Teaching the Mentally Retarded Child 9780231891660

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TEACHING THE MENTALLY RETARDED CHILD

Teaching the Mentally Retarded Child

By NATALIE PERRY

COLUMBIA UNIVERSITY PRESS New York and London

Copyright © i960 Columbia University Press First printing i" apart. Paint and shellac wastebasket's sides. Punch holes with leather punch. Lace sides together with overcast lacing or shoelace stitch using coarse twine or plastic lacing. Saw wooden square to fit exactly inside wastebasket sides (teacher measuring). Shellac wood square on both sides. Place inside the cardboard sides and tack in place with studs. Toy Animal: T r a c e around simple cardboard pattern of duck, pig, or other animal, taped onto scrap of basswood or white pine y¿" or 1 " thick. Remove pattern and, using round-bladed saw, cut along traced line. D o not push saw hard. T o saw protrusion such as a tail, start at tip and saw toward the wider part. T o make stand for animals, saw piece about 2 % " wide and 1 " thick, and longer than animal. Saw two pieces of same length and thickness as first piece, but narrower enough to leave a place for animal to stand between them. Nail these to wider piece, leaving groove between just wide enough for animal to stand in. Stippled Aluminum Teapot Stand or Tile: G l u e a l u m i n u m foil around 6 " wood square. T r a c e outline of a design, and then make dots evenly spaced along line. L i g h t l y tap small nail through foil on each dot marked. Shelf: Several pupils can work on this project. Saw shelf board to desired length. Sand and shellac or paint. Arrange angle irons where they should be placed. ( T e a c h e r checks with person who can determine where joists in wall are for attaching a shelf securely.) Mark through angle irons' holes in order to know

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where screws are to go through angle irons into board and wall. Lay board on low bench. Drill fairly shallow holes in board and wall, screw angle iron to board, and then screw shelf to wall. Coat Rack (group project): Plan how many coat hooks are needed, and arrange on strip of wood as far apart as teacher suggests. ( T w o coat hooks may be advisable for some children w h o have many winter wraps. T h e r e should be plenty of space between each child's hooks.) Mark off wood and saw it to length desired. Sand and shellac or paint. A f t e r making dots where screws are to hold hooks (teacher holding hooks in place) drill holes partway for screws. Also drill holes in rack where directed, for the screws that will hold rack to wall (after it has been determined where wall joists are, to support rack). Drill shallow holes in wall corresponding to holes in rack. Lay board on low bench to screw hooks into board. Screw rack to wall with large screws. (Teacher can nail frames for name cards to rack at sides of hooks. Frames make it easily possible to change name cards.) D . O t h e r Craft Projects I. BEGINNER

Hand Plaque: M a k e large ball of self-hardening clay and flatten it out by patting. Press hand into clay to form impression. W i t h d r a w carefully. W h e n plaque is dry, paint it white and present it as a gift to parents. Candle Holder: Insert short candle into middle of 2 " ball of self-hardening clay. R e m o v e candle and paint clay when dry. Oatmeal Box Drum: T a k e off top cover. Paint box with tempera, except top and bottom. T h r e a d string through hole punched by teacher in bottom of drum near edge, and through hole in corresponding spot in loose top cover. (Teacher ties string, leaving it long enough to go over child's head and allow " d r u m " to hang at waist height.) Paste top cover onto box and shellac entire drum. Rattle: Gather small stones, pebbles, or gravel, or use small shells or beans. Put them in small cardboard b o x that can be easily held by a child for shaking. G l u e top on. Paint with

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tempera, or crayon. (Baking powder cans are durable, but hard for young child to paint. A large toothpaste-tube box would be good size to handle.) Cotton Snow for Decorating a Tree: Make small balls from large wad of cotton and place on twigs or evergreen tree. Tin Foil Decoration: T a k e tinfoil or thin aluminum foil that teacher has cut into various shapes, 4 " to 6 " in length. Crumple, roll, tear or fold to form decorative pieces. (Teacher staples loop of string on each for hanging.) Foil that is colored on one side may be obtainable and is quite effective. Pipe Cleaner Decorations: Twist and curl colored pipe cleaners together, or make chains of them. II.

INTERMEDIATE

Clay Paper Weight: Flatten ball of self-hardening clay and decorate by pressing with end of pencil or stick, making original design. When dry, paint and shellac. Clothespin Planter: Place clothespins on edge of shallow can, such as a tuna fish can, and paint both pins and can. Insert flowerpot in which geranium slip or flower seed has been planted. Jewel Box: Paint and shellac cigar box. Line with aluminum foil. Glue colored bead or painted spool to lid near front edge, to serve as knob for opening box. Marshmallow Man: Use one marshmallow for body. T o make each leg, join two marshmallows together with toothpicks and attach to body with more toothpicks. Add marshmallow head, and marshmallows for arms. Insert cloves for features and buttons. T i n y marshmallows can be used with large marshmallows to make man of better proportion. Marshmallow Santa: In similar way make Santa, using apple for body and adding one marshmallow each for head, cap and each arm and leg. Attach with toothpicks. Vase: Cover a glass with aluminum or tin foil that has been crinkled. Fancy Eggs: Decorate hard-boiled eggs (dyed or plain) by using blunt, colored pencil or "painting crayon" dipped in pan

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containing about water. If egg is placed in egg carton or egg cup, the top half can be painted without touching it. When dry, it can be turned over and the bottom half painted. Pipe Cleaner Candy Canes: Twist a red and white pipe cleaner together, bending them into a crook at the top. Hang as decoration. Clay Pencil Holder: Shape clay as desired, but at least 1 % " thick. Make holes in it with round pencil, deep enough to hold pencils upright. III. ADVANCED

Sewing Kit: Paint and decorate a cigar box. Make pin cushion, felt needle book and felt or leather scissors case. Place thread, thimble, and other equipment for sewing in box. Sewing tray can be made of a rectangular piece of self-hardening clay in which center is hollowed out for pin container, and pegs are placed into clay around edge to hold spools of thread. Clay Bowl: Make round clay base by flattening a ball of clay. Roll "snakes" or "ropes" about in diameter, and wind them around the base and then around on top of each other, gradually building up the sides of the vase in this fashion. When one rope is used up, attach new rope to old by pinching ends of each a little and overlapping them. Smooth joinings and sides of vase by dipping fingers in slip (water and clay mixed in a little pan) and applying gently to bumpy spots on vase. Locker Box: Paint and shellac large beer carton that has folding covers. Use as container for personal belongings. Attach label with own name on it.

RELATED

READING

Dewing, Dorothy. "Use of Occupational Therapy in the Socialization of Severely Retarded Children," in Chalmers L. Stacey and Manfred F. DeMartino (editors), Counseling and Psychotherapy with the Mentally Retarded. Glencoe, Illinois: The Free Press and the Falcon's Wing Press, 1957, pp. 366-72. Taylor, Jeanne. Child's Book of Carpentry. Philadelphia: Chelton Co., 1948.

χ. Work

Society wants individuals to be productive, and for this reason alone, it would be to the advantage of the trainable child to learn to work. As a retardate grows older he may find it necessary or advisable to perform certain tasks and it is helpful if he has had work experiences in school. Then, if he has to, or wants to, work later on in life, he will know how to do some tasks, and will not be frustrated by not being able to do them satisfactorily when no one is available to teach him how and supervise him closely. Participating in school jobs will teach the trainable specific work methods, skills, and good habits and attitudes toward work. These include ability to follow directions, ability to work alone, responsibility for contributing to group undertakings and habits of promptness, carefulness and neatness. T h e severely retarded can be appreciated if he has learned how to perform even little jobs. Whether he remains at home, lives with relatives or foster parents, works in someone else's home or in a sheltered workshop, or eventually comes to reside in a private or public institution, he will be accepted far better if he is willing and able to work well. If he can be recognized as a person who can accept responsibility, small though it may be, he will make more friends among both peers and supervisors and will be given not only more work but also special privileges and more freedom. In planning the kind of work activities to introduce in the school program one must first consider what the child can learn well and will have an opportunity to do in the future. T h e

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child must have an opportunity to practice and review at home what he learns in school; it is hoped that through conferences with the parents the teacher can find out which tasks the child can and will be permitted to do at home. T h e more the parents and school cooperate, the more prepared the child will be for the future. For his own and other's protection, certain limitations of the retarded should be kept in mind when selecting work for them, and when planning with the parents for the kind of training they need. For example, a trainable boy may gain the manual skill to handle a dangerous machine, but would lack the ability to react quickly in case of emergency. Although an older girl may have a way with children and learn to care for their physical needs, she should not be left in charge of them, because of her lack of judgment. Since we do not know what work will be expected of a trainable adult in his future household, sheltered workshop, or institution 10 or 20 years from now, emphasis should be placed on developing work habits and providing experiences that might be of value in any given work situation. For instance, it is advisable for school tasks to provide opportunities for cooperating with other people in addition to some in which the retarded boy or girl must work alone. In order that a severely retarded adult may adjust well in a work situation wherever he may be, there is an area in which it is more important for him to develop than that of learning specific work skills and attitudes: it is his personality that will make him acceptable or barely tolerated in his place of work, for his skill in any line of work usually can be only minimal. If the school program provides activities which bring him to as high a level of personality development as possible, he may become a pleasant, interesting person whom others will like, and he will be able to make a better adjustment to any life situation.

WORK

WORK

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ACTIVITIES

A. Care of Interior of a Building I.

BEGINNER

Pick up toys. Pick up scraps and put in waste basket. Wash off tables. Move and put away chairs. Use tools and materials as they are meant to be used, so they do not become broken or soiled and do not damage furniture or building. II.

INTERMEDIATE

Stack books and put materials away. Wash paint brushes and pans. Wipe up floor when something is spilled. Wash off chairs, shelves, and lockers (rinsing sponges after use). Water plants. Break off dead leaves. Sweep large trash. (Teacher can help hold broom until the sweeping motion is established.) When learning to sweep, if floor is patterned or so mottled that crumbs and dirt cannot be seen, scatter tiny scraps of bright paper (crumpled, not flat) all over the floor. As all scraps are swept up, crumbs will be swept up too. III. ADVANCED

Put books, furniture, materials neatly and quietly away. Wash tables, stack furniture, sweep floor after lunch. Use broom, dust mop, push broom, vacuum cleaner, carpet sweeper, dust pan, dust cloth, sponge efficiently. Collect all trash from building and place for city disposal. Make beds, mitering corners. Do complete and orderly process of regular household cleaning, including furniture, blinds, windows, floor, woodwork, rugs. Prepare cleaning solution and materials that will be needed.

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Clean u p afterwards, taking care of water and cloths, returning each piece of f u r n i t u r e to its place. Clean walls. Mop floors, using wringer. Polish furniture, floors. B. Yard Care I. BEGINNER

Pick u p stones and sticks, and put in small wagon or wheelbarrow. Put play equipment away. II.

INTERMEDIATE

Use play equipment carefully. Notify teacher when equipment breaks. Put equipment away neatly. Sweep trash or rake leaves into pile; put into box and carry box to trash can by using wheelbarrow. Rake leaves into big pile and j u m p in them (motivation for raking). Shovel snow (not necessarily in systematic fashion). Pick u p trash papers, using stick and bag as an incentive. (The bag, which may be made by older pupils, should be of heavy canvas or oilcloth which can be overcast along sides with heavy thread. A long, double piece of material is attached as a shoulder strap. Strap can be shortened by knotting when worn by a small youngster. A wire is put through the hem at the top of the bag so that the opening can be found easily by the child. T h e opening should be worn toward the front. For picking u p papers, a small-headed nail can be hammered into the end of a smooth stick, 1" thick and less than a yard long. T h e nail should stick out of the wood about l - i 1 ^ " . T h e head is filed into a blunt point.) III. ADVANCED

Use special judgment in handling small or fragile equipment so it will not be broken.

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Notice and report equipment that is breaking. Dig up garden spot or place for grass seed. R a k e dirt, plant seeds, pull weeds with supervision. W a t e r lawn, taking care of hose. R a k e lawn, pick up stones, mow lawn, clip grass. Use these garden tools carefully: lawnmower, rake, shovel, grass clippers, broom, spade. Sweep walks systematically and dispose of dirt. Start sweeping where there is plenty of dirt, and not much wind to make things difficult. Keeping the body in a natural position, sweep straight along one edge and then the other of a walk which serves as a guide, pushing all the dirt along at each stroke of the broom. Finally sweep down the middle of the walk. W h e n more proficient, or when the walk is fairly narrow, start at one side of the walk and sweep across to other side, pushing dirt into grass with every stroke. T o dispose of a lot of dirt or trash, work with another pupil, taking t u r n s — one holding a little shovel to collect dirt that other pupil sweeps into it. Carry shovel to trash can or dump contents in nearby carton. A third pupil might serve several working pairs by coming along with wheelbarrow containing a carton. Shovelers empty dirt into carton. Hauler empties contents of b o x into large trash can. Shovel snow systematically. R a k e leaves or grass and remove efficiently: Start learning to rake systematically, standing in row with class and helping to rake strip of grass between street curb and sidewalk. In order to rake in straight line, use own basket placed as marker at edge of sidewalk. Rake, moving backward, toward basket. Removing basket of leaves in a wheelbarrow is often a strong incentive for working consistently. C . Serving Food I. BEGINNER

Pass plates of food consecutively to children around table, without touching food. Sort silver into spoons, forks, knives; sort dishes.

202 II.

WORK INTERMEDIATE

G e t out plates, cups, and napkins after washing hands. Fold napkins. Carry things to and from kitchen, using trays. P o u r from pitcher. Pass cups containing beverage. Place napkins, glasses or paper cups, and spoons where they belong. W h e n first learning to set table, stand directly in front of place mat that has been set correctly on table. Put napkin where teacher directs. Proceed around the table, each time standing directly in front of place mat where napkin is to be placed. Follow steps below in learning to set table. (Learn only one step at a time.) Use cardboard forks, knives, and spoons if metal ones are distractible because of jingle, or are dangerous. W h e n table-setting is well learned, set table for tea party using colored plastic dishes, with each placesetting of a different color. T a k e one piece to be placed at a time, always in same sequence. Looking at a picture or diagram each time before setting a place is helpful to some children. Learn to set correctly one kind of tableware before setting the next piece: place mat, napkin, knife, glass or paper cup, spoon, saucer, and cup. Set table daily for juice or lunch. W h e n learning the position of napkin and place mat, serve cookies, apples, or cakes that can be eaten without flatware. W h e n learning to include a knife and glass in the place setting, serve fruit to be cut with a knife, or peanut butter to be spread on crackers, and then serve something to drink from the glass. Placing the knife before adding the glass helps the learner see where the glass is to be placed—above the knife. Understanding that the knife goes on the "other side" from the napkin makes it unnecessary to learn the words " r i g h t " and " l e f t " at this point. A left-handed child may easily learn to place the napkin on the side by the hand that naturally picks u p and is h o l d i n g the napkin when placing it. A right-handed

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child, if having difficulty learning where the napkins go, might be taught to place the knife or spoon first, since either of these goes on the side by the hand that naturally picks them up, as well as holds them when eating. Then this righthanded child could learn that the napkin goes on the "other side." For practice in setting the table with spoons, drinks in which sugar or marshmallows are to be added can be served. III. ADVANCED

Learn to set complete table, one step at a time: Add fork, second spoon or soup spoon, butter plate and butter knife, salad fork and plate. Serve foods which require the tableware set out. Count number of people to be served. Arrange table mats and chairs for correct number of people. Count correct number of things to go on trays or tables. Open container and pour liquids into pitchers. In waiting on people, serve to left side, remove from left, except cups and glasses (right). Watch for necessary refill of cups. Pour hot as well as cold liquids. Clean up lunchroom after use, removing dishes by using trays. Wipe off place mats and tables thoroughly. Sweep floor efficiently. D. Food Preparation and Cleanup I. BEGINNER

Play with and be encouraged to examine food that can be handled, smelled, and tasted (fruits, canned cocoa, etc.). (See "Learning Through Other Senses," pp. 150-51.) Sort foods (all apples together, etc.). Watch while foods are cut and served. II. INTERMEDIATE

Stack, wash, and wipe doll dishes in orderly process. Polish silver. Play grocery store, sorting and stacking groceries.

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Boil eggs. Cut apples, bananas, slices of canned pineapple into chunks. Make jack-o'-lantern, cutting out features with help. Cook from prepared mixes. Make sandwiches. Shop for food to be prepared at school, learning not to touch items displayed. III. ADVANCED

Help with marketing for groceries, learning to keep out of other shopper's way and to guide shopping cart. Prepare simple foods, following rules of safety and hygiene. Scrape, stack, wash, rinse, and put away dishes, using systematic and hygienic methods. Clean up kitchen after dish washing: Clean sink, wipe off tables and stove, sweep floor, etc. Clean out refrigerator. Practice a few prepared mixes often enough to learn recipe, so can make at home. Fry bacon, eggs; make toast. Make beverages, soups (preparing vegetables), hot dogs, simple salads. Prepare box lunches and picnic lunches, hygienically and efficiently. Know names and location of kitchen utensils. Use measuring cup, can opener, egg beater, spatula, and knife efficiently. E. Laundering I.

INTERMEDIATE

Wash doll clothes and hang up. Play at ironing them. Wash sponges and rags used in cleaning. Iron own craft products, ribbons and rags with warm iron. Take care of bathing suit after water play. II. ADVANCED

Take trips to laundries, cleaning establishments. Do laundry by hand: Rinse, wring out, hang out, fold and put away.

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Launder own fine things, knowing relative temperature of water for different materials. Launder dish towels, pillow cases, curtains efficiently and safely, using washing machine, wringer, clothesline, and drying rack. Dampen and roll up laundry for ironing. Iron flat things, shirts, shorts, simple sport blouses. F. Washing Cars I.

INTERMEDIATE

Wash off children's vehicles with wet cloth. Wipe. II. ADVANCED

Wash bicycles. T a k e trips to car-washing establishments. Do whole process of car-washing. G. Office Tasks I.

INTERMEDIATE

Fold paper in making greeting cards. Use large-hole paper punch and stapler in craft activities. Sharpen pencils in pencil sharpener at eye level. II. ADVANCED

Prepare materials for mailing: Collate sets of mimeographed pages. Check work by counting pages. (Use rubber caps on fingers.) Get edges of paper even, staple, or put between covers or in envelopes. Fold circulars and business letters. Insert in envelopes and seal. Affix postage stamps, using small sponge in water. Use addressograph, or affix typewritten gummed labels on mail. Use transparent tape for sealing. Bundle and tie up circulars for mailing. Wrap and tie packages, using square knot. Sort clips, tacks, etc.

2o6

WORK

Use paper cutter, paper punch, rubber stamp, stapler, transparent tape. T a k e messages, run errands. H. Skills Involved in Workshop Operations Most of these skills are developed in other activities, such as crafts or perception activities, which have been described in previous sections of this book. When pupils need special workshop preparation, or the teacher wishes to find out how they respond to workshop conditions, assembly-line relay races can be played. These will develop more facility and speed and an appreciation of the need for efficiency. But better than relay races for developing workman-like attitudes is the performance of duties for a motivated purpose. Sometimes, rather than competing in teams, working in pairs achieves good results, since a pupil likes to feel he is helping someone, and working together provides immediate and tangible evidence of helping. I. ADVANCED

Examine materials and sort them according to various specifications. Assemble parts of object into whole. Measure and cut. Lace or string. Pack according to a pattern. Glue. Polish and clean. Sand. Use tools. Manipulate simple machines. R u n errands.

RELATED

READING

Delp, Harold A. "Criteria for Vocational Training of the Mentally Retarded," Training School Bulletin, LIV (August, 1957), 14-20. Fitzpatrick, F. K. "The Use of Rhythm in Training Severely Sub-

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normal Patients," American Journal of Mental Deficiency, L X I I I (May, 1959), 948-53. Jacobs, Abraham, and Catherine Sherman. "Training Facilities for Severely Physically and Mentally Handicapped," American Journal of Mental Deficiency, L X (April, 1956), 721-28. Jacobs, Abraham, and Joseph T . Weingold. The Sheltered Workshop. New York: Bureau of Publications, Teachers College, Columbia University, 1958. Loos, F. M., and J . Tizard. " T h e Employment of Adult Imbeciles in a Hospital Workshop," American Journal of Mental Deficiency, L V I (January, 1955), 395-403. Minnesota Department of Public Welfare. Now They Are Grown. Minnesota Department of Public Welfare, 1959, pp. 32-35, 57-59. (Reprinted by the National Association for Retarded Children, Inc., 386 Park Avenue South, New York.) Walton, D., and T . L. Begg. " T h e Effects of Incentives on the Performance of Defective Imbeciles," British Journal of Psychology, X L I X (February, 1958), 49-55.

χι. Group Projects

In modern programs for average children, the class often works on a group project or unit of experience, through which each child gains skills and knowledge in a variety of subjects which are integrated and directed toward an over all goal. A project on the grocery store, for example, may include some learning of arithmetic, spelling, language, reading, and social studies. Much of the art, dramatics, and woodshop activities may center around the grocery store project. WHY GROUP PROJECTS?

Group projects are of value to the retarded child because they provide meaningful concrete experiences which lead to greater understanding of his environment. They also afford opportunities for each child to work at his own level and yet enjoy the socializing experience of contributing to the group effort. Projects are important for a trainable class because they emphasize the carry-over of a learning experience from one situation to another. If the class is learning to care for turtles, for example, it is helpful to encourage the children to associate this experience with others. T h e class will talk about turtles in discussion period, hear stories, and see pictures about them at book-time. T h e turtles will attend music class, so the children can imitate and sing about them. The class may count their turtles and feed them worms. In a trip to the zoo, the class

GROUP PROJECTS

2 09

will visit the turtles and later will return to observe them not once but several times. In art period, a child may one day want and be able to make turtles from clay or draw them and even the worms for the turtles to eat. Another child may make a turtle out of tinkertoys. Thus the children improve in ability to express themselves, in their understanding of numbers, and in their general knowledge of their environment. Retarded children do not get bored by repetition of subject matter when it is introduced in so many different ways. They need repetition to learn. DEVELOPING MEANINGFUL PROJECTS

Projects must be planned and carried out with consideration for the needs of the individuals in the class. Retarded children who are distractible, hyperactive, or insecure may be upset by projects which involve or require many materials, diversity of activity, and changes in schedule. For such children especially, project activities will need to be carefully structured. In planning a project for a trainable class, it is not important for the teacher to tie all the learning activities for one day, week, or month into one topic or interest. Concentrating solely on one project over a period of time might not provide the necessary drill in certain skills and would limit the learning experiences of the children. The place assigned to a particular project should be balanced with other important school activities. What criteria are important in selecting a project for a group of trainables? Here are questions the teacher might ask herself to help her in deciding: 1. Have the children shown any interest in activities which would be associated with this project? 2. Can many concrete, firsthand experiences be connected with this project? 3. Will the project give the class a good opportunity to gain worthwhile skills, knowledge, attitudes, and appreciations? 4. Would the project at present help to serve the needs of most members of the class? 5. Will it help to prepare the pupils for the future?

2 IO

GROUP PROJECTS

Let us say that a teacher heard some of the children mention plays they had seen on television in which there were cowboys. She may feel that a cowboy play would be a good project. She may answer " Y e s " to the first question, although the children may not have too much interest in the activities themselves which would be connected with the project, and perhaps only some of the children would be interested. If she is clever, she may think of some skills, knowledge, and attitudes which she can develop through preparation of a cowboy play, such as sewing costumes, learning to gallop, and tying a rope. T h a t would mean a possible " Y e s " for question 3. But this project probably would not meet the other three criteria. It would be difficult to provide the children with many concrete firsthand experiences. Many of the activities in most play productions would be nearly meaningless to the children. It is difficult, when producing an entertainment for others, to have time for the needs of each child. Often the children will be waiting on the sidelines while one child receives individual help with a costume, with his lines, or with a stage routine. As for question 5, it has previously been suggested that class entertainments may do more harm than good in preparing the child for the future. Examples of more meaningful projects will occur to the teacher, and samples of other projects which could meet the criteria are described in this chapter. Careful planning on the part of the teacher is very necessary for the success of a project. Below is a sample plan of a project for an Advanced group, which a teacher might have evolved: Sandpaper

Project

Skills to be learned: sanding, shellacking, counting money, folding and tearing sandpaper. Knowledge and concepts: " r o u g h , " "smooth"; things cost money; equipment has to be taken care of or it gets in bad condition; different pupils have different abilities. Attitudes and appreciations: care of furniture, consideration for people on streets and in stores, safety at street crossings, sense of accomplishment when results of sanding and shel-

GROUP PROJECTS

2II

lacking are seen, pride in keeping school in good condition. Procedure: Talk about splintered edges of the school stools. How did they get rough? They should have been treated more gently. Feel stools. Which ones are rough? Which ones smooth? (Take turns, with eyes bandaged, feeling stools.) Discuss why we don't like stools to be rough; what to do about rough ones. Since we lack sandpaper, plan how to proceed. Plan purchasing of sandpaper: which store, how much to buy, what kind? Learn about different grades of sandpaper—three kinds shown by teacher. Before going to store, decide the following: Where do we go? How do we get there? Can we walk? Which route do we take? Who can be responsible leaders, stopping at corners, waiting when told to by teacher? Who will ask storekeeper for sandpaper? Practice the appropriate words and sentences to be used. Decide who can say it clearly. Who can carry the money and be responsible for it? Who can pay the money? Who knows the coins? Take turns counting money to find out. Who will accept the change? Who receives the package and carries it home? Who will lead coming back? Behavior on trip: Walk with partner; move over when someone wants to pass; look ahead to see where one is going; don't touch things in the store. When back at school, discuss what the class did, listing rules remembered, behavior that should be improved before next trip. Open package; count sheets of sandpaper; sort into grades and discuss purpose for each kind. Count out as much as class might need, and take rest to supply room.

2 I2

GROUP PROJECTS

Fold and tear sheets into quarters and thumbtack onto blocks of wood if easier and more effective that way. Another day, start sanding stools. While sanding, keep feeling wood to see when it gets smooth, and then move to new spot, rather than always sanding in same place. Learn to judge smoothness, not asking for teacher's opinion constantly. Learn to keep at it until finished. When sanding of a stool is finished, shellac it. Carry-over: After all stools are sanded and shellacked, look over other furniture and equipment to see if anything else needs smoothing. Talk about rough and smooth in connection with other materials. Take other shopping trips for other purposes, reviewing standards of behavior ahead of time. Watch for furniture needing repairs of any sort; be careful of equipment. There are an infinite number of projects and ways to carry them out. Below are listed some of the activities which might be included in some projects, depending upon the level of the class, the school environment, facilities available, and the background of the children. T h e sample projects, sketched very briefly, should be considered merely suggestive. T h e teacher will want to plan projects appropriate to her class situation and will outline them in the way most helpful to her.

SAMPLE

PROJECTS

A. T h e Home I. BEGINNER

People in the family: Recognize names of own family members when spoken. Recognize photographs of own family members. Say names of family members and identify. Tell whether a family member is big or little.

GROUP P R O J E C T S

2I 3

When family member comes to school, inform teacher who he is. Point to mother, etc. in other children's family pictures. Point to mother, father, etc. in book pictures. Parts of a house: Identify door, steps, floor from inside or outside school. Identify doors, windows, upstairs in doll house. Walk around block, finding these various parts on other houses when teacher asks. II.

INTERMEDIATE

Functions of family members: Play house, acting out functions of various family members. Discuss pictures of family members working. Talk about how children can help family members. Do tasks at school that children can do at home. Act out receiving friends, relatives, or workers coming to home. Rooms in a home and their uses: Play with doll house, sorting furniture in various rooms. Have dolls function in doll house as family members. Make scrapbook of a home and its occupants. Sort pictures of furniture according to the rooms in which they belong. Work to be done in the home: Bring pictures of work done in a home and discuss pictures. Make scrapbook of family jobs. Learn about how a home runs and about safety in the home by doing similar tasks at school and applying safety rules. III. ADVANCED

Work to be done in the home: Bring record to school of jobs done independently at home. Visit in classmates' homes while they tell jobs they do there. Learn how to do home tasks and to use tools and simple machines by working at household and yard jobs at school.

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PROJECTS

Β. T h e School I. BECXNNER

Sing and play games in which the children and adults in the class are named. Show recognition of classmates' photographs by matching with the children themselves. II.

INTERMEDIATE

Take trips about the school to meet staff members and to see other classes. Find out about the rooms in which other people work and jobs they do about the school. Practice safety on these trips. Learn about school visitors and workers; act out how to greet them. C. Holidays I.

BEGINNER

Participate in songs and games appropriate to holiday. Talk about objects and colored decorations displayed for the occasion. Participate in party to celebrate holiday. II.

INTERMEDIATE

Participate in activities suggested for Beginners. Make decorations, greeting cards, or presents. Participate in preparing for party. Talk about party before and afterwards, telling what one does at parties and on special holidays. III.

ADVANCED

Associate holiday with calendar dates. Find pictures and news about holiday. Decorate the room. Plan appropriate program to celebrate an approaching holiday.

GROUP PROJECTS

2I

5

D. Food I.

BEGINNER

Feel, smell, and eat various foods identified by teacher (see " L e a r n i n g T h r o u g h O t h e r Senses," p. 150). II.

INTERMEDIATE

T a l k about foods brought to classroom. Play grocery store, bringing cans, cartons, and boxes from home. Play at cooking, making foods from clay and painting them. Play blindfold games to identify foods. T a l k about food eaten at lunch, juice-time, parties. Prepare simple foods from box mixes. G o to store with class to buy something to prepare at school, such as pudding. III.

ADVANCED

Discuss proper diets. Show pictures, make scrapbooks. Prepare and sample foods that are healthful. Visit farm, dairy, bottling factory. Discuss proper methods of food preparation. Prepare simple foods; plan and prepare food for party, picnics, box lunches or soup or dessert for lunch. Bring note from home giving own diet for a day. Discuss with classmates. Visit kitchens of cafeterias, restaurants; eat in such places. E. Nature Projects I.

BEGINNER

Plants, weather: Have close contact with grass, leaves, flowers, birds, snow, rain, and wind. (This experience with nature can be expanded by the teacher's calling attention to natural objects and phenomena.) T a k e walks to look for objects of nature that class has been learning about. Gather leaves, flowers, grass. Listen to and join in with teacher when she sings songs about nature.

2I6

GROUP PROJECTS

Animals: Observe, pet and hold an old, quiet dog, cat, or guinea pig. Feed it, watch it drink. Talk with teacher about its parts, and then find and touch them (ears, tail, etc.). Pretend to be the animal. Make noises like the animal. II. INTERMEDIATE

Plants: Visit farm to see plants that farmer is growing. Pick from field or orchard the products of the farm. Bring these back to school, and prepare them for eating or use in other way (jack-o'-lanterns). Place sweet potato in jar containing water. Place onion b u l b or carrot tops (with just a bit of the orange root part attached) in pebbles and water placed in bowl or saucer. Plant sunflower seeds or kernels of corn in paper cup, flower pot, or jar with owner's name affixed to it. Plant orange seeds, acorns, apple seeds and see if they will grow. Radish, parsley or grass seeds can be planted in cigar boxes or in ground outdoors where garden is staked out. Learn that sunshine and water are needed for plant growth. In the fall, collect nuts and leaves, sorting according to size, shape, or color. Wax leaves with paraffin or coat with shellac and then mount with transparent tape. Pets: Help care for and play with schoolroom pets (turtles, fish, guinea pigs, frog, toad, snails, bird, worms). Visit pet store to buy pets or food for them. Visit museum, aquarium, or zoo to see pets similar to those at school. Talk about school pets, home pets. Bring a home pet to school for a visit. Take school pets home to care for in the summer. Look at picture books, search for and cut out pictures and listen to phonograph records about these animals. Sing about them and pretend to be the animals. Weather: T a l k about weather when first entering school. After whole class has assembled, participate in telling about the weather and indicating this on a very simple weather chart showing four kinds of weather. Listen to simple stories which refer to the weather. Discuss kind of wraps to wear on the day at hand when going out to play. Sing songs about the weather on this day. Paint and draw pictures of the weather.

GROUP PROJECTS III. ADVANCED

Plants: Study about, plan and then make a little garden at school, selecting and buying necessary tools and seeds. Visit other people's gardens or conservatories. Bring products of own garden at home to school. Cut out pictures of flowers and vegetables from seed catalogues and identify them, showing them to rest of class. Make a scrapbook with pictures of vegetables and flowers which have been sorted into meaningful categories. F. Community Workers I. INTERMEDIATE

Observe community workers who come to school: milkman, postman. Walk with class around the neighborhood, observing work of community helpers that is meaningful to children: policeman on the corner, milkman in his wagon, postman going down the street, sanitation men. Invite community worker to visit the class. Serve him juice and crackers, ask him questions, observe his uniform and what he carries. Visit places associated with community helpers: firehouse, post office, and other places that are simple enough to be meaningful. T a l k about jobs of community helpers and the visits made to see them. Pretend to be one of the workers. Play postman, delivering letters labeled with names of other children. Play barber or doctor with other children. Be a policeman directing traffic (vehicles propelled by other children). Sing about different community workers. II. ADVANCED

Participate in activities similar to those for the Intermediate, but study more types of workers in the situations where they work. Make plans, then take trips to places such as the police station,

2I8

GROUP PROJECTS

airport, gas station. Visit and shop, eat in restaurants, be entertained (concerts) in public places, ride on public conveyances, use public washroom facilities. After trips, discuss them, sing about them, draw or paint pictures. Act out jobs of different workers: bus driver, dentist, restaurant workers. Discuss and act out ways citizens can cooperate with community workers: obey laws, learn how to act in public places. Plan and carry through work for neighbors or community: polish silver for a community club dinner, clean u p a public yard, prepare circulars for mailing. G. Parties All school parties may not be projects, b u t many can be. Because parties appeal so strongly to children, good projects often can be developed around party planning. School parties give additional experiences for social growth and provide new situations for practicing skills, developing attitudes and gaining knowledge in many areas. T h e program for a party depends upon the kind of group— the developmental level of most of the children, their cohesiveness, their individual excitability. W i t h careful planning the children can have a genuinely happy time without becoming uncontrolled or overly excited. T h e school party should not be considered an opportunity for parents or outside charity groups to present the children with food, entertainment and gifts, while the children sit passively, not being expected to contribute in any way. Rather, a party should be an opportunity for the children to learn for themselves how to participate with their peers in having a good time. Ordinarily guests should not be present. Most of the children will enjoy some anticipation of a party, but excitable pupils cannot stand too much anticipation. T h r o u g h making preparations for such an important affair, the group learns the need of working together to achieve a common goal. Making decorations, buying or making refresh-

GROUP PROJECTS

2 I9

ments, and setting-up for the party are incentives to work more efficiently, with greater perseverance. One key to a successful party is simplicity. Costumes should be comfortable. Decorations should not be too distracting or in the way. Refreshments should be such that they can be served and eaten with few catastrophes. T h e amount of food should be kept to a minimum, partly for reasons of health. Also, a child who must manipulate a straw in a coke bottle, crumbly cake iced with fluff, heaping ice cream topped with sticky sauce, and a crowded candy cup will naturally give himself over to the job of eating, rather than enjoying his friends at the table; and there will be no time left to play games afterwards. T h e r e are values in having some parties to which the pupils invite guests, such as parents or a younger class. Each trainable boy and girl can then learn the fun of giving a good time, refreshments, or even gifts, rather than considering what he himself may be getting out of the party. When parents are invited, the pupil should be aware that he will not be entertaining them by showing off. He may perform dances or sing songs with the class to demonstrate some school activities, and to help the guests learn how to do these things themselves before they join in. At the party, parents can experience the values of participating with their children and other parents, and may learn how helpful their children can be as hosts when given this responsibility.

RELATED

READING

Strickland, Ruth G. How to Build a Unit 0/ Work. Bulletin No. 5. Washington, D.C.: Federal Security Agency, U.S. Office of Education, 1946. University of Kansas School of Education. Curriculum and Methods for the Trainable Retarded. Lawrence, Kansas: School of Education, University Extension, June, 1958.

χ». School-Community Relationships

Just as the cooperation of the parents can facilitate school training and the realization of effective services for trainable children, so also community support of the program for severely retarded, whether conducted in an institution or in public or private schools, can be of great benefit. Only with community cooperation and through community agencies and organizations can many needed or desirable services be provided for these children. It is to the community that the school needs to turn for solutions to many problems: How can the mentally retarded be protected from unkind ridicule, suspicion, and even condemnation by people in the community? What can the older boys and girls do for recreation after school hours? What can be done for retarded youngsters in the summer vacation period? What can they do when they have outgrown their special school programs? T h e retarded need the community's support and understanding if they are to be reasonably happy citizens outside the protected environs of home and school. It has been established that a community can develop wholesome attitudes toward trainable children and extend valuable services to them. Whatever the school can do through community contacts to benefit its trainable children will also benefit all retarded children, for the public will become more aware of the problem as a whole. It is important to realize that the reverse is also true. T h e needs of all children must be supported if the needs of the

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22 1

mentally retarded are to be served. For example, if the community has been helped to understand the general need for good educational and good mental health facilities for its children, it will be more receptive to the idea that retarded children have similar but also special needs which must be met. Likewise, if the community can be stimulated to the point of recognizing the importance of training the educable mentally retarded, it is more likely to become interested in supporting a program for the severely retarded—perhaps a school already in operation. Stimulating community interest in the problems of the mentally retarded is the responsibility of local organizations for the mentally retarded, school boards, administrators, and P.T.A.'s already involved in programs for the retarded or fostering the development of such programs, as well as teachers and other professional staff members who are working directly with the retarded. W H A T T H E INDIVIDUAL T E A C H E R CAN DO

Too often an enthusiastic and capable teacher is so engrossed in the children in her class and in their program and problems that she may overlook the values which may be gained for them from her contacts in the community. Helping to foster good school-community relations may appear to the teacher to be a task she cannot possibly add to her major responsibility of training her class and having frequent contacts with the children's parents. Unless she is also the school director or one of very few persons working for trainable children in a particular area, the teacher's contributions, as far as time and energy go, will not be too taxing. Even a school director is generally able to encourage her school board or parents' group to assume a great deal of the responsibility for this function. Regardless of the scope of the teacher's responsibility for the trainable's program, it is nevertheless important that she know the community's varied resources and that she is clear as to what authority she may approach when community aid for the

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retarded is to be sought. This does not imply that a teacher go directly to—let us say—the community welfare director for assistance. But she should be thoroughly informed before she presents her request for community assistance, whether it be to her principal, supervisor, parent group, school board, or directly to an agency or organization. Where the trainable program is part of a larger program such as a public school system, or where the teacher is one of several in a large institution for the retarded with a hierarchy of staff officers, she can still do her share in stimulating community effort on behalf of the trainable. Perhaps she can make a contribution to the heightening of citizen interest in this area by serving on the public relations committee of her school P.T.A. or parents' group, or of the local association for the mentally retarded. She might work on a civic affairs or service committee of a local non-professional organization to which she belongs. Or she might be instrumental in setting up within the public school where her class is located a committee to consider the problems of the atypical child. W H Y T H E C O M M U N I T Y SHOULD

HELP

As a society becomes enlightened, it demonstrates a growing concern for all its members. In our civilization it is expected that the community should assume the responsibility of offering each individual an opportunity to receive training and education which will help him develop to his maximum. Why, then, should the severely retarded be ruled out? Well-adjusted, happy individuals are the kinds of citizens a democratic community needs. Before urbanization took place in this country, most trainable mental retardates were able to make an adjustment in rural situations where they were more readily accepted. Since urbanization has created problems for the retarded, the urban community should help to solve their problems. A community, by studying the severely retarded and ways to aid them, gains insight and experience in how to help its av-

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erage children. When methods for psychological testing of the retarded were developed by Binet, a great contribution was made to the understanding of the average child. As severely retarded boys and girls, through training outside as well as within the home, become more responsible, more independent, and happier, their families become more harmonious units, and individual family members will be able to function better. Freed from complete responsibility and constant concern for a demanding, dependent, or unhappy retardate, a parent can direct some of his efforts to community affairs where he has his own special contribution to make. What the Community

Needs

to

Know

Besides acquiring an appreciation of why it should help in developing and supporting a sound program for severely retarded children, the community will have to understand, in broad terms, what these children need that the public can provide. Some of these needs parallel those which are accepted as necessary, or at least desirable, for all children: more and better schools, more and better teachers, more ancillary services (visiting teachers, school psychologists, family case workers, child guidance clinics, vocational guidance, and public health, welfare, and recreation services). In regard to retarded children specifically, the general public will have to have their very particular needs emphasized: specialized training for their teachers, the development of school training programs for the severely retarded as differentiated from the regular school education program, and the unique facilities and services which may not as yet be available in the community. In some cases, special legislation may be required to make training of the retarded become a public responsibility, to insure its financial support and to raise the level of standards for this training. Much more extensive research is needed into the causes and prevention of mental retardation, and, in many instances, especially in large metropolitan areas, such research can be promoted by an informed, active citizenry. How the Community

Can Be Informed:

It is no easy task for

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RFXATIONSHIPS

the school to communicate effectively with the groups and individuals in the community who are best able to interpret to others. It will frequently take very skilled people to present to the public clearly and forcefully what the general problem is, what progress has been made, what the school and others are d o i n g about it at present, what the immediate needs are, and what plans for the future entail. In any planned public education program, great care must be taken to give a correct interpretation of the trainable and their needs. T h e children and the program for them should be presented as they are, and the goals described to the public should be the true goals. W e are not propagandists; we are educators. T h e community must know the truth if it is to help retarded children. T o aid in the continuing responsibility of keeping the public informed, there is included here a list of ways which may be used effectively by the school staff and others closely connected with the program: A. T h e spoken word ι. Informal conversations with people in staff members' own social or other groups—college alumni associations, church associations, fraternal organizations. 2. Initiation of, or participation formally or informally in conferences, panel discussions, institutes, lecture meetings, discussion or study groups, which may be set up particularly around the subject of the school and mental retardation, or around some other area in which certain aspects of mental retardation are included. 3. Initiation of and participation in radio programs. B. T h e printed word ι. Printed material that staff members write or arrange to have written: a. Newspapers: special feature articles, letters to the editor, announcements of meetings and press releases on school activities. b. Magazine articles or books in the field.

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RELATIONSHIPS

22ζ

c. T h e school newsletter, describing school activities, philosophy of the school, parent activities. d. Handbook, brochure or other material about the school. 2. Printed material that the school can lend or distribute: a. Professional publications in the field. b. Newsletters and newspapers of local, state, and national associations of parents of the mentally retarded. c. Authoritative material on mental retardation from responsible sources such as the federal government. d. Authoritative books which can constitute part of a school library, can be recommended for the public library, or can be displayed at various places, such as universities. C. Visual material ι. Movies on the school or on mental retardation, especially if a good discussion follows. 2. Television programs in which the school staff participates, or programs for a national audience publicized locally. 3. Slides accompanied by a good lecture. 4. Observation of the school in action (primarily by students going into the field, or professional people who will probably understand and benefit most by this, especially if there is verbal interpretation by the staff afterwards). 5. Photographs and descriptions of school activities in newspapers. Kinds

of Organizations

Which

Might

Be cf

Service

Health and Social Welfare Agencies: Many excellent, wellestablished agencies and organizations in most sizable communities have the funds, facilities, and professional staff available to help, in specialized ways, a struggling program such as that involving the severely retarded. T h e s e public and semipublic organizations are an invaluable resource for assistance which certainly should not be overlooked by any school for the

22Ó

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RELATIONSHIPS

trainable. What are these groups with which the school should establish contact? T h e following list will give an idea of the great variety of possibilities which may be at hand. ι. Children's agencies, such as guidance clinics, for treatment of special problems or handicaps and behavior problems. 2. Diagnostic and treatment centers for the mentally retarded, such as mental retardation clinics connected with hospitals. 3. Family service agencies, such as Family Service Society, for helping families with their problems. 4. Health agencies, such as local hospitals, for emergency or other health and medical services, and American Red Cross for swimming instruction and possibly for transportation for the school children. 5. Group work and mass recreation agencies, such as Boy and Girl Scouts, camping, swimming, and neighborhood house activities, for recreation opportunities after school, retarded teen-ager socials, and facilities for carrying on summer programs for the children. 6. Associations for the handicapped, such as a state commission for the blind, Goodwill Industries, and the Cerebral Palsy Association, for special services for the multiple-handicapped, and for sheltered workshop opportunities. 7. Vocational rehabilitation programs, such as those that can be arranged by a state division of vocational rehabilitation, for vocational aptitude testing, vocational training, sheltered workshops, and placement. 8. Other governmental agencies, such as the departments of Public Welfare (for family problems, placement of a member in an institution, and financial assistance), Public Health (visiting nurses), Recreation (parks and playgrounds), Traffic Safety (helping at street crossings); the courts; and a department of Mental Hygiene. (In a few states there are local, tax supported mental health agencies which can help provide facilities for the mentally retarded.) 9. Interagency organizations, such as the Community Chest to assist with financing, and an agency which helps with social

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227

planning (sometimes called a Community Planning Council or Council of Social Agencies) for helping the school gain information and advice about making referrals, working with other agencies on a problem, at the same time that they interpret the school and the problem of mental retardation to other agencies. How Health and Social Agencies Can Help: As has been suggested, contacts with health and welfare agencies can give special help to the child or to his family, either while the child is attending school or after his schooling is ended. If a family agency or child guidance clinic refers a trainable youngster to a school or class and he is placed there, the agency can be encouraged to continue working with the child and the family rather than considering the case closed. Reports from the school to the agency and from the agency to the school can lead to increasing effectiveness in planning for the child and his family. These agencies can be of help to the teacher by providing professional advice pertaining to areas such as the problems of the multiple-handicapped, pre-vocational training, school equipment and kinds of facilities that might best serve needs of particular children. In addition to direct service, an agency can help the school by interpreting to families and to other agencies what the school goals and program are, so that they can use the school's services more effectively. Other Organizations: Besides the professional service agencies in the community, there are other professional groups and many civic and religious organizations which welcome opportunities to assist valuable community enterprises such as a retarded children's program. But it is first necessary that they become aware of the program and its needs through the media already mentioned. Some idea of the many resources in this category can be obtained from the following list: ι. Organizations for the retarded which have very broad purposes (see pp. 1 5 - 1 6 for description of these), s. Professional groups, such as the local chapter of the Council

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f o r E x c e p t i o n a l C h i l d r e n , local branches of teachers' and principals' associations, and medical, dental, a n d psychological associations. 3. Schools, universities, and libraries, i n c l u d i n g P . T . A . groups, fraternities, study g r o u p s and bodies connected w i t h services for the t r a i n a b l e — s u c h as an institution's administrative body. 4. Educational, social, and service groups, such as the L e a g u e of W o m e n Voters, and special c u l t u r a l groups. 5. R e l i g i o u s groups. 6. Business and fraternal organizations. 7. Industrial unions. 8. C o m m u n i t y and civic associations. 9. P h i l a n t h r o p i c foundations. Individuals

Who

Can Be

of

Service

Professional Persons: T h e school may benefit greatly b y using the volunteer professional services not only of groups b u t also of individuals. Volunteers should be selected with care if they are to prove of value to the school staff. Students b e i n g trained in professions closely related to the field of mental retardation, such as m e d i c i n e and psychology, have seldom until recently been oriented to the severely mentally retarded in their course studies, or been given the o p p o r t u n i t y to gain firsthand experience w i t h the retarded. C o n s e q u e n t l y , professionals otherwise well trained are o f t e n l i m i t e d in their k n o w l e d g e and understanding of the p r o b l e m of mental retardation. H o w e v e r , t h r o u g h c o m m u n i t y agencies, such as a city's c o m m u n i t y plann i n g board, some professionals well qualified in their fields, w i t h an interest and k n o w l e d g e o f — o r desire to learn a b o u t — the problems which face a school for trainable c h i l d r e n can be f o u n d and can be of i n v a l u a b l e assistance to a school both in the p l a n n i n g stages before classes for the retarded are established, as w e l l as in the operation of the classes after they are in f u l l swing. T h e r e may be a recreation leader, craft teacher, psychologist, or speech specialist w h o c o u l d work effectively with one child

SCHOOL-COMMUNITY RELATIONSHIPS

2 2Ç

or a group of children several days a week. Some students, especially graduate students, can be of service to the school at the same time that they are making a study in some area of special interest to them. Students just beginning their training may benefit from observation or participation, when it does not interfere with class activities. Even if not performing any direct service to the school, they may gain an orientation to the problems of mental retardation which may lead them into further study and possibly into preparing for a career related to the field of mental retardation. They will, at any rate, influence community awareness of this problem, simply through their informal contacts with people they know, after watching the school in operation and talking with the staff. In addition to those professionals who may function directly in the school setting—and these may be few—some professionals may act in an advisory capacity, serving on a council with other professional people. This council could act as a fact-finding and deliberative body to consider problems brought to its attention by the school staff or parents' group and make reports which might serve as a basis in staff planning for the school. Instead of establishing its own advisory council, a school may be able to gain assistance from one already functioning in connection with a parents' organization for the retarded. Many of the professional people best qualified to help a school for trainable children already may be members of such a council, and the school staff may be able to suggest to the council other people with experience and training who are also dedicated to the interests of the retarded. T h e personnel on an advisory council should represent a variety of professions covering many fields closely related to that of mental retardation—education, social work, psychology, psychiatry, nursery education, education of exceptional children, public health, pediatrics, neurology, etc. Other individuals with a background of appropriate experience, who are willing to devote the time, may prove invaluable by serving on a parents' council or a school committee composed of lay people, parents, and professionals. T h e school committee

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may help review and determine policies and activities of the school which are being planned or are already in operation, and help solve school problems. Since the amount of time a professional will be able to devote to the school may be very limited, it is important that he be used to the best advantage by having him contribute from his own field of competency. T h o s e who are not able to give the time necessary for regular attendance at advisory council or school committee meetings may be willing to participate once in a while. Perhaps a g r o u p worker or psychologist may be called upon to lead a series of small, parent discussion groups. A neurologist may be invited to speak at the P . T . A . a b o u t — let us say—problems of the brain-injured child. A physiotherapist may willingly attend a school staff meeting to talk on problems of the physically handicapped. N o t only will the school gain from its contacts with professional volunteers, but the professionals also will gain a broader knowledge of the mentally handicapped. A n d their increased awareness will eventually be reflected in greater community understanding of the problem of mental retardation. Individual Contacts Made by Teachers: In her day-to-day contacts, the teacher can probably make as many sympathetic friends for her special pupils as she can through some of the more formal channels, unless, of course, she has a natural talent for either public speaking or writing. T h e r e is a special significance and value to be obtained from these contacts. Some of the people she meets most frequently are those w h o come to the school or have dealings with the school: food handlers, maintenance men, bus and taxi drivers for the transportation of the children, shop owners and clerks in the school vicinity with which the school or its families do business, custodial employees in the school building, delivery men, the postman, and crossing guards at street intersections near the school. T h e s e people not only deal with the school personnel, but they will also see the children and in some cases have personal contacts with them. A l l these people will welcome information about the chil-

SCHOOL-COMMUNITY RELATIONSHIPS

23 I

dren and the school program. As they come to accept the children and understand what is being done, they too can serve as interpreters to other citizens in the community. Besides this circle of what might be called school business contacts, the teacher and other staff members will be constantly on the alert to interest other lay citizens in the program for retarded children. Among her own friends and acquaintances, a teacher may discover people with special understanding, abilities, and assets which would contribute to the welfare of the retarded. And there are those with outstanding influence in the community who would be valuable spokesmen for the retarded once they were acquainted with their needs. It will not take long for a teacher of the retarded to find that the ordinary citizen is genuinely curious about severely retarded children. Once the subject has been raised, the teacher will often find herself bombarded with questions. This is her opportunity to see that those who are listening go away with a better understanding and growing sympathy for the group with which she is professionally involved. These will be the citizens who join in an organization or community effort on behalf of the retarded when a concerted program gets under way. Volunteer Services by Non-Professionals: Education and interpretation are the main contributions that some organizations, as well as individuals, will make to the retarded children's program. When individuals learn about the problem, they will be more helpful to the retarded in the community, and will know where to refer those in need. As service clubs assume responsibility for volunteer work with the school, they become better informed about the problems of the mentally retarded and, with guidance from the school, can become helpful interpreters of the school program. Civic groups of all kinds, as they study and interpret the program and the needs of the special school and of mentally retarded children in general, will help form public opinion. This may eventually lead to more adequate programs for these children through appropriate legislation, fund-raising, and ad-

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ditional professional services. It may also lead to better facilities, more training materials, and better staffing of a school or institution. Many groups are interested in doing something specific for the school or the children, rather than simply studying the problem. Before civic groups can start actively serving the school, they need to be informed as to just how they can be of most help. O f t e n these civic groups, through discussion with school staff members, can come to realize what is helpful and why, and what is really not useful to the school. It is certainly worth the staff time to go over plans with such groups, or at least refer them to someone who can direct their good intentions into useful channels. A teacher may find she has time to work effectively with only one or two groups and should not try to extend her activities too far. Her role is first that of teacher rather than supervisor of volunteer workers. Here are some suggestions as to the kinds of non-professional services that volunteer groups or individuals can best perform for the school, other than assisting with the children: 1. D o office work, especially typing. 2. Drive the children on trips or accompany them on bus trips with the teacher. (Special insurance coverage may be necessary for car drivers.) 3. Entertain the children by playing musical instruments or giving school-approved puppet shows. 4. T a k e photographs of school activities. 5. Arrange details of trips, under the teacher's direction. 6. Paint and repair furniture and equipment. 7. Shop for materials and supplies at teacher's request. Pick up donated supplies. 8. Donate new materials and equipment after consultation with the school staff. 9. Prepare materials for children to finish (e.g., cutting out and punching holes in leather for the children to lace). 10. Donate or make clothes for dolls, for manikins, or for children to use for dress-up. 11. Make curtains.

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233

12. 13. 14. 15. 16.

Collect and m o u n t pictures for the picture file. Mend books and game boxes. Make covers for phonograph records. Print signs or j o b charts for children's use. Make scrapbooks, puzzles and games, according to school specifications. 17. Raise money, if plans approved by school authorities. 18. Serve as members on committees of organizations interested in the school. 19. Serve as members on committees directly connected with the school, such as a school committee. Volunteer: In working with Training the Non-Professional the school, service groups or individuals need guidance in how to be most helpful. T h e following are suggestions for teachers or other school staff w h o work with or instruct service groups before they start a project: 1. Explain that the g r o u p will help the school and the children best by working inconspicuously, away from the children. 2. Encourage groups to work elsewhere than on school premises when engaged in activities which may create noise and confusion, or require a clean-up j o b afterwards. 3. G i v e extremely explicit directions, writing them d o w n if there is any question about details. 4. Instruct one responsible person who can direct the work of the others. 5. Emphasize the importance of confidentiality when typing records. ( T h e school will leave out names when g i v i n g records to volunteers to be typed, but volunteers are reminded not to discuss the contents of reports with anyone. Parents should not do any work on school records.) T h e children should not be identified in material to be used outside the school. Photographs and other identifiable materials are not to be used without permission, and case histories cannot be used when enlisting club support for a particularly needy child.

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SCHOOL-COMMUNITY

RELATIONSHIPS

6. Encourage the giving of money gifts, rather than presenting material gifts, so that the proper types of materials can b e selected. 7. If a g r o u p is only interested in presenting gifts, discourage the g i v i n g of parties or candy. 8. Explain that the trainable child has more f u n and learns more w h e n not subjected to unusually exciting mass entertainment, such as being taken in a large g r o u p to the circus as guests of members of a service club. g. Describe the benefits that the children derive by doing things for themselves such as g i v i n g their own parties. 10. Suggest that people who wish to give talks or solicit funds for the school discuss their ideas first with school authorities. Some volunteers wish to work directly with the children. Since only certain people will have the kind of personalities that w o u l d be an asset in the schoolroom, it would be wise to have applicants for this type of work observe the children in class, have a personal interview with the teacher or supervisor, and fill out a special application blank, g i v i n g references, before being considered as a volunteer aide to the teacher. It is important to find out why the volunteer wishes to help; frequently a person is trying to fill his own emotional needs, some of which cannot be met in the school program. Volunteers w h o are able to work directly with the children will need special orientation and close supervision from the teacher in the classroom. It has been the author's experience that once the school has given volunteers a thorough explanation as to the kinds of services they can contribute and the manner in which they can serve, their work has often been f o u n d so satisfying both to the school and to the volunteers that they return to help year after year. T h e last chapter has digressed from the main theme of the b o o k — t h e actual training of the trainable. A n d here the author wishes to restate her words of caution presented in the Intro-

SCHOOL-COMMUNITY RELATIONSHIPS

235

duction. It would be disastrous if a new teacher were to take this text and attempt to teach the children in her classroom each activity in the order listed. T h e readers of this book are advised to experiment and to use their imaginations—not to follow the given suggestions too literally. The ideas for activities which have been described may supplement those that a teacher has used successfully in the past, discovered elsewhere, or created herself. T h e thoughtful teacher may try a few activities selected from the text which she thinks might be appropriate for her class, repeat those proving valuable, and gradually introduce more of the activities as the children's needs indicate. If the teacher has tried many of the foregoing suggestions, she may have been disappointed to find that some did not work, or that they only worked when she used methods differing from those suggested. This will happen over and over again, and not only because children and teachers are not the same, but because the writer's twenty years' experience with trainable children is not nearly enough. As teachers discover new, more effective methods, it is important that they make their discoveries available to other teachers so that all of us can benefit. T h e dearth of existing information regarding what and how the trainable child can learn most effectively becomes more and more apparent as we search for ways to improve our teaching. A great deal of experimentation and research needs to be done and probably will be done in the future. A wise teacher will test any new information against the background of her own experiences, and—most important of all—she will invariably supplement the knowledge she gains from research workers, teachers, and parents with her own creative ideas.

RELATED

READING

Boggs, Elizabeth M. "Relations of Parent Groups and Professional Persons in Community Situations," American Journal of Mental Deficiency, XLVII (July, 1952), 109-15.

236

SCHOOL-COMMUNITY

RELATIONSHIPS

Ecob, Katherine G. The Retarded Child in the Community. New York: New York State Society for Mental Health, 1955. National Association for Retarded Children, Inc. We Speak for Them. New York: National Association for Retarded Children, Inc., 386 Park Avenue South, New York. Powers, Grover F. "Professional Education and Mental Retardation," Pediatrics, X X , No. 6 (December, 1957), 1088-94. Rath, Alfred E. "Retarded Children's Educational Project," Public Aid in Illinois, March, 1951. Tudyman, Al. "A Realistic Total Program for the Severely Mentally Retarded," American Journal of Mental Deficiency, L X (April, >956). 574-82· Weingold, Joseph T . "Parents' Groups and the Problem of Mental Retardation," American Journal of Mental Deficiency, X L V I (January, 1952), 1-8. (Reprint distributed by the Association for the Help of Retarded Children, Inc., 200 Fourth Avenue, New York.)

Appendix A

PERSONAL

DATA

FORM Date .

Name of child Birth date. Name of father Address of father

Last .Age. Last

Street Father's business address

Name of mother . Address of mother.

Last

Street In emergency: Name. Siblings: Name Name Name Name Name Any others living in the home? Name Name

First Ht.

. Sex

First City City Maiden City

Wt.

Phone . Phone.

First Phone Phone

Age Age Age Age Age

Sex Sex Sex Sex Sex

Relation

Relation Has your child been diagnosed as mentally retarded?

Age Age

238

APPENDIX: PERSONAL DATA FORM

By whom? When? K i n d of specialist? Address Has your child been excluded from public school attendance?. Reason: W h a t clinics, hospitals, or specialists have seen the child? 1. Agency or examiner Address Date K i n d of examination Diagnosis or report 2. Agency or examiner Address Kind of examination examination Diagnosis or report

Date

3. Agency or examiner Address Kind of examination examination Diagnosis or report

Date

4. Agency or examiner Address Kind of examination examination Diagnosis or report

Date

Is your child in school? How long has he been attending? Hours per day Grade Name of school Comment on his adjustment in school Schools your child has attended: 1. School Grade. Length of stay Reasons for withdrawal How did the school help him?. 2. School Length of stay

Grade . Reasons for withdrawal

APPENDIX:

PERSONAL DATA FORM

239

How did the school help him? If your child has studied school subjects, are there any in which he has had particular trouble? In what other group programs has your child participated? Give name and dates of attendance Do you feel that he has benefited from them? If so, how? How does he choose to spend his time? Indoors Outdoors Does he do any domestic tasks? T o what places does he go? (stores, movies, church, etc.) Alone Accompanied Please answer "Yes" or " N o " to the questions below. If answering "Yes" please describe the child's difficulty on the adjoining line. Does your child have difficulty in Seeing? Hearing? Standing? Walking? Using hands or arms? Is your child often ill? Does he have heart trouble? Does he have convulsions or epileptic seizures? Does he have any other physical disabilities or defects not listed above? T o help us better understand your child and the type of program he needs, please answer "Yes" or " N o " to the following and describe the behavior on adjacent lines: TOILETING

Bowels controlled?

Bladder control: In daytime

At night

FEEDING

Feeds self alone Eats most foods

With some help Eats few foods

No self-feeding

240

APPENDIX:

PERSONAL DATA

FORM

Foods he does not eat or drink: COMMUNICATION (check)

How does he let you know his wants? T a l k s Makes facial expressions Gestures

Makes sounds.

SPEECH

Understandable Uses sentences Uses words Can speak, but seldom does How does he let you know his toilet needs? T o have a bowel movement T o urinate his need for a drink? W h a t does he like to be called? BEHAVIOR CHARACTERISTICS: (Check those which apply) excitable distractible inactive has temper tantrums overactive destroys things stubborn heedless of danger bored at home has few interests teases others has unusual interests attacks or hurts people prolonged crying or giggling has no chance to play with is not apparently interested in children people is timid with other children is interested in only one or is afraid of (list fears) two people W h a t do you feel your child needs now? Check the items below that apply, and describe his need on the adjoining line. toilet training to learn to feed self to learn to dress self help in adjusting to other children a chance to be with other children regularly to learn better muscular control to become more relaxed to acquire manual skills to calm down to have more fun to become more cooperative _ to become more independent to learn to concentrate to learn to talk

APPENDIX:

PERSONAL DATA FORiM

to improve his speech to learn how to go about community alone to learn simple work that he can do independently at home What do you want the school to do for your child?

How can your child get to such a program regularly? ι. Use public transportation: alone accompanied. 2. Be driven in car? By whom? 3. Other means:

241

Appendix Β

SAMPLE

SCHEDULES

Here are sample plans which a teacher might make for a certain class on a particular day. A l t h o u g h definite time periods are listed, these actually w o u l d be quite flexible. W h e n trips or projects are planned, the general outline w o u l d be changed considerably, with various activities and time periods b e i n g omitted and the l o n g project substituted. SAMPLE SCHEDULE FOR BECINNEK CROUP

G r o u p : Seven c h i l d r e n , c h r o n o l o g i c a l ages six to n i n e years; m e n t a l ages years, three m o n t h s to three years. Date: A day in F e b r u a r y — c o l d and snowless. General g:oo 9:20

9:35

9:50

10:00

Schedule

Notes

W r a p s of! a n d h u n g u p ; toilet if necessary E d u c a t i o n a l toys; special assistance t o those w h o need it

Self-expression (clay, p a i n t i n g , drawing, finger-painting), or c u t t i n g and p a s t i n g S i m p l e g r o u p table g a m e , o r pictures shown

Music:

body

rhythms;

take

for

the

two

Day

Free b a l l p l a y u n t i l all h a v e

finished.

S o r t i n g of colors by p u t t i n g colored clothespins on plastic b o x e s of same color; c o l o r - m a t c h i n g w i t h p e g boards. Inset barrels f o r E. and C. (children); those w h o finish w i t h the materials d o inset puzzles, w h i l e teacher helps A . and B . to m a t c h colors slowly and carefully. C l a y today.

T e a c h e r shows large p h o t o g r a p h s of the c h i l d r e n and they tell whose picture it is a n d w h a t e a c h c h i l d is d o i n g ; also shows p h o t o g r a p h s of g r o u p in school; t h e n leads a finger p l a y if attention is w a n d e r i n g . P h o t o g r a p h s shown of each child again,

APPENDIX: turns with a ment; songs

rhythm

10:20 10:30

T o i l e t if necessary Juice and crackers

10:40 10:45

Ball play with teacher Active free play

11:05

T o i l e t and wash

11:25

Phonograph

SAMPLE

instru-

11:45

Lunch

12:15 12:50 1:10 1:30

Rest; toilet if necessary Put shoes on; fold rugs; toilet and wash Wraps on Outdoor play

2:00

Home

SCHEDULES

243

and child whose photograph it is walks, while all try to sing his name to the music. Sing about dog; be dogs, saying " B o w w o w . " Jump, tip-toe, march, swing. T a k e turns beating drum to song, with piano. Others look at sturdy (linen) books. O n e child passes crackers; one passes wastebasket. T e a c h e r rolls it, children seated. Spring-steel horse, cardboard box to play in, inflated tube, play steps for climbing practice, and big dolls and buggy. W h i l e waiting for turns, use telephones; "tea party"; hammer pegs in pounding bench. Listen to "Muffin in the City," to " P u t Y o u r Finger in the A i r " ; march.

" M u l b e r r y Bush," "Follow the Leader"; free play with balloons; play on slide, j u m p i n g board.

SAMPLE SCHEDULE FOR INTERMEDIATE

GROUP

G r o u p : Eight children, chronological ages nine to twelve years; mental ages three years to four years, three months. Length of time in school: about two years. Date: A snowy day in January. General

Schedule

g:oo

Wraps; jobs

g:4o

Meeting ("Show and T e l l " )

g:55

Educational vidual help

toys; special indi-

Notes for the Day Feed fish; wash out locker cupboards with sponges, soap and water. T a k e out name cards by lockers and give to teacher until cupboards dry. Some look at books until all are through with jobs. T a l k about jobs each did. T a l k about name or color cards used as identification; find own card and replace it where own wraps are. T a l k about color, size, and feeding of fish. Inset barrels, take-apart toys, Ben-G Boards. T e a c h e r works with A. alone on bow-tying, then B., C. and D. together on buttoning, then E. on zipping, and F. and G . on buckling their belts.

2

44

APPENDIX: General

SAMPLE

Schedule

Notes

10:20

Self-expression, or c u t t i n g pasting

10:30

Juice a n d crackers

10:40

Music

11:00

Play

11:45

P h o n o g r a p h ; o n e at a time to washroom Lunch Rest T o i l e t , and w r a p s o n O u t d o o r play Home

12:00 laijo 1:00 1:15 2:00

SCHEDULES

and

for the Day

C u t out a n d mount pictures of p e o p l e c l e a n i n g things (selected f r o m teacher's file of pictures to be cut, or f r o m magazines, if a child is able to cut these well e n o u g h ) . L o o k at books while o n e child prepares j u i c e and crackers. Sing a b o u t mounted pictures, a b o u t s c r u b b i n g cupboards, and about what is to be w o r n for snow play. Each c h i l d reads name card (larger than on locker) a n d then walks, w h i l e all read and sing his name. A c t i v e body rhythms. If snow is not too wet, and if it is not too cold, p u t on wraps to g o out. Sweep a n d shovel snow and chase each o t h e r . (Only out a short time, because w r a p s w i l l take a long time to get o n and off.) Listen to " W i n t e r F u n " a n d " R h y t h m Band."

R i d e on snow coaster, make snow balls.

S A M P L E SCHEDULE FOR ADVANCED CROUP

G r o u p : E i g h t or nine boys a n d girls, chronological ages thirteen to sixteen years; m e n t a l ages f o u r to six and a half years. L e n g t h of time in school: one to three years. Date: A rainy day in J a n u a r y . General

Schedule

9:00

W r a p s ; school j o b s

9:15

Meeting

9:35

C r a f t work

Notes

for the

Day

Look at j o b chart and see assignments. W a t e r plants, dust f u r n i t u r e , wash pia n o keys, straighten books. A . and B. work on t y i n g shoes; C. works on raincoat fastenings. Discuss jobs done and how to d o better. Discuss each pupil's special responsibilities (e.g., keeping shoes tied, using handkerchief when necessary). Discuss calendar. Review recognition of new sign presented day before. S e w i n g cards for beginners, basting or h e m m i n g dish towels for more advanced; sewing on buttons f o r those who finish their towels. Practice t h r e a d i n g needles and k n o t t i n g thread.

APPENDIX:

SAMPLE

245

T h o s e pupils who finish ahead of time or who have short attention spans, work on visual perceptual materials. Paint with tempera paints: Prepare to paint by having someone give out paper, another give out rags and paint brushes. Others can be donning smocks. Teacher distributes paint after boys and girls discuss the rainy day, how they feel about it and what it makes them think of. After telling about what they wear and what happens in the rain, they paint about it as they like.

10:05

Self-expression

10:35 10:45

Clean-up Juice

10:55

Music

11:15

Active game; washroom

11:30

Phonograph; set up for lunch

11:45 12:15

Lunch Clean-up

W h i l e two pupils prepare juice and table, others tell about pictures painted. Make rain sounds with rhythm sticks. Make rain start slowly and get faster. T a l k about meaning of these two words. Body rhythms: Walk, whirl, or gallop fast or slowly, depending upon the music, after telling whether music is "fast" or "slow." Be animal that moves slowly; be another kind that moves rapidly.

1:05

Directed games; other work indoors

1:25

Directed games outdoors weather permits; free play indoors Straighten room; wraps Home

1:50 2:00

SCHEDULES

if if

Bowling (while others, one at a time, go to bathroom). Listen to "Rainy Day" and "Let's Have an Orchestra" (pointing out parts which are fast and slow). A. and B. set lunch tables, pour milk. Teacher inspects pupils for combed hair, clean hands. C. and D. clear tables, sweep. E. washes place mats. F., G . and H. wash, wipe, and put away dishes. A. and B. make store of blocks. W h e n others finish work, they arrange store "merchandise." Play store under teacher's direction. Use empty cans and boxes. Pay pennies, nickel, or dime for different items as marked. Further store play, ball play. Folk dancing if there is time.

Appendix C

SAMPLE

SCHOOL

PARTIES

A PARTY FOR A BEGINNER GROUP

Duration: 60 to 90 minutes. Occasion: T h e end of the school year. Arriving with their parents, the children remove their own wraps and hang them up. Those children who are early play with a few favorite toys or with other children while the parents talk to each other and to the teacher. When all the guests have arrived, the children have their customary music class activities (body rhythms, rhythm instruments, and songs), while the parents sit inconspicuously behind the group or to the side. Later the parents may join with the children in doing some rhythms, such as "See-Saw," and then all sit down to throw and catch a big ball. After putting on wraps, the children and parents go outdoors and play "Mulberry Bush" or "Farmer in the Dell." T h e n , when all are seated in a circle on the grass, on cushions or on stools, they sing and do finger plays or action games. T h e teacher introduces large photographs of class activities and the children identify themselves. Those who can talk answer the teacher's questions about what they are doing in the pictures. At refreshment time parents and children sit together at picnic tables eating ice cream from paper cups, while one child at a time passes a plate of little cookies to all the guests. Before going home, the children may give their parents something made in school, such as a greeting card or samples of their painting or crayon drawing. (If the weather is bad, the same activities can take place indoors.

APPENDIX:

SAMPLE

PARTIES

247

Soft phonograph music can be played for the benefit of the children w h o become restless while waiting for the slower eaters.)

A PARTY FOR AN INTERMEDIATE CROUP

Duration: 60 to 90 minutes (longer if lunch is included). Occasion: Winter holiday celebration. Arriving with their parents, the children greet the teacher and other parents. Each child shows his parents where to put their coats, and cares for his own wraps. H e tell his parents about the school plants and pets, his paintings and clay work on display, the room decorations made by the group, photographs of class activities and perhaps a scrapbook made by the group. W h e n all guests have gathered, the children sing songs and do some of their usual music activities. T h e children demonstrate a singing game or a dance and the parents then participate with them. T h e parents and some of the children sit together in a large, open circle, doing finger plays or acting out a phonograph record, while the teacher or aide supervises the other children's setting of the tables. T h e children sit at tables in their customary groups, taking turns in serving, while the parents sit together where they can observe the children inconspicuously. A f t e r eating, the children present their parents with gifts which they have made and wrapped. If there are presents from outsiders for the school, they may be opened at this time. Each child may then find a little present (a gingerbread boy, a picture book, a photograph of the child with his classmates in a school activity) with his name on it from the teacher or school staff. After everyone sings the " G o o d b y Song,'' it is time to go home.

A P A R T Y FOR AN ADVANCED GROUP

Duration: T w o and a half hours. Occasion: Spring holiday celebration. T h e pupils make the following plans and preparations far in advance of the party: T h e boys and girls suggest games and other activities for the party. If they want a spring parade, they can make paper aprons, capes, bonnets and caps for themselves and their guests. T h e y can practice a folk or square dance which they wish to teach their parents, and learn those games well which they will play with the

248

APPENDIX:

SAMPLE

PARTIES

guests—perhaps table games such as Bingo, Dominoes, or Parchesi. T h e pupils will discuss and, through dramatization, practice greeting their guests, taking their coats, introducing them, getting their chairs, serving them refreshments, and helping them with coats. T h e boys and girls may make their party tables gay by crayoning designs on paper place mats, plates and napkins. O r place mats could be cut from flowered wallpaper. Some of each pupil's art work could be selected for wall display. Refreshments: T h e class might plan a very simple lunch of sandwiches and soup or a small salad; or only light refreshments could be provided, such as cookies made by the class, punch for the pupils, coffee for the parents and ice cream. Children w h o need to learn table-setting, may do so in a highly motivated situation by practicing setting tables for the party. Even for light refreshments, there will need to be place mats, plates, spoons, coffee cups for the adults, glasses or cups for the pupils, napkins, cookie plates, cream, and sugar. Those who are to pour the punch and the coffee will need to learn the side from which they serve and how to refill the small pots and pitchers they use. A l l the group can practice passing cookies from one person to another around the table. T h i s can be learned for daily juice-time rather than specifically for the party. When the party day arrives, the boys and girls come an hour before the parents to arrange furniture, get refreshments partly ready, and set the tables. Each child may have been assigned certain jobs ahead of time. T h e parents, upon arrival, are greeted, introduced, and shown various objects of interest in the schoolroom. All gather around the piano. T h e pupils sing spring songs, a few of which the parents might also sing if the song words are posted and the pupils sing them first. After the pupils demonstrate a square dance or folk dance, they select their parents for partners and lead them in the dance. By this time all are ready to sit down for the table games. Four to six people play together, each pupil having his parents at the same table with him. W h i l e some pupils fix the refreshments, the others, seated in a circle, play an action game with the guests, such as " D i d Y o u Ever See a Lassie?" or "Follow the Leader." T h e n everyone parades in fancy hats or other spring outfits made

APPENDIX:

SAMPLE

PARTIES

249

of paper, each pupil having dressed up his own guests. W h e n all finally march to their seats, the sons and daughters pull out chairs for their mothers. Refreshments are served as planned and eaten promptly. Everyone sings "Farewell, Ladies" and "Farewell Gentlemen." Presents made by the boys and girls are given to the parents. During the clean-up period, in which all the pupils participate as planned, the parents talk. T h e n the boys and girls get their parents' coats and help them on with them. If necessary, to get the enthusiastic party-goers started on their way home, a second "Good-bye" can be sung.

Appendix D

LUNCH

SAMPLE REPORT OR JUICE-TIME

Name of Child Date (month and day) AVaits to eat until all are served. Waits to take food until passed to him. Takes only ι cookie or other tidbit each time plate is passed. Takes serving plate from left, helps self. passes to right (or vice versa). Talks only when no food in mouth. Takes polite-sized bites. Chews and sips unobtrusively. Keeps crumbs on table. Breaks large pieces into smaller ones. Spoons food neatly, no hands in it. Wipes mouth and fingers effectively. Stays in seat until all are finished. Passes food without sampling. Passes juice or milk without spilling. Holds cup below edge when passing. Serves each child consecutively around table. Systematically clears table of paper trash.

FORM: BEHAVIOR Name of Aide School Year 1 1 1 1 1 1 1 I ι

1 1 ι

1 ! 1

1 1 I

1

1

1

!

1

1

1 1 I I I 1 I 1 I I I I

1 ! 1 ι 1 ! 1 1 1 ι I I

1 1 I ι I 1 1 ι 1 ι I I

1 1 I ι 1 1 1 ι I ι I I

I 1 I ι I 1 1 ι 1 ι ι I

1 1 I ι I I 1 ι I ι ι I

1 ι

1 I

1 ι

1 I

1 |

1 ι

Key to Marking Chart NC = N o chance. Not being taught at present, or situation does not present itself at this time. Ν = No. Η = Needs some adult help to complete task well. R = Needs reminders to complete task well. I = Independently but with adult in same room watching. A = Completes whole task alone even when not conscious of being observed.

APPENDIX: SAMPLE REPORT FORMS

»5»

SAMPLE REPORT FORM: LUNCH PREPARATION CHART Name oí Child Date (month and day) Washes hands. Sets lunch boxes around tables. Reads names. Counts out napkins correctly. Counts out enough cups. Opens and closes refrigerator. Opens milk bottles. Fills pitchers adequately. Carries tray from one room to another. Napkins on left side. Cups on right side, above place mat. Holds cup below edge. Gets sponge and large waste basket. Announces that lunch is served. Stands quietly while children sit. Fills cups with milk—not too full. Wipes up spilled milk with sponge. Wipes up floor with floor rag. Rinses rags or sponge. Hangs rag out to dry. Pours coffee. Carries coffee (in cups) to adults.

Name of Aide School Year 1 1 1 1 I 1 1 1 1 1 1 1 1 1 1 1 1 1 ι ι ' ' ι l I I ' • » ' ι ι ι ι ' ι ι ι ι ι ' ι ι ι ι ι

1 1 I 1 1 1 1 1 1 ι ' ι ι t ι ι ι ' ι ι ι ι ι

1 1 I 1 1 1 1 1 1 ι ' I ι ι ι ι ι ι ι ι ' ι ι

1 1 ! 1 1 ! 1 1 I '

1 ' 1 1 1 1 1 1 I '

1

1

ι ι • • ' ι ' ' ι ' ι ι

ι ι • » ' ι ' ι ι ι ι ι

Key to Marking Chart NC = No chance. Not being taught at present, or situation does not present itself at this time. Ν = No. Η = Needs some adult help to complete task well. R = Needs reminders to complete task well. I = Independently but with adult in same room watching. A = Completes whole task alone even when not conscious of being observed.

SAMPLE REPORT LUNCH CLEAN-UP Name of Child Date (month and day) Removes all dishes and papers from tables. Moves stools against wall to aid sweeping. Gets bowl of warm water, sponge, and soap. Wipes off tables. Rinses tables, leaving little water. Sweeps floor systematically. Sweeps dirt into dustpan.

FORM: CHART

Name οί Aide School Year Ι-

APPENDIX:

SAMPLE REPORT FORMS

Simultaneously holds dustpan and sweeps. Empties dustpan. R e t u r n s stools to places at table*. E m p t i e s trash basket. Stacks dishes in correct place. Rinses out pitchers with cold water. Fixes sink stopper. Places m a t and drainer in sink. Pours detergent in dishwater. R u n s enough hot water in sink. Washes dishes clean. Washes in correct order. Rinses with hot water. Wipes dishes dry. Stacks dishes in correct place. Wipes off surfaces (tables, sink). T a k e s m a t and drainer from sink. Hangs dish towels neatly.

ι l 1 1 ¡ ι ι ι 1 1 I 1 I I ι ι ' ' ι ι ι ι i__I ι ι ι ι 1

1

ι ι ι

ι ι ι

ι ι 1 1 ι ι I ι 1 1 1 1 I 1 ι ι ' ' ι ι ι ι L _ I ι ι ι ι 1 ' ι ι • ι ι ι

ι 1 ι ι 1 1 !_ I ' ι ι ' ι ι • ι ι ι

ι 1 • ι 1 ! I ι ι ι ι ' ι ι ' ι ι ι

Key to Marking Chart NC = No chance. Not being taught at present, or situation does n o t present itself at this time. Ν = No. Η = Needs some adult help to complete task well. R = Needs reminders to complete task well. I = Independently but with adult in same room watching. A = Completes whole task alone even when not conscious of being observed.

SAMPLE REPORT FORM: BATHROOM PROCEDURE CHART Name of Child Date (month and day) Uses toilet before planning to wash. Raises seat (if boy); lowers (if girl). Stands to urinate (if boy). Wipes self (boy—when necessary). Flushes toilet. Pulls pants and overalls up straight. Zips zipper all the way and locks it. Pulls skirt down (girl). Goes to sink after t o i l e t Unbuttons cuffs. Pushes up sleeves. Puts stopper in. T u r n s on both faucets. Feels water; gets good temperature. T u r n s off faucets. Immerses hands in water. R u b s soap on hands. Gets hands clean before immersing. Rinses hands well.

Name of Aide School Year ι ι ι ι ι ι ι ι ι ι ι ι ι ι ¡ ι ι ι

ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι

ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι ι

ι ι ι ι ι ι ι ι ι ι ι ι j ι ι ι ι ι ι

ι ι ι ι ι ι ι ι ι ι ι ι ι ¡ ι ι ι > ι

ι ι ι ι ι : ι ι ι ι ι ι ι ι ι ι ι ι ι ι

APPENDIX:

S A M P L E REPORT FORMS

Rinses and wipes bowl. Tears off only one or two paper towels. Wipes both hands and backs. Puts paper in basket. Buttons cuffs. Time taken (from entering to leaving bathroom)

ι ι ι ι ι

ι ι ι ι ι

»

•

ι ι ι ι ι »

253 ι ι ι ι •

>

1 1 1 1 ι '

1 1 1 1 ι '

Key to Marking Chart NC = No chance. Not being taught at present, or situation does not present itself at this time. Ν = No. Η = Needs some adult help to complete task well. R = Needs reminders to complete task well. I = Independently but with adult in same room watching. A = Completes whole task alone even when not conscious of being observed.

SAMPLE REPORT FORM: MUSIC CLASS Name: Date: Reported by:

ι. Auditory Perception a. Tone Sings various tones—not necessarily matching piano or teacher. Matches tones in answer to one teacher sings. Sings tones pitched low , high , in medium range . Can demonstrate or tell if tones are high or low. Sings familiar 5-tone tune. Sings familiar 8-tone tune. Recognizes familiar songs and action pieces. b. Rhythm Beats rhythmically (not necessairly in tempo of accompaniment). Own rhythm is too fast , too slow for moderate speed accompaniment. Beats instrument in time to music that has even rhythmic beats. Beats instrument in time to music that has uneven beats (i.e. "galloping" time). Synchronizes body rhythm in time to music or drum beat. Bounces ball in time ("Bounce, Bounce, Catch") . c. Starting and Stopping Starts and stops playing instrument or clapping when music starts and stops. Starts and stops body motion when music starts and stops. Responds to cue in music that indicates his instrument should be played. d. Volume, Quality, Tempo Demonstrates ability to differentiate between sounds of different instruments. Recognizes and responds to changes from loud to soft music. Recognizes and responds to changes from fast to slow music.

254

2.

3.

4.

5.

6.

7.

APPENDIX:

S A M P L E REPORT

FORMS

e. D a n c i n g C h a n g e s action w h e n gets cue from music. I. Follows Directions in Song or on P h o n o g r a p h R e c o r d In the music , words . Attention Follows teacher's directions for starting and stopping, fast and slow, loud and soft, in hand-playing, in dancing. Stays in seat d u r i n g the period, unless his turn to get up. C o n t i n u e s u n t i l e n d of piece: singing , b e a t i n g time , body r h y t h m . H o l d s hands well in singing game. Does as well w h e n participating with g r o u p as h e does i n d i v i d u a l l y . Needs special h e l p from teacher to direct his attention. Orientation Learns body r h y t h m s by w a t c h i n g others. In walking, stays in line. A l o n e , walks in a large circle a r o u n d room. W a l k s with partner in circle behind others. In dance, faces right direction for w a l k i n g a f t e r b o w i n g to partner. Language Follows verbal instructions: stand u p , everybody . behind , in front , wait , sit d o w n . Speech: names instruments , names r h y t h m s , sings words of familiar songs . Social Participates w h e n knows how w i t h o u t needing verbal encouragement in: singing , body r h y t h m s , band , singing games , finger plays . Emotional T o n e Appears: excited , enthusiastic , happy , bored , acts silly . Motor D e v e l o p m e n t W i t h o u t r e m i n d e r walks erectly, arms d o w n , head up. H o l d s instruments correctly. Assumes correct position for body rhythms. Does correct motion until end of piece.

Appendix E

SELECTED

EDUCATIONAL

MATERIALS·

INSET PUZZLES

Animal Form Board. Whole shapes of four animals to be inserted (8) Playform "Stand-up" Rubber Family. 5 pieces (8) Playform "Stand-up" Transportation. 4 pieces (8) Puzzles containing 6 pieces, each piece representing a whole object: Milkman (15) Policeman (15) Mailman (15) Garbage Man (15) Fire Engine (15) Service Station (15) Pony. 8 pieces (15) Cowboy. 12 pieces (15) Policeman and Postman. 13 pieces (14) Duck. 6 pieces (20) Panda. 13 pieces (20) Lamb. 9 pieces (20) Airplane. 15 pieces (20) Rudolph the Reindeer. 14 pieces (20) Steam Shovel. 20 pieces (20) Cow. 16 pieces (16) Puzzles of community workers. Pieces are parts of body of each figure: Milkman. 8 pieces (16) Policeman. 10 pieces (16) Doctor. 10 pieces (16) * Numbers in parentheses refer to names of manufacturers or distributors from whom these materials may be obtained. (See end of list.)

2J6

APPENDIX:

EDUCATIONAL

MATERIALS

Postman. 11 pieces (16) Susie. 12 pieces (16) Safety Patrol. 11 pieces (16) Fireman. 15 pieces (16) OTHER F O R M DISCRIMINATION

MATERIALS

Form Peg Wagon. 4 pieces (14) Postal Station. Holes of various shapes in large hollow mail box; "letters" (blocks) inserted in holes (20) Coordination Board. A matching color-form board (24) Inset Boxes. 4 small, very durable boxes of hard plastic (17) Inset Boxes. 6 sturdy boxes of painted wood (10) Billie and His Seven Barrels. Sturdy inset barrel halves which screw together (17) Learning T o w e r . 12 inset, octagonal boxes (5) Keys of Learning. 6 keys to insert (color- and form-matching) (5) Fruit Plate. 3 dimensional fruits, cut in halves, thirds, quarters (20) Playform Graded Circles, Squares, and Triangles. 12 pieces (8) Fractional Circles. 6 circles (16) PUT-TOGETHER AND T A K E - A P A R T

CONSTRUCTION

TOYS

Interlocking T r a i n . Only train here listed for Beginners (20) Snap-'N'-Play. Blocks and wheels that snap together (3) Blockraft. Pegs, blocks of various shapes, and wheels (3) Creeper T r a i n (14) Tinkertoy (1) Activity T r a i n (14) D e L u x e Unity Take-Apart T r a i n (20) Large Take-Apart Carryall T r u c k (20) Minibrix. T i n y rubber bricks that fit easily together (18) Skaneateles T r a i n and T r a c k s (25) Bolt-It. Bolts, washers, nuts, blocks, and wheels (26) COLOR-MATCHING

TOYS

Cola Carrier. 6 bottles of 6 colors, matching tops, # 1 4 6 (14) Peggy Ball Pull. 8 pegs to insert; 8 balls of same colors (20) Color Cone. Graduated rings on a perpendicular stick (14) Tri-Form Car (14) Pattern Peg T r a y (14) Dolly Pull. Removable heads and colored hats to match body (20)

APPENDIX:

EDUCATIONAL

MATERIALS

257

For Making Designs (or just for play) Color Cubes. 2", 12 in box (20) Landscape Peg Board, # 2 4 5 (20) Nail 'N' Peg Box (14) Hammer-Nail Set, # 5 1 1 (20) Design Cubes, # 1 0 (11) Colorform. Plain geometric forms (7) Parquetry Blocks (20) Games Picture Dominoes, wooden, for Beginners (10) Picture Dominoes, velour-coated, for Beginners (9) Picture Dominoes, large. Pictures on one side, colored patterns on other (4) Hickety Pickety. Color matching (19) Romper R o o m A n i m a l Lotto (21) Go-Together Lotto (9) Spin and Step (19) Picture Readiness G a m e (12) G o Fish (9) Steps to T o y l a n d (19) Animal Bird Fish. Card game (9) Merry Milkman (13) Parchesi (23)

domino

Miscellaneous Bingo Bed, with hammer, for pounding large pegs into bench (14) Baby Beads, very large (14) Bag of large wooden nuts and bolts (20) Jumbo Beads. 1 i n diameter, 5 shapes, 6 colors (20) y 2 " beads. Cylinders, cubes, spheres (4) Seequees. G o i n g to school; trip to zoo (16) Teach-a-Time Clock. Hour numbers fit only in their correct places (5) Kiddiclock. H o u r numbers fit only in their correct places (17) Ben-G Reading Set. Cards 1, 2, and 3 (2) Leather Link Belt Kits (6) MANUFACTURERS OR DISTRIBUTORS

ι. A. G. Spaulding and Brothers, Inc., 807 Greenwood Street, Evanston, Illinois. 2. Acton, H. W., 392 Hillside Avenue, Williston Park, Long Island, New York.

258

APPENDIX:

EDUCATIONAL

MATERIALS

3. Blockraft, Inc., P.O. Box 88, Cedar Springs, Michigan. 4. Bradley, Milton, 17 Fordham Road, Allston, Boston 34, Massachusetts. 5. Child Guidance Toys (Archer Plastics, Inc.), 1 1 2 5 Close Avenue, Bronx, New York. 6. Coleco T o y Products, 75 Windsor Street, Hartford, Connecticut. 7. Colorform, Walnut Street, Norwood, New Jersey. 8. Creative Playthings, 5 University Place, New York, New York. 9. Ed-U-Cards, Inc., 13-05 44th Avenue, Long Island City, New York. 10. Educational Playthings (American Crayon Company), 1706 Hayes Avenue, Sandusky, Ohio. 1 1 . Embossing Company, 3610 Touhy Avenue, Chicago, Illinois. 12. Garrard Press, 510-522 North Hickory Street, Champaign, Illinois. 13. Hassenfeld Brothers, Inc., 1033 Broad Street, Central Falls, Rhode Island. 14. Holgate Company, 200 Fifth Avenue, New York, New York. 15. Joseph K. Strauss Products Corporation, 257 Varet Street, Brooklyn, New York. 16. Judy Company, 310 North Second Street, Minneapolis, Minnesota. 17. Kiddicraft "Sensible" Toys, Inc., 732 T h i r d Street, Niagara Falls, New York. 18. Minibrix, 130 South Park Avenue, Buffalo, New York. 19. Parker Brothers, Inc., 190 Bridge Street, Salem, Massachusetts. 20. Playskool, 1750 North Lawndale Avenue, Chicago, Illinois. 21. Saalfield, Saalfield Square, Akron, Ohio. 22. Samuel Gabriel and Sons, Inc., 200 Fifth Avenue, New York, New York. 23. Selchow and Righter Company, 200 Fifth Avenue, New York, New York. 24. Sifo Company, 353 Rosabel Street, St. Paul, Minnesota. 25. Skaneateles Handicrafter, Skaneateles, New York. 26. Toycraft Corporation, 1 1 3 9 South Wabash Avenue, Chicago, Illinois.

Appendix F

SELECTED

SONGS,

GAMES,

AND

DANCES

·

FINGER PLAYS AND ACTION CAMES (WHILE SEATED)

Beginner: Carpenter (9) Pat-a-Cake (3) Sleepy T i m e (2) T h i s Is the Way W e Wash O u r Hands (10) Open, Shut T h e m (10) Intermediate: Roll Y o u r Hands Over and Over (3) Did You Ever See a Lassie (11) Advanced: Follow, Follow the Leader (6)

FOR BODY

RHYTHMS

Beginner: T o p (7) Airplane (7) High Stepping Horses (10) Betty Martin, T i p t o e (2) See-Saw, Sacradown (10) Intermediate: Marching (6) Swinging (5) Swinging (4) • Numbers in parentheses refer to names of books in which these songs, games, and dances may be found. (See end of list.)

Î6O

APPENDIX:

SONGS,

GAMES,

DANCES

T h e Little Gray Ponies (10) Pony Song (4) Cowboy (6) Tramp, Tramp, Tramping, Tramping (10) Turtle (6) Giants (6) Fall Song (7) T h e Bear Went Over the Mountain (10) Fly Away, Little Birdie (10) Elephant (7) Waddling Ducks (10) Garden Gate (6) Walking in the Sunshine (7) Advanced: Dance So Merrily (6) Various rhythms for swaying, leaping, and rhythms (1) F O R BODY R H Y T H M S EMPHASIZING

OR

AUDITORY

MOTIONS PERCEPTION

Intermediate: Pony Song (5) T o p (7) Jack in the Box (4) Jack Be Nimble (3) Advanced: Various rhythms in (1) F O R SINGING

combinations

GAMES

Beginner: This Is the Way We Wash Our Hands (10) Playing Ball—rolling ball (9) See-Saw, Sacradown (10) Row, Row, Row Your Boat (12) Ring Around a Rosie (11) Farmer in the Dell ( 1 1 ) Train (4) Intermediate: Did You Ever See a Lassie ( 1 1 )

APPENDIX:

SONGS, G A M E S ,

DANCES

Walking Song (2) T e l l Us What's Your Name (3) Follow, Follow, Follow Me (1) We're Dancing Around the Christmas T r e e (4) Walking Down the Street (7) T h i s Is the W a y W e Wash O u r H a n d s — f o r Halloween words Advanced: Looby Loo (11) Hokie Pokie (1) FOR

PLAY-ACTING

Intermediate: Barber (2) Postman (6) Traffic Man (2) Clown (7) Cowboy (6) R a g Doll (2) Let's G o W a l k i n g (5) Coasting (10) Resting T i m e (10) Balloon Man (6) Carpenter (9) Indians (7) Spring T i m e (5) T h e Snow Is Falling Down (10) T h i s Is the Way My Dolly Walks (8) O u t W e G o with a Hippity H o p (10) Oh, Where Is My Little Dog Gone (2) Hop, Little Bunny (10) T h e Little Gray Ponies (10) Animals Wake U p (4) Sleepy Animals (4) Skaters' Waltz (2) Roller Skating (2) FOR R H Y T H M

Beginner: Ding, Dong, D i n g (6)

INSTRUMENT

ACTIVITIES

2Ó2

APPENDIX:

SONGS, GAMES, DANCES

Jingle Bells (ι 1) Intermediate: How We Love to Clap Our Hands (10) Christmas Bells Are Ringing (7) Jingle Bells (11) Big Tall Indian (4) Wooden Shoes (6) Moon and Stars (6) Tambourine (4) Advanced: Train Song (5) Theme from Haydn's Surprise Symphony (2) Pop Goes the Weasel (11) Tambourine (4) FOR

DANCING

Intermediate: Step, and Make a Bow (7) How Do You Do, My Partner (8) Dancing (7) Clap, Clap, Bow (8) Jump, Jump (2) Dance So Merrily (6) Bow Belinda (13) Advanced: Swing Dance (6) Seven Steps (2) Jing Jang (2) Ach Ya (13) Rig a Jig Jig (11) Buffalo Gal (12) Skip to My Lou (13) Shoe Maker (13) FOR

Beginner: Big Tall Indian (4) Rain Song (4)

SINGING

APPENDIX:

SONGS, GAMES, DANCES

263

Chickens (7) W i n d (7) Snowflakes (4) T h e T r a i n (4) Crow (6) R o b i n (6) T h e Animals W a k e U p (4) I C a n Sing a Little Song (6) Old MacDonald ( 1 1 ) G o i n g to School. Change to "Good-bye Everybody, It's T i m e to G o " (9) Oh, I H a v e a Kitty (6) Intermediate: F a r m (9) Halloween (4) Easter Eggs (5) R a i n i n g (6) Hey, Betty Martin (2) W h a t Shall I W e a r (9) Clock (5) Snow, Snow (7) Snowman (4) T w i n k l e , T w i n k l e , Little Star ( 1 1 ) A p p l e T r e e (4) Lollipops (6) Colors (6) Ding-a-Ling (2) Ding, Dong, Ding (6) B o w Wow Wow (6) Advanced: T h a n k s g i v i n g (7) G o o d Night, Ladies (12) J i n g l e Bells ( 1 1 ) R o w , R o w , R o w Y o u r Boat (is) R o w Y o u r Boat, Boys (4) B u f f a l o G a l (12) Oh, H o w Lovely Is the Evening ( 1 1 ) H o m e on the R a n g e (12) She'll Be C o m i n g R o u n d the Mountain (12) Y a n k e e Doodle ( 1 1 )

264

APPENDIX:

SONGS, GAMES,

DANCES

Chorus only for each of the following: Battle Hymn of the Republic (2) Wait for the Wagon (2) Columbia, the Gem of the Ocean (2) I've Been Working on the Railroad (12) Blue T a i l Fly (12) We Wish You a Merry Christmas (12) MUSIC BOOKS

1. Andrews, Gladys. Creative Rhythmic Movement for Children. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1954. 2. Beattie, John W. American Singer, Book I. New York: American Book Co., 1954. 3. Coit, Lottie Ellsworth, and Bampton, Ruth. Follow the Music. Boston: C. C. Birchard and Co., 1948. 4. Coleman, Satis N. Singing Time. New York: John Day, 1929. 5. Coleman, Satis N „ and Alice G. Thorn. Another Singing Time. New York: John Day, 1937. 6. Crowninshield, Ethel. New Songs and Games. Boston: Boston Music Co., 1938. 7. The Sing and Play Book. Boston: Boston Music Co., 1941. 8. Hamlin, A. P., and M. G. Guessford, Singing Games for Children. Cincinnati: Willis Music Co., 1948. 9. Le Bron, Marion, and Grace Martin Olson. I Love to Sing. Cincinnati: Willis Music Co., 1942. 10. MacCarteney, Laura Pendleton. Songs for the Nursery School. Cincinnati: Willis Music Co., 1937. 1 1 . Wessells, Kathryn Tyler. Golden Song Book. New York: Simon and Schuster, 1945. 12. Wilson, Harry. Sing Along. New York: J . J . Robbins and Sons, >949· 13. Tobitt, Janet E. Promenade East 43d Street, 1947.

All. New York: Janet E. Tobitt, 228

Appendix G

SELECTED

BOOKS

FOR

CHILDREN

Beginners' books have one large picture per page. The text is brief and relates to the child's immediate environment: Britcher, Phyliss (pseud. Romney Gay). Cinder. New York: Grosset & Dunlap, 1938. Jackson, Kathryn, and Byron Jackson. Busy Timmy. New York: Simon & Schuster, 1948. Lenski, Lois. Davy's Day. New York: O x f o r d University Press, 1943. Papa Small. New York: O x f o r d University Press, 1951. Steiner, Charlotte. Kiki and Muffy. Doubleday 8c Co., 1943. Young, Edward W., and William Hayes. Norman and the Nursery School. New York: T h e Piatt & M ü n k Co. Clear pictures and simple subjects and stories are especially for

good

Intermediates:

Lenski, Lois. Spring is Here. New York: O x f o r d University Press, '945· Lindman, Marjorie. Snipp, Snapp, Snurr and the Big Farm. Chicago: A. W h i t m a n & Co., 1946. Flicka, Ricka, Dicka and a Little Dog. Chicago: A. Whitman 8c Co., 1946. Large pictures are helpful for pointing out objects and for discussion: Fletcher, Sydney. The Big Book of Real Building and Wrecking Machines. New York: Grosset 8c Dunlap, 1951. Large, clear photographs interest most trainables: Doisneau, Robert. 7,2,3,4,5. Philadelphia: J. B. Lippincott Co., 1956.

z66

APPENDIX:

CHILDREN'S BOOKS

Sterling, Dorothy. Sophie and her Puppies. New York: Doubleday 8c Co., 1 9 5 1 . Tensen, Ruth. Come to the City. Chicago: Reilly 8c Lee Co., 1951. Come to the Pet Shop. Chicago: Reilly & Lee Co., 1 9 5 2 . Ylla (pseud. Camilla Koffler). Duck. New York: Harper 8c Brothers, 1

958·

Particularly lovely illustrations give these books special appeal: Carroll, Ruth. Where's the Bunny? New York: Oxford University Press, 1 9 5 0 . Gay, Zhenya. Look! New York: T h e Viking Press, 1 9 5 2 . Hader, Bertha, and Elmer Hader. Home on the Range. New York: T h e Macmillan Co., 1 9 5 5 . The Big Snow. New York: T h e Macmillan Co., 1 9 4 8 . Ward, Lynd. The Biggest Bear. Boston: Houghton Mifflin Co., 1 9 5 2 . Zolotow, Charlotte. Over and Over. New York: Harper 8c Brothers, 1957· Facts should be explained by clear pictures and simple text: Birnbaum, A. Green Eyes. New York: Capitol, 1 9 5 3 . Foster, Polly, and Larry Foster. Your Parakeet. Chicago: Melmont, J958· Heffelenger, Jane. Firemen. Chicago: Melmont, 1 9 5 7 . Hull, John. Big and Little. New York: Grosset 8c Dunlap, 1 9 5 7 . Lenski, Lois. Cowboy Small. New York: Oxford University Press, J 949· The Little Auto. New York: Oxford University Press, 1 9 5 1 . Mitchell, Lucy Sprague. Fix it, Please. New York: Simon 8c Schuster, >947· Podendorf, Illa. The True Book of Seasons. Chicago: Childrens Press, >955Puner, Helen Walker. Daddies: What they do all Day. New York: Lothrop, Lee, 8c Shepard, 1 9 4 6 . Radlauer, Ruth Shaw. Fathers at Work. Chicago: Melmont, 1 9 5 8 . Rey, Harris Augusto. Where's my Baby. Boston: Houghton Mifflin Co., 1 9 4 3 . Scarr, Grace. The Little Red House. New York: William R . Scott, !

955-

Schloat, G. Warren, J r . The Wonderful 1

952·

Egg. New York: Scribner,

APPENDIX:

CHILDREN'S BOOKS

267

Udry, Janice. A Tree Is Nice. New York: Harper 8c Brothers, 1 9 5 6 . Weber, Irma E. Up Above and Down Below. New York: William R. Scott, 1943. Wright, Ethel. Saturday Walk. New York: William R. Scott, 1 9 5 4 . Zion, Gene. All Falling Down. New York: Harper & Brothers, 1 9 5 1 . Auditory perception and speech can be encouraged: Brown, Margaret Wise. The Noisy Book. New York: William R. Scott, 1 9 3 9 . Crampton, Gertrude. Noises and Mr. Flibberty-Jib. New York: Simon 8c Schuster, 1 9 4 8 . Earle, Vana. The Busy Man and the Night-time Noises. New York: Lothrop, Lee, 8c Shepard, 1954. Flack, Marjorie. Angus and the Ducks. New York: Doubleday 8c Co., 193°· Ask Mr. Bear. New York: T h e Macmillan Co., 1958. Kessler, Ethel, and Leonard Kessler. Big Red Bus. New York: Doubleday 8c Co., 1957. Intermediates and Advanced can appreciate humorous books with fairly realistic stories: Gág, Wanda. Snippy and Snappy. New York: Coward-McCann, 1 9 3 1 . Hurd, Edith Thatcher, and Clement Hurd. Mr. Charlie's Gas Station. Philadelphia: J. B. Lippincott, 1 9 5 6 . Krauss, Ruth. The Carrot Seed. New York: Harper 8c Brothers, 1 9 4 5 . McCloskey, Robert. Blueberries for Sal. New York: T h e Viking Press, 1 9 4 8 . Slobodking, Esophyr. Caps for Sale. New York: William R. Scott (lib. ed.). Trainables may find it helpful to know that other children must make adjustments to new situations: Beim, Lorraine, and Jerrold Beim. Two Is a Team. New York: Harcourt, Brace 8c Co., 1945. Bryant, Bernice. Let's Be Friends. Chicago: Childrens Press, 1954. Flack, Marjorie. Wait for William. Boston: Houghton Milflin Co., '935Green, Mary McBurney. Is It Hard? Is It Easy? New York: William R. Scott, 1948. Kay, Helen. One Mitten Lewis. New York: Lothrop, Lee it Shepard, »955·

Bibliography

Books listed here are in addition to those listed at the end of each chapter. These are of a more general nature and were used by the author primarily for reference. Albright, M. Arline. Not So Fast: The Retarded Child Can Be Taught Self-Management. Milwaukee: Milwaukee Association for Retarded Children. Amoss, Harry, et al. Suggested Classroom Activities for Trainable Retarded Children. Toronto: T h e Ryerson Press, 1954. (Distributed in the United States by the National Association for Retarded Children, Inc., 386 Park Avenue South, New York.) Association for the Help of Retarded Children, Inc. Specialized Rehabilitation Training for Mentally Retarded Young Adults. New York: Association for the Help of Retarded Children, Inc., 200 Fourth Avenue, 1958. Vocational Training Center and Sheltered Workshop for Mentally Retarded Adults. New York: Association for the Help of Retarded Children, Inc., 200 Fourth Avenue, 1957. Baumgartner, Bernice Β. A Curriculum Guide for Teachers of Trainable Mentally Handicapped Children. Springfield, Illinois: Office of the Superintendent, 1955. (Distributed by the Illinois Council for Retarded Children, 343 South Dearborn Avenue, Chicago.) Bensberg, Gerard J . "Concept Learning in Mental Defectives as a Function of Appropriate and Inappropriate 'Attention Sets,' " Dissertation Abstracts (January, 1958), pp. 673-74. Child Craft Advisory Service. What Can I Do Nou>, Mother? Chicago: Field Enterprise, Inc., 1954. Clarke, Ann M., and A. D. B. Clarke. Mental Deficiency: The Changing Outlook. Glencoe, Illinois: T h e Free Press, 1958. Davies, Stanley Powell. The Mentally Retarded in Society. New York: Columbia University Press, 1959.

ΐηΟ

BIBLIOGRAPHY

Eisenburger, Helen, and Larry Eisenburger. The Omnibus of Fun. New York: Association Press, 1956. Fils, David. Program for Severely Retarded Children: A Pilot Study of a Public School Educational and Training Program for Children Who Are Mentally Retarded. Los Angeles: Office of Los Angeles County Superintendent of Schools, 1955. Graham, Ray. I Have a Conviction (mimeographed speech). Springfield, Illinois: Office of Public Instruction, 1952. Hudson, Margaret. Identification and Evaluation of Methods for Teaching Severely Retarded (Trainable) Children. Nashville: George Peabody College for Teachers, 1959. Johns, Ray, and David F. De March. Community Organization and Agency Responsibility. New York: Association Press, 1951. Johns, Ray. Executive Responsibility. New York: Association Press, 1954· Johnson, G. Orville. Training Program for Severely Mentally Retarded Children. Albany: New York State Inter-Departmental Health Resources Board, 1 1 North Pearl Street, 1958. Johnson, G. Orville, and Rudolph J . Capobianco. Research Project on Severely Retarded Children. Albany: New York State InterDepartmental Health Resources Board, 1 1 North Pearl Street, '957Kolstoe, Oliver K. "Language Training of Low-Grade Mongoloid Children," American Journal of Mental Deficiency, L X I I I (July, '95 8 ). >7-3°· Lassman, Grace Harris. Language for the Preschool Deaf Child. New York: Grune and Stratton, 1950. MacPherson, Marion White. "Learning and Mental Deficiency," American Journal of Mental Deficiency, L X I I (March, 1958), 87077· Montgomery County, Maryland, Public Schools. Guide for Teachers of Trainable Retarded Children. Bulletin No. 140. Montgomery County, Maryland: T h e Public Schools, 1955. National Association for Retarded Children, Teacher Recruitment Sub-Committee. Opportunities for Professional Preparation in the Field of Education of Mentally Handicapped Children. New York: National Association for Retarded Children, Inc., 386 Park Avenue South, 1957. Plimpton, Edna. Your Workshop. New York: T h e Macmillan Co., 1932.

BIBLIOGRAPHY

271

Rosenzweig, L o u i s E., a n d Julia L o n g . Teaching the Dependent Retardate. Darien, Connecticut: E d u c a t i o n a l P u b l i s h i n g Corporation, 1960. Saenger, Gerhart. The Adjustment of Severely Retarded Adults in the Community. A l b a n y : N e w Y o r k State Inter-Departmental H e a l t h Resources Board, 11 N o r t h Pearl Street, 1957. St. P a u l Department of Education. A Study of School Children with Severe Mental Retardation: Research Project No. 6. St. Paul: Department of Education, Statistical Division, 1953. San D i e g o C o u n t y Board of Education. Suggested Activities for Special Training Classes. San Diego: Office of the Superintendent of Schools, San Diego C o u n t y , 209 Civic Center, 1958. San Francisco Unified School District, A t y p i c a l Department. Curriculum Materials for the Severely Mentally Retarded. San Francisco: San Francisco Unified School District, 135 V a n Ness A v e n u e , 195 6 · Stevens, Harvey A . " A C u r r i c u l u m for the T r a i n a b l e C h i l d , " Southern Wisconsin Colony and Training School Bulletin. Union Grove, Wisconsin: March 1, 1953. Williams, Harold M., and J. E. W a l l a c e W a l l i n . Education of the Severely Retarded Child: A Bibliographical Review. Bulletin N o . 12. Washington, D.C.: U.S. G o v e r n m e n t Printing Office, U.S. Department of Health, Education, and W e l f a r e , 1959. W o o d , D o n a l d E. The Adjusted Curriculum for the "Trainable" or Severely Mentally Retarded. N o r m a l , Illinois: Illinois State N o r m a l University, 1953.

General Index

A b i l i t y l e v e l s of t r a i n a b l e s , 41-44 A b s t r a c t f o r m , 132-33 Abstract m e a n i n g contrasted w i t h conc r e t e m e a n i n g , 106 A b s t r a c t t h i n k i n g , 137-38 A c c c p t a n c e , by o t h e r p e o p l e , 20-21, 48, 197, 198 A c t i o n g a m e s , 97, 99-102, 259 A c t i v i t i e s , l e v e l s o f , 7, 41-44; see also Beginner, Intermediate, Advanced, Activities A d j u s t m e n t : to f a m i l y , 21; through l a n g u a g e d e v e l o p m e n t , 106; t h r o u g h personality development, 197-98; t h r o u g h p h y s i c a l a c t i v i t y , 48; t h r o u g h s e l f - c a r e , 58 A d v a n c e d a c t i v i t i e s : b a l l g a m e s , 54-55; b o o k s , 1 1 4 - 1 5 , 265-67; c o n t r i b u t i n g to u n d e r s t a n d i n g of e n v i r o n m e n t , 14243, 146-47, 148-49. 1 5 1 , 152-53, 155-57; c r a f t , 163, 165-68, 169-72, 173-74, >7678, 179, 180-82, 184, 185-86, 188, 19094, 196; g r o s s - m u s c l e use, 5 1 - 5 3 , 54 55; g r o u p p r o j e c t s , 2 1 3 , 2 1 4 , 215, 2 1 7 - 1 8 ; l a n g u a g e , 119-27 passim; m u s i c , 97105; n u m b e r g a m e s , 152-53; s a m p l e d a i l y s c h e d u l e f o r , 244-45; s a m p l e s c h o o l p a r t y , 247-49; s e l e c t e d songs, g a m e s a n d d a n c e s , 259-64 passim; selfc a r e , 66, 67, 68, 69; s e l f - e x p r e s s i o n , 81-88; t r a n s p o r t a t i o n , l e a r n i n g to use f a c i l i t i e s , 69; u s e of p i c t u r e s f o r u n d e r s t a n d i n g e n v i r o n m e n t , 146; w a t e r p l a y a n d s w i m m i n g , 56; w o r k , 199201, 203, 204-6 passim A d v i s o r y c o u n c i l s , 16, 229 Age, chronological and mental, in g r o u p i n g , 25, 26

Agencies, obtaining child's record from, 3-4; p a r e n t s r e f e r r e d to, 7 A g g r e s s i v e b e h a v i o r , 7 1 , 182; see also H o s t i l i t y in t r a i n a b l e c h i l d A m e r i c a n R e d Cross, 226 Appreciations, development t r a i n a b l e c h i l d r e n , 34-35 A r t , 48; a b i l i t y d e v e l o p e d

of,

in

through

g r o u p p r o j e c t s in, 208-9 Articulation, 111-12 A s s o c i a t i o n f o r t h e H e l p of R e t a r d e d C h i l d r e n (New York State) ( A . H . R . C . ) . 15, 16 A t t e n d a n c e , i m p o r t a n c e of s a t i s f a c t o r y t r a n s p o r t a t i o n f o r r e g u l a r i t y i n , 31-32 A t t e n t i o n , 108, 131-32, 137; r e p o r t f o r m o n , in m u s i c class, 254; t e c h n i q u e s of h o l d i n g , 38-41 A t t i t u d e s , d e v e l o p m e n t o f , in t r a i n a b l e c h i l d r e n , 34-35 A u d i t o r y aids, use o f , 28, 107 A u d i t o r y p e r c e p t i o n , 99-100, 1 1 9 , 131, 136-37; b o d y r h y t h m s o r motions e m p h a s i z i n g , 260; g o o d b o o k s f o r , 267; m u s i c as a i d to, 92; r e p o r t o n , 253 A u d i t o r y r e c o g n i t i o n , use o f n u m b e r s a n d , 137-38 B a l l p l a y a n d b a l l g a m e s , 53-55 B a t h r o o m p r o c e d u r e c h a r t , 252-53 B e a d - s t r i n g i n g , 162-63 B e g i n n e r activities: b a l l p l a y a n d b a l l g a m e s , 53; b o o k s , 1 1 4 - 1 5 , 265-67; c o n t r i b u t i n g to u n d e r s t a n d i n g of env i r o n m e n t , 138, 144, 147, 149; c r a f t s , 162, 173, 174, 178, 182, 194-95: grossm u s c l e use, 50; g T o u p p r o j e c t s , 2 1 2 - 1 3 , 214, 2 1 5 - 1 6 ; l a n g u a g e , 119-27 passim;

GENERAL music, 97· 105; sample daily schedule, 242-43; s a m p l e school party, 246-47; selected songs, g a m e s a n d dances, 259-64 passim; self-care, 64, 66, 67, 68; self-expression, 81-88; use of p i c t u r e s for u n d e r s t a n d i n g e n v i r o n m e n t , 144; water play a n d s w i m m i n g , 55-56; work, 19g, 200, 201, 203 Blocks a n d boxes, as self-expression activity, 83 Body r h y t h m s , 48, 90, 9 1 , 97-100; songs, games, a n d dances for, 259-60; use of p i a n o for accompanying, 95 Books: f o r l a n g u a g e d e v e l o p m e n t , 11314, 265-67; music, 264; use of m o u n t e d pictures c o m p a r e d w i t h , 122 Bow tying, 65 Boy Scouts, 226 Braiding, l e a r n i n g of, 1 7 1 Buttons, fastening, 61, 65; sewing on, 168

C a l e n d a r , 155 Care of e q u i p m e n t , materials, etc. by trainables, 199-205 passim; in woodshop, 34; of yard, 200-1 C a r p e n t r y , see W o o d w o r k i n g activities Case worker, 4, 7, 23 Cerebral Palsy Association, 226 C h a r i t y g r o u p s , 218 Child, the: c o n t r i b u t i o n by, to p a r e n t s ' u n d e r s t a n d i n g of school p r o g r a m , 1112; i n t e r p r e t a t i o n of rate of progress to p a r e n t s , 11; needs of, 20-21; parent's e v a l u a t i o n of, 6-7; potentialities of, 21; size of, 26; teacher's p r e l i m i nary contact with, 5; see also T e a c h e r child relationships C h i l d g u i d a n c e clinics, 223, 227 C h i l d - h o m e r e l a t i o n s h i p , 5, 2 1 2 - 1 3 Chronological age, 25, 26 Civic g r o u p s , 231 Clay, projects in, 163, 194, 195, 196 Cleaning: cars, 205; cleaning u p a f t e r eating, 203-4; clothes, 204-5; interiors of b u i l d i n g , 199-200; yards, 200-1 Coins, activities for l e a r n i n g v a l u e of, 154; see also M o n e y Collages, 87, 177 Color: as aid to c o u n t i n g , 1 5 1 ; in illustrations, 114; l e a r n i n g of, 136, 137; recognition, 139-43

INDEX

*73

Color-blindness, 134 C o l o r - m a t c h i n g toys, 256 Color p e r c e p t i o n , 132-35 passim C o m m u n i c a t i o n , t h r o u g h a r t medium, 73> 77! see also L a n g u a g e C o m m u n i t y : knowledge of resources in, 7-8, 220-35 passim; relationships w i t h school, 220-36; trainables work for, 218; ways of i n f o r m i n g , c o n c e r n i n g r e t a r d e d c h i l d r e n , 224-25 C o m m u n i t y a n d civic associations, 228 C o m m u n i t y Chest, 226 C o m m u n i t y p l a n n i n g organizations, 8, 227, 228 C o m m u n i t y workers, g r o u p p r o j e c t s centered around, 217-18 C o m p e t i t i v e activities, 49-50, 139-40, 206 Concept of self, 129-30 Concepts, d e v e l o p m e n t of, in t r a i n a b l e c h i l d r e n , 34-36, 108-9, 129, 132; see also specific concepts, e.g.. N u m b e r s C o n c r e t e f o r m , as contrasted w i t h abstract f o r m , 133 Conferences, p a r e n t - t e a c h e r , 2-9 Conflicts between p a r e n t s a n d school, 16-17 C o n s t r u c t i o n toys, f o r self-expression activity, 83 Contacts, c o m m u n i t y w i t h school, 22035; m a d e by teacher, 2-3, 221-22, 2303' C o o p e r a t i o n of trainables: w i t h comm u n i t y , 218; with others, 49-50; in work o p e r a t i o n s , 198, 206 Council f o r Exceptional C h i l d r e n , 22728 Council of Social Agencies, 8, 227 C o u n t i n g , 138; see also N u m b e r concepts Courses f o r teachers of t h e t r a i n a b l e , 23 C r a f l activities, 48, 71-74, 159-96; set also I n d e x to C r a f t Projects a n d Games Crayoning, 173-74 Creative activities; see Self-expression C u t t i n g a n d f o l d i n g p a p e r , 174-78 Dances, 104; list of, 262-64 Decorations, m a k i n g of p a p e r , 162, 163, 172-81 passim; at parties, 219 Delayed speech, 107 Diagnosis of t h e trainable, 20; of lan g u a g e disability, 107

m

GENERAL

Directions, verbal, 96, 107-8, 1 1 g , 146, '47 Discussion: for development of child's language ability, 124-25; groups f o r parents, 15 Dishes, care of, 201-4 Distance, perception of, 1 3 5 Distractibility of trainable, 20, 38, 39, 40, 1 3 1 , 136; see also Attention Doctors, 25; as leaders of discussion groups f o r parents, 15; reports on trainables, 3 Doll-house play, as self-expression activity, 87-88 Domestic skills, 7; see also Work Donations to school, 232-34 passim; f o r parties, 218 Dramatic play: self-expression through, 77-81, 87-88; use of, for development of language ability, 125 Dramatics, group projects for increasing ability in, 208-9 Drawing, as self-expression activity, 7477, 84-85 Dressing and undressing skills, suggestions for training in, 60-66 Dress-up play, as self-expression activity, 87-88 Drill, need for, 36-37, 138 Drilling in wood, 187

Eating and drinking as skills to be learned, 67-68 " E d u c a b l e " mentally handicapped, 23, 116 Education courses appropriate for teachers of the trainable, 22-23 Educational materials, 256-57 Emotional development, 2 1 , 44, 91 Emotional problems, contributing to language difficulties, 107 Emotions, dealing with, 7 1 ; effect of music upon, gi Energy, outlets for, gi Entertainment, f o r trainables, 234; by trainables, 78, 2 1 9 Environment, understanding of the, 22, 129-58, 255-57; see also Socialization Epilepsy, 20 Equipment for physical activity, 49 Examinations, psychological and medical, 3

INDEX Excitability, in trainable child, 20, 1526, 9 1 , 218 Expressive language, guidance f o r development in, 109-13 Facilities for school, 32-33; for physical development program in school, 48-49 Failure: acceptance of child's by teacher, 59-60; avoiding, 42, 59; learning how to meet, 182 Family: school's relationship with, 1-2; social adjustment of child to, 2 1 ; see also Parents Family service agencies, 226 Fear, 77, 1 1 4 Film strips, 145 Finger painting, as self-expression activity, 83-84 Finger play, 97, 259 Folding paper, 174-78 passim Food, group projects centered around, 2 1 5 ; at parties, 219, 248; preparation, serving, and cleanup work, 201-4, 251-52 Form: abstract, 132-33; recognition, 138· 43 Form, personal data, 237-41 Form discrimination materials, 256 " F r e e expression" periods, 70 Frustrations of trainables, 7 1 ; avoidance of, 60; reducing level o f , 22 Games: for color, form, and size recognition, 139-43; for development of language ability, 126-27; for improving sensory perception, 150-51; language, 126-27; learning about space through, 130; list of, 257, 259-64; singing, 101, 260-61; using gross muscles, 52-55; see also Index to C r a f t Projects and Games Girl Scouts, 226 Goals, in child's program, 22, 27-31, 242 45 Greeting cards, making of, 1 7 3 , 175, 179 Grooming, personal, 66-67 Group, size of, 26-27 G r o u p play, and development of language, 1 1 0 - 1 1 G r o u p programs, for parents, 14-16 G r o u p projects, participation in, 10, 208-19

GENERAL C r o u p worker, as leader of discussion groups for parents, 15 Guidance clinics, 223, 226, 227 Habits and skills, in self-care, 58-69; of work, 198 Habit training, 12-13, 34-38 passim Halloween, 29, 101 Hammering, 192-94 Handicapped, associations for the, 15, 16, 226, 227 Handicaps of trainable, 20; relating to speech, 106-7 Health, 22, 125, 219 Hearing handicaps of trainable, 20, 106 Hemming, 167-68; by machine, 172 Holidays: group projects centered around, 214; use of, in program planning, 28-30 Home, the, related to projects, 212-13 Home-school relationships, 1-18 Hostility in trainable child, 71, 91 Hygiene, see Health Hyperactivity in trainable child, 20. 25 26, 75, 91 Illustrations, use of, in book, 114, 266 Imagination in the trainable, ig, 70, 77-78 Individual differences, 21, 27; taking account of, in game, 139-40 Information forms, 2-3, 24, 237-41, 25152 Insecurity, feelings of, 20-21, 136-37 Institutions for the mentally retarded, 197; and community support, 220 Intellectual growth, 72, 137 Intermediate activities: ball games, 5354; books, 114-15, 265-67; contributing to understanding of environment, 139-42, 144-46, 147-48, 150, 151-52, 154-55; crafts, 163-65, 166, 168-69, '73· '75-7 6 · >78-80, 183-85, 186, 187-92 passim, 195-96, grossmuscle use, 50-51, 52, 53 54; group projects, 213, 214, 215, 216, 217; language, 119-27 passim; music, 97-105; number games, 151-52; sample daily schedule, 243-44; sample school party for, 247; selected songs, games and dances, 259-64 passim; self-care, 64, 67, 68; self-expression, 81-88; transportation, learning to use facilities,

INDEX

275

68-69; u s e pictures for understanding environment, 144-46; water play and swimming, 55-56; work, 199, 200, ïOï-3, »04-5 Ironing, 205 Janitorial services, training in, 199-200 Job activities, 21, 48 Kinaesthetic aids, 107, 132; tee also Muscle sense Kirk, Samuel, cited, 23-24 Knowledge, development of, in trainable children, 34-35 Lacing, overcast, 163-66 Language, 106-28; activities, 119-27; development, 25, 106-14; games, 126-27; good books for developing, 267; group project as means of increasing ability in, 208-9; singing as aid to developing, 92; special difficulties in, 106-7 Laundering, learning of, 204-5 Learning, principles of, for trainables, 33-41; rate of, 19; readiness for, 35-36 Leather projects, 165 Legislation for training of the retarded, 223 Lowenfeld, Viktor, cited, 75-76 Manual dexterity, 73 Materials, educational, 256-57 Medical examinations, 3 Memory, 127; music as aid to, 92; use of numbers and, 137-38 Mental age, 19, 25, 35 Mental development, 21; see also Intellectual growth Mental deficiency, and speech, 113 Mental Hygiene, departments of, 226 Mental retardation clinics, 226 Modeling, as self-expression activity, 75, 81-82 Money, 138; activities for learning value o f . "54. '77 Monthly plans, 30-31 Motivation, use of, 36, 40, 59, 182, 206 Motor development, 20, 22; report on, »54 Movies, viewing, 145-46 passim; telling about, 123 Muscle sense, 149, 151; see also Kinaesthetic aids

276

GENERAL INDEX

Muscle skills, activities for development of, 48-57, 73, 159-61 passim Music: list of books of, 264; sample report form for class in, 153-54; use of, in teaching, 48, 90-105, 1x1-32, 259-64 National Association for Retarded Children (N.A.R.C.), 16 Nature projects, 215-17 Neighborhood, social adjustment of child to, 21; see also Community Neighborhood houses, 32, 226 Neurological examinations, 3 Noises and sounds, activities for recognition of, 147-49 Nervous systems of trainables, 20 Number concepts, 137-38, 151-53 Observation by parent in school, 9-11 Office tasks, learning of, 205-6 Organizations, kinds of, which might be of service to retarded children, 15-16, 225-28 Overcast lacing, 163-66 Tainting: finger, 83-84; water-color as self-expression activity, 85-87; in woodworking activities, 187-88 Paper work activities, 172-81 Parent-education counselor, 2 Parents: attitude toward child's reading ability, 117-18; contributions toward achieving school goals for child, 9-11; participation in the school by, 13-16, 27, 219, 227; preliminary observations at school, 4-5; share of responsibility in teaching self-care skills, 62-63; teacher's relationship with, 1-18; use of, as volunteers, 27 Parents' council, 16, 229-30 Parent-Teacher Associations, 10, 14-15, 221, 2:2, 228, 230 Parks and playgrounds, 226 Parties, group projects centered around, 218-19, 246-49 Passivity, in trainable child, 25-26 Pasting. 178-79 Perception: activities to increase, 14751; defined, 129; guidance of development of, 129-58; visual, improved through creative activities, 72-73 Personal Data Form, 237-41

Personality development, 198 Pets, as a project, 216 Phonograph records, 94, 95, 122 Phonics, 115, 117 Physical development, 21; school activities for, 48-57 Physical handicaps of retarded children, 20 Physical set-up for school, 32-33, 48-49 Pictures: identification of, in answer to questions, 119-20; interpretation of. 122-23; for language development, 113-14, 265-67; responding to stories or songs without, 124; use of, in understanding environment, 135, 13637, 144-46; see also Illustrations Piano, for accompaniment in music class, 95 Plants. 215, 216, 217 Play-acting, 102; songs for, 261-62; see also Dramatic play Play activities, development of largemuscle skills in, 48-57 Playgrounds, 48-49, 226 Posture and carriage, 48 Pre-speech activities, 120-21 Praise, 59 Principal, school, 2, 7 Printed signs, reading, understanding, and responding to, 114-16 Problem child, 25-26 Problem situations, acting out, 88 Professionals: as advisers, 16-17, * 2 9"3°; on committees, 16 Projector, opaque, 123, 145-46 Projects, see Index to Craft Projects and Games Projects, group, 208-19 Psychiatrist, 20 Psychiatric examinations, 3 Psychological examinations, 3 Psychologist: as leader of discussion groups for parents, 15; as professional volunteer, 228-29; school, 2, 20, 223 P.T.A., see Parent-Teacher Association Public schools, trainable child in, 19-20 Puzzles: difficulty with, 13.-,; face or figure, 145; form board. 132; inset, 144, 255; pictures for, 113-14 Quality, identification of, by name, 13435 Quantity, activities for teaching, 153-54

GENERAL Reading, extent of training in, 114-18 Receptive language, guidance of development of, 107-9 Records on child, 2-3, 6-7, 9, «37-41 Recreation: agencies, 226; need for, after school hours, 220; leader, as professional volunteer, 228-29; services in community, 223 Referrals to other agencies, 7-8 Relaxation, 38 Religious groups, 228 Repetition, need for, 36-37, 208-9 Report card, the child as his own, 1 1 - 1 2 Report forms: on bathroom procedure, 252-53; lunch and juice-time behavior, 251-52; on music class, 253-54; by teacher to parents, 5-6, 8-9, 11 Rhythm, report blank for recording progress in, 253; see also Body rhythm; Music Rhythm instrument activities, 102-4, 261-62 Safety: discussion of, 125; habits, learning of, 182; in kitchen, 204; rules, learning of, 22, 34; of school facilities, 48-49; in transportation, 31-32, 16869 Sanding project, 184, 2 1 0 - 1 2 Sand or sawdust play, as self-expression activity, 81 Sawing, 184-86 Schedules, daily, 30-31, 242-45 School, the: curriculum, 48-219; group projects for, 214; jobs, trainable child at, 197; minimum requirements for, 32-33; physical set-up for, 32-33; relationship with community, 220-36; relationship with home, 1-18; see also Teacher School boards, 221 School bus transportation, 31 Seasons, use of, in program planning, 28-30 Self-care, 7, 12-13, 2 ' - 2 2 , 48; as goal for trainable children, 22; teaching, 58-69 Self-concept, 129-30 Self-confidence, development of, 48, 58, 7 ' - 93

Self-expression: activities, 70-89; music as, 90; see also Language; Music Sensory training, 129; see also Perception

INDEX

277

Sensory stimuli, 129; aid to developing receptive language, 107; aid to attention, 39-40; see also Perception Services for the retarded: by non-professionals, 231-35; by organizations, 225-28; by professionals, 228-3· Serving food, 201-3 Sewing, machine, 171 -7® Sewing, training in, 161-68 passim Sheltered workshop, 197, 198, 226 Shellacking, 188 Shoes: cleaning, 67; lacing, 66; tying, 63, 65 "Show and T e l l " activities, 122 Signs, importance of ability to read, 114-16 Size recognition, 35, 132, 135, 138-43 Skills, 35, 36; craft activities for teaching. 159; domestic, 7; development of manual, 197-207 passim; muscle, 48-57, 73, 159-61 passim; perceptual, 130-31; self-care, 7, 12-13, 21-22, 5866; visual-motor, 131 Social agencies, 2, 3-4, 225-27 Social development, 2 1 , 44; see also Socialization Social goals, 44 Socialization, 19-20, 129-38; as goal for trainable children, 22; group projects as method of achieving, 208-19; music as aid to, 92-93. 254; self-expressive activities contributing to, 73; work projects for, 197-207 Social welfare agencies, 2, 3-4, 225-27 Social worker, 2, 4, 7, 23; as leader of discussion groups for parents, 15 Songs, list of, 259-64 Sorting, 133-34, 139, 145-4 6 passim, 152 Space: activities for teaching concept of, 146-47; perception of, 130, 14647

Speech, see Language Speech clinic, 107 Speech correction, 1 1 0 , 1 1 3 Speech specialist, as professional volunteer, 228-29 Speech therapist, 107, 1 1 2 Spontaneity, 7 1 . 73 Stairs, descending, 137 Stories: responding to, 124; teacher telling, 122-23; trainable telling, 1 1 1 Strauss, Alfred, quoted, 130; cited, 136 Stuttering, 1 1 0

278

GENERAL

S u r a m e r v a c a t i o n activities, need 220 S w e e p i n g , 19g, 201 S w i m m i n g , 48, 55-56, 226

fot.

T a b l e - s e t t i n g , 201-3 T a c t u a l aids, 107, 130 T a p e recording, use o f , 125-26 T e a c h e r : characteristics of g o o d , 24; i n d i v i d u a l contacts m a d e by, 230-31; p r e p a r a t i o n of, of t r a i n a b l e c h i l d r e n , 22-24; r e l a t i o n s h i p w i t h c h i l d , 19-47, 110; r e l a t i o n s h i p w i t h c o m m u n i t y , 221-22; r e l a t i o n s h i p w i t h parents, 1-18; role o f , 2-5, 24 T e e t h , cleaning, 67 T e l e p h o n e , use of, 125, 127 T e n s i o n s , outlets for, 48, 91, 112 T e s t i n g , psychological, by B i n e t , 223 T h a n k s g i v i n g , 29; d e c o r a t i o n s for, 179 T i m e , concept o f , 130, 138; activities for t e a c h i n g m e a n i n g o f , 155-57 T o i l e t - t r a i n i n g , 25 T o y s : c o l o r - m a t c h i n g , 256-57; construction, 83; e d u c a t i o n a l , 130, 255-58; m a k i n g of, in w o o d w o r k i n g classes, 191, 193; use of, at h o m e , 12-13; use of, in t e a c h i n g , 40-41 T r a f f i c safety, 226 T r a n s p o r t a t i o n , 31-32; l e a r n i n g to use facilities, 68-69 T r a i n a b l e child, defined, 19; see also C h i l d , the T r i p s : to c a r - w a s h i n g establishments, 205; to f a r m , 28, 29-30; to laundries, 204; to p u b l i c places, 217-18; via p u b l i c t r a n s p o r t a t i o n , 69

INDEX V a l e n t i n e ' s D a y , 29; m a k i n g cards for, ! 7 5 - 7 6 ' "79 V e r b a l i z a t i o n , see L a n g u a g e V i s i t i n g nurses, 226 V i s i t i n g teachers, 2, 223 V i s u a l aids in t e a c h i n g , 28, 107; technical, 145-46; use o f , in i n f o r m i n g c o m m u n i t y c o n c e r n i n g retarded children, 225; see also Visual p e r c e p t i o n V i s u a l h a n d i c a p s of t r a i n a b l e , 20 V i s u a l - m o t o r skill, 131 Visual p e r c e p t i o n , 132, 136-47; t r a i n i n g o f , t h r o u g h p a p e r w o r k , 172 V i s u a l r e c o g n i t i o n , use of n u m b e r s a n d , •S7-3 8 V o c a t i o n a l g u i d a n c e , 223 V o c a t i o n a l r e h a b i l i t a t i o n p r o g r a m s , 226 V o l u n t e e r s , 3; non-professionals, 231-35; p a r e n t s as, 13-14· 2 7'· t r a i n i n g o f , 233-35; use of professional, 228-31; use of, in classroom, 27 W a s h i n g cars, 205 W a s h r o o m activities f o r l e a r n i n g selfcare, 66-67 W a t e r - c o l o r p a i n t i n g , as self-expression activity, 85-87 W a t e r p l a y , 48, 55-56, 81 W e a t h e r , 62-63, 66; p r o j e c t , 215, 216 W e a v i n g , 168-71 W o o d w o r k i n g activities, 181-94, 208-9 W o r k activities, 197-207 W o r k s h o p , 21; o p e r a t i o n s , skills inv o l v e d in, 206; o p p o r t u n i t i e s prov i d e d f o r the h a n d i c a p p e d , 226

Y a r d care, t r a i n i n g in, 200-1

Index to Craft Projects and Games See also musical games listed in (A = A d v a n c e d ; Β = B e g i n n e r ; I = A i r p l a n e , c r u d e , of w o o d (I), 183 A i r p l a n e , w o o d e n (I, A), 191 A l u m i n u m f o i l covered vase (I), 195 A n i m a l , w o o d e n toy (A), 193 A p r o n , o i l c l o t h (A), 167

B a d m i n t o n (A), 54 Base Kick B a l l (A), 54 B a s e b a l l (A), 55 Basket of c a r t o n , f o r M a y flowers or f o r colored eggs (I), 180 B a s k e t b a l l (A), 54 B a t h mat, l o o p loom (A), 170 B e a d d e c o r a t i o n (B), 162 B e a n bag, m a c h i n e stitched (A), 172 B e n c h , p a i n t i n g (I), 187 B e n c h e s , s h e l l a c k i n g (A), 188 B i n g o , 127; C o l o r (I), 13g; C l o c k (A), 157; see also L o t t o Blocks, finished w i t h crayon finish (A), 188 B l o c k , p a i n t i n g (I), 187 Blocks, s a n d i n g for floor play (I), 184 Blocks, s h e l l a c k i n g large (A), 188 B o a r d f o r c u t t i n g bread (I, A), 191 B o a t , w o o d e n (A), 192 Book cover, l e a t h e r (A), 165 B o o k end, w o o d e n (A), 192 B o o k m a r k , felt (I), 165 B o w l i n g (I), 53, 54 B o x , l o c k e r , m a d e o u t of w o o d (A), 196 B o x for jewels, p a i n t e d (I), 195 B r a c e l e t , s h o e - b u t t o n (I), 163 Bracelets, s p i r a l , of beads (B), 162 B r e a d b o a r d or C u t t i n g b o a r d (I, A), '9' B u f f a l o G a l (A), 104

Appendix Intermediate)

B u t t o n card, sewed on (A), 168 B u t t o n p i c t u r e c a r d , sewn o n (A), 168

C a n f o r s p r i n k l i n g clothes, p a i n t e d (I), 188 C a n d l e h o l d e r , clay (B), 194 C a n d l e , p a p e r c u t - o u t (I), 176 C a n d y canes m a d e of p i p e cleaners, as tree decorations (I), 196 C a r d , b u t t o n s sewn o n in p i c t u r e (A), 168 C a r d , g r e e t i n g , see G r e e t i n g card C a r d b o a r d b o x city (A), 181 C a r d b o a r d coaster or p l a c e m a t (I), 165 C a r d b o a r d wastebasket (A), 193 C h a i n s , p a p e r , for d e c o r a t i o n (I), 176 C i g a r e t t e case, p a i n t e d tin (I), 188 C i r c l e D a n c e (I), 104 C l a y b o w l (A), 196 C l a y bracelet or necklace (I), 163 C l a y c a n d l e h o l d e r (B), 194 C l a y h a n d p l a q u e (B), 194 C l a y p a p e r w e i g h t (I), 195 C l e a n e r ' s g a r m e n t - b a g costume (I), 173 Clock B i n g o (A), 157 C l o t h e s p i n p l a n t e r (I), 195 C l o t h e s s p r i n k l i n g can, p a i n t e d (I), 188 C l o t h shoe-bag (A), 167 C l o w n (I), 52 Coaster, c a r d b o a r d , or p l a c e m a t (I), 165 Coaster, colored (A), 173 C o a t rack, w o o d e n (A), 193 C o l l a g e (A), 87, 177 C o l o r B i n g o (I), 139 C o l o r C o n e (I), 139 C o l o r D o m i n o e s (I), 140; (A), 142 C o l o r e d coaster (A), 173

INDEX TO CRAFTS AND G A M E S Colored sash for costume, braided (A), 171 Colored shapes on contrasting background, pasted (B), 178 Comb case, leather (A), 165 Costume, cleaner's garment-bag (I), 173 Cotton snow for decorating tree (B), 195 Crayon finish on wood blocks (A), 188 Croquet (A), 54 Crown, paper, for party (A), 174 Cut-outs, orange, pumpkin, etc. (I), 175 Cutting board, wooden (I, A), 191 Decorated napkin, crayoned (A), 174 Decorated paper plate or circular, crayoned place mat (A), 174 Decorating: design pattern for teapot stand (A), 180; tree with cotton snow (B). 195 Decoration: of beads (B), 162; on eggs (I), 195; flower border (A), 179; paper chains (I), 176; paper lantern (A), 177; paper star (A), 177; picture for classroom (I), 178; pipe cleaner (B), 195; pipe cleaner candy cane (I), 19G; string of paper (I), 163; stenciled crayon (B), 173; Thanksgiving border (A), 179; tin foil (B), 195 Direction games (I), 119 Dish towel, machine stitched (A), 172 Dog and Bone (I), 52, 148 Doll house (I), 119 Doll quilt, machine stitched (A), 172 Dominoes (I, A), 127, 142; Color, 140, 142; Form, 141, 142; Picture, 126 Drum, oatmeal box (B), 194 Duck, Duck, Goosie (I), 52 Eensie, Weensie Spider (I), 97 Eggs, decorated (I), 195 Eyeglass case, leather (A), 165 Fancy eggs, decorated (I), 195 Felt bookmark (I), 165 Felt pot-holder, stitched (A), 167 Felt projects, overcast with needle and yarn (A), 166 Fence, paper cut-out (I), 175 Fence post, wooden (I), 185 Find One Like This (I), 150 Find the Thing (I), 150 Flag, wood and paper (I, A), 190 Flower border decoration (A), 179

Follow the Leader (I), 5» Form Dominoes (I, A), 141, 142 Furniture, wooden, painted (A), 188 Gift-wrapping paper, crayoned (B), 173 Gift-wrapping paper, painted (I), 179 Gift-wrapping papers, stick-printed (A), 181 Go Fish (A), 142 Going to Jerusalem (A), 100 Greeting card (B), 175; crayoned (B, I), 173; picture pasted (I), 178; sewed (A), 166; spring (A), 179 Halloween game (I), 101 Hammering design on wooden teapot stand (A), 184 Hand bag, loop loom (A), 170-71 Hand plaque, clay (B), 194 Hanging sign, wooden (I), 189 Hat, paper bag, crayoned (B), 173 Hat for party, paper (I), 180 Head scarf (A), 167 Here We Go Round the Jungle Gym (Β), ιοί Hiding games (A), 146-47 Horse shoe pitching (A), 52 Hot-Dish mat, yarn-covered (A), 167 Icicles, paper cut (A), 177 Is it Hot or Cold (I), 150 Jewel Jingle Jump (A).

Box, painted (I), 195 stick, wooden (A), 189 rope or rope for sled, braided 171

Keep away (A), 55 Key board, wooden (I, A), 192 Kick Ball (A), 54 Ladder, fence, railroad track, paper cutout (I), 175 Lantern for decoration (A), 177 Lanyard for whistle, braided (A), 171 Leather projects (A), 165 Locker box, wooden (A), 196 Loop-loom pot holder (A), 169 Lotto (I), 126; see also Bingo Make a Noise (A), 148-49 Marshmallow man (I), 195 Marshmallow santa (I), 195

INDEX TO CRAFTS AND GAMES Mac, see Hot-Dish mat; Place mat; T a b l e mat Mat for bathroom, loop loom (A), 170 Mat for flower pot, woven (I), 168 Memo pad, wooden (I), 189 Musical Ball (A), 54 Musical Chairs (A), 100 Napkin, decorated with crayon (A), 174 Napkin, small paper, for juice-time (A), 176 Napkin rings, leather (A), 165 Necklace, long, of cranberries, straws, paper (A), 163 Necklace of clay beads (I), 163 Oatmeal box drum (B), 194 Object game, with paper cut-outs (A), >77 Oilcloth apron (A), 167 Orange, pumpkin, apple, grapefruit cut-outs (I), 175 Outdoor sign post (I), 188 Paper bag hat, crayoned (B), 173 Paper bag puppet (I), 180 Paper candle, cut-out (I), 176 Paper chains for decorations (I), 176 Paper cut-out object game (A), 177 Paper cut-outs of orange, pumpkin, etc. (I). '75 Paper decoration, string of (I), 163 Paper fence cut-out (I), 175 Paper icicles (A), 177 Paper napkins for juice-time (A), 176 Paper place mats, wallpaper (I), 175 Paper ladder cut-out (I), 175 Paper lantern (A), 177 Paper pieces for stringing (B), 174 Paper plate, decorated with crayon (A), '74 Paper rail-road track cut-out (I), 176 Paper snowfiake, cut-out (A), 177 Paper star decoration (A), 177 Paper strips for bottom of pet's cage (A), .76 Paper train cut-out (I), 176 Paper weight (I), clay, 195 Party crown, paper (A), 174 Party hat, paper (I), 180 Pass the Pumpkin (or egg) (I), 100 Picture for classroom decoration (I), 178

28 t

Picture Dominoes (I), 126 Picture greeting card, cut and pasted (I). '78 Picture of fall leaves, paper cut (B), 174 Picture cut-out to be mounted or placed in scrapbook (I), 175 Pin Ball (A), 55 Pipe cleaner candy canes (I), 196 Pipe cleaner decorations (B), 195 Place mat, cardboard, or coaster (I), 165 Place mat, circular, decorated with crayon (A), 174 Place mat, crayoned (I), 173 Place mat, muslin (A), 166 Place mats, wall paper (I), 175 Place mat, woven yarn (A), 171 Planter, made of clothespins (I), 195 Pot-holder, felt (A), 167 Pot-holder container (I), 164 Pot-holder of loops (A), 169 Puppet, paper bag (I), 180 Puppy and Bone (I), 52, 148 Purse, leather (A), 165 Purse, loop loom (A), 170-71 R a g rug (A), 171 Railroad tracks, paper cut-out (I), 175 Rattle, cardboard box (B), 194 Restaurant (I), 119 Riddles (A), 124 Ring-a-Rosy in water (B, I), 55 Ring Toss (A), 52 Rope, for jumping or for sled, braided (A). 1 7 ' Row your Boat (B), 101; in water play (B), 55 R u g . rag (A), 171 Sand-blocks, wooden (I, A), 190 Sanding large blocks for floor play (I), 184 Santa, marshmallow (I), 195 Sash, braided (A), 171 Scarf, for head (A), 167 Scrapbook, pasted (I), 178 Scrapbook, sewn (A), 167 Scrapbook pictures (I), 175 See-Saw (B), 101 Sewing-card place mat (I), 166 Sewing kit, painted and outfitted, cigar box (A), 196 Shapes pasted on contrasting background (B), 178

28z

INDEX TO CRAFTS AND GAMES

Sheet, machine stitched (A), 172 Shelf, sawing off board for (A), 185 Shoe-bag, cloth (A), 167 Shoe-button bracelet (I), 163 Sign, hanging (I), 189 Sign post, outdoor (I), 188 Snake Game (A), 52 Snowflake, paper cut-out (A), 177 Spiral bracelet of beads (B), 162 Spring greeting card (A), 179 Stamps and tickets, paper (I), 176 Star decoration, paper (A), 177 Stencil, design for teapot stand (A), 180 Stenciled decoration, crayoned (B), 173 Stepping Stones (A), 52 Steps to T o y l a n d (A), 127 Stick-printed gift papers (A), 181 Stippled aluminum teapot stand or tile (A), 193 Stool, painting wooden (I), 187 Store, playing (I), 119, 126, 154, 215 Sunburst table mat (A), 163 T a b l e mat, sunburst (A), 163 T e a p o t stand, design for (A), 180, 184, 103 T e l e p h o n e pole, wood (B), 183 Thanksgiving border, decoration (A), '79 These Belong T o g e t h e r (I), 145 Tickets, paper (I), 176 T i n foil decoration (B), 195

T o w e l , dish, machine stitched (A), 172 T o w e l , sewn with running stitch (A), 167; hemmed (A), 167 T o y animal, wooden (A), 193 T o y car, wooden (I), 183 T r a i n , of cut-out paper "blocks" (I), 176 T r a i n , wooden (I, A), 191 T r a i n , game (B). 101 Valentine, cut-out (I), 175 Valentine card (A), 179 Vase, aluminum foil, covered (I), 195 Vase, painting glass (A), 188 Virginia Reel, simplified (A), 104 Volleyball (A), 54 W a l l container for pot holder (I), 164 Wallet, leather (A), 165 Wallpaper place mats (I), 175 Wastebasket, painted carton (I), 180 Wastcbasket, paper-covered and decorated (A), 174 What Do You Feel (I), 150 W h a t Do You Smell (I), 150 What Do You Taste (I), 150 What's New (A), 143 Wheelbarrow (A), 52 W h o Called You (I), 148 Yarn-covered hot-dish mat (A), 167 Yarn place mat, woven (A), 171