists, vehi-

urea rv=4A

g

a st ,ation e2--

foa-st

w1-Z= "there seems to

extremely mentativ retard-Ai pupil woui£ rni in a

ese pupilsI ----%

A a, ....,. ,..-,,__,.

.i, ...C_,., ,t Ivin g__,.4---- I 0k

lain a good learnir,z4tenable in relation tomuch more im

POLL

146only slightly= _ukw fmt ea

tebrup,.r.Ea

_Ee

jjhave any

pet (lass than in a regular classroomrestricted this rotiohte one Th

fi etAIava= een formed In some schools

11a-tit-In fir the pufor educable retarded children, they will be

. .VI : 1 : ---f 1 trrl tV W .--.A ---7------ V

= va

e

47...

a _ions

3 main-are

when applied Sto

evaluation of the

classes for more severely retarded

-atwereiv retarded potentialssimilar procedure

retarded pupils. The d

will differa 'mini igtr assignments to

erence may be chiefly in thenectssity Lor accuracy in collecting enformation and in the ty

- 47.fftrip examination. The time I =4 a

a

p.The Children. Training &had -

4

I

11.

t-P 1`714 44_ f 4.

.

THE ASSIGNMENT

ofis

services. theAnt-liar is

?et:EA classes hEve the ofho to teachers than pupils

ofir whom111 the special services were designed._

18

n 6.-ucation sespecial 1e pointset

curen 01 iinin thew,"

". . . of child made

opportunityuFessa the selection is basis.the .;t1 of this

t tl3,of difficulties. III such

morale and itIf these

.

child'

ug,t,01,in

so Naait,

S

t 4ft

of

I

A

muy Problems

seed To Ite foisidered

special and

theirWake,

. . fot

.- .

with all typesis

classes

frpm the

ci tests employed thewhich should be considered include: `.

Ir. Idueolea li Illowilaeraltai itBobs, INS.Os

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I . P5yc*onw!rW ffrn-1!flt and uJion&--Ir ierininir ej!Jicr eiigibfljt'

p1aeernen the I

cvereiy retarded differentiating t .

DCLWCflfor n= roup br or

It

trainable and educable child, extreme care must b exercised to obtain a trueation (if the pupil's otentiaL Thee tiidd test of mental maturity hôuj1 t

UF)pIetflCflifl by measurements of noi-verI rform-mc= and o-dai eoriwetrtThe must have considerable experience i n th examination of iiuttitur MihjectR

2 rerort of a recent amin-ation by a phithindicating trgn:c if av and ;ttirv of vqcai iaiIite anL ütj

tack.r rr esetittl In some iflIflc the oberaton of wda1jptrdative to uditorv or iuJ acuity, brain damage, or pychitric fflctor maye1trenr1:. imprtn-t.

3. Developmental kistory.-1n this aspect n( coIIrc!in the necessary inforrnhon, the parent must pla an importaiu uk. nirmation must indude: treage at which 1vdirnient&-1 ieficendes were first observed, the pngrei- of tirchild in the acquisition of certain ki1i nd habits, and the development of mcit=1behvor

4 Family )t'5TTfl-t flt1 social WOTCi WhO are eDgnLTLnt of the familytituation will be most helpful in determining whether or not home and publicschool placement iii i beneficial to the progre of the child---&nd practical frontthe Lndpoint of family relationships. in many intncr this type of informationwill represent the most important eritrion for the determination ni iacemcnt.Vthether the rr-tnt are Juc-11c in terms 01 competent rare for the -irrIy rt

ar1ed 4-i1 and hher th f tie thiId iI cnntue hr to familyliving cau i, information i relative to thepersonalities of the rnt; and the relationships within the home.

5_ Observation c=f weld bwior.Thc observation of the examining ryehoI-o!it are imponiant in the evaluation of oei&! deeiopznent. However, man candid3;e for mr-i may iave een oiei in nuer school trup pNicsthrkindergartens, or primary grades, church choo1, or rei:tional activities. Ai)flirChOj1 &f-II are (1CVttOJOti, many children also may come Ir -t-operated classes. It will DC iW!4)fl;Ht to obtain the observations of JeEer andi6c-her of isc prograrn who have had oppw1unitie to observe the social twhavior of th hjjc tinder consideration.

v_ !!for officialr)-ce-sary a school to assume te respOnsibility

for (i)JiZflP flu_I oIganizin: IIIC lriI()rinatmn, arranzing ior

evahJati1k CCiIflC, aria SUtfliittiflg rfTtORflflliTfldthOrIS for placement orexclusion to the superintendent or btard of education. In smaller cominwulies this rnay necessanly be uie trnr of the special cias wo ta

rtriflQ adinntritive thiies; in larger school districts it will pro=bhbe tiieu!reetor ,t -rf=!IaI catIOfl Or tsvcholcgicahrviees.

While asignrnent t the proper typ-e 0! CJS8 br reiarJeI DUTnJJ 8I'

obviously essential to t1w maintenance of a ciod special education rrrnr.the necessity f being professionally ethical regarding the diagnosis arid

placement ot upils w}() j} extrine lower range of trainability is

equally important. Educators and ywliIogists have no more riIu: t

diwtmn 01 the in the o1iieI irvI-ew mwy b lewd in the 4a Jwim(Midi Ddcwu "Parental Ret,on Pdgic Mrriunt," by Marim M.vi Jt4 191, tn

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ct

aa%.t=t !-4

psychologist

Physiological findings.Adeficiencies, a

pertinent

he

19

care

presencebe determined when adequate obtained

.

become

required

.

are at

P

I I A rolaPeat.

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know

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eventualazardous

g acceptedchildren

health

)r

t=a11

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?sic_

of inadequat_fits

iuthle child

to uay%maw that

and of total fam_

pram

V

10

in A

programu

hould be enrolled EL-i

ons afftinaide

-V V

mentspecial

g

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it igschool

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lii

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decided

the_anon alone nas

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era Ea-u_ar

a_r= or011

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A-=

Icier=-1gAsAd resources

v

r

9

prob- 414

A

AZ As-TMVS *

'ig=!:f=ff

8 relIv an mirk, role in the evalua,a

examining

theworkers =-=

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a=

1

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,

t

(1- IT

Ji

_

anti

aU-L.1

the

a -V

r: Lum prafetzSioniiiiuber ot team.me evaluatniz group should pose=a

onenti=d to

g

a 7-Tine-CI t3 1

E=g--=-E=E I a a 2 a

ucatioextremely hazardous to

professional

fat:.

Tyra.a

in

are zri V y

z=== g I ==g v _ a a

June

iicrsonne=V"-E A A NIffa I vaa *

A.1L-23, ba am- aa

-ff-=-7 AZ Z =A Z-ZA

Z,V=-,1 V '-== &

retarded

rerfr

-

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u --. iv.,

r

mislead false :floras .for life adjust-'fl, tie to temporize 113-i

?mac, a fish to to w'int theirit:, t . '-z,tikli 70: -t"..0_,E manner why John cannot in,

A trai la 0-4u1- 1:-,- ry is to '4----;-_ enrolled for limit --4= periodobservation of her growth and development. They also have the rVa, toec,-Ar-ul -_,Ith, rex3pitast e and competent relative L-Lv, issir,

.

ability of enrolling tbAr trainable cdr in- day school programs, for noti.:11-,_2_,2.4. children should geo school and remain

es TA _: ,! t; -_-4 V16 *1 cannot 52 the llvt,ilei ,

justratnt =flirt

,..._.i.,_. _,

.,. 1 _-_7,alst, tk 1 th, training before

4 . 0 . ./aartq_v kily.-7,NP, ,.,- -ILA,.

ii---- 1.4,- -l'od.w-,. -vit ii-,---s v. -f'',,,....31,.':=7 1211 .k07`..rr . - -ty- Yr. T401..- 1- ,. - J. -ato 4-1, *,--,417.2- ',1-47- 7.4%; ...75, c _,...41:-.441,"'1..,14-!,..,,7_.:,*.ti,'41:7-'.4-1'.... . . t. . s -IK".4 . .,. -1-_" .F 'A --1.%.0.-.-; __.

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... . . - a ' .

that even a

It obvious

or

A

1 =

,Lvitit-=_-; =a_a_ alkEnecessarily 0,f..zaonnotti ag well az on

information.1.--n-Ftiete scuriTtpliet' imply team avyrtL_I-id-cm

decisions ratting c;alke, actual aoceptameez of =y function school

I, Li States Lipos ctt7-L airrLv- 11iik;., Nevertheless, -114:1 for

, of ttE) of dismissal iue to- ineligibility fort should 6 ---,lade the itszins of data su- ii lty

of 71,i-g-aous who v6 opportunities to 0Ne:-:: 1 tie =[,--rforbo--7,-umyitr .41r,47-:-46

an--

tE.=

(--*"t.._

V" t ..1-Aiipresented the IHjit.i: 'it T

beenal.. .,' 'kr of the_

oi-INJ V* ;_,' for special c,Ir.-,Plait ; Ili :1AF1-44 his or must

. . ..._,511 , ,7---.

,_ who have,,......, or

7,,:::.,51.71

knowledge f, .: -o hit family, including

- .;

, ilk

...-

- -I4 t,

4.' rtIli'''4! *

1 t .46 _NP--.-

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..

lut it is gA '.0,4:trf

S L til4- .717! t -';' -..tCil

114

J:fli vary aCcorvin=

"to kjf4t(4,

ferc-,J13-3, a Asyrati.,

--(

EP-VITTio allt34- twhich A

I 14

. As c-

`Cf

11-7;"- education ri=i;4---__Ig2 atieque2e .

diagnostic -..3 ..4_11- -4

=v.? -a, jot provide oirsi*e-.5:ezit.1,--

_ flitr --1------

..i, .... 11'...,

services f Olf ---t-ii_*.i.t-i.

l

l- .4 At .

' ." 1, .V !

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..4 4.11-1 ,A.I;

4 1 _. .--...11 I ,i' -+t*-14(

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__, .a04 , 111*re ..,...

- ..---ca.-406---.'.. ik' , c

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f '_ ,-_.

a-

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40Ji-ik 'CA

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et,

P ; 1,1 iv.: .

'AO

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T.

." f.:

parentshas

aor a

a

a ownbe

community, social

day pupil.

that the of timirfamilies must be by qualified thebasis /a ato to special

clams be aadministrator, Bonn board the .

toa class

anumberand pupil. .

The annposidon of the evaluating willlems andIf the .child has

andsocial

teacher socialbe

and beexistent* or may bestun* anyspecialists, it is aprogilm of ',acid tim

The members d the severaysnot at the Office kci in 1%1 recognized

criteria fey the non.acceptuics of pupils in classes for severely -

They agreed- that the foliowing,phildren not be'Op.

at_

t

414

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num

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mitu

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tum

nsou

utom

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Mtnems will

__. the ei

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be amen by group sti Alia LI or whose11

Alia 'nose lack cif 'Tient-AL

physical condtA Ctil

would not warrantreasonablea 7

:notional maturtion, or whosemnt ifl public-school claw

at in a class tor severelyrie c-AnnkA adjust to nor pro

wme_ be IS a membr

mrn lath :veeiercAse--k1 In a nlyt.

a or may LJ.-

th, cti

tin!

criliarem nr,-&---as to ix

and psydiitric personna.who cA±n:

for school entranc=e,. estahfOr many

modification in

trainablewho, after

-mepu-itis jEw

s ant t-s iirole

RELATI

ren

fe-- -)nTi.c

hasi oticL Considerable cAution

be recognised_ y mo long-- --mulct. The exclusion of mer

Ly a .----art_-__,u' evaluation by Mucationa ve,

t ui

PUP'of the group

rria-8-=

intellectual

found

4

school evrp _aW a

110

2_,ar

iredhde eiriv trintn n rttrams may

some L-a Make nuhandicappei chddrcr

accentevi for p1acene_

offlinue to present problenas tor interpretation

school

egal provisions make mandatorytor public-school

SERVICKS53 E IAL EV

SetIGOI eJa ,°Pell extensto

-st servie.-c-

theaining

parents.ofexdus

Lich in-

OR THE SEVERM BEIN AND GENERAL SGHC:tJL PRO

nOLD 'Ft/ THE

74 =-7. V

eyasretarde4 pupils rather thanpossibility of etvrtain pup--up and downrnakes a L..,=A

# (W2

trainable

"

present extreme rti-.1.

-A I_

ProWe 0

;de for indiN

A

raamez prol,__Ay may be cieve.e education of etlue,F.:

as a new and independent provam. TheoVi from gre

= = airnast--Es-==

en may to ac

tne OtIJha-ntIR I Then,

are in existenm,educable Pu

WE-atIC

wno

X

other important reasoLW Eli severely retard& Lq

or development of theextension ol existing services. It

program

advisable to v---ture pret-A

EIS1 yL__AE_I a program designed to deal wi

dealing with less wvere dffennoes_for

extreme

willre

aac-ra

unless ewerieneeMuch ot thepram

N=E-

the

rhtencourage

gild muscuiar

edurAble E

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I. wit

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1:=

a3. who, jr

hhas anifwew tLt Eraof

A child who, upon ne [Tie diagnosis,ill or

',co=

aerfw affectedthat

ill

5. A 1iId da .iforinologica! ator.LiAariSthe State,

seem desirable mentally State relegal for f

o wio are antichildren diagnosis, are considered in&gih1t forwill

tose7viIn S the formal

4 n aJrist ccr: t difficult yet necessary ent-tot-Alvel

ga -as az of ; A

Alaren

integrated./jah educational -LOIM

for ite--

of 3usxzent in thee ty within Me group -esot

ant are the

difficult for

a.=

Wideningteacher to

at.

e

(11-nriat;J:

t,4:15

the u.

formation of good tavIvi41.

=

willCO,A__-4,4 ac,;--vc.;----st-y ,_

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children. Lc that.

,'. L.-.----social 4tr, L,f-- -I, --Jr .-_,_... ,

similara. ....,

school

f7-7 proems :.-7-9N-ci

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is

4.been to be

to bebe-

amply with ageby

ages

be

a

best for

we tobut

unless ofclass required

regular grades.a

an is rarely

inhas

puiAlresemblethe balite,

borrowedlarger

4 ".#4'

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to-

a-aaaa*--_ '1 _yLL'111

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Ofy kn ,-;se

educational facilities rather

a =

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wptwx=_ ant work.

ff_

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than Na

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f_

1 I M

aUptX=-4

_&luau frii n structure.

==

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a ...a.E = 2

ar.

a

pROBLify-'7%Fa

for severely retarded c

N.NN-*

1

es.. t.r.entnn

tv n are

is riortmulsari

administration.

-.:

11 have

=ff = a-a #

von

ff

rt=

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Ziff

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,.., ; -i ii",'..-_ ; ,411 ',--;-:.- ..i.. 4. ' ,Wr .4,

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a s - i_ =', _44:- '..t_ . nik-ri.

N;q4...-,44t. 1 i. .4';_:_, ' 4 ---' . ,-,- ( -....c

SCiz, -.._.-.. A..,

, .A .1*-: 7..;rNgv"'.wir:.. 4-

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PWL-jea

[itesuir-ii_te otly io their the dezreloperfor abver4- retarlie..01 should prove iscfralig, .c 1-

of _es, to-4, it important that the school,I14,- or I, s_.._1- ;_ 01_3_0: hotaii It.4-4for _,,,,. ,

,,._

co -,1:-.i.: n- 1, al services. AT(R4

. , _

r

many =4'

14-1'r ,

-

$.1. -6 -0 education higs

of

the --it program. h iL4 "- _ _ _

I f

!

-1TVE

cfier01068

become acceptedturn related

it tof The e--plr-

ielik4.112

-6; -4, l--r-ll':..-1

C1- Itmar.a.

- -=

I_ -

I

U school ysteirs maintainedtO what satisfactory

tze eitheryh

basis,24W-41'741' tritivaya parent or

tirdtg.

tte(the

I

;iv', 4 -.

-t

,o_k7 : ' S, 1.tri-

.

a .7-- 7-

aiiizt-ti im thet.

pl-krare

.1

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-

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4--"ftera.

I alt

I

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it 11 ,41 t r i

44 -A. -.a, ,t

1. *41 r 4 a 4 .' 4.;. i0.; of.ft

tfr'4#;:,, ot-iN44:14-

; - i,,-` 'Nfly1. .4- 1 ,

e -4.0:4 . fram - t --m-

-

&kwEves severely ass

dmof

is

a part of total

gradually evolved as an in-part of important that a

venture in the' handicapped pupils shouldose special education Wadi to

.

classconsider many details

of parentclasses may invaluable leads a

bid ideally operatedare In this relatively

explored field, initial will have to be plannedcarefully calculated Anticipated needs.

wed orraltisation f two types of classesNevins The first,

Z.

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ic1udi:

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tyr-w-t,

cy arrun4tIon

organization

hcr

'-

bern (-1 --rs* L 11

1r = : =I'

are Twit h aixive

4

tISS-t=1

andd_ However,

the Iirit.ir sonic

LLiltie pupils will eventuallyDetroit's F 4.44 I

by havitaand T' more immature --= 1USA k

possible toatinitial modificationNevertheless,

MIS anta.

morenmn4 rt

pupils.

v)rt-.-e-Alore mayrX1,ktir-ul 1C1iItit for

legifilative action leastin at ---ir

Wisconsin) wems !tI rejuarr =

a complete t't upas or

cizt of damesfor sevcrel

r_

experimentation

numberretarded

afternoon.attend

I 11

for

-"P4- ofT 1t12 a

40 al ream

more

differencesin the m'Arni

ler antures for anirutaliv rct:rdte's don rinrsota,

mt program invoiitnhjltv anu educability.

childrrn enrolled =

presently maintainediddren varies from approximately

6

to 18.NC4'11 Mat. tif present =

1

SInc{ anklarti!- ir-

indicAte t

that the per tea( moremiunt conjecturedould I ome- However,

1 Irit

=

nor has thereconclusions relative tt, ----tit till-1i rutkpii*&&&k& k 4

educable retarded childto orn 10 JO f

i:Itirrngroupavoldance

should largethe

enough # p

tle-rridethat the maximum umtwr i1 pupils whichfrom to 15, o l*--(_)n rankl_

A

pr''

0144

teiup=orai

a chronologicalin1

I`

are oeira

thr evertqSC

er.

I Irr= t_artit_=7.1

14a. Li Ca_

rxr---4nen-c=e-3 ano

amEgnei

t 11, k#,E a L. n and

is probableciiisS IS

c;Tntnbut4irv

the 17 arent-spoqoriTiel.. are nowlarter8 rented trom churches or Miler organizations, or In

rooms afAuirri-( front --ommum notwere not origin- lv planned tc schoolfactiie is usually incidental to

ring a n

Most Oi occupiedities, and adequacy

fact that the programPuhIicschooI C afk-S-eS may

inadequate classrooms, in schoopurposes, or in rented quarters similar

'ifld in Imthna and

ate anuthat have 1-arn p-if-candoneki for other

4-se tea b." parent associationsevere4 retarded five existasses.

for airby

in cities m which urNrams forf

IIIient-7-1-1 of time, the housing facilities seem to

t7=- -ener=i school purposes.comparable to

2'-- "VC.- .,

,_A. htogi,3,_ ...;*.; zrl,

tr.r - #. k a0i/ - #t iA v. % -` *I

I. -

t

- 4*

lot4i....."j .

.1t.. .',` C..r - -

. 1- a , , . ... 0t _/' X i -2--gri,1 ,- 4 ,.....- I _r .. ,. V. -, .. ',4 :4. IN,- a.. , ,-. ,-, 4-4L--z. z , .0.- .,_ 0, ,, USLi

Lrata by the New York , ito T., Ttrwyn, . and Cincinnati.Oho projects, enrolls only severely reivixiwi children according ta sta.azda set tri,, locaZy. The second type of program, an exparnpi of 3.icltCa (kapok pme.--,rial cLs enrolls children on' a mental age basis and

pupils &lose degrees oi earesults, below an IQ of

of fltiVe -been as itsecond 'type undoubtedly increases of the

in developing suits learning ez:_!..f.r:anoes, of therea4 for reading anti in-

aruction. in some centers have providedib development capable

in theIt is the second

of. children.

nddivision fine mails of

ofdamesNo statistical study has

that to classsizes. classes for seem to

maximum Aupisit be loan of severely

lighter.for suitable

of pupils' upon the Itshould 1,2, to

10 the and mentalof the pupils to *e served and their

any of housed

the roomsof and

the

to

tubt---;r:e, Tor

- .k -f `

41s.-

---=

- ...

A14::-# ',/la 91

c-c

.

-11.7 0,- t

3

P, 4

c ,IT

X

28 Y amp= anth

is

become number

be

a

ages

in

spaceis

be

be

FORw kin WO

iiAueun3

dowel,

t _ also_.nh- A_ ,--3

) are Ail -t--

should . ..,N .;. _

first f-i concerns4

3 (-741_, 4:

I%

1 LI tA_I

enroll

room-

t

---efiSItY

C

classroom

s

I old

-S-_

---**1- t

-0

-r ILl theI

vI ;irtai

]ct

-

111

perhaps4

should

1

-

!MU_

al a f f411_4

be cl

ALI

children

_ *i i=11, 41-

exits,or 11-

a v

of fireproof

4 . . .

1,41'311( -4_7

Iforkij #.=-N tr, t t

it

till

t_t

L3- ri 4eatai4a4

and 44

=-I. I =

, LI 3, kIJ

constructions

to tlt

.4=111111_g ir i *-Y-Iiii EnE.

.

Wilt

same 1_ =

should1 4ihabits - I f-4t

tor the ;---,rvcrci rets

severely:I- ail ri rcianieN)

II

li!t 17'4-1 I,-=

1-421 444:4.1 Lk 4

adequate

a ci_e-a=

= It C I

level

and

llt or of

access t

tr)e g-er

Is of Iv mu

- =I"-N 4 cit. nC---FtiOre-

susceptible

_ _ comparison114

!kr-.

program cornvavac

finger L1-4r-

Rmitrit :4

nen= the

4.11.74 the 14

t can t' r

r-4,-= L et I,- !lavei beena_ a

IK. 1iou,' t iri .

not

dings

t

=

or

44-4--.4 A -4_4

Ant

_

;-

within=4-1_111 areas room==S , 4

3_1-- .1

a33ka ,-"ktOI 4 ,,ess

Detroit,rf 4 I-

4 p 14. _

e_rou

successful

school IDU Itliiigs

Aff to t-- -1=*_- _

_

--t--t

utle

of the school

public-- )01

tendency arm

N

restricted

4-41

4

7c-i=triv,trwould

ek

.1 t 4 =

f-S1r---11t:5-11

explained,

111 quarters

- = = 4ti-L.T ====-=414= =.:7 tit =_71. ;Ir tri

pro.--vrarl-,.._

if= It*k =I SeVerei

questionir parents IP

I4. =f--= -71

4.-q ;__4 4.

retarded *

stigmata 1) r _,

must rk."- Fi I (-1,ef__ I V

i

V.-

t 55 := -

k 1 I

=ill

k

!:11(.;(lis In_ =a-

t

iaI

4 VA14-(ii11 baiti

-11

inereti; the =

.43

6-j

Te_st_botli

P

5th

) U-1 sump,s-A, 444

thr71 4 =

==__k 'LE r-r-rirt-4

5

1

==t-

;',

, 4 wirl5 .

I,

homing for presents severalThe of factoni. severdy

Feta:L will not only extremely mentally socially-u who are 'Ny slowness of Fait few

orthopedic handicaps. view ofin buiings in

malty to buildit4 pernaps the first floor. rneof long nearest

negotiating should

oonsidetation should probably be toileteta the toilet adwithag the room. In an) case, the

to and on the astoile- for thl) school. A. lavatory basin he installed within the

The of

child.classroom also need to Ix to

children, with t'lorts-tha-racteristics, Ri.11 to !)e particularly to

infections 32 guarded against c.onditions that be hazard-ous to health.

While the size of the sill smaller with even theclasses for pupils, space required for ail-

effective and is to or even thata normal classroom. Emphasis upon large

such as games, play experiences, *social living experiences. Line thedesirability of setting aside the for Nti.ork,

and ofin a restricted

class should Le housed may also nerd to be considered.in regular

and although, LS theare for retarded children. Otherpublic a housed of theschool oy i use (Gn-

,

cimati, iy the usable space is ia'Alit for On the

toof locating classes jn regular elementaryschools, especially the physical then/.

This

N

vv.: 7

t

rt.\ r; ?Itsi I

r 13: 4%

;;_!.s-

.

of the neighborhood school, llus "c.,,,iLurti against co / "'"1:4 `;

E., at Difiteheer-Nv_mvi Pediatrics,r L.O. EVN.

.....4,,,,I, t.....FA. Illiawir44444 ,... A

edim

ilk.'W1

`trIt.t: it.tV1I'''tIls.4i

. Ow -

......;44..,:i.,..5::;;.#1.1:r4:0 --1 ".., t_ j

14

71 .:1A:71.P1.--

untp.

29

needs.

with In

be

be

New

Ill.)Ohio).

as being

Is !Mem wad° ofmaders -.p.

6

/ 'l'.-

LI&

k 4:4

,-

'';L- t

V-)

.4

t

; ,: : 1!I

#

tL. L'i :::i:

...: . : .'

:_:::

:,:;

VL.4t4 -

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çr;- -

.*._,-

L

!;

(4!4 t.

A'

or. ;

A

i

--

$

--j

-

-- , q--.t#. -

,

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;:::i:

- .

:- - -

-: w.

:

: .'

'1b classroom needs plenty of pa for tbi deveIo,mt of coordinationsI

and situations that might cause tensions, and the availability of ü'Jeipiutspact will htUtSS11 enter into ckrisions relative to houi ioiicies. Thefact that fXit1fltZrIm riavereer: operated in rented quirOUts1(lIe: 01 scflooJ t;uijiiiws ini,r inc1icae tnar classes for seveie-iv retarei}jjj need Ik)t fu1! b

:ic:c3J eIernentar5c}1?c:iI !rcr1sor staffs or the avaiiatiiiitj ot t!1Sfl)ftflis WIflfl th reiuiar school mI1u:iits.

One uestion has been macic that cIasse for the severely rtir1be utd in community houses or recreation centexs This suejCOflli4FeS the rraintenance o: tne traning class r=v personnel'iUflIU fle morning hours and the tf

:'- t:umtY centerin a rTf1()riiI prOr3JT tftirn

Suc;h a plan hasthe added r a combined school ami couunup1t:f

ii, agency auacc UpM1 te-

Public Schools located one;: - The Detroit i;=e av=eare nurerv pr

;. In a School ttenctee Lw older re;!rrei !ir1s. These ris narticiitc-v*

jfl the nursery school program ulTicler the IUMif of the charie.it Ia also been suggested that Liiie uc1i j;1a!1 niig±U be in

c

taUishing classes for severely retarded C=1!hIrf:fl. SIrce there is so littIexperience to draw upon, any made must nece.sariiy b

't

f exploratory. however, such a ita; ol the comnnjnnv,. -. , a .- -

1 . J.-: atttudes of teacher., availability of sriaee anti the tvn if

that isdfr*b! must all enter nito uJeeIEions reanIüig hOUbi- 1df cla..es forrn SeVet'etyretadedcbildreki.

JinL1 of Mzmv of flue axis foe' hereiy retariaioperate o 1uWday schedules, atoui=}á nu,,ibe' ofjtji

0 #4 ::

':'S

p

b4 :

-

...te , , .. . ,

fti"...

'It

- 6

. .

Ali et,: 6'' ..t", X .

".

Maio

,.."

..... ' successfully,..,

1 wait acceptance

.

might

.. public-schoolparticipation

.,..,

e

... the afternoon, i, advantage of providing

problem.,A, .

,

Ibft

educable

teacher inconsidered

arrangementsconsiderations

,

_

I.

11111

.

n

% ; ,

14." , 4. JAI./..ik)

dM.-4., . 11,4

A

'I: Nr ri '.)

rt.(

' et ,

Ir ItI '.17. Pa

r

13,:

= s;oiw1at mrtf:r t;haii those for normal children.'%' !icre- tne classes invo-ive otn ri:o-riJrii aria ai:enco1 sessiOns. tHe Ldric:c 7

=- i1()iJr i QFfl cor-si1ered a part cf the school day. Both ew York Cityand have modified a1Ldiy cIe1uIes, anti: eat their

noon Iurt!e n a group aj oie irncrant aspect ot training tor social

living. In EU:1LCI!1fl;II a rest perThd of I h:;Eur hiIJcws the noon lunch, andschool .'

the; puils come to J:(J ji are disxriisd at 2:;O. \VhJIe trainingin iui:g habit is an hii;°rtmt aspect of the curriculum, opporturntie br tfliS U4 UOL entirc-1y limited to tic noo ..

!uIc:h.ctI1:cr classes that ii

oran=))v=1% during i-

'. juice, LU# r=

The final :eciiczi as to the UngHio1 the choo day will probably d&fl:-: Z;A individual jJTfl fl9flg ip the group.;ri least mature. scicaHy c

i i d by*nail-day u!:eriIaIIv ft'LATt1eu cflliuren may

; schedu'ed [0 full day of activity, particularly if considerable portipn. of .

the program ; to znuit ames, liamiworL

experiiices.

Transportation o pipils. hi the larger cities the

for evei1y retarded children will nxhice IircI1ems o-f pupil tinsportaoi.retarded J-4TJ u jt tr;mprtatio services, antit;

-.._;it !1a beezi toimi in some ctiooi jFtri's that tte more mature sevei-elv

retariied pupa can be tramed t, use street niliway aliti U5 routes. Mm-of these heever need more rj provided on

transy:oriat1onIa::I1ime5

IT£A& many States pupil tT1yWyTfitflfl I 1h1(t I-Ij vIug,iaccepted freecontrol, and any child tor sciiooi s ejJ to

a.

LTnortaUOn distances, /according t ti'e 9fl5f the sctop laws ofStates. T

HI I

scioo acceptingI

innzaiytfl(:P suen mstances severely ,re. I,

tarded children would be obligated to for those wholiNe bevon the distances specified by Iw. Since these pupils are ziotfomr Tat Concentration and classes will necesariiy recentniuy ivatu. '

traILspoTLliLlon may beCGIrI a major consideration. I ii some jiø.

ented transportationschools responsibilities for the ot se'tniiv itarieJchildren ha-ye n given to parents, some of whom operate Ci: a iiwiOIbasiL .

many parents of e,r1y retarded children may volunteer, to

CUIILIHJLLLV Ufl$JOrtflt1Ofl in mier. to obtain miblic.schooj privileges. it ii;

. q' quite thict interpretations of many school transportation lawsçjJ require ç*rents operating car to conwj with reguhttjo nertah ,;

ij= tci t:wdi1 eqt-iwnent, UISUI:IK:e, flJj1 O$r ach1 IIj.pOVOfl- ThrIiO $Oithy s7ve fCtrXI children. shotild

- .fit ijflt:i tti; uLIaI pattern c=i pup*i trauaportatson. I ie tv1ce extento,th* z1uI:I at Lst he d provided for all pJDilS aMj'._/ .

: .. .. -:- f . -

:

'-:- .-

4) 1-1 1 . +-. .- .% -

t . -.

'-tjA--:4 '-

t iI , 44 r:;-q i*r t, ( I

S

p

t,I' '

:. 'E ' .. ' .. . , S'; '. ... . : ': .. - .

.1A Et.7t:%'

4 ., ,

3 .

t Jr

'1;

a

4fr

niodifted aII.day progra'ms,

Cincinnati the pupils

atacceptable

type experience aremeet on half-day serve milk,

or a light afternoon session.

upon \problems of theand may

program. Older severely bep a

devoted or non-tension-prod i, ,

establishmenpA classes

Educable childrenA f-. 4-1-

,

,...

... .

children, spervon that .

, t.,

public.

;tto and

ot '

44tas. .

enrollment 7.t- ,

provide transportation

. ;.._in

;),,

While.-.

. . ..,...

posit& that.4*

pools

toot there seem tO 6

comparable to,,

:

:32

tI'I

t

,

14

,

.t.4 --

-.

-

-

';- .

& . .

ft

__,

c:

,

".

:.'.:

2 i

. THI vEREIx MRDD

sjiould allow them to benefit fro the n extended o otherhandicap children.

-v1.T W r-y -r --- ,t .I I I k LVY if LJ4i A I--:it ILJJJ V ' iti 3. tii

()Tf of the most baffling problems met in estI;1Is1iii new forseverely mentally retarded: children co*cenis the of qualifiedteachers. Presently. maintained groim are taught 1,v teae}er who iaybeen recruited fron diversc backrtnds of training :ruI xperieice Seinewho are excellent or acceptable jo lv succeedt chiefly becauseof a zeal for servjc. Others have specialized training the fieIdt oFmental cLaatIon or xiu1.1 school zuv'r, oschool facilities for severely retarded :thithzi is :o become aacepteu TSPOflSthi1ItV of public eaucatioz1, a:rvpi iriz 1mt nir=iup

will need to he determined. While some r&iah-eIy untrained teachers havesucceedeti ni the ciass now ie-iig nirumipj, U i tlizit flmv

neer units have been unsuccessful axid' of

of competent'? .

in addition considered basic'Three types M training to that usuaiiy o autypes of teacher preparation SCWi to be eseentüil tO tbc qtialifTied= teacher ofseverely nlezia1v retarded children.rF-44- '-4:; $., (j

u- I H .= & Li-lu y ut.

usuallyt_-_ . f I i-s, t rl , =JI- .

*

emphasis twr- ---- would -= --- V - _-,

I...

JI-. more =y w=St1 children.severely *- w-= 2Z:nc;[L mature

Fel;etil additional problem's, hut the teac1iei of the severely retarded who loacni&inted with tminin technjaue for children cf limited mental nr oLnI j*ywill I at. a severe didvntng=.3. Know1ia L# *nd iiz zrenL 4jflfj

je:I u-j in a 1Y1OI5 SCTJUfl (see ! I9) it eiititute one of the in;t cgeit1n

.'.. -: I ,t severely 1a -; : = retarded, #

:.

If programs for tJie hieatizii of teac:1ers of the severely retarded e tobe 11*=*tiI Iy teacher education instjttirijns, a eriod ru internship orpractice t:VfI71U i, a !aborab:ir, e}ioo-J for suc children would necessarily

: be tj fh briefly describ in the aboveparrap4i It is si11c tht ütenhI,s in jnjujon schools might

r; be chile answer to tij; rnt-hiein a; the onst. fmr v çr f theevereIv retarded would q:i:ifv ttt areert a Iarjitr:ry unts. IIt ; probable that omethse; wil u:e frrine ie1taq

aw availaHe. As it matter of fact. It is even vjuitr_ pregn br seerdy zneitally xtardeo:r to be urway

*cI the neeti for trained -ejqg

,:

&tj' ,- I4 r

'. : : - ___

p. P sC:da

el"

t

I

. '

.

%

A:ef'4-7 fi-

-

CHILDREN?

programemployment

anhad

work if the provision4pnerally

probabledoubtful value because of lack

1. Knowledge Ike nature 4 menkillychildren, and methodsism

required all teachers retarded,be placed the

2. Techniques cif nursery school and kindergarien education.---Nace practically auchildren who constitute the trainable group will funcdoa at a "pmacmlesnier

will be comparahle and kinder.children wili

isot

ezperience programs.This need point-

for

superimposed special training

.3.

claw:*

Woreteachers mat

demonstrated before teacher

.

**I 'd

4. a .

.11 ., '. .4. -.S.

r-24

;V)'t-11" ,

U onswhile,

A --- -11.W4 V

v7-1.: 1.;----_--,_ nmrt,5-4-1,.. nreparing teachers for these children.. ^ 2

teachers employed for this special typewith great care, and only theme who have nati training in the under-

L ,-. I",

of retarded children and expemnce with young children should be csidered as temporarily qualified. Much of the training of pioneer teaci_ersin this field may necessarily be on an in-service basis.

of work should he hosen

THE SCHOOLS i Ny yV-

0/-=11 ,

LAV./..EAthan

=

providing

merit, andf!OeS 11__4kr.

k

ot severely

anrtlt

educationali4- 4,44-_,E

mentally

tor psvcn utica I2=1. 0=- E-4 n fr ran

training

& rS v_4 OTHER rtAI" A Net OFr

retarded children involvesfilL The d I

s

i--.=-...-. =argilr" I 0E

-WEE

-.0";shouldf most teacwz--; enter into the

UILICh moreAut.=rkeational

anti Tn,--13,--,c3a

Ca.,12LA unso _

r a comprehensive comniunity program for the severely reiarlAifxr-secr-

services ordinarily must bt3. sought outside the school, and the nesry eSiStance will usually 6? contributed by other community apSince the public-school class will Le the focal point of service anci constitutea center for the participation of both the children and their parents A

establishbe iiriwyrtant for the SLAT.001 and the teacher to cooz---etative retionships with the appropriate agencies.

Existing classes have made considerable use of the assistance/ of othercommunity services. The Salem, Mass., special ent

hini acooperated with the recreation departinent of that city iprtx.reationai orwram and a summer cay Camp for 9

number of parent-spnsored-group have obtained the assistanctS of scoutleaders and other group-work agencies in providing recreationalIn Chicago, several classes for the severely retard&d are actually houFt-erl in acommunity center. The public schools W214 need to seek the assist -4vi.similar comikunity serivice group; if an adequate over-all ,prxn forseverely retarded children is to he maintaina

In tocknmunities in which such services are available, it may be importantalso f-e-, establish cooperative relationships P---fv---t7een the school and familygukkm* agencm. There limy problems amonghinging upon the pmsence or, acceptance of their mentally retarded chi'

the parents,

which'will r-Nuire the seeryices of case workers or psych-Inv- ts who arms.a e 0

=._...7±.--.___ 4 3 _

speathta in family guidance tedini It 4 forZEJIMPA*

tO moose thcse situations and to auLe the sPnrief----r that.1

Inonnuentramanie are LJ3 L

covilitioin*Yawl hand that may respond to medical treatment or prima. the schwa wiii riled to establish au effective wmPIL-ml re

family physicios, nntlicid 8j1j ts. and local clinics that..I n . fmany schooi dx--gLimi and psychiat-----:c nantance. ,,..,--1,,_,.. _.

'Oa LOOK

in

.

I.

ii,,

THE

-4'-;.'

_

ces treat- ,

. tthd parents for I`. i ce co that v4

beyond the .

child.id ,

will -'". , ._,

. .

: 0,

*"1education has

es,

claw ..

A

4tivities. 'N

of

..,,

,

1

,will be s.:.

,

--e_

will,

parents to canassist mak effectively. ,,

a

some pitiils

,,,..; 4:;`,

. .

A. go...

IIIIII

IMI',

I111

111I

IIIIII

IIMP

RIg

niiir

imm

imm

iliki

ll,

I

gt-

L.g

r-s%&E-A v 1 1.4.-

pa VA 7--1C_I_ggig M sff"-E t iat

tha teacher will I s a I to=7. raL*

aftg a

theand

'E rile . gr.-,=4. A aa-aa-sa tha 04. V

tE =-A c g4vyr a6-4 _ tftE 4, V

Z gas A

IY i -ta A

Itaccepted

a

E

educable ff1.117 I -1 V# ,-

E E E

4_ha El I 1 t n s

A af= 11 A a 6-A. k aaa. 7 a

A

71-

=I g k

It is

V

trz a=airl tt_7,

wouldVWE)=t 6E-= . _a

traaning-

rinint .someschools,

A

the _s* =-_4.; %.g A

them.

inn intvnnt RETAREzo

A 4 _

-ftgafta=m-s_i

an

a= aw A #-T w-ff ,4

I For

. an_ Th--a A,. A.E 1 g

Va/leas w-- a a `v t- ----' V"Cli k s -e-e-s_ a #a= atv=iggs-_-=eFaaa y V U_A_ T

functionsfor

willW=L.-a rW

a-7-sff-al.= 11 CZ =. of-4-FAJA te-A ..7

-

-7L= Wk. nixyU E Eff-_ENIs a a.

many

are-=Iggi takA,A

ftA -I

I -1 U-T: by e

y-t_Orlb katL

A

_uicappeu

_ hIea

severely a 7_, a a_y_a.t raed

r of the caud -

apparent, however, that rut associationsuccessfulle- a tewto place a small

A

numberNe--- York Association

_Ana' tio'n smon of v ocationai 1=--=

forwith A I_

A!flaa a

=.1 t A-at-4

# 1= g =HItdUUII of the

a throughI 4.1 -47A activitiesimportant projects in tha

the proportion o:

g a

the1-a7 g aE= aatrg

-,a a- E sa.

a =E%or,

(IL

11-1a-datA

,=-A -E E EA

m

r _

gall

Stateaga

sa-a-

=

RI..s-As41. 77

II i-aA A 13-

===6 E,-;*---J and

-

committee.!

2C _ _ _

%,..--v-C1 7 I

:..hools will need to a

-"St and placement services

v

effective

sw

and ultimately worth while.

=a. a -ssaA willa.. e_---aa

it their programsa

# @FagaNI 6

NaomiA

U1Y-T-Ft!,_

= v gast* alt.=ELL.t_ , VS C,-------affna 4A

= a ms

Pa^

desCribe

wellDivi-

I- fa_-ff

gritE ss

children

a *s-s & -Z ==-; gEk a

arc A, eag aiAs

rathershelteredrl

Voiotia,L

CAA Mr-_,-'r tt r

A laLa-.,01.-

_ a

:1\1!Plat,idt., r-ILk.

--Jr8 \f_00'T Ott.: ;

tr.

-

.."t. . *-"Ci

116

....

*14.1.r.-. t F,15:?[ '.tr. - -J .... r ...-t

-ix!"- -- 11 It7 s, 4

1 et..0 1

.S41Fa.-* ;;;-'

L

AN.

r' . _15

,re ,

will beIte aware of

tothe

vfv_-t 1,, s

Si

t

of :liar tu

alai long been importanttotal program of public the physically

retarded, theseIf provisions

children to a continuing program _guidance of:-;:toart essential

IMI1 recognizedclica to participate in

or community cervical. fabtorssothd eventuallyinstitutional while millers will occupied with horn duties.

have ibL.to maintainretarded chilcti!n shelteredin

workshopsisf

the Help Childreno cooperation 1 Goodwill

York, eajob air*

total ..:!-mageato evenIvo e who my 144 small.

e cooperate with agenciesthoroughly

ts-;it= in1.

en..

tvj'T '74.11,

pr."1-115,1;:k:jp_trv-

../a.4

0

Jihnelklifi delembed !,----A4:---2t.

21

1

, ta

4.

Si

4.

,4- :El

;IF

t

# .

.;

- '11-. . 1741,:_'

.

5.-f 41;,,

-ke, t :.1444 -!

114t.-1.1;g: -;,r

1.,4)-Y.:441,5?s

. '; _ I ?' )0.** 41nt.

4,.. 4'444 :1 ;

" .);r1-404--:4774.7 ej

= ._

74_sit

r

A 1.

1-

4

-,1It

41

-6

)140.44.4

. .

chilli),

and

.

need.,

classes44

placementbe

beenin and

employment. The thethai

the

n

f

7

st

and Mei= Aivs/

.11 .

#.1 olt!

4

ti

Mali live Provided For

Severely Rebut Milker

It would Ile a mistake to assumebeen entirely rejectedrams. In many sly,eousidealie leewayaccepted level Rut nb--------t-

p_ ,-.,..4 ._ _...,_

... .6 t.-w.i

, =.., enrolled in.,

it is estimated that about 5.is rather high . .-percentage A at't

V LA; W'ae.a. aea

Ea-44s .

Or

6

ignored

iorclass

H a. =0

a-

-

E 11 1 _ _ E

4I t_f I

specialretarded child 1_

usually-0=

...

who,. .. _,, ,M.-_

.gmeasure rw=im an... .. Iv 6, t _w.= zw_ =-= ea 0--U k' _.,- a .- =. . = C.7 2

-

a a aff a-a= e'=7-r.*=----= == -=- _eff ,a0 ma Wa__0,11..------zettJ-lw Ng._ i---ava fflEsaaasar---E0 === a. u- V0= T s., _____ = a= a=-______ _ a0

local communities thitilar relaxations inmule arm =

s'g ; n- small out signalcant

retarded Dupds.- enrolled in specialthe standards

Altr11tue st==_Trso0percentage t 7V-1 0 7r:

MAU

have Ixten=V-

a

a

a a e."..t MI LI Ia ar VT

proixbie that a .large proportion ot these children are.

rirc----sentiyto maintained special classes- -"on trial" and that manya _

are eventually excused from public-school attendance and recommended forinstitutional school plaCement. Nevertiielms, it should Iv recognized Cr

'moat sacral psychologists anki special education admintsmtors are extr--ely.reluctant Maketo arbitrary judgments on the basis ..-

indicate moderate derwiencies in observable intei..t..gl1 t k special dass placement are expms#7-1

______,i ....,,.-----Is

la...a .,..._.., not unconunon to find in thispeci -.._, Children who--- ----4 _- -_ _.%

a f

------= from IQ's o. t ..,.

.a ._ spetiar dawn 171

e,.--_- .

.11-----ngiL-----"=_- I i-n some

asP

areNew

bent =1.

la&

e---

many a

retarded

New 3* =C 2 V and ..trv..,4"York t------

and many other school &dna.* 04,

bu are ofand Detroit.a

-

s*Ww--= *"

Evn

1"

0*0 e044

for

recent origin than time

units

fbT X

-

r:,^1

.a

*4-- Vet-.

, o, . -

.

,

I - ;.1 4

.04,, I 4

*- e qr'

kWh

.4

*r J. r

a '

tliat the more severely .

education proksystems educable retarded pupils,

is "made those falling somewhat below the-placement In State in will& about

v,

v.

,,

of of children

special clasiet for eiucable mentally ietardect pupils,

that in other States

percent fall belo* the level of 50 IQ. Mill'.

.0

I. *

4

90,000 menprograms in 1948 fell below

usual IQ descriptive -,of group.it is equally admitted .

of them

.

,isi, v,

thatHence, wht;n .

tenni; %of Rts frftn 1

tAti may.

40 ' .

Separate grule mentally. .

r '

have school districts,

,

oft\ these schooLinitiated facilities are&sin:miaow *operating in Houston,

lso entirely school-sponsored,maintaimid in

a,

--s'-.

New Yarik Citiehi clastie ehildretiin the 40 to SO IQ ransaC ::P

have part et, the special 41111110ktke, kr a loalitiaia. Atare aseie thaa'M web groups. time, 're of regular

and literati oa . a fulkhri aehadaio. Rv',-ies the Iociaatil * Pert the training row" the ahem:boo dianimat le get

4 tr ,14.Pqe

.

V 15!sti". r.-fa

,.yto,04154A

s _

,!, h..

"*.r: k '.41 s

A f'..A

r,ft,e-44

al*

%,'p

,

IW

L

T1: StVtBLLT AREU::i

- 1 - T f_ =

of ti Iii i:=UTIaJi I!# WTiiiij 1iutrnnt At1 }itnt tr*tn fih-fliflGT :; £Irzto tie cIed twpY: tii

.:-; simple- _Ae-

!-!!* t t};e mr cap&bi

molt J

LI-: -7 =_-f_ i:

ptiJ;- t2 are restricted =

i'r i (U :

over iTiiu

I ff fltflta -I

j-i -44t

It' Lg tJfli

V I-j L4I L[IIZ

:-

Lidrf wfl rrienri a;cer = nav t to

, t-i=g r;-w" -- 5_-== ---"

:!reEw1a

rr-:i1!! t: :w cnhi=i

In tn

:w) -Vt' received (frft!TTe(r tflfrHJr--

1t1im1

;(J:

jr-ij nIt=ftf ' tnt:l,ff;jj; TIR-T!11PTfl tt rijtt1 ZLAfl4ft1 !uF *tri&nent.. ma taeor rr eu- ir: to rzverelative-1T)

L__ pupil's L_tn=r aivai ueiiia-

E-LI4 :t i jJ=;TILMc zj

&iurin _!! :!iiii 1=

rntre ujuae rri: n1

-

+f T!j Uli Lilt- of t1Uiiit I va!u-ati I=v fle itInuit ajijThose nd::ajng sucient trirJi are to a regular special rJ* Fr

-jj while those indicating dent ahditv for rei iit th __

£11110 :r euz urovicw a

In ifl! e; Lfl iJ1I1t1rfl

u1Ufli flF flt1 ITI1

ginning th M1IiIer eiiro-IIin:nt

tflviaed mb finng

(r!-n

&nc aCvarae1

c!tviti= ia1ude t1eug!1_ to iurui 1pJ=tmenL na:mt irjnhri tjrt=

- Tb rJwroom must b :PP fur ny kin4 of iiiIe craft- -t

-

...g

1 . b-

------I

A-* _ -'i:

,-.I1_ -r-.'

. -;- .4 .. - - .:J , .

, -

-.- - - C. -'

-' --. :-- -"- ,-- :-rt&.

r, f ' '- -*j L -TAt

J

:*

-a

#1.

,I

.

I:7 II* .

_44.

,44.3

.`

;07-.

4,1

s-

r

*its;"."

is. -N.:

70,n

- -r ';2-7,

",.4 "I

- 3,J. ' 4:;-3 ;-t tr*

4-

r.,7-115

4a2 '" 4wV' 4

141 . :-

Y12.:

4 ;tI'

'3! %

.14-00 ,t1-1 - .

4, , Prt:Pi 1%7;1g 47 4.1e- ":r

f

9'

-

- 4 1-4-.4-1...1441 Xt''`Vit..,X,W1t. '46

-

accordingly. The program as,- mufti with the ustdance-m theChildren Retarded Mr Development and ee

ex-nitileration academie !earnings.for ram,' andare .ilarod

18 pupils.

classes_61 many year% owever, the criterion ftsigament t. thcce-0

a ago rather than areyears ;alined classes.

the abzut eW. are ranges bewor A k indicative

below class

5-0.

F-Witt3 4

nto Im ot-YE

r-

nouin _.t--_: al 7st i=1-41'

c_RsE_arva the pupil's develffi.,4.2.- rcvx j41. arrive

evtuthmaina intellectual ability.The Detroit v,..,74-e provide for dten hotwft-li ,the ages 5

promotedretaritKi

are "named fanner attendance. For severely retardedpre observation

p to the adolescent years.

areand attend only a half day. ouch classes y enroll up lc

grouppersonal

nn-

13. Att tbthe teacher.

men?as

, .. . *. 4._ f t ' ! , ,- / .. . f.,:t., , ..t. 4 Vg - , .c.... . - -,;-,..:

1 -,, t I. ,:.., . rI...3-'' -

It. , _ l' # , 3.'.1t".

-1_ re ' -4, e. -r ..- ,- ' .,.-- 7 _..,: 4_ i .. -

. '1- --,-'-'r--P k-. itsLY .' ' f --. '' ' , . -.A.4.!..... -1 ..'..,14.z-': 3,....--1.w.,s.r.. 74-7.ete.tv. 1..-. .t.',.. -.

-"--. ._ ' Z9F, 4.. --. . ' _..- ±4 -TO i P I' '. 3. ''44 1

...... , :". - %. tt..,- 4 .4.3c .* . ! II- ....... .

.../ i_l_.,# _7,, ,'-*. _.:- 7

31_ --,7,,t1.-±;,"..,4:1- .............,___=-" ...-A........&_17,_#_-

groups

Pu

-4-"

- re - ..--stc!!; ",

14. --

71 :.6 da

77-7S

s 4 1,

- A 1.1 ;7 ,

4,. -.I_

. - - - ? t

.

L.4,

I , or* .3E' ' #, ;" .. 1- _ t_ . '., : . 3 . k- _A ...-, ,.... ...... . ,I,. . - ., r

-,- ,. !.v. , -.. -, . .; v.'"LA ..r.' '..., '1 -,V..; ', '. : ...", :1 i_r:!:A"-a -4- ...1Ft.#e;:i.: --

, ,,_ 'LI '41 ,,'

--1:4 7;_r-i-- _ ."..f.it .k_' ' t L.: S . A` . i,b .3... te -.; _i_:,

1_T.- .*of.-- ., :---. i.

v, ,.. ....4,-.-. .

It,_ , , +t ,_, ,1...... 4- -i-,..1..--,. lv--, F.:' './,i_ #4. A --

4, 77

, _ . i A * I._. . -,, .., A. 1 .:t- ' '-. ,,, 4 - - .4. "' '.' '

4 -, -- ' ;" `...7,::- t #3 4 #. - II!#::: n'''' *..":1 V, r 1 -:f. f ,:' -,...-, ),'-'- _ i'..4

-41- .1.., .., 14.... :I- -* i'"..- -t' 4-''.. 1`.

%, 474' -

At v .,..tt -,,,- 4: II ViL - .-.-... .4

4 .

. i5e,i -

.-- .-

#11- L- 7 ! -.;-%1

.

. ,,441.c* ; ,.., .:j-,,. p:4: -

.--._,.1.

:.. .7'._ r:!At-:'2cJ .:--

. r r 77.-.. 1. 7,7';., .. ..i::-jr, ,_.,,,,..iii.,.t.-Nkit,..:.-

k... t ,,17.. . I- . _ a

_A a .[,.., .4-. ...,- , .-7-f -' t -:i. 1,-: '...J., ._:,.. -f,' ttrt44 41-.1' A ''''-

. ,' 7.... . . .... - 'c ,.. ..414 .- _ t . 2- r -:-. - ' . j --. "`. e --.27 : ', :IA:I"- .

- 3 -..,i .,_, .11: .,- ,,,, ,1VA --;- "s

!I ,.... ., 2,'-'r,:

:114:.- ,=-:04.t-i-...4- .-....--,..1- 4 "-'''

.1, - , , .: -......;4/._., ....... . 4 , ,

1.

_

ward

ts

411

a el sties

enrolled

place-ju

of andprogress

special classes from theplacement

20 The he=has

,.

experiences, rhythmic

uestsic _ PMfr

'7.

!

:

t! !OB':

-

&.

:

t'

games, eech flni beginning reeding and nun:ber teerk fc:r th

w-t Pr-ethJ c! &relocated in regular elementary5t;LJ:;:t! 1:-uuuJ!i!.

LItiT. cIa for verdv mentally retarded punik areDtOVft-i le:r WflO are :w:e te es e-: e and wese Ui S are unier tfl- '

and L_ mental ages -- t and applicant Iie' -L The ;;it conLt;JL U;'-J

!:; :o P' are aJcd c a basis.In cases c- uLt as ! !:b-j g th= r:itt zu !Eie class :s irven.T_ ' t . Si ;= r

0!

:e

=entay e;aruei na

:=

tie f ot t?iee two ciae; azc to rrov1de OLwortun,tv. r-ugh .

1eeete4 a-; for t:=ee votrs to rçw te- tber tflI5 In

to Imevt 1 ttc rot' a*jyjtjes o( daily hvi to hve happily_:it!_=cT l:naren anq auJi te w::z one. r;rasi Is

8J(J 1YCfl O U.0 UiIET11I flI tflt flic4r sKills ar-d to lie stirnumior r

activity media and dramatisations, limitedIflrf;=LAgl! -Ufl as IflPiC sieries e-Hr51Cfl5:an cveit3fl abc-ut gfii _jfl[ UI :ne cri Inc;eate eo

V1ILJntDe1u. ' 4. T1

br severely retarded children, maintained b=c itti;ic schools inOoperation with parent associations, ar found in a number of nunftjes. .

:k,

*

Ohio, such 'OmitsI

ol:'-

niiuuiti, jij iavç, inciucleii groups as-

school:prnn

;'Cincinnati, ,-L__ f .k-UCJL-LL=L-I Public Schools have extensivejfljj PIL7ft$

r -' mentally retarded "experimental .Ci

! u a-iazon. aiL;jfl da !:'i

r; !Gassr;oamacjyjhg

== # E ' , '-ff L v A- I

maior i:irLU !:!aced upon iei&: livin itE persona! adjustment. Soir&ua:! uerwe 15 provided in imii1e reaing an1 numt wiri.Th oe!ticn of Cincinnati class is FP--? funds, sup

F E-L1Ji:Lc ,y a LLH;=uUL provided by LtIr

Retarded Chthiren, In dition,. a cnntu:ion br thicstic ar1 couneeIüreceived the I !-wii Jewish The

. IYIcE 18 iron YOC;LIoRaI n-irenis oz ne '=- ._1!-cniireii the I and-, enit'ieu iii m- once cacri a- a rom'. Inc iii=

t. .j1ndcr!aBcreau{c! ML with i!eis twice ecI scnoel year. tI

Bens" 11_I -I: : - .1 :r parents' association :w$,gw, -_; £ -- - != M = y :--

Its area ¶ =ór seeeiy retarded children in rtoms rented fmtn a1

Mcdi church. At tim JJflflIfl 01 the sctmji year fln rrmti1 !aii ovy !-y=tthC

-

tie-w!u#_ !i ' L:-*-cbOoI au at present two iiup o w=rm are rawn

fi sveiaI ft-tin d1tvj e rytmvjdej for. The classes entjnue to ni ;1in iei-tcd church 'LL 1;-'s of the class members raiie mnira 3;i!Ii 5i1

onI! UhtttiOhi fcr HZII1U1- =fl 'die nuiiI; ability to coum:unjce aiii1 ti= ''- I I_j- =

( care fir hi own ImieaI nceês. h tiet- service rJ:uba assist in the oviinn-. -

ci eau:'Unt; te parezts OXIEUOn br tue zntaJ 01 Urn wrtii; Jiit th-._(, ? _, .,

icaI sShcfok '':& piycho1gcaI, a! superraaory ervi an4

fcIiigaith.

:;::j,. ,

4 r '

Jii! RC}OObb*Ve also ccntriinited toward the ai

teñánee u-f parent.initiatettl and qit1frd ciises. hi these iristee, t}i

:z. . , ' -

d.,..development,

...--

of doing academic, t

,ra.--The Houston -. ...4

..children 12,

respond to simple directions group. Ail trial -0the a trial ...-,

. ,teacher has had training ..

in the teaching of children of nursery school aps. ,k

. , bjectives*, , ......

. maxinium . .

44.

aailitYand communicate .

intellectual.

,

.40

the

Ciasses

and Berwyn,

.

achildren. .,-.

rolls 15 children (sips 10 to 15) between 40 and 50. Thisclass is retarded children.

eaddislied class '''':'

summer a a the .

.

.

Service.clue -_-:,

asnouneof

4;2. -

emphasis

the pnblic-school --.:..,

. . ,

#t i

0

was,

to the... ,

. . -,

: ,_

pays -::::, f: "t4. "A :IN'

4 Ilk14 i.

..,,,. , .*

a ? 4 ' Vt . .......

v4.7444

' .e1.10 .a

;e14.) ,4

'141

r - --ir,%.

; 43.

,..,..1

, - -

schoolsmajor

by the rx--1

rovide somewations for.

n --=7 1V, V V.., t y

E whichIn wa

assume=44.- the

retardedparents 1---=-tio meet rii a

r 1--e ff E n- VS

A

morning'Is

of

33.

nousetAaa--Nivn_Flut at-11M

D

--E=4Wy=

ni fromV anations of

thatobviousa

harePitz-

not all mm

_,LAccenfulseverely

/ report==.

I children.1E3 were=2.3. -

e_ SWS1rg gy

81,11

decision towaR

in boled___=eg and the extreTri,

tscontinuepartially

standards

As OfI I g Irta a

g

e

IL

aiscontin.

deal

ed

-3

1-W4WITI1W! 4,i

Sir

'

CI"

411

it

.AI

, I

e

38

vaisistance to the paientthe operation of classes. Wt., aparents' class occupies two rooms of a community ownedof education. One is to forchildren. The other reserved foi the use of

the class is inAll operational expenses other than the rental space is thefees charged to parents of the enrollees.the plans described mielt be mithiplied many ismany public schools made successful towith education and training of severely mentally retarded

provisions forev

that for severely retarded forIn Oeveland one contributing factor was poor attenxiancieof the pupils, while securing a qualified teacher,costs involved entered info thethe program. However, the Cleveland expetimestsuccessful insofar as it indicated the desirability of relaxingadmission for placement in the regular special classes for slow-learning

It would be unrealistic t6 accept the poof view that the tnkiningseverely retarded . children can be undertaken only by the public schools.In the State of Ohio recent legislation has placed the respo,nsilility for *itprograrp upon the Department of Pub& Welfare; in New Jersey a wognmof home instruction and parent education is successfully maintained by theState Department of Institutions and Agencies. Nevertheless, it ispossible that even when plans similar to those described/ above have healdevolved the public schools also may participate in the training program.In discussing the New Jersey proram, Claud 38 states:

have been Both Cleveland and Toledo,

. hew training caanot be the complete answer to the problem of mental de.fideacy. The communities isnot be aroused to an awanntees of tb. needs sullrights of time children and must provide demos or day &inters for Ailey' ofschool ais. . .

A recent interpretation of the Ohio legislation by the Att

hile ints may be'reimbwitsed by 114)4;-partment of

, are seeking a review ofin order that the schools send 'other

catesWelfare

public-school umNew Jessey the paren

t9 hapdicapped mimetogethew for the

funds, wthe van

agencies'oils laws

ts' miganisationi

,41, 1 r

.144 4

pertainingmay. workirejfa,re of all hanchcapped children. Several sohooi .&t'riotsaro . r '.inaintainbig classes for severely handiesiTed chi4rel.. ,

;. . 4 i : ..1,._

..

.

,4iit, ". ,,

0 '',T -1.., ....11.,. . t ,a.. ., t.A .- --,*. '- '4 #'tONNIktorairmasiwavioNam,

-.. . 4240.1.60Larthiasesti. Some Tahiti he IllsOmeded Cididwa. Wettest, Alia! Sidkikt, 114mialtill: !:.

. . . ;,.

NN._.----

New Jon"

t°r_t

t fi ,;*;Al

,

, .

1.'4. 't S;.

1.4..

.11

..t;

4 ) "Atiklali4aktiVie!A kft&i

Much of !he_ .----_

retarded chiIdre hasretarded children. Theseand mothers of childrenschool services, but their

Their Mitt

V A

interestedamIcia

have-=-

=

rofmijon-ni nd ray"with institutional

excluded

ISSA-,_-=.=._ -A = 4:7 ta

.7

Ions c.associations located

ffiIna" lion :t

01

children

interested

lessa

the

States._

Association,1931.in.-=-=-11 0

cicuriixl X

---

secretariat.

special

X A A A._ * A

nurpxm of tfr parenteducation ftrvi

organizations

in

Most. of the_

!tepernatives of a largeA Wn1: 111ThrilW Of

m= A* till TA= 1 tonmeu. At the

steps were1%1

,n to maintain a national

=A'

9 reueaficIrt-----=!

wfare ok tint more eVeI

research,While

s-

tut.- paiine organizations, LUU

in the education oftluir *cope to include the ph

LL

V Eft

thW

.a. =-4

_

- X

objectives

hmi its angan in a complex drelata -

these has to do w= ° A A t

=g- "ff S7 s -7 =- = =-

= M4 a ft v ey.

.02

at th g puma 4 a V=.

. t.

Air

4116

Ne4 To Low lb* Parit Luseiatas

ud

for extending special education services to severelycome from the activities of of of

orpnizations composed largely of the fatherswho been from existiqg publk-membership may also include parasts of

pupils are now enrolled in special classes, as wellcitizens. So!ne *)f the parent groups are

and are inri4y inimpbovement of institutional programs.

IR August 1950 organized parent more than 19,300dins-paying members in 88 local in 19 Manyof thein are affiliated with the RetardedA report prepare' by Woodhull Hay, 34 Secretary the statesthat the first parent association for retardedbut 'until 1942 only a few such group had been formed.organizational activity has 1945, nearly 20 associations

*messing during dui. first 6. months of 1950.number of parent orpnizations met Minneapolis during

which time theconvention in Grand Rapi4s,

Tiwt go the extension ofkr the severely mentally retirded. Improve-

ment in engloyment, and institutionalfacilities ate also &noel= of the association. improvement of

retankd is one of the chiefof of the have stated their

all mentally retarckd 15 and a few ex-laid handicapped.

parent? and,factors, One of oyercrowding oonditimis

4111100:40401MIRP0401111mar

biellatikirratea &orrisamidere=reb=usesdal bal spewilleVons

kit4

6 -* 7C ,

44

I I'

?--___-=:Tallia -1--,:- -ikW4-- r---- --rr-,---' ---'=-4.414 '4-.. w--:4-0-- &.1. a-1141 is,, -, v--,___ ija,c -t--a----714.-

_ fla-4- -.''geW__,-_f_14_ __-!--=_ _-_ ----st it ----aI*-w

--4. _77_1- 7- -*-- 1 _41 's--' K_ , -.-- ".-4,4.. W7t a_a .- 5_ wra -a = ,- = ,----,.-= im--_* _4%.40.' 1 ) k * I% I A** * k

44

Ta-W

W

schools.a

State-maintain:A institu onIAare greatly over-f-lu

W-W

iiiieflt carecare may twolve

maya-s even more

these 0-1

through

fore r relative

re:a ren. Pe someto the improvement 4 mental' -

t

current I IT= ent,in trirl==

ft

C

many _ - f a

_

I la= t_a

ft a ,%-s aboutaft*

PerhapsPIP= W

t

a .. . _. .mina-w . tiluir.,_____

4

administrators

parents W=.E E.kt

_

a_a

substantially

a-- -a--

Ikas--fa

.critics

membersfacilities fol

n

placements i Pe

awwsiaa

as -ft.- _w7ft_

W 1

unless their o

exclusionsut; counseling or

to am. _ Z. a

e =from t = t a

In many 1-1-Lst

Ate been acct

complaints Ma--; t._--c=

many school systems IiflvC acceptedcounstiing and guidance. Requestsquentivt

a

g

.=---P-vertheless, itye iLmen unav-L.

aa%_,..,=-*Ta Utiru

argumentE for theundoubtedly added

V:fa_

MCro=-a

w priprojectsamong these are

n

-

counseling schoo. psychologists

i=r

to the;

-La z s:iiiiie irue that

_

a-,-a-= az VY,5 aza

t..

Ci

of public-school trainingpaign for school serrk---- tor = =

aw..aattk- 41, '112"7"1A1. ff-=

4a

s_--programs.. aa a a. W

---

11-SL,&

in Nearly all achotAsfor the and have long waitinglists of applicant& As a resultt parents and locil have boenurged to assume the responsibiliOof caring for their own mentally retarakdchildren. An additional for home and community is thefactor of relative costs: Custodial per pupil costs exceed-ing $1,00 annually, while locoal special education services be main-tained for consklerably less. Private school arecostly and Can be made only by parents in the upper income brackets.

Into the more practical considerations of space and costs there have alsobeen injected a number of more subjective arguments in favor of home careand public-school facilities severelyof fromretarded children medical, psychological, and services.Despite the doubts expressed relative to the implications of some of the

considerable interest is still thesis that,under optimum conditions, abilities can beproved.

However, it is probable that much of current preference for home andcare is undoubtedly a reflect* of the reluctance of

children. This reluctance is usuallylegally if the child social pr'oblems in the community,and it is sanctioned by some of institutional placement who are

the effect of voluntary upon ad-of the families of insthutionalized.children.

the seal of many of parent for the establithopof retarded children canwt ae

unde:rstood fully feelings rejectim by teachers and Who !are taken *eats oons

plain that by unarmsthat children have been dismissed slimmarily frost

attendance. A large number of these overdrawn, 4wconsiAbraNe responsilaty for pareo.,for Withdrawal froz;) school an fro.

accompanied by the of vdzmay be some Anch

that have developed between.of children Land ,While these are

establishment classes, they 4gite :-zest

retarded

associations for the mentally retarded sionsor anclthat aloe only remotely related to daysschool

the opportunities parents ,of retarded children, ti

111f

,t'

f.Si

""'

';

6411

1[54

1Pra

iWit

Jr114

1111

4111

PqE

lLi

eta ir

hit)

tits

gt1

Egv

Eri

s411

col

1§

1._#

%U

N

v

lOpu

g11

1

'44

itii

111,

t141

14,

filo

-014

Sqt

toIr

aSk

itE

?s,t3

Ili"

'

N

,11

,1,I

Iüdi

17»l

,

Aiit

o

Provisions' _

programs £. E

17- _

4471

4, ur rwl=zaroing

of interestDC 4

t t

_I_to i ralSed,

In

1-4111i1-- I

school enrollments; -

a

involving h mstructi ri

finance ana iiDaIr

_ Teachersw

,J=k;_wly

-re areestablished

E £

A

====

necessary1.11qo

n_err the. =

the

LT1V.-- =

gEwv AA-A

=

-

_Z

WILL

v

fa'

a.4.

0.1 ,

.4

ffiat b 1e Pik. e of ScIaI

for L, re y Maned in Mir sT?

for severely children are already a part of public-schooi special educatiop in State% and cities. The ex-

of services probahly will be delayed by administrative, fiscal, andpersonnel problemirather than by a lack on the part of educators.

that questions forprograms have been and may continue Nevenheless, publischool services are grhing in number, and oduaitors are becoming in-cretisingly interested in the welfare of severely rrtarded children.

prwarns of any type face three critical problems at present.These are (1) lack of space for rapidly expanding schooLpsitilations; (2)financial pressures, because of a number of factors, including the increase

and (3) the unavaikbility of tztined teachers,pecially in certain fields of specialisation. new educational venture,

and additional clissroom spact., caninaterialize only if the local cmmunity considers it important enough to

for it.. Even more important in ttie delimitation of services will446 the lack ol

teaching personnd. for specialeducation services are difficult to, finii; few, indeed, arealready aiJ who can meet the minimumfor successful work with a group or severely retarded children.

are ievetral reasons *by siNation as its conoarnsuwntay retarded cbildren is not as discouroging as it may appear. It isaltogether probable. that 4, slowly developing wog= may prove to hestronger one in the tong run. Gradual growth will allow more time fig.,

Owning of adequate facilities as well as for the training of tewhingpersonnel. Then, too, the total pro*ram -for severely retarded children is

exploratory stage of developnen.t. What kind of learning experimict*be most -satisfactory, how the school program can tie into other cow

munity.services for retarded youth and their families, awl the objectives*whkik school programs should be directedal of these and many othetquestions that are nbw only poorly defined Fobably may be answese4cby the outcomes of a limited number of Filot studimi rather thanrald17 exPanding Program

42

4a

. . . IS, i. 4 -1' ,',4. ..,, ; , 7 s,t a NP :,-

'''' 'ire , ''-'--,s0 , ., . , . It , ,,

wo. '-ii.A., A , ,

Iiiiii

iiIiii

iiihi

iiiiil

fflith

IIllii

ñlffl

i

=

74-

r.

._ *s% 4k

illt ',t- 1 . k` t,

t -4,1zo ...4-

lot t=-J 1,14. "A. i, . -.- M _ VM-1, 474, -' 4 ,

. ,,,,,--

e -qt.' . tb,g -- / 1 , t '44t4 di t .4. -7011r, -, t -h % :!:/_L4' / A1

'1;:t.'t...11r -. °' ,d/ _-1,, oil ' .. t ;- ;-..:,f r ' c.,. 't% .4 ,-4-'- Ir-4 .

. I I - 14 . .0 ' lo

o..._,

__.....- %

* . ,, .

1 o

J 4b-. " A L

retarded,

the Mr,S

s

,..44tra wt.

Ne Yo.

41

Li*

fts, vv. tr 104%,

O. eiiVr I,

) s,4 s4.,.

1.7

4

"M2

7.14

ste '

p es made teff_.4.0Detroit, -and ervemil ot r:tie have

years of experience and exiaerimeon,mime": forle4141 eto4.1 of.-e; school systems havethe assistance 01` trained spec -Riincalion personnfNj Mat

.E.Iruti We tu successful -err;::11,rxib (a. ritqi AS IL_ raised 7n*Taila! t 0 the erect of catemn

efor_ -r of the svRerferely retani-N' upon t. a! Fliu.c*for rratiell youth. of emphasis to the wore severely sAictast,..,Tatnt of the population Itight result in the t

_As roup, crating a 'nation which De comparable rc.IP pay Paul. h it is important to dev

33 Idevecoraiiitio

r-

'kW

pregmat

sAr-,744% Egg .,....I mentally _rio___t.:,--; thi!,;ntte wad that one aspect of the:,=.--_#fr:it be established et tie expense o' the othc . This

that must t 2: planned wisely, and oertitin y notin width -.,.: Ite. services fOr the ore sev r y re

44 overall

fA t

t et-44-jsse

4".P. 4. '' 'tICyi 11.-1 " I

^7PP se,

la -6.

*Vv.-

Vt

44. : 1 -- .'M -. r- N Jr- -:*' '-* a

- 41' 1.--' '.t, e / \7-.; 'P "lti V.I. 4/ / 1 i.1 -t, k ..-- -4. ' , 'se "441-

". . itIF -I ... ..

1.:._ . .44.4

q 14;"i 7.,' `.7.... '1 . ,r11.-1 _",,t0- "...-.1.1.1- , i. A,

j \ VI a A '''''.. tI. i j' ..t: 4 ., .. " : * -;'.4)/ "

-..f. ---, 44-n ...i 1 '.- -I % yr,.;Tit '...' S. -1.'P"i .

e .4h1... 4 d; 0:4(44`t f.'s 4- .`it4 a'..-- °f A C ' 4 . ' ,r.--17_-_, 1

'-'

6

.

t .

.109,

.

r' - ':.04 .7 tc o

4 4. .."1".l.!i

olmo. ef6'; a-

.

I ;

tv

..1

h

'/414..17° `.* !-,- ir :es 4 -isIrjrs. 4 " *-VV

%.4.0-_A - 4

1

it

c-Zr4-14

evolve to a*I'

a. 41.

irrt

=/*t,

e4

! -L17A P

1. "4

.1

a.

/ 'A t-41

jOP

14.

44,"Vi

;7 ..147-,4

`'il;4*

a.ticr.

4')

VV ItYk..Vif

h "-

.t` 7! -4r,Ft

4'1 IgAti

"41t4

.4t AtUr.

t, fir

_

, 0

t

1-

.. . ia.

71S.

1 4'4 .4. :34 .t

1

4 1' .70p,.t.101.4r4D.io,

-eft

.:*t )f).

F 4.5j,k4 kt A0--,,-1,,1-4 eza*.... 4-s

It U probabie that degree* auectss of existing programs forchildren to the of planning, prepara.

af and the of Thepment classes in

aground of many and more

in withthat

are

been inin

au A shiftretarded child neglect of

would toPeter must be recognized that

again mayfor a total.prograrn ill h

part provisions.

;V

w::#

Ii;:.

E . -

,:

4 ,_* 1' -

' - . .

.

::PrF; S .

yi

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a

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.:

PROW cita- EDULE FG?R SF:(1J1N TREIUY CLP;S.

S(:F!1()L DEPARTMENT, SfLEr, c1SS.

I-

Beginning Group

9:15-920. Opening exercises

;:2;:; 9L -Jth-

Discussion of I clothing:1:

fl1 Cfl 0 flen neeesarv

r-Ia:iin 01 recorus on

Demonstration I

01 cteanin3 ieciri

4rC Ct C1OtflIfl

-a. Lacing hQf9

5.b. ReEMOVin and nitting on clothing

-'azb&tij; hands, coi t4r6. Attendance to toiIet by pupils

9.3O-9:45 Story e1iin and news keno1. Children report a se:ritcncc of or dramatize news

2. Story telling by teacher

Qitc-o4t'. . -'-

-' df' -%E _ __£% I

10:30-1Q:45.

4&JIS¶_ii(I

cralts period

I. ra(irZ work, coloring, tracing, and cuttLng objects

2( Siiti day

Academic period

1. Reading readiness, word lav games, tracing letters and nurnher

2 Recognizing iimters iind cotnr:iig

a. With use oi neaus ann peg

b. Iith us of halls and block3. Puzzles sand performance boards

Music and recreation

L Classroom recreationa. Rhythm bind, using records for CcompariIrnent

s

MarchingDr

I

..

I

;-k.'' -C C4-.-rl g-L.. -- 1. L5:a, S --- -

- ' - S_S__

: 2. PIa1E:ro(md work. ith physical education tetcher--- .-

# fv1jftflflH Ifld :iiii

4r b1. I'IckmF and` tossing ballsTt'_

' .I

9t4, i ' c iüng toSs gane

rhyme-' %. LI. fitc. . :-:

2 7- - I I S t' :-. í"L-t4' , ; '

;k

5-:

F by W! Fth Svcrvo, Sptda1 CLn and Special Servi Iem Sthod D_4_ XtLn-e11L .

, ..:55

h3Z'S5 )

I V . - -

t:

r 44:- t:j

..-- ---; ii'1

,. 'i;4: S

,,--3 1 *

S-

1.

1.4

"Irf.,4t

1:,.%C 1;-.3.f44 1*. .

t31 ,

411 '41- 4. -7 8C t ft! I ; is* 41 rs. 1.°"#.4-.14' -4;

, v; t . .-:. , -:. S....L.. St*: likt . I

' .* VI't

1.. ..;"st:". '.'"' .it a . . , itr

:51

N.

",.

#4g../:

i...

.3 4.

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Group12:15-12:45. Gym-r-play

1. Large muscle coordinations.1

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Physical activities1. Balls, shovel, ladder, bars2. Bean bag, broom, swing, sled3. Wagon bike

Drionatization and imaginative play1. Blocks, trucks, cars, train ,

2. Sand box, drolls, iable-chairsS. Toy animals, clay, crayons

12:45-100. A, B, C DrillSee morning group

1:00-1:15. GeOing ready to writeSee morning group

1:15-1:30. . Musk-song-tone matching,

See morning grotip

Prepare and serve afternoon milkSanaa procedure as for summing group

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(First)

Birth datePrftent_ _Half Days at_ _

Attendance: 1st team

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19_

CooperationCoutte-Ay

Self-control.&zit-I-direction

Code:

410

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FwnaUt:Rd the dnh1oii eb rft. bre -DW thI

1thttriL1. S0CIABH=rrYHow well d; thj; rnmjl t a1oi with the other ciiildren in tiroom? h !e We hki or generally disliked bythe others? To what extent doc heL pose those qnt wiuca attract otner to him?

: -:-------------------

likedII! Not well uketi Fairly well liked Well

.Quarrelsome friendlyHctil hostile PIes.&in

2. PARflWAJUT!: Pc ('J4S5 AcmiT1ESTO d this pupil joininto ctive of the class? 1oe he participate whoIehrar:ed1y and cticdy 'or be mor inclined to withdra* trom the activity?-:

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PURPOSE 1 '(sv-r--tiocI

the persist* I £: tLI I I G

pupil generallyin hi!; :a5k until it is Completed, or is }e likely to ive uj after a short time, Is he1ilIy to contiuie until rthhE regudIe of tb difficulties, or does he geery 'd1eoui:bOd easily w= to tq acimenty_,_ * _ - - - - - - = - - - - - - = *

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Generally fails to Completes Generally complete' taskdisc-)u-ra difficult nor too long Ovecor:e difficultiesL TRUSTWORTHINESSConEkIer -the xtent to which this pupil i truthful, hoiiet,a ; .and Can you na!f: rely on Ith work or does he frequently tell f.hshook? Can Vtfl p1e r-!:c in him, ox i he likely to steal or dtroy property

Inot watched dy?

4

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., - - -.__ - - - " = - . * *

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