DOCUMENT RESUME

ED 079 899 EC 052 313

AUTHOR Blake, Ruth; And OthersTITLE Trainable Mentally Retarded: An Approach to Program

Development.INSTITUTION West Central Joint Services for Handicapped,

Indianapolis, Ind.-PUB DATE [ 72]

NOTE 21p.

EDRS PRICE MF-$0.65 HC-$3,29DESCRIPTORS Agencies; Diagnostic Tests; *Exceptional Child

Education; *Guidelines; Instructional Materials;Instructional Materials Centers; MentallyHandicapped; Organizations (Groups); *ProgramDevelopment; State Standards; *Trainable MentallyHandicapped

IDENTIFIERS *Indiana

ABSTRACTThe program development guide for teachers of

trainable mentally retarded (TMR) children and adolescents, 5- to21-years-old, includes Indiana State guidelines, information on theTMR population, suggestions for instructional p4ograms, evaluationtools, and informational sources.. Specified by guidelines are TMRchildren's right to instruction, eligibility, and such requirementspertaining to program planning as grouping arrangement, class size,or use of paraprofessionals..Defined are mental retardation and thesubcategory of the TMR, and briefly described are developmentalcharacteristics of TMR persons. Included for instructional programdevelopment are objectives, and discussions on perceptualdevelopment, evaluation selection procedures, precision teachingcurriculum planning, and such specific instructional areas as music,art, language, and cognitive, and motor development. Approximately 19evaluative tools, such as checklists, scales, and tests, :redescribed (sources are given)..Listed are .'ources for books canlanguage disorders, equipment and supplies, and records; and givenare locations of five instructional materials centers in Indiana;national and state agencies and associations; and periodicals.Additionally supplied is a list of activity curriculum guides(addresses included). (MC)

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CP U S DEPARTME NT DF HEALTH.

00 EDUCATION &WELFARENATIONAL INSTITUTE DF

0'. EDUCATIONTHIS DOCUMENT HAS BEEN REPRON' DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL iNSTITUTL OF

C:3 EDUCATION POSiTiON OR POLICY

Local Educational Agency:

MSD Wayne Township

Dr. Sidney Spencer, SuperintendentMr. Frank E. Cline, Asst. Supt. Curriculum and Personnel

The followint, staff members are acknowledged for their contributions in developing the handbooks:

Mrs. Ruth Blake, Project DirectorMrs. Rosemary McCart, Asst. Project DirectorDr. Mary Jane John Emotionally Disturbed, Hard of Hearing and Visually HandicappedMrs. Lavera Friend Physically and Multiply HandicappedMrs. Nancy Hard Trainable Mentally Retarded and Speech and Language Development

A project developed through cooperative finding:

Title 1, ESEATitle II, ESEATitle HI, EseaTitle VI, ESEAState Special EducationVocational Education

ContentsSTATE GUIDELINES 1

DEFINITION 2

CHARACTERISTICS 2

THE INSTRUCTIONAL PROGRAM 3Objectives 3Perceptual Development 3Evaluation for Instruction 4Precision Teaching 4Curriculum 5

Specific Areas of Instruction 7a) Personal and Social Adjustment 7b) Self-Help Skills 7c) Language 7d) Cognitive 8e) Motor 8f) Economic 1;sefulness 9g) Music 9h) Art 10

EVALUATION TOOLS 10

Purdue Perceptual Motor Survey 10Observations of Basic Motor and Visual Movements 10TMR Performance Profile 11

Individualized Diagnostic Teachers Guide for TMR 11

Curriculum for TMR Gump School 1IIndividual Educational Survey 11

Vineland . . 11

CainLevine 12Adaptive Behavior Scale 12Language Tests 12

SOURCES OF INFORMATION 14

Equipment and Supplies 14

Instructional Materials Centers 15

Information Agencies 15

Associations 16Periodicals 16

Activity Curriculum Guides 17Bibliography 18

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State GuidelinesCommission onGeneral EducationRULE S-I

Special classes and programs to be approved under theprovisions of these statutes shall provide instruction forchildren between 5 and 21 years of age inclusively, whohave a physical and/or mental disability which makesregular classroom activity impractical or impossible, andwho are not in attendance in any of the residential schoolsof the state, but who, with the advantage of a specialeducation program, may be expected to benefit frominstruction.

ELIGIBILITY

Classes for the trainable mentally retarded. A chrono-logical age range of no more than eight years may be

included in a special class. Exceptions to this rule may berequested upon written application to the division ofSpecial Education. Classes may be housed in buildingsoutside a regular school facility but shall meet minimumstandards as approved by the Commission on GeneralEducation. An optimum enrollment of 10-13 pupils perclass may be approved. Exceptions may be requested whena teacher aide is employed to assist a certified teacher.

A psychological evaluation is required by a licensedschool spychologist, school psychometrist, or a mentalhealth or child guidance clinic approved by the Commissionon General Education. This evaluation 'shall include aninvestigation of mental, physical, social and emotionalfactors and an assessment of achievement in school subjects.

GUIDELINES FOR COMPREHENSIVE SPECIAL EDUCATION PLANS AS

REQUIRED BY CHAPTER 396 ACTS OF 1969

Guidelines for Planning TrainableMentally Retarded Programs

I. Population Base Requirement A total school popula-tion base of approximately 11,500 children is needed toserve this category effectively.

2. Joint School Service and Supply Program RequirementIf a school corporation contains fewer than 11,500children, it must plan to join with other school corpora-tions in a cooperative program.

3. Grouping Arrangement Requirement Each schoolcorporation must plan to have a minimum of threeage-graded classes similar to the following groupinglevels:

a. Primary (ages 6-10)b. Intermediate (ages 10-14)c. Advanced (ages 14-18)

4. Class Size Requirements The optimum class size is

13 students (see Rule S-1 of the Rules and Regulationsof the Commission on General Education).

5. Use of Para-Professionals The use of para-professionalsis recommended as per rules and regulations of theCommission on General Education (in preparation).Classroom enrollments, as stated in section four above,may be increased by 50% when a full-time aide is

employethby 25% when a one half time aide is employed.

6. Secondary School Program Requirements It is recom-mended that coordinated programs at the secondaryschool-age level (advanced, ages 14-18), be developedbetween the public schools and Community CenterPrograms for the Mentally Retarded for the provision ofsheltered workshop training opportunities.

7, Housing Options Programs for the trainable mentallyretarded may be housed as follows:

a. Regular public school buildingsb. Separate public school buildingsc. Space within a private facility

DefiniticaIn 1961 the American Association on Mental Deficiency

announced its revised operational definition of mentalretardation:

"Mental retardation refers to subaverage generalintellectual functioning which originates duringthe developmental period and is associated withimpairment in adaptive behavior."

To reduce the error in diagnosis and classification ofmental retardation, this definition makes use of a two-dimensional classification:

I) Measured intelligence2) Adaptive behavior

The measured intelligence dimension is intended for theclassification of correct intellectual functioning of theindividual as indicated by performance on objective testsdesigned for that purpose. Adaptive behavior refers pri-marily to the effectiveness with which the individual copes

with the natural and social demands of his environment. Ithas two major facets:

I) The degree to which the individual is able to functionand maintain himself independently, and

2) The degree to which he meets satisfactorily theculturally imposed demands of personal and socialresponsibility.

As defined by the State of Indiana, trainable mentallyretarded children are:

"children with intelligence quotients of approxi-mately 35-55 on either the Revised StanfordBinet Scale or the Wechsler Intelligence Scalefor children with a reasonable deviation ateither end of the scale."

Rick F. Herber, "A Manual on Terminology and Classifica-tion in Mental Retardation"

Monograph Supplement to American Journal on M.D.1961 pp. 57-61.

CharacteristicsApproximately 0.3 percent of the population falls into

the trainable mentally retarded range of intelligence. Themajority of these are retarded due to pathological causessuch as brain injury, metabolic disorders ancLgeneticabberations. They differ from the normal population inmany ways. Their weight and height tend to be belowaverage. Motor coordination is usually poor. There is amuch higher incidence of visual, auditory and othersensory and physical problems.

As a goup, they differ from each other in physical andpsycholnical characteristics. Development is uneven, vary-ing with the in -dual and from child to child even wlidnIQ and chronological age are identical. Lloyd Dunn,writing in Exceptional Children in the Schools, attempts todescribe the behavio of these children. Some are average inactivity; some lethargic; many hyperactive. Sonic are easilyexcitable and will have a catastrophic emotional reactionto even the slightest pressure or change in routine. Others

may be extremely withdrawn, even appear dazed.Inteiiectually, the trainable mentally retarded develops

between 1/4 - 1/2 the rate of the average child. His speechand language are distinctly limited. At the age of 6 years-3months, when children are entering first grade, the trainablechild is performing intellectually from I year-7 months to3 years-2 mop ths. In adulthood he will perform from aboutthe 4-8 year level. Due to this reduced rate of development.the trainable mentally retarded child will not attain inde-pendence from adult supervision. Ile will require some care,supervision, and economic support throughout his life.Given the necessary training, however, these pupils canlearn to help themselves, and to contribute useful service toothers.

Cruickshank, Wm. and Johnson, Orville, Education ofExceptional Children and Youth, New Jersey, Prentice-HallInc., pp. 194-283, 1967

The Instructional ProgramOBJECTIVES

In view of these characteristics, it :s felt that the educa-tional program should provide the means of meeting dailylife situations and should include preparation for the futurein a practical and functional manner.

Placement within a public school program is a limitedservice. It does not continue indefinitely. When the childreaches a certain age (generally 16-18), alternative place-ment opportunities are available. The goals of a publicschool program would therefore include:

1) The maximum development of individual potential2) Acquisition of independent work skills

It is hoped that this type of approach will help theindividual make the best possible adjustment to whateversituation he participates in as an adult.

PERCEPTION

Throughout the entire instructional program, we areconstantly dealing with behavior. We observe behavior. Weevaluate behavior. We attempt to control, manipulate andchange behavior. In order to do these things effectively, wemust ask the question, "what determines the behavior ofthis particular child?"

Perception is defined as, "the ability to perceive objectsor other data through the medium of the senses." Accordingto Valett, this ability includes not only the reception ofsensory impressions from the outside world and from one'sown body, but the capacity to interpret and identify thesensory impressions by correlating them with previousexperiences.

An association between these two concepts is essentialto the development of instructional programs. The child'sbehavior is related to his perceptions. it is unwise to thinkof this as an isolated area of the curriculum, for it directlyinfluences all the child's experiences.

Trainable mentally retarded children often display obvi-ous impairment in perceptual motor skills. Gross or finemotor coordination may be poor. Visual or auditoryproblems may impair or even exclude meaningful responsesto many sources of sensory stimulation. Learning is dis-torted due to his inability to receive and interpret informa-tion correctly from his environment. In turn, his environ-ment may be distorted as a result of his incorrect re-sponses. We need t6 have an understanding of what thechild "takes in" from his environment and how he processesthis information

In order to correct erroneous responses and maintaincorrect responses, disabilities must be defined in behaviorterms. For example:

Jeanne McRae McCarthy, PhD provides an excellentexample in a paper Ctled "Psychoeducational Diagnosis A

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Derivative of Classroom Behavior." Tne psychological testmay state: Type of Disability Auditory Decoding (Recep-

tion).

Observable Classroom Behavior

Does not understand what he hearsPoor receptive vocabularyCannot carry out directionsCannot identify sounds correctly

Teaching Techniques

Group

Use short, one concept phrasesAsk short questionsGive visual clues whenever possible gestures, etc.

Use visual aids whenever possible

Individual

Train listening skillsIncrease vocabularyGive increasingly more difficult oral instructions ar,dproblems"Simon Says" kind of games

Gellner has stated that the general defect of intelligenceconcept governing the attitude toward mental retardationshould be replaced by the idea that mental retardation isthe result of different kinds of perceptual disabilities. Thistype of approach would offer valuable guidance to theinstructional program.

Many excellent references are available to acquaint thereader with this area. The following list includes books, pro-grammed instructional materials and curriculum guidesapplicable for use with trainable mentally retarded children.

PERCEPTION - REFERENCES

Kephart, The Slow Learner in the Classroom, Columbus,

Ohio, Charles E. Merrill Company, 1960.(This book is divided into three parts. The first dealswith perceptual development and achievement. Part twodeals with the means for evaluating perceptual develop-ment. Part three deals entirely with remedial activities.)

Radler, Kephart, Success Through Play, New York, Harper

Brothers, 1960.(This book presents:a) basic information needed for understanding the

perceptual processes and how they need to bedeveloped in each child.

b) games and activities for improving perceptual motorskills.

This book was written primarily for parents workingwith their childre., on an individual basis, but can beadapted to group situations.)

Chaney and Kephart, Motone Aids to Perceptual Training.Colninbus, Ohio, Charles E. Merrill Publishing Company,1968.

(This book contributes information hi the followingareas:

1) An orientation to motor perceptual learning2) A description of techniques to help structure and

control behavior.3) Recommended procedures for evaluation and analysis

of behavior:4) Remedial motor and perceptual activities.

Valet t,Robert , Programming Learning Disabilities, Belmont.('alifornia. Fearon Publishers. 1969.

Ffostig, Marianne, Lefer, Whittlesey, Development Test ofVisual P->reeption, Palo Alto, California.Consulting Psychol-ogists, 19(.4

Frostig, Marianne, The Frosug Program for the Develop-ment of l'isual Perception, Chicago, Illinois. Follett Educa-tional Corporation, I%4.

Teaching Resource Materials

Webster Materials (Webstei Division, McGraw-Hill) l)LMMaterials

Curriculum Guides

Readiness Activities fiw Retarded Children with kmpha-sis on Perceptual Training, Department of Public Instruc-tion, 126 Langdon Street. Madison, Wis. 53702

Developmental SequcPces of Perceptual Motor Tasks,CANHC Publications and Resources,Garden Grove.Calif.

A Motor Perceptual Developmental Handbook of Atilt-I-des for Schools, Parents and Pre-School Programs.CANHC Publications and Resources,Garden Grove.Calif.

EVALUATION FOR INSTRUCTIONSelection of appropriate tests for the evaluation of

trainable mentally retarded children is extremely difficult.The inconsistencies and limitations of the children and theinadequacy of the testing instruments available raise doubtsas to their validity. Never-the-less, in depth knowledge ofthe child is essential in order to plan a program which bestmeets his needs. This type of approach is often referred toas diagnostic or prescriptive teaching. It is not a newconcept in special education. It is based upon the fact that:

I) All children within a class do not function at thesame level.

2) All children within a class do not learn in the.sameway.

3) All children within a class do not need to learn thesame materials.

Knowledge of the child is best attained through acombination of the psychological and medical test batteryand systematic and controlled observation of behavior. Thepsychological test battery can be of most value when usedto supplement and guide classroom observations andactivities. For a test or observation to be of practical value.it must contribute information in the following ways:

I) Analyze the abilities and disabilities of the child.2) Serve as a guide for remedial procedures to be used

with the child.Tests have been developed to measure many kinds of

cognitive abilities, tolerance of frustration, social maturity,perceptual-motor functioning, etc. The scores obtained,combined with information obtained from careful obser-vation of behavior, furnish the teacher with a basis forselection and organization of classroom materials andactivities. The child profits most from a teacher who

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analyzes the task, his areas of strength and weakness and hismethods, and then selects techniques which are individuallytailored to him.

Information concerning evaluation tools available for use

with trainable mentally retarded children is included withinthis guide. Refer to the appropriate section.

PRECISION TEACHING

Once an instructional program has been determined,many variables influence the effectiveness of this program.Among these variables are specific behaviors which interferewith the individual's or the group's progress. One approachwhich has been used successfully in changing behavior isPRECISION TEACHING.

This method was developed by Dr. Ogden Lindsey of theUniversity of Kansas. In using this method the concern isdirected at helping the child change his behavior towardthat which is more desirable.

Behavior change is the primary goal, so we must have aneffective means of assessing that behavior objectively.Precision teaching does that.

Precision Teaching is simply:I. PINPOINTING BEHAVIOR2, RECORDING BEHAVIOR3. MANIPULATING BEHAVIOR4. TRY TRY AGAIN

By following these four simple steps, desirable behaviorcan be increased or undesirable behavior can be decreased.Desirable behavior which should be increased might be:improved production of speech, keeping shirt buttoned orpacking objects back on the shelf after use. Behavior which

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be decreased might be screaming. nose-picking.hitting. inattentiveness, etc.

PINPOINTING BEHAVIOR means to observe anddecide which specific behavior is interfering with theindividual's or the group's progress. Specific behavior mustbe selected to work on. Also remember ONE THING AT ATIME. Some types of behavior such as teaching anindividual to walk at a normal gait and avoid what mightpossibly be called the mongoloid shuffle would need to bebroken down into more specific behaviors, such as shorten-ing or lengthening the stride. avoiding walking with toes toofar out or too far in, etc. In other words, specific behaviormust be pin-pointed.

RECORDING BEHAVIOR is very essential to thesuccess of this method. It must be known exactly howoften the behavior occurs. This can be done by simplymaking marks such as /1/ on a piece of paper, or by using acounter of sonic sort. The behavior should be recorded onsome sort of a graph.

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The behavior of an individual should be recorded at leastten days in succession to give an adequate picture of howoften the individual actually acts in the manner beingstudied before any manipulation of the behavior is started.

MANIPULATING BEHAVIOR means to establish a

meaningful consequence following the behavior being

worked on., This should be administered by the teacher insuch a manner that the individual recognizes that we arenot mad at him; rather that we are simply helping him tofunction in a better way.

A consequence of hitting should he directed as near aspossible toward the part of the individual's body which isdoing the hitting, namely his hand or aim. A consequencefor hitting might be puffing the individual's arm in a slingfor two or three iminit:.'s A consequence for improved

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speech production might be giving the individual a piece ofcandy to eat. Remember. any consequence must he relatedto the activity by the youngster. In other words, it must bemeaningful. Manipulating behavior in this way depends agreat deal on the teacher's own ingenuity.

Recording should continue after the manipulation phasehas been started. It is very likely to result in the desiredincreased or decreased behavior. In the case of a childhitting. his behavior might decrease as shown on the graphon page 6.

If the result is not desirable, then either the behavior wasnot pinpointed or specific enough. iecording was notaccurate, or the consequence for the behavior was notmeaningful to the individual.

Tho next step is to TRY .GA1N. Research has shownthat S5% of all pinpointed behavior can be modified on thevery first try. Many times. however, the techniques wouldhave become a failure if the teacher had not tried oncemore. If one consequence doesn't work, tiy anothei.

Reference:Cottage Somme! Training Pioject for Mentally Retarded

Youngsters. Lincoln State School. III. Dept of MentalHealth. (Modified from a lecture by Dr. Lindsey at theA.A.M.D. Convention in Denvel. May, 1967.)

For further information concerning Precision Teachingand Behavior Modification refer to:

Open Line, "Special Behavioi Modification Issue.-

January. 1971.Printed by: Communication- Dissemination Center

Butlei universityIndianapolis. Indiana

Van I hlshcunei . Gem ge. low to Lire With Your SpecialChild: A Handbook for Behavior Change, Mafex Associates

Inc.

CURRICULUM

Curriculum is a broad term and can be considered toinclude all of the experiences given to prepare a child forhis role in society. Curriculum for the trainable mentallyretarded child should be based upon his potential role insociety.

For school purposes. Kirk, in Educating ExceptionalChildren, describes the common behavioral characteristicsof trainable children in terms of this potential role insociety.

"Has potentialities for self-care tasks and can learn to pro-tect himself from common dangers in the home. school.and neighborhood

Has potentialities for social adjustment in the home andneighborhood and can learn to share, respect propertyrights, cooperate in a family unit and with neighbors

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Has potentialities for economic usefulness in the home andneighborhood by assisting in chores around the house or indoing routine tasks for remuneration in a sheltered en-vironment under supervision."

Lately, there has been considerable controversy involv-ing the benefits of an academic program for the trainableretarded child. If the curriculum is determined by theabilities and limitations of the child, this will decide thebenefit and extent of academic instruction to be includedwithin the program.

The intellectual ability of the trainable child, like anyother, is distributed along a continuum. Thus, a develop-

mei,tal program should provide opportunities of instructionfor children at all levels on this continuum. We must becareful not to under estimate the abilities of these children.By definition they are definite'y limited, but are oftencapable of much more than is expected of them; both athome and at school. One of the problems is a lack ofadequate diagnostic techniques.A combination of etiologicalfactors, home environment, physical handicaps, delayedlanguage, and other developmental lags, specific learningdisabilities, and emotional reactions, makes the behavioralassessment and prediction of these children very difficult.It would be unfortunate, therefore, to prevent a child fromreceiving instruction solely because a test score and classi-fication of 'trainable mentally retarded' blanketedly recom-mends NO ACADEMICS in the curriculum. The onlyblanket recommendation which can be made is providean opportunity for the maximum development of individualpotential.

The following guidelines may be useful in planning thecurriculum of instructional programs for trainable children.

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a) Provide a continuum of experiences.b) Activities should be based upon the child's present

and future needs and be structured within the frame-work of his abilities and limitation.

c) The program should be flexible and provide experi-ences consistent with the great differences withineach child and the range of abilities within any class.

d) Be practical and realistic when planning the program.Emphasis should be on the type of learning whichwill be of later use to the individual.

Because of the limited ability of the trainable child,special attention needs to be given to methods and tech-niques that:

1) Provide learning experiences drawn from the actualdaily living situations of the pupils

2) Provide opportunities to apply whatever skills theyattain in real situations

3) Emphasize the presentation of concrete materials4) Involve meaningful drill and repetition5) Permit the child to solve problems at his own level

of functioning6) Provide for the individual within the group7) Provide ample opportunity for individualized instruc-

tion8) Emphasize positive reinforcement9) Build a sense of personal worth in children

10) Encourage cooperative interpersonal interaction

Evaluation of this curriculum must be made on the basisof the goals delineated above and not on a comparison withany other group of children.

Specific Areas of Instruction

PERSONAL AND SOCIAL ADJUSTMENTSocial adjustment refers to the adequacy of the pupil's

ability to manage himself and participate with others in allhis social experiences. Like all children, he must learn toshare, to have consideration for others, to recognize andrespect persons of authority, to follow directions, to utilizeacceptable manners and appropriate behavior for differingsituations. In order to foster personal and social maturitythe curriculum must provide opportunities for pupils tolearn social expectations appropriate to their developmentallevel. The goals for this area are to help him become moreacceptable to himself, his family, his friends, and thecommunity.

References:Davis, Stanley P. The Mentally Retarded In SocietyNew YorkColumbia University Press, 1959.

Egg, Maria When A Child Is DifferentNew York John Day Company, 1964.

Cruickshank, William, The Brain Injured Child in the Home,School and CommunitySyracuse, New YorkSyracuse University Press, 1967.

For further information, refer to Curriculum Guides andBibliography.

SELF HELP SKILLS

A child, or an adult, without the ability to help himselfis totally dependent. If our educational goal for thetrainable mentally retarded child is semi-independence,then this is certainly a major area of importance. Manytrainable children will arrive in classrooms with manyevidences of needless dependencyunable to put on orbutton their coats, tie their shoes, put on their boots, etc.The reason is obvious when we see others doing things forthis child that can and should be done by the child himself.Too often it has been assumed that they are not capable ofdoing these things for themselves; or it has been easier forsomeone else to do them for him. As he develops moreskills in this area, he is better able to lead a moresatisfactory personal life and a much less dependent one.Frequently, when parents and other members of the familyare relieved from these responsibilities, their attitudestoward him become more positive.

The goals for this area refer to the acquisition of thoseskills that would otherwise have to be done for him; such as

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the ability to dress, undress, wash, take care of personalneeds, proper eating habits and use of utensils, etc. Self carealso includes safety routines for self protection.

References:Self Help Clothing for Handicapped ChildrenBare, Boettke and WaggonerNational Association for Crippled Children and Adults2023 W. Ogden AvenueChicago, Illinois

Also refer to behavior rating scales and general curriculumguides.

LANGUAGEThe growth of language is a critical part of cognitive

development. For the trainable child, the major objective isto help him develop the ability to communicate andrespond to the comml.nication of others. This is probablythe most important means by which he will gain acceptancein and enjoy group situations.

The various stages of language development are asfollows:

Reflex sotindsBabbli,g ound experimentationWord usingobject namingPhrasesComplete sentencesLogical sequencing of sentences

The diagnosis of the trainabie child's communicationdifficulties within these stages is often a problem. Carefulobservation of speech and listening behavior ,n differingsituations, will furnish useful information in estimatingpresent abilities and guiding a language developmentprogram.

Experience suggests that the development of verbal skillsin the trainable child does not occur simply by "listening"to the -speech of others. Far more important are his

attempts to respond to their verbal production and rewardsfor these efforts. In order to do this, it is important for theteacher to encourage interaction between herself and thechild as well as interaction among the children.

Materials can be selected that specifically require verbalparticipation. Others may be adapted to promote verbal!.7ation. For example:

Colorful picturesFlanriel board materialsFinger plays and action rhymesGames requiring verbal response

AI t materials as language stimulatorsPhysical action toys as language stimulatorsMusic activities as language stimulators, etc.

For information concerning the evaluation of languagebehavior, refer to "EVALUATION" section of this manual.

The following are specific language development pro-grams appropriate for use with trainable mentally retardedchildren.

TALKTEACHING THE AMERICANLANGUAGE TO KIDS

This language program was originally designed forretarded children. It is a linguistic approach based on thehypothesis that orgr sizing the linguistic data will foster theacquisition of language. All children are presented with amorass of linguistic data which consists simply of thelanguage spoken in their environment. From this they mustextract a set of rules which will allow them to createsentences. Although there seem to be some regularities inthe manlier in which the language is presented, the data istremendous in volume and chaotic in nature if you do notknow the rules. The language deficient mentally retardedchild generally does not know these rules. TALK organizesthe linguistic data so that the child may extract the rulesthrough practice in using them.

We utilized this language program with the trainablegroups in the West Central Joint Services Program andfound it to be very successful. The information concerningpublication is not yet available. Contact Dr. Richard Dever,Division of Special Education, Indiana University, Bloom-ington, Indiana.

PEABODY LANGUAGE DEVELOPMENT KITPrimary Level

Level No. I of the Peabody Language Development Kitis appropriate for children who are functioning at a mentalage of three to five years. The kit stresses an overall orallanguage development program. It is designed to stimulatethe receptive, associative, and expressive components oforal language development.

American Guidance Service, Inc.Publishers' BuildingCircle Pines, Minnesota 55014

COGNITIVE DEVELOPMENTThe term cognitive development is used here to refer to

activities which might be considered "functionally aca-demic" in nature. It includes instruction in specific skillswhich will permit the child to get the most out of hisexperiences and be of partial use. For example:

Communication SkillsQuantification Concepts (size, form, numbers,measurement, etc.)Understanding RelationshipsDiscrimination Skills (visual, auditory, etc.)

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Cognitive development is directly related to a child'sperceptual development. Vhat and How the child sees.touches. senses, and experiences is the basis for thisdevelopment.

MOTOR DEVELOPMENTThis refers to the ability to more efficiently, and to

physically affect and control the elements of one's environ-ment. Trainable mentally retarded pupils frequently displayimpairment in either gross or fine motor coordination. Thetraining program, therefore, should provide opportunity foieach pupil to participate in activities which make use ofboth fine and gross motor movements.

Gross muscle control involves movements of the largemuscle groups in the whole body as well as the body's senseof itself in relation ,o surrounding space. Movementsinvolving gross muscle activity begin randomly and gradu-ally become more directed and refined as the pupil gainsexperience. The following movements demand gross musclecontrol:

rolling overcreeping

crawlingsitting up

standingclimbingbendingrunning

walkinghoppingjumpingskipping

Fine muscle control involves the use of small musclegroups, especially those in the arms and hands. The child'sdexterity is a result of his ability to coordinate what hishands and arms do and feel with what his eyes see. Thepattern of development of motor skills is gross to fine. Forexample, before a child can control a pencil, he must beskilled in sitting up, grasping, pinching, and makingcontrolled motions with his hand and arm. The followingmovements involve fine muscle control:

swipingreachinggraspingpinching

manipulatinghitting

throwingthreading & lacing

paintingcoloringwriting

References:

Recreation and Physical Activity for the Mentally RetardedCEC and American Association for Health, Physical Edu-cation and Recreation1201 16th Street N.W.Washington, D.C. 20036

Social Perceptial LanguageAmerican Association MD October 1965Edmonson, Jung and Leland

MOTOR DEVELOPMENT REFERENCES

A Motor Preceptual Development Handbook of Activitiesfor Schools, Parents and PreSchool ProgramsCANAC Publications and ResourcesGarden Grove, California

Braley, William, Daily Sensorunotor Learning ActivitiesA Handbook for Teachers and Parents of Pre-School Child-

ren

Educational Activities, Inc.Freeport, New York

Chaney and Kephart, Motoric Aids to Perceptual TrainingCharles Merrill Company, 1968Columbus, Ohio

Cratty, Bryant J Developmental Sequences of Perceptual-Motor Tasks

Educational Activities, Inc., 1967Freeport, New York

Lea and Febiger, Motor Activities and the Education ofRetardates

Philadelphia, Pennsylvania, 1969

Radler, D. H. and Kephart. N. C., Success Thru PlayHarper Brothers, 1960New York, New York

Recreation for the Mentally RetardedSouthern Regional Education Board130 Sixth StreetAtlanta, Georgia 30313

Also refer to materials suggested in the section dealing withperception.

ECONOMIC USEFULNESS

This refers to the ability to perform helpful tasks withinthe individual's immediate and community environment.The approach for the trainable child should be to con-sistently structure activities to promote the development ofgreater independence and work skills. As he acquires thisindependence and learns to make himself useful, his

self-confidence is generally enhanced and he becomes moreacceptable to those within his environment.

There is no limit to the activities which can be developedfor this aspect of the program. It will be determined by theingenuity of the teacher, available facilities, and the degreeof cooperation from others concerned.

Typical examples include.

House cleaning work, such As dusting, mopping, etc.Washing and drying dishesWashing and ironing clothesCookingPolishing silverwareWashing cars

Refinishing furniture, etc.

9

References for this area include:NARC Publications List include items on vocational

rehabilitation and sheltered workshop activities.Frankel, Happ and Smith. Functional Teaching of the

Mentally Retarded Springfield, Illinois: Charles C. ThomasCompany

Manning and Wood. Homemaking for the EMR Girl,University of Iowa Special Education Cumculum Develop-ment Center, Iowa City, Iowa

Zaetz, Occupational Activities Training Manual, Spring-field, Illinois

Most general curriculum guides also contain laminationconcerning this area of instruction.

MUSIC

Music incorporated into the curriculum for namablementally retarded children is not only extremely enjoyable;but can be instructional as well. Music provides anopportunity for children to develop feelings of participa-tion and acceptable outlets for expressing their feelings. Itprovides opportunities for group participation, followingdirections, sharing and taking turns, dramatizing anddeveloping self-conhol. It fosters the development oflanguage skills. Activities may be selected for sucOurposesas: increasing vocabulary, extending attention span, anddeveloping auditory discrimination and memory. Otheractivities, such as body action songs, clapping, skipping, useof instruments, etc. aid the development of physicalcoordination and rhythm.

Music is also easily correlated with othe. subjects andcan be used to help make the instruction meaningful andfun. For example: the use of a counting song to help a childlearn the meaning of numbers.

Songs selected for trainable children should be simple.with repetition of melody and words. The most valuable aidfor successful music experiences in the classroom is nottalent. It is enthusiasm. Work for maximum pupil participa-tion and let the children know that you are having a goodtime. The following ieferences arc applicable for use withTrainable Mentally Retarded children.

Music for the EMR: Teacher's HandbookSpecial Education Curriculum Development CenterUniversity of IowaW 305 East HallIowa City, Iowa 52240

(This guide is compiled to help you incorporate musicwith other activities through out the day. It contains anexcellent bibliography of books, recordings, and audiovisual aids.)

Antey, John W. Sing and Learn: New York The John DayCo. 1965.

(This is a book of simple songs and rhythm that retardedchildren can enjoy while learning basic lessons.)

Alvin, Juliette Music for the Handicapped Child: New York1965, Oxford University Press

(This is an assessment of the value of music as a creativeexperience to the handicapped child.)

Ging lend, P. Stiles W. Music Activities for RetardedChildrenNashville, TennesseeAbingdon Press, 1965

Col zee ;rusk for Children With Special NeedsN. I, w( Bowmar Publishers, 1965

Carlson, B. and Ging lend D. Play Activities for theRetarded Child

(This book shows how to help the retarded child drawand learn thru music, games, and other play activities.)

Andrews, Gladys Creative Rhythmic Movement forChildren

(Describes movement fundamentals and tells how to getmovement started, how to explore and develop movementand how to make and use percussion instruments.)

ARTArt is a versatile aspect of the curriculum which can be

adapted to meet the needs of every child. The media andactivities may be selected for reasons ranging from purepleasure to instructional. Since much that we learn comesthrough our eyes and our hands, when added to thecurriculum on a regular basis, art activities may be a potenttool for learning. Concepts like "soft and rough" mean very

little until we have experienced them by petting.. kitten o-handling sandpaper. Once a child has worked with clay, itmay be easier to remember the names of the shapes that hehas made. Art activities may also be a source through whichchildren develop cooperative work habits, self-confidence,personal satisfaction, Etc. The following references havebeen found very helpful for planning instructional activitiesfor trainable mentally retarded children in this area.

Art Guide for Teachers of Exceptional ChildrenCollege Book Store, Northern State CollegeAberdeen, S. Dakota 57401

Art Integration: A Teaching Program for the MentallyRetardedUniversity of IowaW 305 East HallIowa City, Iowa 52240

A Curriculum Guide in Arts and Crafts for the EMRState Department of EducationAugusta, Maine 04330

A Program of Art Activities for the Yo' ng Retarded ChildAt HomeTuchen and SeaburyPublications No. 589Division of Mental HygieneState House, Boston, Mass.

Art Education Curriculum for the Mentally HandicappedMilwaukee, Wisconsin: Cardinal Stritch College (This guideis in the process of being revised.)

Evaluation Tools

PURDUE PERCEPTUAL-MOTOR SURVEYThis survey consists of 22 observations for evaluating

motor performance and its relation to perceptual develop-ment. The scale presents activities designed to elicitbehavior indicative of abilities in the area of balance andposture, body image and differentiation, perceptual-motormatching, ocular control and form perception. Scoresassigned to the performance are a reflection of adequacy inperceptual-motor behavior. The resulting profile may beused in determining the area or areas in which trainingshould be concentrated.

OBSERVATIONS OF BASIC MOTOR ANDVISUAL MOTOR MOVEMENTS

These checklists are also a procedure for evaluatingmotor performance and its relation to perceptual develop-

10

ment. They test for the same behavior as in the perceptual-motor survey but are much simplified. The checklistpresents activities which allow for the observation andanalyses of the child's performance. No scoring is necessary.The behavior reflected in the activities will determine thechild's motor and visual-motor deficits.

Comments: These checklists are more suitable for use bythe teacher who has not yet had the experience ofobserving behavior in performance on the Perceptual-MotorSurvey. They may be found in:

Chaney and Kephart, Motoric Aids to Perceptual TrainingColumbus, OhioCharles E. Merrill Publishing Company, 1968.

This book is an excellent source of reference for

diagnostic-prescriptive teaching with trainable mentallyretarded children.

TRAINABLE MENTALLY RETARDEDPERFORMANCE PROFILE

This profile was developed by classroom teachers ofseverely and moderately retarded children. It attempts toanswer the question, "What is the present functioning ofthis pupil?" in the areas of self care socialization, com-munication, basic knowledge, practical skills, and bodyusage. It may he useful in guiding the development andevaluation of a sequential pi ogram for the child.

Di Nola, Kaminsky, Sternfeld, Reporting Service forchildren563 Westview AvenueRidgefield, New Jersey 07657, 1968

INDIVIDUALIZED DIAGNOSTIC TEACHER'SGUIDE FOR TRAINABLEMENTALLY RETARDED

This guide consists of a list of specific skills which, it isfelt by the publisher, should be taught a trainable retardedchild. It is an attempt to provide the teacher with a devicewhich would be useful in the preparation of the in-structional program for trainable mentally retardedstudents.

The order of this material has been arranged to fit thatof the curriculum guide developed by the Bay AreaCounties and the classroom prescriptions published on 5x8cards. This is an interlocking set of three tools: a basiccourse of study; a set of behavioral objectives; and a set ofsuggested teaching activities to reach those objectives.

Published by: Alameda. County School Department224 West Winton AvenueHayward, California 94544

CURRICULUM FOR TRAINABLEMENTALLY RETARDED

This guide consists of alist of specific skills whichrepresent both present level of functioning and individualinstructional goals for each child. It includes the areas of:self ..,are and self help skills, social adjustment, socialcompetence, economic usefulness, homemaking, wood-working, gardening, physical training, language develop-ment, music, arts and crafts.

The goals for this program are individualized personalattainment in development of independent activities in asheltered environment, with emphasis on acceptable socialbehavior within the range of the mental ability of theindividual.

Gump School Trainable ProgramTucson School District Number OneTucson, At izona

INDIVIDUAL EDUCATIONAL SURVEYThis manual is called the Educational Systems Survey. It

is an attempt to locate general areas of abilities and skillswhich are related to school achievement and adjustment.

The areas of abilities included should provide some specificinformation concerning the behavioral and learning needsof the child. The objective of this survey is to: evaluateboth the deficits and assets of a child in order to betterunderstand his needs. Look at specific behavioral anddevelopmental functions and see the relationships betweenthese areas.

Published by: Jack FadelyBureau of Clinical ServicesDept. of Educational PsychologyCollege of EducationButler UniversityIndianapolis, Indiana

May be purchased from the Butler University Bookstore.

DEVELOPMENTAL TEST OFVISUAL PERCEPTION

This test establishes a child's level of performance in fiveareas of visual perception.

Visual-Motor CoordinationFigure-Ground PerceptionPerceptual ConstancyPerception of Position In SpacePerception of Spatial Relationships

The test is based on an investigation of the developmentof visual perception in healthy and in neurologically handi-capped children. It is appropriate for use with mentallyretarded children.

Follow-up procedures are available which correspondwith the results of the test.

The Frostig Program for the Development of VisualPerception is the remedial follow-up procedure recom-mended. This program is designed f, strengthen the areas ofweakness located in the test.

The following scales may be useful in evaluating adaptivebehavior:

VINELAND IOCIAL MATURITY SCALEThis is a check list designed to measure successive stages

of social competence, from infancy to adulthood. Itprovides a definite outline of detailed performances inrespect to which children show a progressive capacity forlooking after .themselves and for participating in thoseactivities which lead toward greater independence. Theitems on the scale are arranged in order of difficulty. Eachitem is designed to represent some particular aspect of theability to look after one's own practical needs in thefollowing areas: self-help, self-direction, locomotion, oc-cupation, communication and social relations. This may beused for reference in constructing a sequential program forthe Trainable Mentally Retarded.

11

E. A. DollVineland Social Maturity ScaleManual of DirectionsCircle Pines, MinnesotaEducational Test Bureau, 1965

CAIN-LEVINE SOCIAL COMPETENCY SCALEThis scale was developed for use with trainable mentally

retarded children. It provides a method of assessing thesocial competence of children with a chronological age of5-13 years. The four subscales measure self-help, initiative,social skills, and communication. The rating scale is basedupon information obtained from parents.

L.F. Cain, S. Levine. F.F. ElzeyManual for the Cain-Levine Social Competency ScalePalo Alto, CaliforniaConsulting Psychologists Press, 1963

ADAPTIVE BEHAVIOR SCALEThe Adaptive Behavior Scale is a behavior rating scale for

mentally retarded and emotionally maladjusted individuals.It is designed to:

I) Provide objective description and assessment of'plindividual's effectiveness in coping with the

natural and social demands of his environment.2) Give a description of the way the individual

maintains his personal independence and dailyliving and of how he meets the social expectationsof his environment.

The Adaptive Behavior Scale consists of two parts. Part 1is designed to assess the individual's skills and habits an tenareas considered important to the maintenance of personalindependence in daily living. Part Il is designed to providemeasures of maladaptive behavior related to personality andbehavior disorders. This scale may be used:

I) To identify the areas of deficiencies tile individualsor groups have in order to facilitate accurateplacement and proper assignment of curriculumand training programs.

2) To provide an objective basis for the comparisonof an individuals ratings over a period of time toevaluate the suitability of his current curriculumor training program.

Adaptive Behavior Scale ManualNihira, Foster, Shellhaas, Leland, AAMD5201 Connecticut Avenue, N.W.Washington, D.C. 20015

PRESCHOOL ATTAINMENT RECORD(Research Edition)

This is a preschool scale of development for ages 6months through 7 years. It provides an assessment ofphysical, social and intellectual functions in a globalappraisal of young children, Items in the scale are arrangedin order of increasing difficulty in the following categories:

AmbulationResponsibilityManipulationInformation

RapportIdeationCommunicationCreativity

12

This scale is an expansion of the Vineland SocialMaturity Sale. Assessment is completed by means of bothinterview and observation This scale is still in the ex-perimental stage, but is supposedly especially useful in cases

of: I) Sensory impairments: 2) Speech or language dd.-ficulties: 3) Emotional disturbance, etc.

E. A. DollPreschool Attainment RecordCircle Pines, MinnesotaEducation Test Bureau

EVALUATION OF LANGUAGE ABILITIESIt would be ideal if we could assume that teachers and

children enrolled in trainable mentally retarded publicschool programs would receive the help of a qualifiedlanguage specialist in developing this aspect of the cur-riculum. Unfortunately, this is generally not the case. Thefollowing tests may be used to help:

I) Evaluate the level of a child's language fun,:tioning2) Determine the nature of his disability in this am!

UTAH TEST OF LANGUAGE DEVELOPMENTThis test is available in two forms the direct test form.

and the informant-interview form. The direct test form iscomprised of 51 items and takes about 30-45 minutes toadminister. The items were selected from sources such asGesell, Doll, and Terman and are arranged in order ofincreasing difficulty. If the examiner feels that the client isnot performing as well as he is able on the test items, tileoriginal informant interview form of the scale should beused.

Advantages: The test is easily administered and scored.

Disadvantages: Although all items involve language, theresults do not yield information con-cerning the child's understanding or useof syntax and little concerning his under-standing and use of vocabulary. Othertests would have to be employed todetermine the presence of a languagedisorder and the nature of that disorder.

PEABODY PICTURE VOCABULARY TEST

The Peabody Picture Vocabulary Test is an untimedindividual test, administered in fifteen minutes or less,consisting of a booklet with three practice and 150 testplates, each with four numbered pictures. Items arearranged in ascending order of difficulty, and the subjectresponds only to the items between his "basal" and his"ceiling." The examiner provides a stimulus word orally asin "Point to man." No verbal response is needed.

ASSESSMENT OF CHILDREN'S LANGUAGECOMPREHENSION (ACLC)

Language delayed children have demonstrable deficits inshort term memory. This language scale was designed todetermine the number of elements which a child canprocess as well as the nature of his difficulty. It progressesfrom one critical element and continues to four criticalelements and thus attempts to provide a more precisedescription of the level at which the child is t.nable toprocess lexical items.

Comments: Although this test does provide usefulinformation concerning level of functioning. it does notfurnish adequate information about syntax and grammar toguide the development of a language program for the child.

The pictures are in the form of shadows. They are notthe best for children with visual perception problems.

ACLC Foster, C., Giddan, J., Stark, J.,Consulting Psychologists Press Inc.577 College Avenue

Palo Alto, California

DEVELOPMENTAL SYNTACTIC SCREENING(SENTENCE SCORING)

This is a method for measuring syntactic development inchildren's spontaneous speech. The evaluator collects 50consecutive sentences. (Sequence pictures, stories, etc. maybe used to elicit these responses.) These sentences musthave a verb and noun or a subject verb relationship.

Comments: This test deals entirely in syntactic elementsand is difficult to evaluate. A score is computed, but thisscore does not provide information necessary to beginworking with the child. The child's responses arc eithercorrect or incorrect, so it does not give informationconcerning the "state of development of language forms"the child has reached. It does not measure any of the child'sreceptive abilities. It is solely a test of expensive abilities.Since the responses must have a verb and noun or a subjectverb relationship, this method would not be suitable for alarge portion of the trainable mentally retarded population.Lee, L.

"Developmental Sentence Types:A Method for comparing normal anddeviant syntactic development."Journal of Speech and Hearing Disorders.31, 311-330 (1966)

NORTHWESTERN SYNTAXSCREENING TEST (NSST)

The Northwestern Syntax Screening Test measures onlysyntax, or grammar. it is not a measure of vocabulary,speech sounds, etc. It is intended to be used as a screeninginstrument to make a quick estimate of syntactic develop-ment in children between 3-8 years of age. The North-western Syntax Screening Test measures both receptive andexpressive use of syntactic forms, using identical linguisticstructures in both parts of the test.

13

Comments: This test is short and easy to administer.Although ii is not to be considered an "in depth" study ofsyntax, careful analysis of the child's responses nrovidesuseful information concerning his language. It will be mostuseful when used in conjunction with other tests. But; to ateacher who is not a language specialist, or who does nothave the time to administer a "battery" of individualizedtests to her group, it provides useful information, con-cerning morphology and syntax to guide her languageprogram.

It answers such questions :is:

Does he understand and use sentences with a subject andpredicate?

Does he use and understand various types of sentences?Does he ;elect the correct class of words?Does he select the correct number of the class?Does he select the correct element to form plurals? etc,

Lee, L.

The Northwestern Syntax Screening Test ManualEvanston, IllinoisNorthwestern University Press (1969)

MICHIGAN PICTURE LANGUAGE INVENTORYThis is a test of vocabulary expression and com-

prehension and of language structure expression and

comprehension for children four to six years old. It consistsof: eighty-five plates of pictures with two or three picturesper plate, manual with instructions, means and standarddeviations for boys and girls for expression and com-prehension of vocabulary and expression and com-prehension of language structure.

Comments: This test is long with complicated instructions,but does provide information concerning: vocabulary,singular and plural nouns, personal pronouns, possessives,adjectives, demonstratives, articles, adverbs, prepositions,verbs and auxiliaries. It could be useful with oldertrainable mentally retarded children who possess moremature skills. It would be suitable for use with the youngerchild exhibiting a serious language deficiency.

VERBAL LANGUAGE DEVELOPMENT SCALEThis is a measure of language age for children ranging in

age from one month to fifteen years. It is an expansion ofthe verbal portion of the Vineland Social Maturity Scale.The informant-interview method is used.

Comments: This test yields a language age equivalent basedon a child's level of communication. It does not furnishdiagnostic information concerning the nature of a disorderif one is present. It does not furnish adequate informationabout syntax, grammar, etc. to guide the development of alanguage program for a child.American Guidance Service,Publishers' BuildingCircle Pines, Minnesota, 55014

1

Sources of Information

Other recommended sources of information for theteacher interested in the evaluation and treatment oflanguage disorders are:

Adler, Sol, The Non Verbal Child, Springfield, Illinois:Charles C. Thomas, 1964.

Bangs, Tina, Language and Learning Disorders of the Pre-Academic Child, Appleton Century Crofts, 440 Park Ave-nue, South, New York.

Bereiter, C. and Engelman, S., Teaching DisadvantagedChildren in the Preschool, Englewood Cliffs: Prentice-Hall,1966.

Byrne, Margaret, The Child Speaks, Harper and Row Publish-ers, New York, 1965.

Finochiarro, English as A Second Language: From Theoryto Practice.

Francis, W. H., The Structure of American English, NewYork: The Ronald Press, 1958.

Frankel, Functional Teaching of the Mentally Retarded,Springfield, Illinois: Charles C. Thomas.

Greene, Margaret, Learning To Talk: A Parents Guide tothe First Five Years, New York: Harper and Row Pub-lisher, 1960.

LiLy white, H. S., Communication Problems in Mentally Re-tarded: Diagnosis and Management, New York: Harper andRow Publishers, 1969.

Manyuk, P.,Sentences Children Use. Cambridge, Mass.: MITPress, 1969.

Molloy, Julia, Teaching the Retarded Child To Talk, NewYork: John Day Co., 1961.

Peins, Maryann, Mental Retardation: A Selected Biblio-graphy on Speech and Hearing and Language Problems,Available from U.S. Department of Health, Education andWelfare, Social Security Administration, Children's Bureau,Washington, D. C.

Schufelbusch, R.L.K., Copeland, R. L., Smith, J. 0., Langu-age and Mental Retardation Empirical and ConceptualConsiderations, 1967.

Wood, Nancy, Delayed Speech and Language Development,Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1964.

Wood, Nancy, Language Disorders in Childr "n: Backgroundand Definition, Diagnostic Approaches, Therapy Procedures,Chicago, Illinois: National Society for Crippled Childrenand Adults, 1959.

14

Zimmerman, Steiner, Ewatt, Evaluation of Language inPreschoolers.

Karnes, Merele, Helping Young Children Develop LanguageSkills: A Book of Activities; CEC.

Kratoville, Listen, My Children and You Shall I !car. Inter-state Publishers.

Language: A Curriculum Guide for Special Education, Wis-consin State Department of Public Instruction.

Language Training for the Cerebral Palsied Child at Horne,Interstate Pub.

RECOMMENDED SOURCES OFEQUIPMENT AND SUPPLIES

Childcraft Equipment Co., Inc.155 East 23rd StreetNew York, New York

Creative Playthings. Inc.Princeton, New Jersey -8540

Milton Bradley Company43 Cross StreetSpringfield, Massachusetts

Judy Company310 North Second StreetMinneapolis, Minnesota 55401

Bowmar622 Rodier DriveGlendale, California(Manipulative books and easy large print appropriate forTrainable Mentally Retarded)

Bell & HowellAudio Visual Products Division7100 McCormick RoadChicago, Illinois 60645

Developmental Learning Materials3505 N. Ashland AvenueChicago, Illinois 60657

The John Day Company257 Park Avenue, SouthNew York, New York 10010(Publish teacher and pupil materials for handicappedchildren.)

%lex Associates, Inc.111 Barron AvenueJohnstown, i'ennsylvania 15906(Curriculum materials for exceptional students and edu-cators.)

Teaching Resources Corporation100 Boylston StreetBoston, Massachusetts 02116(Programs for early childhood and special education.)

Webster Publishing Company. Inc.School and Library Oepartment850 Third AvenueNew York, New York 10022(Adventures in discovery program shapes. sizes, colors.numbers, sounds. etc.)

American Guidance Service. Inc.Publishers BuildingCircle Pines, Minnesota 55014

Singer Education and Training ProductsSSVE Society for Visual Education. Inc.1345 Diversey ParkwayChicago, Illinois 60614(Filmstrips. cassettes, study prints, multi-media kits, etc.)

For further information on companies and materials referto:

Instructional Materials CenterOffice of the State Supt. of Public InstructionDivision of Special Education7725 North College AvenueIndianapolis, Indiana 46240(Publisher Catalog)

All items listed in this publication may be obtained on loanfor two to three weeks duration.

RECOMMENDED SOURCES FOR RECORDS

Folkways Scholastic Records906 Sylvan AvenueEnglewood Cliffs, New Jersey 07632

Children's Music CenterPico BoulevardLos Angeles, California 90019(Catalogue best records, books, rhythm instruments forexceptional children.)

Special Child Publications4535 Union Bay Place N.E.Seattle, Washington 98105

,

LOCAL INSTRUCTIONALMATERIAL CENTERS IN INDIANA

Location of CenterDirectorEducational Materials CenterSchool of EducationIndiana UniversityBloomington, Indiana 47401

College of EducationButler University46th and SunsetIndianapolis. Indiana 46207

Teachers' Library120 East Walnut StreetIndianapolis, Indiana 46204

LibrarianCurriculum LaboratoryBall State UniversityMuncie. Indiana 47306

Order LibrarianIndiana State UniversityTerre Haute. Indiana 47809

INFORMATION AGENCIESI)

Type of ServiceReference: also inter-library loan in nearbyareas

Reference: also inter-library loan in nearbyareas

Reference only

Reference only

Reference: only inter-library loan in nearbyareas

The USOE/MSU Regional Instructional Materials Centerfor Handicapped Children and Youth offers a question/answer service at no charge within Indiana, Ohio andMichigan. When requesting information from this center,specify:1) Type of material desired2) Level3) Disability area4) Curricular areaThis is a valuable resource aid for teachers. Questionsand ogler inquiries about question/answer service shouldbe sent to:USOE213 Erickson HallMichigan State UniversityEast Lansing, Michigan 48823

2) The Council for Exceptional Children InformationCenterThis is a comprehensive source of information onresearch, instructional material, programs, adminis-tration, teacher education, methods, curriculum, etc. forthe field of special education. Specify the type ofmaterial desired and you will receive a bibliography ofabstracts that represents the Center's complete holdingson the topic. Address requests to:ERIC Document Reproduction ServiceNational Cash Register Company4936 Fairmond AvenueBethesda, Maryland 20014

15

3) Mental Retardation Publications of the Dept. of Health,Education and WelfareThis bibliography consists of publications of the U.S.Dept. of Health, Education and Welfare concerned withmental retardation. They cover a variety of topics ofinterest to the classroom teacher. Examples: detectiondiagnosistreatmentfamilyfilms, etc.The references are arranged under subject headings. Abrief description of the contents of the publication andhow it may be obtained are included for each entry.Single free copies of this publication may be obtainedfrom the Secretary's Committee on Mental Retardation.Address request to:Dept. of Health, Education and WelfareOffice of the Secretary's Committee on Mental RetardationWashington, D.C. 20201

4) Superintendent of DocumentsThere are approximately 25,000 different publicationscurrently available for sale by the Superintendent ofDocuments. To obtain a listing of available governmentpublications in the area of your particular interest,request a "listing of publications." This listing is free.These publications include curriculum guides, programsdeveloped in specific areas of instruction, methods, etc.They include quality,publications of practical use to theclassroom teacher. Some are free of charge. Othersrequire minimal payment to cover the cost of pro-duction. Address requests to:Superintendent of DocumentsU.S. Government Printing OfficeWashington, D.C. 20402

AGENCIES AND ASSOCIATIONS

National Association for Retarded Children2709 Avenue "E" EastArlington, Texas 76011

Indiana Association for Retarded Children, Inc.752 E. Market StreetIndianapolis, Indiana 46202

Indiana Department of Mental HealthDivision on Mental Retardation1315 West 10t1, StreetIndianapolis, Indiana

Indiana State Department of EducationDivision of Special Education401 State HouseIndianapolis, Indiana

American Association on Mental Deficiency49 Sheridan AvenueAlbany, New York 12210or1601 West Broad StreetColumbus, Ohio

Council for Exceptional ChildrenNEA 1201 Sixteenth Street N.W.Washington; D. C, 20016

The National Easter Seal Society forCrippled Children and Adults

2023 W. Ogden AvenueChicago, Illinois 60612

National Association for Mental Health10 Columbus CircleNew York, New York

United C. P. Association, Inc.321 West 44th StreetNew York, New York

16

National Association of Sheltered Workshopsand Homebound Programs

1522 K Street N. W., Suite 410Washington, D. C.

Child Study Association of America9 East 89th StreetNew York, New York

National Association for the Educationof 1 oting Children

Publications Office104,East 25th StreetNew York, New York 10010

Play Schools Association120 West 57th StreetNew York, New York 10019

PERIODICALS

American Journal of Mental Deficiency (A AMD)Secretary-TreasurerP. 0. Box 96Willimantic, Connecticut

Exceptional ChildrenCouncil for Exceptional ChildrenNEA 1201 Sixteenth Street, N. W.Washington, D. C. 20016

The Training School BulletinVineland State SchoolVineland, IsInv Jersey

Education and Training of theMentally Retarded

Division on Mental RetardationCouncil for Exceptional ChildrenNEA 1021 Sixteenth Street, N. W.Washington, D. C. 20G36

Children Limited129 East Fitty Second StreetNew York, New York

Open Line

Instructional Materials CenterButler UniversityIndianapolis, Indiana(A newsletter of projects for the handicapped.)

Monthly Catalog of U. S. Government PublicationsYearly Subscription $7.00Superintendent of DocumentsU. S. Government PrintingWashington, D. C. 20402

Mental Retardation Abstracts(Quarterly)Subscription $3.00 yearlyGovernment Periodicals andSubscription ServicesSuperintendent of DocumentsWashington, D. C. 20402

Rehabilitation Record(Bi-Monthly)Subscription $3.00 yearlyGovernment Periodicals andSubscription ServicesSuperintendent of DocumentsWashington, D. C. 20402

For interesting project activities and techniques refer to:

PointerChildrenInstructorGrade TeacherJack and JillHighlights

Activity Curriculum GuidesThe following general activity curriculum guides have

been found appropriate for use with Trainable MentallyRetarded children. They are available on request, from thesource listed. Some may require a minimal payment to coverthe cost of printing.

MCA RC Curriculum Activities GuideMarion County Association for Retarded Children1319 N. Pennsylvania StreetIndianapolis, Indiana 46202

An Activity Curriculum for the Residential Retarded ChildA Curriculum for the Residential Pre-School Child

State Department of Health and Social ServicesDivision of Mental Hygiene - Bureau of MR

Curriculum Guide for Teachers of TMR ChildrenState School for Retarded ChildrenMissouri State Department of EducationJefferson City, Missouri

Guide to Early Developmental TrainingPrepared by Wabash CenterLafayette, IndianaCommunication-Dissemination CenterButler UniversityIndianapolis, Indiana

Curriculum Materials for the TMRSan Francisco Unified School DistrictSan Francisco, California

We Do It This WayTrainable Level Resource Guide for TMR(See Wisconsin Publications Catalog)

An Experimental Curriculum for Young MR ChildrenFrances Connor Teachers College SeriesTeachers College PressColumbia UniversityNew York, New York

Teacher's Guide for the Trainable ProgramElementary Special CurriculumBaltimore City Public SchoolsDivision of Special Education2304 N. Charles StreetBaltimore, Maryland 21218

Systematic Instruction for Retarded Children:The Illinois ProgramU.S. Dept. of Health, Education and WelfareProject No. 7-1025Part I TeacherParent GuidePart II Systematic Language InstructionPart III Self Help InstructionPart IV Motor Performance and Recreation Instruction

17

A Guide: Programming for Pre-School Retarded ChildrenMassachusetts Dept. of Mental HealthCommunity Clinical Nursery School ProgramBoston, Massachusetts

A Flexible Guide for Teachers of Trainable ChildrenLincoln SchoolNutley, New Jersey

Bibliographyi

r Baumgartner, Bernice, Guiding the Retarded Child: AnApproach to a Total Educational Program, The John DayCo., 1965

Bradley, Teaching Moderately and Severely Retarded Child-ren and Youth, Prentice-Hall Inc., 1967

Cruickshank, Wm and Johnson, Orville, Education of Ex-ceptional Children and Youth, Prentice Hall Inc., 1967

Haring, N., Schiefelbusch, Richard, Methods in Special Edu-cation, McGraw Hill Book Co., 1967

Kephart, The Slow Learner in the Classroom, Charles E.Merrill Co., 1960

Kirk, Samuel, Educating Exceptional Children. HoughtonMifflin Co., 1962

Robinson & Robinson, The Mentally Retarded Child. Mc-Graw Hill Book Co., 1965

Vallett, Robert, Programming Learning Disabilities. FearonPublishers, 1969

Programs for the Trainable Mentally Retar ed in CaliforniaPublic Schools, California State Departme t of Education,Sacraments, California, 1966