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Com
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*
JL ia. a s--===
aa,
yClasses
41A.
UT
A 0 AZN=1-1=
t=4/
Fi SEVER ELY
A TA ma =ff. k r---_- ENTif A a_ a.
...T w-i
a_ ,I C' "r w-__ s-t-a ---a, OF_.r---,a_i, , ii n &-
.5....7 - ...-11.- . ,-, , . .r._ g . a # J .-4---; '--, A-I A. ,
g x SCH :=OLS?-
11. .111- du. A
-
-
A Ai 1111.
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
OA;
t
r_n
4.1111 alia
TR-_-N GOVERN.' DRINTIN1 OFfICE WidoW1KW ilir-oft, U. a. Mee44 z_
APIANA
=
F-riLora
a
4f
)-, irr.
a -4- cr. -.
ircf 1I4_2; *f.,1
0.$'At
- 1.: rf
1.
"`1`;;-- .
A
1---'tt r- ,
.
' A
..:14. 7
Aa ,rtsirry,
-0- 'kJ
_4 y-17
iri rcagar,..."
4 "ka" 4.* '"
I "A 14,
7
it?t-tt
-0
ilfre t
'
- .:1
00
t- "4
c -tle.if -;
A - 14.41::
"t1.
-44 46_r47--/.:, t "... ,.e
*.
FOREWORD
_ec
IMP ME. _
277.- ,?... 4:4! V.-4:z.-** Vtg t1.40:
fr-6
r .
.74 .70Wi--nyr..g
t '1-
-Nra!A
4 -11. .
. -
t5 .14*, - 4:S.4
. .
ma ..... .................SCIICHA
1.NT. L
_
7tell
ITP7,111c 210
r-
S
son
3Mb .1:
do
el mow
- -I -
----T Parents Net,a
... ... ..........
WILL TO
=lb Oa MIN. loo, liar
Z
01.
.. ..
S.
al
4
. of Pu ...
4atini Sers for the Severely Rogr
47
Typeft ,
111 a
__.41 4
Organization of
.
..... - am
to the S -Artwft,stitz-ft .
........ .........
........... ..........Hours of Instruction____._
PupilsIId Retarded
..0
....... IMS
MO,
_367)
)11-
'tto
.if
4
-Y=4
.........h_
t 4t.
11V
7r./,
...
L-e of Other A ri mesNeed,
HAVE PROVIDED iO
TOAcuvrnme
1.;
IWO SD MP ........ .1111 4114
S cI-' -'........" -, To. .-_-_,,.- ,..._., r .-...-.. ' .-
1. t it.
.
726.41, sla Is a. so est was sew set
THE
gyp
Vtat9
I'
Washington
A
rj). A
4A.
41. elb
I
s -
4 ..
t , 4 '14..11
fji.s41).:41,4-...--c
73'1.4r.
. w
174' ' tT
C
r.
* 1 A' - 4),
t 4,-2.Y..
'". : "' I-
Is
..
. 4, jr ,s.e.s jS
" . .
t,1)'1117
.._.
" tr;t,q7,4,AP.V oorAst
P
.17
.c.sk
1 '2.1V-A.Irtt14(
*-.--vges-me
,
a
J
-vu
ME
.,
theOrganizingEvaluating.Progrem _
/fl
MI ow. .....
.
of
The Schools Will the
MANY SCHOOLS
a
dim,
P.
S _ ____ Olga, ... ... 41= S la
IN ... S m
APPENDIX_ MDma Oa
RWEBENCIts as OP IN ab as
e
1 1
1
10
10'-12
13
17
19
272728
30D
3132
35
oak the et Gavaramost, Mathis214 Seim*
. A tat ,, ; '
_irt *1.4,- "iir vt 1414 I.:A.,
FJ T:!::1.
-
'
i' -.
r:i
:: of1 school ervice for severely rjiiJ
J ehuden presents a prie: ot CiistirribIe import3ne in many States and
local commtifl1tie$. 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 #
-
'. . T.
4. 1.
r "I
.,4
.
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.
-
I.
12/-Z
#is A..
S.
t.
v.
.5
4(4. .1 J..,/--rse 47-f 4, t": . 1:14
k-
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t.,%.. -
,
.1)4/-1,{41A64
4-!
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/
is
.
special
Hungerford,
of
to
L No. 100,Berwyn, M.,
41.
pi _
_
4.
triapari
401,:
k_ 4.77- efi.-Zir
111'
13 ,
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1111
s!ill
1111
1t
1111
1111
1111
Ill"
111
101I
pi
1111
1111
si
Allis
) S
(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-
I t
1
1:3 It
antiNational Ass_4y-4-1;
interpreting,I to the author purposes
5
-- -
'
l'Vw. f
= 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.
.o
VI
al
e
IA;
- II-7,"t
Oi
446
ea
., . 4. f.
.
: . -
A! i`
_.,.
I 4 *' V5 ' i. 1 : . .. L..,...."; .44 ' ; '54.',_,.. 1..- 4tx " ' 4 , ..c.-iN , ... -,. :1.1'. , i .2 ' ''' ''k. "1-* '''
.:: 4,..._ '- j.,.., ' / II .,`.4.: 4 i_ v #;.. r % , . '.0"- .4-.7!;:.4 ,':i **? 4-414-* F-',14 '*--i-rd4:I fkir 0 ft .,,11417;1..41';..z.vie";°1,t4:-;1:1 lit ":tV-1.-&"; -1; -r
-1.^,'" Cir-tie--k rA.-Vd,,.;' -,4 I` 4.4 'IAAt ;5*?4,-
_ e 4-4- w -" '._1,_ -Ili._ ,
4.4.4.., .. 4-7 r i..z.- .,% ;' _ 2:-: .!
104
10
****'4
L.t
3:
4
41s.* 1P. ;-x .
44 =
i , : 4 1. -I ,
*.._ i 11-, .. -=-- .7 * . f44 w ...
_
--,
. -..,d
---4
r-
.' , ,
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_.**-
-'
* 4.wai .-rt46.1. 4.3.--)V t )u j
I
A
I .1 1
f.L_=1...
. 1:-=4_14,.-_,..
4 "S T 4 -71 :'9 i ' *,' 44Sgja, '4 4'. r7...4 i. 1.):. M,44!.... v. ' . t - A" -1-1 4: at .- 4r- --t
'. e
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.-
: r
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...--
-.=
Zrawan, The E-_ex
'
,
s
.raL.4
'a
v.,4-; 41$. a.
Nit' . . 00. .. ,r;VI A . .. 74L
c-te ,t, . ,
Itaa, .t e- "" g -11;_"a nP',41 I ,61 'Ot.'`e :V- 447Arli "IfY1 --"t
0.4 2:
"' '
r
1-41
40i4.4.1
- t.n a itti.
_ s. v .. r
5.y .11 *
, :ON,
NA.- In: tb ,-t""
. _svet. f
,, - At 7
rev-- ,0
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
Ut50, P
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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.
'r-
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-i Wn:II !;Vc-?-
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=
v=1pc=
': intelligence TheJt51Mf4T& in
:*i T:i= ;T:
quotients. Y; I! m
fl1r!1yE= :rE#juy: :1;Tjjj
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,flTTh- !U i;I:;I;irn
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::_e
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w
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for while =:: r-°::-T:
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Crt=jjie:FiI children t11ei-q prove li
eith e=cIaI cr C1evziit. itteTè: __1___. - = c- ediicbiJIity
!:
It;E:
ment,must
and I
;
it is based emiat dat; and 1w
f:; The t whouI:: iv T:Thct in more
sevelTIlyrflI1T 44--
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$1fl The important=- whether t- ' ,- * child -__ -=rW1!!t_:1 !
. social adjustment, ILI development, following ,ii-* irA caring (-
: - L LL1_I-i L-ZL. -----, ;
-u
=-
'J Lw- _=.-a= = 4
, the that, c 6 training, w=y Im kL
,- IL:iw- extent with L LI j11 Ii-*
Jij F imitv ri: aJ jitIIj jfl tJ
between those :Im are Andt:hoe wirn even nrir I-E=:dEj.
EretArdec! '=u cf tie nellkeiic
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be, recognized that Llow these two groups of retaMates are found °Wrenwhose social incompetence and lack of understandina will necessitate long-time care within own homes
have little or no omrx.a,tence directedacceptance usefulness
this
frequently have been50 75
used, standnds are oftenfound. In view present tendencies accept qualitative rattier th
interpretations of mental examination rt=lts, admissions tocannot be based upon rigid IQ classifications. At the uprii-f=3
will be found test scores,othgn!
thesome
s cicompfitence for
scholastic prognosisis upon a number interrelated factom, the menca_ score rep-resenting at ixst a measurement of general intelle ion-fence at the
th-ne of the examination. Factors of cultural ha d, social develop-deficiencies, physiml ahnormalties emotional
in the- total -di tvalutionan evil"... on that isvalid only when upon interpretationimychologists.
of profit classes forretarded children siTilarly he based upon many in
test It is that majority ofmeasure 55,
can measure andprofit the relatively
to1,-. contribute some activity his home or
. e
77' community.r"- guishing children potentialy
n 41 long-time care presents ipvoly-to *tie evickooe that any certain IQ bask
training prognuns. At least ono' school systemto change its, Sandards of admission to
unreliability ofsufteasful achievement. Sonie sehixas kntt..io 14.,
k .,-. "
/ _2:4 ......t ._.
ia , e
--4 4 7, . i.%,*;_.,. -4'1: -_ , A . . . ,. -1- .--. .r'-i- , . ,,.._,, ,-
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AO 7"b -. ' 114 '. .:$ - ' 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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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
uanic!rmi' t4X-tL naraItS H) : JT1L tIf:1fl, the fojp1 j!I theUSSS._ ==_ 7_S= :
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d -P----- ::£= # Lat_ aaa = L .iu&ii I=L I I I
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
S.
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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.
r4, 7 , ..11
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' !- ! F T1 T -= .
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: i jj=I- --:= r=-: r
The I- =w == rI mIJ
I- r r -=
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- - =4.
A= ; ---: J- L&_ Research indicates 1 ;I (fi =r!1i i. 11
LI- LAL %
iiiiiii ir= =c ot tretarded v- -- - = - accepted principle I _J
= = -- = -
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retarded forUi11:v uitffI:;1i=w iiLIhI! wt:iui yjuw
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z_1_ only which --- ___1__ _ -_ _-_ - may L
fr__- -_= - -
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- - = =F
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subjectsa t _!= the
= - =
between and-L-i tI :i 1i
zu Aft'*y.
1jcI t'' iirr ii r or varlc-)tI!- reaaon:' - this
_ .--g
,- =- cannot - 5 L= true - I
- -
Ft
rA- that L 1I' I I I I
-:: children =if &T i-7. L b = &- measurable above
-:
placement for children-
-==-- I - r- =
- i- = =- = =- -=--= ---- ,- = = =- ' =jT'
F. LL1iLt bc*ii; It; iui tlIIJiiIlliLlJIi LLtiL WUJ1U I1UICEt UI3W TE;T t1f)Wfl rn---= I retarded -
4: T T- y-1 still
-i that __=-t-iriirv IT I hiri tirt #t$j_ =-=-= -J -== .
w -_ - =
frt:qiientiv-
the incidence. ,'
III;
==;: c=i CJtMUflULRC IC) of t
t I TL=;; (d1A __
Itit&t
-A& ::!aJ 9urjt: A=i, (Offi J ?i=m; RliI11J3U1 2J
:-_ - __________1__ _ _== -=-= _- - ; - - - ___4 =!== !!E:: _r:., ! I W 4 fl 1I flf tt!:rI: -' ''= '
w i
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4 = t
fi
_
,
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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will
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be a this
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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
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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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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
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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-_
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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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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
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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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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
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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 .
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s.
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.
!.'
' 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, the- regard 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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its
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
the10
r'ff$VttS Special sotia..tionJ
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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
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e,EmF-tzat,: so is ledadjustmentbook. pcsJa1
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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
_.;=4 Iet_
flU
the=,2
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
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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
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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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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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il e_
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decided
the_anon alone nas
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era Ea-u_ar
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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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t
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_
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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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
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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 .
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et,
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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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A Addbehavior
A
Mtnems will
__. the ei
-
W -
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
P-H
J, I I _= a
-
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4
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't
,-A ceva,
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P- TT% W1.11. ,I ,P A
-41_if& "M. 01. Act
I. wit
2. pkyzL sr
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 ,_
, .1., m A PI,0 is,_vv_it 1...
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,----,-,----,,-
children. Lc that.
,'. L.-.----social 4tr, L,f-- -I, --Jr .-_,_... ,
similara. ....,
school
f7-7 proems :.-7-9N-ci
'-.7 V . et.*_ : g31 t7Glege'-'0-. j i._
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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'
4
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a- r*--
'-f
to-
a-aaaa*--_ '1 _yLL'111
eeutfacilities
-7
t r=EL:7
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7-=
=V =
Ofy kn ,-;se
educational facilities rather
a =
_ #
wptwx=_ ant work.
ff_
a= us a in
than Na
:T-Wksew
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=
on
tt_.T as koala
Ziff
=
3
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WOW,I--
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-n.- p*. ITrcf-k S'' - *,k, i.*r.s. -
,.., ; -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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t.
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citiyk
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a
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
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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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ill f
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ic1udi:
WI T 1 t
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
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LI&
k 4:4
,-
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.4
t
; ,: : 1!I
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tL. L'i :::i:
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:,:;
VL.4t4 -
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.*._,-
L
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(4!4 t.
A'
or. ;
A
i
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,
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- .
:- - -
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'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.
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n
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14." , 4. JAI./..ik)
dM.-4., . 11,4
A
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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
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Eri
s411
col
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N
v
lOpu
g11
1
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itii
111,
t141
14,
filo
-014
Sqt
toIr
aSk
itE
?s,t3
Ili"
'
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,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 .
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r' - ':.04 .7 tc o
4 4. .."1".l.!i
olmo. ef6'; a-
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I ;
tv
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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
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1. "4
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a.
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jOP
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a.ticr.
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h "-
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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
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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 *
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1.4
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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
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:51
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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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Wilma% Dirso A. Children. The Nervous Child, 9: 21-430,January 1961.
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