DOCUMENT RESUME

ED 107 066 95 EC 072 816

AUTHOR Sievert, Joe; Winkles, L. KathleenTITLE Las Palomitas Preschool for the Handicapped.

Guide.INSTITUTION New Mexico State Dept. of Education, Santa Fe. Div.

of Special Education.; New Mexico State Univ., LasCruces. Claude C. Dove Learning Center.

SPONS AGENCY Bureau of Education for the handicapped (DREW /OE),Washington, D.C.

PUB DATE Nov 74NOTE 29p.

EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS Cerebral Palsy; Class Activities; *Communication

Skills; Curriculum Guides; Educable MentallyHandicapped; Emotionally Disturbed; Exceptional ChildEducation; *Handicapped Children; LanguageHandicapped; Mentally Handicapped; *PreschoolEducation; *psychomotor Skills; *Self Care Skills;Social Development; Teaching Methods; TrainableMentally Handicapped

ABSTRACTPresented is a curriculum guide for presChool

children with cerebral palsy, severe speech and languagedifficulties, trainable and educable mental retardation, andemotional difficulties. Minimum specific objectives in the domains ofsocial self-help, communications, and psychomotor development arecolor coded according to handicap. Suggested are sample activitiescorrelated to the specific objectives. For example, to teach thechild to kick a ball without falling (psychomotor objective 8), thefollowing activities are suggested: "Holding the student's leg, moveit forward as to kick the ball in front of him. Have a ball in frontof you and one in front of the student. Try to get hii to model youkicking the ball." The appendix lists 5 nonhandicapped curriculumsand 33 further references. (CL)

tr-U S DEPARTMENT OF HEALTH,

INATIONAL INSTITUTE OF

EDUCATION

EDUCATION & *ELFARE

DUCE° EXACTLY AS RECEIvED FROMTHE PERSON OR ORGANIZATION ORIGIN

S'ATED DO NOT NECESSARILY REPRESENT DCFICIAL NATIONAL INSTITUTE OFEDUCATION POSIT.ON OR r0LtCY

Las Palomitas

AT iNG IT pO,NTS OF v.EW OR OPINIONS

THIS DOCUMENT HAS BEEN REPRO

Preschoolfor the

r Handicapped

Guide03

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CURRICULUM GUIDE FOR

LAS PALOMITAS,EARLY CHILDHOOD EDUCATION

FOR THE HANDICAPPED

FIRST CHANCE PROJECT

FUNDED BY BUREAU FOR THE HANDICAPPED

JOY A. BROWN. ED. D. , DIRECTOR

WRITTEN BY: Joe SievertL. Kathleen Winkles

Master Teachers

ACKNOWLEDGMENTS:New Mexico State Department of Education,

Division of Special EducationDr. Jerald Reece, ConsultantDr. Guillermina Engelbrecht, ConsultantWalter Lazdowski, IllustrationsNora M. Smith, Typist

Box 3AC, O'Donnell HallNew Mexico State UniversityLas Cruces, New Mexico 88003

November 1974

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TABLE OF CONTENTS

FOREWORD 1

PHILOSOPHY 2 ACTIVITIES

GOALS 3 Communication 10 -11

DEFINITIONS 4 Psychomotor 12-13

DIRECTIONS 5-6 Social Self-Help 14-15

DOMAINS

Communications 7 APPENDIX 16

Psychomotor 8

Social Self-Help 9 REFERENCES 17-19

4

FOREWORDri

Early Childhood Education is an area of current concern. Federal legislation supports programs for yfamilies on the premise that education is 2 means of combatting poverty. Working mothers are increasingaccelerating divorce rates or from the necessity of b parents working to meet rising costs of living. Theprovision for their children which will stimulate and p ovide comprehensive services while the mother is w(

Head Start and other programs have provided information regarding the impact of early learning experidevelopment of the child. Research has focused on self-concept, social and motor skills, emotional and pillconcerns have been when tc teach, how to teach, and what to teach. The important role of parents as teachResearch data has brought out the point of view that early education of the handicapped can alleviate some luhandicaps, and help other children make fuller use of their potentials.

Based on the belief that all handicapped children can function at a higher level if appropriate interventi"First Chance" programs were developed. Supporting funds for these projects come from the Bureau of EcThese model programs develop early childhood curriculum, disseminate new knowledge, provide inserviceestablish outreach programs.

Las Palomitas Program for Early Childhood Education of the Handicapped is a First Chance project.ed in 1972 at Dove Learning Center, New Mexico State University, Las Cruces, New Mexico. This munique features:

1. Children of various handicaps, such as cerebral palsy, severe speech and language difficultieemotional difficulties, are all integrated into the same classroom.

2. Non-handicapped children are included in the school population, and serve as models for the3. Parents are required to spend a specific amount of time in the classroom, to attend training s

as outreach workers in a Parent-Training-Parent Program.4. Rural areas around Las Palomitas Project are served by the parents and staff of Las Palomi5. Volunteers from the University and the community become actively involved with the project

Las Palomitas has prepared a documentary film on its parent program, and has developed a curriculuchildren. This curriculum can be used by both parents and teachers. It is divided into the curricular arecross-divided for use by children with various handicaps. This curriculum was written in response to thereceived for curricular guidelines. It is hoped it will help children to overcome being disabled by their hafamily, friends, and involved community personnel to see past the handiCaps to the strengths and weaknesssuccesses, which make all children "just kids".

Joy A. Brown, Ed. D. , DiT-.ag Painmitas-. -Early-Chi

FOR EWORD

ion is an area of current concern. Federal legislation supports programs for young children from low incomeeducation is a means of combatting poverty. Working mothers are increasing in numbers, either from

r from the necessity of both parents working to meet rising costs of living. These parents want adequatewhich will stimulate and provide comprehensive services while the mother is working.

ograms have provided information regarding the impact of early learning experiences on the totalesearch has focused on self-concept, social and motor skills, emotional and physical well-being. Otherteach, how to teach, and what to teach. The important role of parents as teachers has been established.ut the point of view that early education of the handicapped can alleviate some handicaps, overcome otherildren make fuller use of their potentials.

all handicapped children can function at a higher level if appropriate intervention is provided in early years,ere developed. Supporting funds for these projects come from the Bureau of Education for the Handicapped.lop early childhood curriculum, disseminate new knowledge, provide inservice training of personnel, and

for Early Childhood Education of the Handicapped is a First Chance project. Las Palomitas was establish-ng Center, New Mexico State University, Las Cruces, New Mexico. This model project has several

ious handicaps, such as cerebral palsy, severe speech and language difficulties, mental retardation,culties, are all integrated into the same classroom.d children are included in the school population, and serve as models for the handicapped children.aired to spend a specific amount of time in the classroom, to attend training sessions, and to serve

rkers in a Parent-Training-Parent Program.ound Las Palomitas Project are served by the parents and staff of Las Palomitas Project.m the University and the community become actively involved with the project children.

ared a documentary film on its parent program, and has developed a curriculum for preschool handicappedcan be used by both parents and teachers. It is divided into the curricular areas used by the project, andldren with various handicaps. This curriculum was written in response to the many inquiries we havedines. It is hoped it will help children to overcome being disabled by their handicaps, and will enabled community personnel to see past the handicaps to the strengths and weaknesses, the failures andhildren "just kids".

5-Joy A. Brown, Ed. D. , Director1--as--Palomitag-. -Early-Childhood-

PHILO_SOPHY

We believe that all children without regard to sex, economic status, mental or

physical condition, creed, or race, have an inalienable right to an education

commensurate with their capacities of learning.

We further believe that the developmental period between the ages of two and

five years includes some of the most important years in the life of the learner.

Therefore a preschool for the handicapped is of the greatest importance in

these early developmental stages.

We further believe that rreental training and involvement through participation

in the classroom will provide a more consistent learning environment for the

students, and will provide a better understanding of our total educational

system.

7

GOALS

1. The general community will develop a more positive attitude toward

handicapped preschool children.

2. The handicapped preschool child will develop a more positive

self-image.

3. The handicapped preschool child will be capable of entering a public

school program commensurate to his abilities.1

4. To prevent the institutionalization of _preschool handicapped children.

5. The parents of the preschool handicapped child will take an active

role in the education and/or training of the students in the class.

Thus the parents will gain a better understanding of their child.

DEFINITIONS

1. Trainable Mentally Handicapped - a mentally retarded person who is capable of only very limitedmeaningful achievement in traditional basic academic skills but who is capable of profiting fromprograms of training in self-care, and simple job or vocational skills.

2. Educable Mentally Handicapped - refers to mentally retarded children who are usually capableof learning basic functional academic skills such as reading and arithmetic; the adult educableretarded usually maintain themselves independently or semi-independently in a community.

3. Cerebral Palsy - a disorder dating from birth or early infancy, non-progressive, characterizedby examples of aberrations of motor function.

4. Speech HandicappedChronologically: The child shows a marked delay in speech development,

and/or acquisition.

Articulation: Whether due to organic or psychological conditions thereis difficulty for the learner in verbally producing languagewhether it be in tone, rate, pitch, loudness, or quality.

5. Behavior Disorder - impaired or abnormal development of internalized controls or mechanismswith which the individual can effectively cope with the natural and social demands of his environment.

6. Experientially Deprived - a learner whose proficiency level can be raised to a less handicappinglevel when supportive environmental experiences are provided.

DIRECTIONS:

This curriculum guide was prepared as a guide for a preschool class with a population of learners with

various handicaps. The objectives for each of the three curriculum domain --- Social Self-Help,

Communications, and Psycho-Motor --- are divided into sections pertinent to specific handicaps. The

cut-out covers are color coded by handicap:

Trainable Mentally Handicapped Blue

Educable Mentally Handicapped Green

Cerebral Palsy Brown

Speech Handicapped Yellow

Behavior Disorder Orange

Experientially Deprived Red

With the proper cover card in place a list of minimum objectives will be visible. It is important to note

that the list represents the minimum number of objectives expected of the learners. Some of the learners

may be expected to accomplish higher objectives than listed for their general ability group. At this point

instruction will proceed to focus on the next highest numbered objective that is just above the learner's

general ability group. In the event a learner succeeds in completing all the objectives in a given domain,

the learner is transferred to one of a number of good non-handicapped preschool curriculum guides.

Several of these are listed in the appendix. 4,

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DIRECTIONS (cont.):

The Sample Suggested Activities are numbered to correlate to the objective numbers - --

P-1 objective matches P-1 activities and so on. These activities are not all inclusive, they are

only sample activities, they are to act as "sign posts" to other activities the teacher can create

that will also accomplish the objective.

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The Learner Will:C 1. express himself through verbalization or gestures

well enough to make his needs and wants known.C 2. follow simple, concise directions. ,

C 3. attend to verbal communication when directed tohim or in a small group.

C 4. imitate simple sound and/or sequential soundpatterns when provided by another person.

C 5. say own name when asked "Who are you?" or "What'syour name ?"

C 6. have a verbal vocabulary of 100-500 words whenrecorded over a period of two days.

C 7. attend to short stories and/or music when presentedno more than ten minutes.

C 8. speak in simple, complete sentences, using atleast three words: I want that, I see that.

C 9. count serially to 5.

C 10. count serially to 10.C 11. will match three primary colors of blue, red, yellow

and/or basic shapes of circle, square, triangle.C 12. use comparative words such as big-little, long-short,

fat-thin.C 13. will use inclusive words as all, none or words such

as some, part.

C 14.

C 15.

C 16.

C 17.C 18.

C 19.

use relational terms such as up-down, in-out, over-under, through-around, when directed a relatedquestion-"Where is the block?"-"It is in the cup."identify periods of day-morning-noon-afternoon-night-by activities occurring during that time-"We go to bedat night. We eat lunch at noon."use affirmative and 'not' statements: ( "This is a book,this is not a bell"), when presented the object or askedan identification question.recite and identify days of week.identify penny, nickel, dime and quarter whenpresented the coin.produce or demonstrate understanding of complexsentences:If-this is-big-then-it is-not little-.You-mav sit

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rough verbalization or gesturese his needs and wants known.ise directions.

ommunication when directed togroup.

d and/or sequential soundvided by another person.n asked "Who are you?" or "What's

bulary of 100-500 words whenriod of two days.ries and/or music when presented

nutes.omplete sentences, using atI want that, I see that.

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O.rimary colors of blue, red, yellows of circle, square, triangle.ords such as big-little, long-short,

words as all, none or words such

s such as up-down, in-out, over-ound, when directed a related

the block?"-"It is in the cup."day-morning-noon-afternoon-night-ring during that time - "We go to bednch at noon."'not' statements: ( "This is a book,when presented the object or asked

estion.days of week.kel, dime and quarter when

trate understanding of complexbig then it is not little:. You may sg -%

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he Learner Will:

. move from sitting in a chair to a standingposition by himself.pick up an object off the floor without losing hisbalance and then regain an erect posture.

. seat himself in a chair of proper size.4. walk independently.5. turn two - six (2-6) pages in a book by himself.

. throw a ball in any direction, and of any distance.imitate two teacher-made crayon marks on apiece of paper.kick a ball without falling.

independently use a rocking chair.turn one page at a time in a book.be able to imitate a teacher-made crayon Vstroke on a piece of paper.walk the length of a six-inch-wide by ten-feet-long(6" x 10') board with aid of teacher.

independently walk up and down a flight often (10) stairs.stand on one foot for a period of five secondswith aid o':' reacher support.

cut a piece of paper with scissors when theteacher holds the paper.throw a ball with a predetermined directionestablished.jump off an object twelve (12) inches above groundlevel and land on both feet without falling.draw a 0 CI 4. in imitation of the teacher.,with one hand, bounce a ball two or more times.walk the length of a six-inch-wide by ten-feet-long(6" x 10') board without aid.

ng in a chair to a standingelf.t off the floor without losing hisn regain an erect posture.a chair of proper size.qtly.2-6) pages in a book by himself.any direction, and of any distance.her-made crayon marks on a

out falling.

se a rocking chair.t a time in a book.to a teacher-made crayon Ve of paper.of a six-inch-wide by ten-feet-longwith aid of teacher.

alk up and down a flight of

t for a period of five secondsher support.

per with scissors when thee paper.

a predetermined direction .

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ct twelve (12) inches above groundboth feet without falling.in imitation of the teacher.

bounce a ball two or more times.of a six-inch-wide by ten-feet-longwithout aid.

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The Learner Will:

S

S 2.S 3.S 4.

S 5.

S 6.

S 7.

S 8.

respond to his name by an alteration in bodyposition or eye movement.say own first name on request, but not in imitation.participate activity in structured classroom activities.observe the general routine of the classroom; forexample, wash before lunch, nap after recess.feed himself with spoon and drink independentlyfrom a cup.independently go to toilet, manage clothing,clean self and flush fixture.respond with appropriate courtesy rules: Thankyou, Please, Excuse.carry out simple errand for example, carry objectfrom place to place on request, will be able toretrive item on request.

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S 9. in a group of three or four people, wait for histurn in the activity.

S 10. greet strangers with verbal clues, for example,Hello, shakes hands.

S 11. wash hands and face without teacher aid.S 12. clean nose with tissue when reminded by teacher.S 13. manage all clothing appropriate for weather--

coats, hats,. etc.S 14. put on shoes or boots without aid from adult or

teacher; learner is not required to lace.S 15. pick his personal coat out of a group of six coats.S 16. help with simple classroom tasks when asked, for

example, clean the black board, empty trash,pick up papers.

S 17. relate feeling about self, others, or places.S 18. play in cooperation with two or three other learners.

19. retell simple nursery stories from memory.20. distinguish sexual differences, I am a boy --- you

are a girl; I am a girl --- you are a boy.

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me by an alteration in bodyovement.e on request, but not in imitation.

ty in structured classroom activities.ral routine of the classroom; for-fore lunch, nap after recess..spoon and drink independently

to toilet, manage clothing,sh fixture.opriate courtesy rules: Thankuse.errand for example, carry objectce on request, will be able toequest.

e or four people, wait for hisy.th verbal clues, for example,

ds.ce without teacher aid.ssue when reminded by teacher.ng appropriate for weather----

oots without aid from adult oris not required to lace.coat out of a group of six coats.

classroom tasks when asked, fore black board, empty trash,

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ut self, others, or places.n with two or three other learners.

sery stories from memory.differences, I am a boy --- yougirl --- you are a boy.

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SAMPLE SUGGESTED ACTIVITIES

C-1. (1) Demand verbalization or gestures to gain desired goal.(2) Reinforce the child's verbal activity with pleasant

consequence.

C-2 (1) Give a verbal direction to learner. Then physicallydemonstrate the direction to the learner.

(2) Activities might include: give me your hand, throw theball, sit down.

C-3. (1) Talk directly to each student using his own first namewhen the learners are in small groups.

(2) Play "Simon Says" as an activity.

C-4. (1) Reinforce any verbal attempts of the student by smilingand repeating the learner's sounds.

(2) Use rewarding consequences for a verbal imitation. Thisreward may be a physical thing at first (raisins or peanuts)then later shifted to secondary rewards such as praise.Sometimes it may be necessary to work on physicalimitation before verbal imitation is attempted.

(3)

C-5. (1) Ask the learner, "What is your name?"(2) In a small group take turns having students say their

own name.(3) Use a fading technique: ask student what his name is,

give the appropriate response, then gradually decreasethe volume of the appropriate response.

C-6. (1) Place several objects in front of the student and ask himto name each.Ask the learner to name various foods placed before him.Ask student to retell events that have happened to him.

(2)

(3)

/8

C-7. (1) Read short yet interesevery day. Let studer

(2) Play music and recordevery day. Let studer

C-8. (1) Make up situation whe]verbalize for his nee&Have the learner tell aAsk the student to rethappened to him.

(2)

(3)

C-9. (1) Have the learner repelcount serially.

(2) Start with 2-3 objectsand count with him; bu

C-10. (1) Start with two colors;color blocks, show theblocks as to color, halcolors.

(2) Continue the same prothree colors.Give the student threegroup of ten blocks haloriginal ones.

(3)

C-11. (1) Using two items of ex4table and a crayon) grdifferences, continuabig and this is .little ".Long and short sameFat and thin same as

(2)

(3)

SAMPLE SUGGESTED ACTIVITIES

n or gestures to gain desired goal. C-7. (1)verbal activity with pleasant

(2)

on to learner. Then physicallyction to the learner. C-8. (1)ude: give me your hand, throw the

(2)

(3)student using his own first name

e in small groups.s an activity. C-9. (1)

attempts of the student by smiling (2)

ner is sounds.uences for a verbal imitation. This

sisal thing at first (raisins or peanuts) C-10. (1)

secondary rewards such as praise.necessary to work on physicalal imitation is attempted.

(2)

hat is your name?"turns having students say their (3)

e: ask student what his name is,response, then gradually decreaseropriate response. C-11. (1)

in front of the student and ask him

me various foods placed before him. (2)

events that have happened to him. (3)

/8

Read short yet interesting stories to studentsevery day. Let students pick book.Play music and recorded stories to studentsevery day. Let students select the records.

Make up situation where learner will have toverbalize for his needs and wants.Have the learner tell about picture or puzzle.Ask the student to retell events that havehappened to him.

Have the learner repeat after you as youcount serially.Start with 2-3 objects in front of the studentand count with him; build up to number desired.

Start with two colors; have several of eachcolor blocks, show the child how to separateblocks as to color, have student separate thecolors..Continue the same process in No. 1, usingthree colors.Give the student three color blocks and out of agroup of ten blocks have him match the threeoriginal ones.

Using two items of exaggerated differences (atable and a crayon) gradually decrease thedifferences, continuing to reinforce, "This isbig and this is little".Long and short same as No. 1.Fat and thin same as No. 1.

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SAMPLE SUGGESTED ACTIVITIES (cont.)

C-12. (1) Using blocks, model for the student 'all' to denote totality.(2) Using blocks, model for the student 'few'.(3) Part - none - some, same as No. 1.

C-13. (1) Using a small stuffed animal and cardboard box, placethe toy on, in, under, beside the box.

(2) Do the same as No. 1, except use the student with a chair.

C-14. (1) Use pictures and have the learner group them as to nightand day activities.

(2) Ask the learner such questions as: "When do we get up togo to school?" "When do we go to bed?"

C-15. (1) Shwoing student various objects, model verbally: "This isa book. This pencil i not a book."

(2) See C-6., No. 1 and 2.

C-16. (1) Each day explain what the name of that day is.(2) Show the student a calendar, explain school days and

their names.(3) Ask student, "What is today's name ?"

I

C-17. (1) Show the student a penny, nickel, dime and quarter.Explain the names of each and note the size differences.

(2) With coins in front of the student, ask him to pick outthe penny, etc.

C-18. (1) Try to correct the student when he leaves outconjunctions in his sentences.

(2) Have the student verbalize as much as possible.

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SAMPLE SUGGESTED ACTIVITIES

P-1. (1) With the student sitting on the floor, hold a toy abovehis head. Encourage him to stand up.

(2) Gently lift the student from a sitting position to astanding position. Slowly reduce your help and let thestudent pull himself up with his own strength.

P-2. (1) Place an object on the floor and with the student in astanding position ask him to pick it up for you.

(2) Have the student help clean up the classroom by pickingup toys and scraps of paper on the floor.

P-3. (1) Using two chairs have the student sit down into onechair as you sit into the other.

(2) Hold the student in a squatting position while you slipthe chair under him.

P-4. (1) Have the student stand against a wall. Hold out afavorite toy in front of him just beyond his reach. Beready to catch him.

(2) Have the learner grasp a doll's buggy, or a small chairfor him to push.

(3) With two adults seated in chairs approximately threefeet apart, have the student walk from one adult to theother. Gradually increase the distance between the chairs.

P-5. (1) When reading stories be sure the students see you turnthe pages.

(2) Give the student several books they can look through.

P-6. (1) Sit on the floor facing the student. Have the student rollthe ball back and forth with you. Lightly begin to throwthe ball to the student.

(2) Have activities where the student trys to throw a ball intoa large box.

02/

P-7. (1) Demonstrate for the 1mark on a piece of pasure to use large str(

(2) Hold the crayon in themake marks on the pzhand.Make crayon marksthe student to imitate

(3)

P-8. (1) Holding the student'sto kick the ball in froi

(2) Have a ball in front ofthe student. Try to gkicking the ball.

P-9. (1) Seat the student in thethe rocking motion fol

(2) Seat the student in thefacing him, grasp hishim back and forth.

Have the student turnyou are reading.See P-5.

Hold the crayon in thea "V" mark on his palMake a "V" mark on IEncourage him to imii

A I, 1 S., as V ALVA V a S.' aS

SAMPLE SUGGESTED ACTIVITIES

g on the floor, hold a toy abovehim to stand up.from a sitting position to a

owly reduce your help and let thep with his own strength.

floor and with the student in ahim to pick it up for you.clean up the classroom by pickingpaper on the floor.

the student sit down into onehe other.squatting position while you slip

against a wall. Hold out af him just beyond his reach. Be

p a doll's buggy, or a small chair

in chairs approximately threetudent walk from one adult to theease the distance between the chairs.

be sure the students see you turn

al books they can look through.

the student. Have the student rollwith you. Lightly begin to throw

the student trys to throw a ball into

P-7. (1) Demonstrate for the learner how to make amark on a piece of paper with a crayon. Besure to use large strokes.

(2) Hold the crayon in the student's hand andmake marks on the paper guiding the learner'shand.Make crayon marks on the paper. Encouragethe student to imitate you.

(3)

P-8. (1) Holding the student's leg, move it forward asto kick the ball in front of him.

(2) Have a ball in front of you and one in front ofthe student. Try to get him to model youkicking the ball.

P-9. (1) Seat the student in the rocking chair and startthe rocking motion for him.

(2) Seat thd student in the rocking chair and sittingfacing him, grasp his hands and gently rockhim back and forth.

P-10. (1) Have the student turn the pages of the bookyou are reading.

(2) See P-5.

P-11. (1) Hold the crayon in the student's hand and makea "V" mark on his paper.

(2) Make a "V" mark on the student's paper.Encourage him to imitate you with his crayon.

-12

artivt r-Jur. UUULb Z1) Au rIVIlltb (cont.)

P-12. (1) Hold student's hand and walk him down the board. Donot raise the board off the ground.

(2) Have two pieces of tape placed on the floor about one footapart. Have the student walk between the pieces of tape.Slowly decrease the distance between the tapes.

43-19. (1) Stand behind the student facing the steps, lift each leg of thestudent's one at a time up to the next step. Gradually reduceyour support.

(2) Hold the student's hand as you walk up the stairs.(3) Show the learner how to properly use the handrail.

P-14. (1) Have the learner step over a broom handle held about threeinches above the ground. SloWly increase the height totwelve inches above the ground.

(2) Let the student stand holding on to a chair. Grasp his leg andhold it off the ground. Encourage the student to try it by himself.

P-15. (1) Grasp the student's hand in which he is holding the scissors. Showhim how to cut paper while you guide his hand.

(2) Have the student cut pieces of a small strip so that success willbe easier.

P-16. (1) Stand learner facing you about five feet away and gently toss aball back and forth between the two of you.

(2) See P-6.

P-17. (1) Place a piece of tape on the floor. Have the learner jump overthe tape.

(2) Begin with the learner jumping from the height of approximately twoinches. Increase the height slowly until the height of twelve inchesis reached.

See P-7. and P-3

Demonstrate to tia ball.Standing behind tlhands and bounceHave the studentbounces back havthe ball.

P-20. (1) Have the studenttop of his head fo

(2) See P-5.

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walk him down the board. Doe ground.

placed on the floor about one foott walk between the pieces of tape.tance between the tapes.

facing the steps, lift each leg of theup to the next step. Gradually reduce

as you walk up the stairs.properly use the handrail.

ver a broom handle-held about three. Slowly increase the height toground.lding on to a chair. Grasp his leg andEncourage the student to try it by himself.

in which he is holding the scissors. Showile you guide his hand.ces of a small strip so that success will

about five feet away and gently toss aeen the two of you.

the floor. Have the learner jump over

umping from the height of approximately twoight slowly until the height of twelve inches

P-18. (1) See P-7. and P-11.

P-19. (1) Demonstrate to the student how to bouncea ball.

(2) Standing behind the learner grasp hishands and bounce the ball with him.

(3) Have the student drop the ball, and as itbounces back have the student catchthe ball.

P-20. (1) Have the student walk with an object ontop of his head for better balance.

(2) See P-5.

13

SAMPLE SUGGESTED ACTIVITIES

S-1. (1) Repeat the student's name as often as possible.(2) Have the learner look at himself in the mirror. The

teacher then says the student's name while pointingat the student.

S-2. (1) See C-5.

S-3. (1)

(2)

(3)

S-4. (1)

(2)

S-5. (1)

(2)

(3)

S-6. (1)

(2)

(3)

S-7. (1)

(2)

(3)

Have the students participate in all classroom activitiesand cla6Ssroom routines. Praise him for a job well done.Keep your activities at the same approximate time each day.Group your children as to ability and not by handicap.

Keep consistent with your daily routines - washing hands beforesnacks, nap after recess, etc. - do them every day.Reward a student who follows classroom routine withouthaving to be reminded.

Hold your hand over the learner's hand on the spoon.Help him to guide the food on the spoon towards his mouth.Do same as above with his cup.Be sure to use food that will stick to the spoon.

Show the learner how to flush fixture, wipe himself, andall of the other things involved in independent toileting.Take each step at a time and`don't be in a hurry.Praise the learner as each step is completed.

Demonstrate to the student when and how to use courtesywords.Reinforce a student when he is courteous.Be courteous yourself.

S-8. (1) Start with famili.Generally, the st"Bring me your cincrease the diffi

(2) Have the studentbefore he does it.

S-9. (1) Encourage the leother students.

(2) Play catch withtime. Make theHave the learnersnacks.

(3)

Demonstrate forvisitors, "He ll-oRole play by haviother at the claSUse proper greetarrive at school.

S-11. (1) Show the studentand sink can be flearner how to phands, and how t

(2) Take the student'the soap or towelproper position.

S-12. (1) Demonstrate ththe learner.

(2) Hold the tissue iwipe his nose wiHave student imiin front of his n

(3)

SAMPLE SUGGESTED ACTIVITIES

e as often as possible.himself in the mirror. The

udent's name while pointing

S-8. (1)

(2)

'pate in all classroom activities S-9. (1)

. Praise him for a job well done.he same approximate time each day.to ability and not by handicap.

(2)

r daily routines - washing hands befores, etc. - do them every day.llows classroom routine without S-10.

(3)

(1)

learner's hand on the spoon.od on the spoon towards his mouth.is cup.will stick to the spoon.

(2)

(3)

flush fixture, wipe himself, andvolved in independent toileting.and don't be in a hurry.

ch step is completed.

ent when and how to use courtesy

n he is courteous.

S-11.

S-12.

(1)

(2)

(1)

(2)

(3)

Start with familiar items to the student.Generally, the student's own property."Bring me your coat." Graduallyincrease the difficulty of the errand.Have the student repeat the directionbefore he does it.

Encourage the learner to share toys withother students.Play catch with three students at the sametime. Make them take turns.Have the learners take turn passing out thesnacks.

Demonstrate for the students how to greetvisitors, "Hell-o", or shake hands, etc.Role play by having the students greet eachother at the classroom door.Use proper greeting when the studentsarrive at school.

Show the students where the soap, towels,and sink can be found. Demonstrate on thelearner how to properly wash his face andhands', and how to dry them.Take the student's hand in yours and holdthe soap or towel and guidd them to theproper position.

Demonstrate the blowing of your nose forthe learner.Hold the tissue in the student's hand andwipe his nose with it.Have student imitate snorting with tissuein front of his nose.

-1k -:---

SAMPLE SUGGESTED ACTIVITJES (cont.1

S-13. (1) Give the student several activity toys with varioustypes of buttons, snaps, zippers, hooks, etc. on them.

(2) student when he is dressing. Show him how tobutton his clothes.

S-14. (1)

(2)

S-15. (1)

(2)

S-16. (1)

(2)

S-17. (1)

(2)

(3)

S-18. (1)

(2)

Have a doll with removable shoes. Show and tell thestudent how to put the shoes on the doll. Let thestudent play with the doll.Help the student put on his shoes, gradually withdrawyour help.

Start with two coats on the rack, the student's and oneother. Physically help him to pick out his own coat.Gradually increase the number of coats on the rack.Put a special marker on the student's coat, possiblya bright piece of colored tape.

Have the student help clean the room each day. Havespecific jobs for each student.See S-8.

Have a period each day set aside for you and the learnersto talk about their experiences past, present or future.Ask the students about their likes and dislikes-favoritetelevision show, foods they like, etc.Show your feelings to the students.

Set up activities where the students will be likely tosocialize with each other - "tea parties", group games, etc.Once the students are playing in cooperation with eachother, try not to interfere with their activity.

S-19. (1) Read stories or pthe learners ever

(2) Have the studentsstories and retellis about.

S-20. (1) Discuss sexual da student to the

(2) Answer all questdifferences as clpossible.

IES (cont.

several activity toys with varioussnaps, zippers, hooks, etc. on them.n he is dressing. Show him how tos.

removable shoes. Show and tell thet the shoes on the doll. Let thethe doll.put on his shoes, gradually withdraw

S-19.

S-20.

(1)

(2)

(1)

(2)

)ats on the rack, the student's and onely help him to pick out his own coat.se the number of coats on the rack.rker on the student's coat, possiblycolored tape.

help clean the room each day. Haveeach student.

ch day set aside for you and the learnersexperiences past, present or future.

about their likes and dislikes-favoritefoods they like, etc.s to the students.

here the students will be likely toh other - "tea parties", group games, etc.are playing in cooperation with eachnterfere with their activity.

off 7

Read stories or play recorded stories tothe learners everyday.Have the students write or scribblestories and retell you what their storyis about.

Discuss sexual differences when takinga student to the restroom.Answer all questions regarding sexualdifferences as clearly and simply aspossible.

-15-

APPENDIX

NON-HANDICAPPED CURRICUL UMS

Early Childhood Education in Oklahoma, Oklahoma Public Schools, Oklahoma City, Oklahoma.

Ypsilanti Early Childhood Education, Ypsilanti, Michigan.

Bank Street Approach, Bank Street College, New York, New York.

Tucson Early Education Model, Alice Paul, University of Arizona.

Engelmann-Becker Program, University of Oregon, Eugene, Oregon.

02_9

FURTHER REFERENCES

Alder, Sol. The Non-Verbal Child, Springfield, Ill.: Thomas, 1964.

Alpiner, Jerome G. Speech and Hearing Disorders in Children, Dallas, Texas: Houghton-Mifflin, 1970.

Anderson, Camilla. My Brain-Damaged Daughter, New York: Durham Press, 1963.

Ayrault, Evelyn Went. You Can Raise Your Handicapped Child, New York: Putnam, 1964.

Barscu, Ray H. The Parent of the Handicapped Child, Springfield, Ill.: Thomas, 1968.

Bereiter, Carl. Teaching Disadvantaged Children in the Preschonl, Englewood Cliffs, N.J.:Prentice-Hall, 1966.

Blatt, Burton. Christmas in Purgatory, Boston, Mass.: Allyn and Bacon, 1966.

Blatt, Burton. Exodus from Pandemonium, Boston, Mass.: Allyn and Bacon, 1970.

Buist, C. , J. Schulman. Toys and Games for Educationally Handicapped Children, Springfield, Ill.:Thomas, 1965.

Caplan, Gerald. Emotional Problems in Early Childhood, New York: Basic Books, 1955.

Crafty, Bryant, Preceptual-Motor Behavior, Springfield, Ill.: Thomas, 1969.

Crowe, Walter C. , Daniel D. Arnheim, David Auxter. Principles and Methods of AdaptedPhysical Education, Saint Louis, Ill., C.V. Mosby, 1973.

Cruickshank, William M. A Teaching Method for Brain Injured and Hyperactive Children, New York:Syracuse University Press, 1961.

30

Cruickshank, William M. Education of Exceptional Children and Youth, Engelwood Cliffs, N.J.:Prentice-Hall, 1958.

Cruickshank, William M. The Teacher of Brain Injured Children, New York: Syracuse UniversityPress, 1966.

Darward, Barbara. Teaching Aids and Toys for Handicapped Children, Washington, D.C.:C.E.C., 1960.

Devereaux, Hillary M. Housecraft in the Education of Handicapped Children, Miami, Fla., Millsand Boon, 1963.

Eisenson, John. Examining for Aphasia, Washington, D.C.: Psychological Corp. , 1954.

Katz, Alfred, Parents of the Handicapped, Springfield, Ill.: Thomas, 1961.

Kirk, Samuel A. Psycholinguistic Learning Disabilities, Illinois: University of Illinois Press, 1971.

Kolstoe, Oliver. Teaching Educable Mentally Retarded Children, New York: Holt Rinehart andWinston, 1970.

Kvaraceais, W. C. If Your Child is Handicapped, Boston: Potar Sargent, 1969.

Lindsay, Zatlic. Art for Spastics Taplinger Publishing Co. , 1966.

Love, H. D. Parental Attitudes Toward Exceptional Children, Springfield, Ill.: Thomas, 1970.

Mather, June. Make the Most of Your Baby, Arlington, Texas: National Association for RetardedCitizens, 1974.

Mechan, Merlin. Communication Training in Childhood Brain Damaged, Springfield, Ill.: Thomas, 1966.

Moore, George. Organic Voice Disorders, Englewood Cliffs, N.J.: Prentice-Hall, 1971.

Narberth, P.A. Childhood Aphasia and Brain Damage, Wynnewood, 13a.: Livingston PublishingCo., 1963.

Phillips, W. P. The Influence of Preschool Training, New Yark: John Tracy Clinic, 1963.

Rogers, Reger. Preschool Programing of Children with Disabilities, Springfield, Ill,:Thomas, 1970.

Smilansky, Sara. The Efforts of Sociodramatic Play on Disadvantaged Preschool, New York:Wiley, 1968.

Streng, Alice. Children with Impaired Hearing, Washington, D.C.: N. E.A. , 1960.

Wood, Nancy, Delayed Speech and Language Development, Englewood Cliffs, N.J.:Prentice-Hall, 1964.