0

ED 109 852

DOCUMENT RESUME

EC 073 344

TITLE A Course of Study for the Trainable. MentallyRetarded: it Guide to Curriculum Development inElementary and Secondary Schools.

INSTITUTION California State Dept. of Education, Sacramento. Div.

of Special Education.RUB DATE Jun 67NOTE. ,

40p.

!DRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTOS *Adjustment (to Environment); .Alt; *Curriculum

GuilAs; Elemeptary EducationT,Vxceptional ChildEducation;Janguagp Development. Mentally

,' Handicapped; Music; Phjsical Development; SecondaryEducation; Self Care Stills; *Self Conc-pt; *Social

4 Development; *Trainable Mentally Handl pped

IDENTIFIERS Personal Independence

ABSTRACTPresented is a curriculum guide for elementary and

secondary level trainable mentally retarded students. Objectives and

illustrative behaviors are provided for the following aspects of

personal development: self-awareness and self concept, self-help

independence; physical develoiment (including body image ,and motor

skills), music, and art. Among the .skills discussed in a section on

growing within the environment are learning to participate, in a

variety of situations (including work, play, and leisure): Uveloping

appropriate behdviors in the home, school, and community;. 4

strengthening communication skills; developing time, space,

measurement, and money concepts; ,learning homemaking skills; and

.developing vocational abilities.'Provided in two appendixes ars a

discussion of legal provisions concerning curriculum development for

the trainable retarded and a list of suggested furniture and

equipment. (CL)

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S DE PAETMENT OP HEALTH.EDUCATION A WELFARENATIONAL INSTITUTE OP

EDUCATION

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NEcEssAaiLy REPRE-SENT OFFICIAL NATIONAL INSTITUTE OrEDUCATION POSITION OR POLICY

A COURSE OF STUDY FOR THE

TRAINABLE MENTALLY RETARDED

A Guide to Curriculum Development

in Elementary and SecondarpSchools

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TABLE OF CONTENTS

I . D1-1110P1\(, 1S 1\ 1\1)11121DM

1. Strengthening S'el .1%areriess and Pus it INC Sc t -Ciffi«.pt

B. 1chie ng (treater Independence Through Sett -Help

( . Understand ing and Controlling the Physic al ',elf '4

I). Using Music to n.ha it( e' Per 4;ona I Development

I . Using; 1rt to hnhanc Persona I De%c lopment 8

I , (JIMA' 1 I 1111 1111 I 11(0\111 1

1, learning to Participate in a tar iet of Situations . . In

B. Dc, vlop ng Suitable lieha tor s th

the School, and the' ( ommuni t12

( ..trengthening the \HI it, to ( ommun:(ate

D. De e lop lng lime, Spa( 1te,asurement \limey ( ont,c pt

Deeloping Homemaking 1 t les

I.

494

Doti, loping \ of at ona I \ 1-) 1 Ct'i;

legal Pro% t un( ern ng lurritulum 11e, elnlamrnt and

\dr,Trt in of a Course of S tqd, for the Ient a 1 Is Net arded .

Suggested* I lit n itu re and Iquipment I...... .. .

01) 1 I °graph), . ..

,. , ..... ... .... ,o; ' ....

O

1

rIA

0

AC klJ OW DG ME NT S

A Course of Study for the Trainable Mentally Retarded has reached

publication through the' of torts ol many people -- persons re'presenting

county offices, individual school districts, community agencies, and the

California Stap, Department of Fducation. A Large group ol educational

leaders with concerns for one aspett-or anolLer of plannyng for the men-

tally retarded met together for numerous turr=day_ "s-e-ss_ians beginning in

the sprung of 1965 and throughout 1965-66. During 196-N7 a representa-,

jie working cOmmittee pr-oduced two working grafts of the present publi-

cation and obtained from more than 206 educators in the nine counties

esaluations and suggestions for the imprmement ol the manuscript. to

alt' of these, t he committee espresses its gratitude'.

I he c omm I t tee a I so wishes 'to express i t(1 appr et cat ion to the adm in ist ra -

tors ol %r ea % I , who made puss ible t he organisation of the Inter-County( ()mull t tee and who hate shown in man, ,tats the ir interest in this i 0, nt

IOC 441 Ci t

Me i% in Rk roast Stiper\intenden., nl Into

r% en Rrundage, lsslstant Supl.r in endent .; urr ie u I at S. rs It es,

San I) g'iti )1.111 I 1)5 pa r M(' t of tdutat Ion

:la r f !(\ son, ss 'scant Sup i I ,'fl(h n , lnst ru. t ton,; San lir inardiiiiinun Super in t aden t of St line)! s III

Elr.,11 A rd f plan,, \ssist t Super int. fl dent I du( a 1'r (igr IN S

2,ind Serb H , 0.1 \ 11 ty (null \ upf.r in t under) t h ti !is Of! cat

Idith .lids Inger Direr, tnt. ( urri.«Iterit ()range ( Super-

intendent (,4, S1 hi,s,i, Of I ite

Richard I fIudillestont \ssistant Superintendent and 1) ire( tor nt

(urrttulum, IntllerlaI f nont Superintendent is Schools Ilf e

(..(huoia,

9.:IS

1 , e o r ge ),1 o n r 1 ) i , \ s s I 13 n t 5 upt. r i n tendent ,; I ns t,s4g t i (mai Si r % ices,

Sant a Rai lia r a ( nun t Super intendant of Schools Olt .1( C

Mrs, lid r 1,a i a PriiN.fo, t, 1)111( t nr Ins t r uf t inn and ICA( her Si re, n i rig

R ,ser s lift r win r .,,')upt, I int rniltri t ill Sr IMO 1 S In I 1 I :'

(Jr., 1 aril If . S a if( c. r ir....a n , 1s s is t,an t (Super in t endent I du( a r i (ma 1

'''t.% It f s., ffrang.,. I nunti, Super intendant s Sc honk Of 1 ic,ca

411.,

Mrs. 1 hendnrsa Slinespu In , Dirii tor. I leibentar, I duc at inn, lent iir a

f nun t S u p e r intendant of S ( hoots )) i t i c e

Paul 1. /intgratt., \ssoc late Super int( rick nt Inst rut t ,nn ,,, KIN,. rsid.

( ..rin t Super int emit nt of Sc hints Of I Ice

interest .1th, P('(!'" en of the ROI 1,":111 I( 4 Spit (din at 'wit

itnrnia ',tat, Itepai 1m1 nt (It kill( (1)11, :1', Intl ii. ted h part if ilia! lid(i n m e e t t r i g s eiii the p a r I iet Mnrt lit v ( I ill fin Shrock, onsultants in

I dm at inn nt th, Mental l Re! ar

C)

k

I %

( ommit tee membet s who, contributed ideas and d id much of the writingwere':

%Ilan Arrow Program coordinator, tr.ainable Mentally Retaided,I os Angeles County Super int enden t of Schools 011 ice

[)r. Clayton Bennet t, Spec ia I [ducat ion oord ina t or, San Diego CountyDepartment of klut at ion

Eimer ( . Cameron, Assistant Director, Spec la' Hu( at ion, Santa Barbara

( Sc hoo 1 s

Dr. Da% id H. 1 II s, ( onsultant and Coordinator, Trainable Mentally'Retarded Program, Los Angeles County Super i n t e n d e n t of S c h o o l s O f f i c e .

(ommit tee ( ha i man. 1965 -66

Mrs. fuc1Ia Hughes, Consultant in, Spec la I Education, Ventura (mintySuperintendent of Schools Of f ice;

Dr. (worge' I inn, D rec tor Spec lai Icfucatton,, lentura county Sciper-

int endent of Sc hools Office

Rodney \for t en son , I)ireetom, Pupil Pe r s (inn e I Sc r ices, ( rd e-

men t r St hoots

John 0 I denbu r ge r , ( on su 1 t ant rn Spec la I Iducation -. Riverside ( oun t

Super intendent of Schools Of f t.

tine N, R. Ot t man , Director,, Spec la I l duc at ion and Health r

ices Santa Barbara (aunty Superintendent of School s OH ice'

Henry Reed, 'dance ( oordinator , San Diego Count) Department of

I dot at ton

I t i c t Sicgt is t 11 rec tor , Spec ial I duf a t ion San Bernardino IountySuper int enden t of Sc hoot s Of

Rut h Surtine) ( onsultant in Spct la I I duc a t on , San Bernard I (aunty

Super into ndent of 5t hoof s I is c

Sirginra lempl e ton , Coot dinator Programs for Mental ly Retarded,Orange' count) Superintendent of Schools DI I it Committee hairman;,,

It rs t he hope of t he Area AI Inter-( ounty (ommtt tce that this presentpubl it at ion will ser the purpos'' for which it was intended -- that

of a useful hr rdgilk.between the State (,aide( ?nes anti the (urn( ilium mato'-rtaIs produced lot al It in (ount les and in individua I school distoitts.,

9

t";

I NT RODUCT ION

(oncern for the healthy development of -all human beings has been expressed

in legislation providing financial support for those children and ado-

lescents whose impairments in learning cause thi'm do be identified as

the Trainable Mentally Retarded. Their need for)leatning socially

acceptable behaviors and a-ttitudes which will enable them to he part of

amily and community life has been increasingly recognized.

The condit16ns associated with severe' impairments inlearning are aried

and comple\. Many are notremediable,and their effects upon the declop-

ment of some indi%iduals writ necessitatelifelong'sUpervision and care.

These children, however, can he taught the skills of selfcare and the

attitudes toward others that will permit them to li%,e happily within the

family and be partially self-supporting.

Responsibility for the Trainable Mentally Retarded is shared by the

family, th'e school, and the community.-- Parents of these children fate

overwhelming emotional problems in attempting tounderstand and help them.

Placement out of the home, in institutions and residence schools, is not

only expe.nsive but often fails to develop the potential which some' !MR

children hae,

leachers and parents work losely together to reinforce' one another's

efforts and to insure consistency in their e\pectations. (onstant inter-

action and commuOcation need to occur so that all persons concerned for

the wellare of the child in the home, the' school, and the commuriC

common understandings and procedures. Counseling servitc and parent

education on a c.ontinuingbasis rather than as 4 means of or

sh, Id be ai,ailable. Parents need to visit the classroom frequently,

hser ing and sharing in the experiences that foster the' growth of IMR

children.

Programs for the Irainable Mentally Retarded should be (entered in the'

.neighborhood with which the family is identified. Since the ultimate

goal is integration into family and community life, the special c lass

relates wherever possible to the total school program. TMR children gain

from interaction with others and, in turn, have' much of,,, value to con-

tribute to others.

An educational program for the Trainable'Mentally Retarded has spec ial

need for weaving, together dryer se elements of the curriculum in ways

that prorliote indi\idual progress. Pupils with physical disabilitior-s as

wel I as mental hTtlticaps benef if by a completer), flexible course of

study which bypasses 1110,1itylops and allows growth to occur in areas

where growth is possible, Ifilns, there is a creative dimension which

the classroom teacher operates, selecting and adapting clgirent, inte,

grating materials and ideas in ways that help children with darttued "per-

ception to moce4toward thgmaior goal of functioning as ind4endently as

possibl.' 4,

*

VI

41,1

A Course of Study for the Trainable,Rentally Retarded has been planned

within the guidelines afforded by recent state publications[ and is de-

signed Lo serve personnel of local districts within the nine tounties as

they rate their own curriculum materials for classroom use.

The committee has worked within the following sequential framework de-,

fined by law and by the State Department of Education:

1, reneral Guidelines for Develrpment of Courses of Study and Cur-

riculum has been-written by the Department of Education, approved

by the State Board of Education during February, 1967, and issued

to administrators of public school programs in California. [hese

Guidelines include a statement of philosophy and goals, sqgges-

mons for an administrative structure, and a framework for

content.

°. A Course of Study, including functions and goals, areas of study,

.and scope and sequence of the program, is to be developed and

'1/4.adopted by counties and by local Boards of Educalion by September,

1967. it is to meet this requirement that the present pUblica-,

tion is being issued.

3: Teachers' Curriculum Guides, covering scope and sequence, sug-

gested activities, developmental steps, and suggested instruc-

tional mater'ials,are to be developed during 1967-68 by state,

count, district, and other concerned local agencies.

4. Lesson Plans, including detailed plans for sequence, actilties,

'instructional mater rals, and evaluation methods, are to he de-

veloped by teachers and supervisors during 1968-69 -- and

thereafter.

It is important that all who use this document recognize' that its func-

tion is to serve step 2 in this sequential framework end that all aspects

of a' program for the trainable Mentall Retarded in California can he

evaluated only when all the steps I fisted above' have been completed,

4.

,ai tIornta State Drport men I r f t dm at ton., ;#41.,0

fo, MP,t211.i, t,

Department, lehruar, 1967).

Lilifornia St,011. Delar rnt nt of I Iort r "f kt, '1;

RP t'lr!PI to '7,27,:tf,;r,"ta (<75( rament, the Department. 19661.

I. DEVELOPING AS AN INDIVID1141

A. Strengthening Self-Awareness and Positive Selt-Concepts4

Tfainable mentally retarded pupils have the same need that all

children have for developing a suitable self-awareness and posi-

tive,self-cqncepts. But characteristically, both in our society

and in our schools, high value and reward are given to human

effort in terms of 'Products and outcomes. Those who measure up ('

gqt positive feedback to'reinforce them feelings of worth and

adequacy. Those who cannot, far too frequently receive negative

responses/thatcommonly lead to meager self-concepts, even to a

denial of self.

It is difficult enough for a TMK ,child to li'Ve and behave appro-

priately in a family where everyone can do more than he :; but if

his family surrounds him with the kind of!love, that says he is

an adeqqate person, prized for his ury'lio.ing, thellproblem of

not bping able to do many things that others do'is less likely

to result in a devaluation of self.

Self-awareness begins, very early in life and is particularly

dependent upon the emotional reactions that the young child senses

others have 17)ward him. The' mentally retarded child's need for

the gratifications that come from knowing one's efforts are appre-

ciated is as crucial as it is for any other person. He is as

sensitive to hurt and as responsive to disappointment as any

other ChIld.

Each Individual's self-image is formed by many /experiences with

- the significant people in his environment. '44 the demands and

assumptions of these people are in harmony with those of the'

culture and are within the capacity of the individual to achieve e

with reasonable efforts, and if the rewards given are satisfac-

tory, the child may be expected to live a relAtively stable and

contented life.

Opportunities for PAR children to develop appropriate self-.

awareness and positive self-concepts should be carefully planned

in 'the school curriculum. Many activities should be proyided

for the child to grow in understanding of --

His physical self as he undergoes successive stages of growth.

His membership in a family and his role inohe fbmily unit.

His membership other groups': school, retreat ion, church,

sheltered workshop, etc,',

His ability to do things for Others as well as for himself.

His behavior's as appropriate to his sex in various,social

settings.

His limita.tions;how to accept them; how to cope with others

who're.ict negatively toward him.

/1

'Ielf-Iwgreness 1

(lb; (( t es Illustrative Behavior:,

To poss'ess a sense of;

identity

I

To recogni/j and acceptspec ial needs and

I Ifni tat Gans

Recognizes praise of good conduct, good

effort, good appearance sees self as

a neat person attractively dressed

Undertakes simple tasks that can have

successful outcomes: such' as picking

up trash, cleaning table, sweepingfloor, watering plants

Notes records of his growth and takes

pleasure in them

Hears own voiCe on a recording:, rcog-

nizes own picture in a group photograph:,

identifies self from description,draws

picture of self

Indicates awareness of being a.bpy'r

a girl:,.cnioys knowing and conforming

to the behaviors appropriate to his

group

Responds in many situations own

name: finds his name card:, prints or

writes his name or initials:, says his

name' ,

Learlis oter pariod of time to state

address and phone number: knows what

to do when lost

learns to give parents' names. to name

brothers and sisters: identifies self

with family

Knows name of cchool, name of teacher,

number of room, names .(21 teammates:,

identifies self with group

Recognizes his need for help: accepts,

help from others when offered: asks

for help from others

Recogni/es the needs of others and

gives help when possible, roognizcswhen others can manage, on theit own

Identifies what he can do by himself

4

1,

B. Achievtng Greater Independence Through Self -Help

Each child, treated and respected as a unique individual, grows

in awarenesV of himself as a distinct human being: The special

training program in the classroom and other related experiences

should lead to maximum development of the child as a person con-

scious of his worth and importance%the self-help program is the

school's greatest contribution to the acquisition of independence,

no matter how limited its ultimate degrei.

.Every step which can be taken in the direction'of less dependence

on others becomea vital one int the development'ot a distinct

person. Many curricular L. iundarles ma) he crossed in the process.

Independence may begin with the first word or with the first

gesture. Each increment of knowing or doing should be

priied as well as praised; for the ult-imate worth of the training

program may lie in the accumulat ion of an infinite number of these.

Often, too, the area of self-help is one in which parents profit

most by assistance,from the school. Many are overprotective of

their children because they lack understanding of what the actual

potential may be. Both parents apd chtldren are%greatly ty.ner

fited by the type of close cooperation that brings family mem-

bers to school to observe classroom procedures and th,9 offers

individual counseling to the family.

Ohlec t iv SIllusArative Behaviors

To develop 411 I i n Dresses and undresses with minimum of

personal care'assistance: cares for c lot h chooses

'suitable lot.hing in terms of weather

o deveiop suitablepractices related toeat ing

lo understand simple

one ept s of personalgrowth and development

and activity '

Cares for own toileting in acceptable

manner;, establishes and maintains pro-

cedures of cleanliness and sanitation

Cares for general appearance with mini-

mum of IWIp

Istablishes and mainl.ains health prac-

tices with relation to exercise, sleep,

rest; food selection:. care of teeth,

eyes, ears

Establishes and maintains simple f irst-

a id procedures

Uses acceptable eat ing pat terns andsocial procedures; part is ipates in

cleanup activities after a meal

Uses appropriate behaviors as a boy or

as a tycl in social situations: :e-,

sponds posit ively to c ()tinsel lug On

physical changes clue to puberty and

adolescence

I

C. Inderstanding and Controlling the PhNsteal hiqf

lra,mable mentally rjtarded pupils tart' orally as inditiduals

in their pertepCual and motor abilities. lach pope 1 needs oppor-

tunities to engage in e\pertentes int,oking both fine-and gross

motor motem,nts and many' physical attitities to stimulate and

strengthen optimum dexterity and body usage. 51nte a major goal

-of the program is to enable the IndiNvlual to mote as happily and

independently in hiscentironment as, possible. it betimes impoi-

tant tot him to adjust his motor functions to his surroundings.

It motor skills are to improte, his perceptual understanding

mint grow. also, since many rese4rchers agree that pertept ion

and motion are sit (losely related that they nay be consideted

inseparable. thus. the TMR pupil must be made aware of himst lf

and his body as a enit muting in surroundings which he tanlearn

to deal with adeq: t Iv and enjoy. tirowth tomes as he disioters

the locations and .naracteristics of ohiects. his personal ways

of toping successfully with these, and the necessary timing

intolved.

trur coordination and perceptinn result trom the balanced (tom

of many part$ of the body. it results not only from response to

stimuli but Iron the Inner morivations of the individual him-

self. As thc IMR pupil finds motor a(titities intt:rtsting and

rewarding, he moves more readily toward imprmement In sensory-

motor skilk he finds constructite outlets for emotional ten-.

sions, and he detelops skills that tarry titer into sot cal and

recreational actitities.

Many of the 'e\pekientts-designed to detelop eye, hand, and must lc

coordination will also initiate pretotational motor skills and

will enable the pupil to perform useful, ego building tasks in

the t INtsrnom and at home, lhe freedom gained through such small

atcruals as the ability to turn a doorknob or to walk unaided up

and down steps has tremendous %aim. for 1MRs, they will put

forth almost Ho redible Him' to athlete these skills which

hate so mutt) meaning to them'.

OhiettivesIllustratite Rehatiors

lo (ley( lop

body imaran adequoe Identities thiel th\trnal parts of

body: is able to use them names

Develops lotational awareness so that

d4rectional motements are possible:

responds to directional words: up,,

clout]: for tart/,, hackuurd

Ilevelops and Inc reas,es control of bud)

parts through crawling, walking at

different rates of speed, going up and

down steps, balancing, running, lump,

ing, hopping

:1;

=

The Physical Self 1 -5

Objectives Illustrative Behaviors

To develop an adequatebody image- - c on t inued

Improves' hand-eye c oordiniitloif through

such act iv it its a% put t ing pegs in

ifegboards, str inging beads , arranging

puz, les , using %c iss.,rs anti pas:e,

pr int mg let ters on a ine, man ipulat -

1 ng successf ul ly var ions put -together

toys

To ut 11 i /e motor ski I Is Part i c ipa tes n %tit h rec reat ional at -

tilt ies as sw imming, bowl ing, c amp i ng,

datc ing, interpret ing rhythms., fol low=

ing a leader, in a game

improves coordination through marching

to a. rhythm, shipping to music:, rol I -

1 ng catching, Throwing, bouncing a

ba I I :throwing to a set point kicking

a'b-all:,`pedaling a tricycle

Carries on such crafts activities asweaving, braiding. making simple. ohj-ct

pples skills to such Work xper fences

ati 'sorting object s: washing cars or

w indows du s t ng., irunlug, mopping,

vac num ing:, gardening;, t ar Ing for

an mil s

gtv

0

1st

D. Using Music to Enhance Personal Development

Music,s it reinloree:, and enriches learning in physical educat ion,

numbers, communication, and art, is an integral part of the pro-

gram for the FMR child. While must( permeates thie total program,

planning should also include a regularly scheduled daily music

period. Always the goals are self-expression and enjoyment. ,Afriendly, Warm, accepting atmosphere in the classroom frees the

child to participaee in listening, 'singing, playing rhythm In-

struments, and moving to rhythms. -

Success is assured for each pupil}, regardless of his capacity

for learning'or his disabilities. Each can express to some de-

gree his feelings, his ideas, through respoyses to music. What

happens 'to the child as he participates/rin musical activity,

rather than the'quality of the performance, is the' true concern

of the teacher.

.Singing should be spontaneous and free. This will happen when

the teacher enjoys singing and sings with the children just be-e

Cause it is'fun. The autoharp, piano, or a recording-may be used

as an accompaniment. Visual aids, such as pictures and real ob-

jects, used to introduce a sdng or recording, increase the dhild's

understanding and help to motivate him.

Listening is basic to all music experiences. A child must listen

as he sings, as he plays a rhythm instrument, as he moves to

rhythms., Active listening can be developed for the Ron%erbal

child through the encouragement of nonverbal responses. Feedback

may take the form of responding bodily to an action song, or to

rhythms, or of illustrating with art media. Listening to music

may come at any time: as children enter the classroom after re-

cesses, between work periods, or at the close of the day. How-

ever, training for active listening should be included in the

daily schedule so that the child may have many opportunities to

respond to this kind of experience.

Playing rhythm instruments is a natural wa} for the Pet child to

express himself. He may play an instrument to accompany chil-

dren's singing or to accompany rhythmic body movements. (mod

listening habits are developed when instruments are used as ac-

companiments to songs and recordings.

Rhythms include a great variety of body movements: lun6amental

locomotor movements, such as walking, hopping, jumping. nonlocomotor

or axial movements, such as bending, kneeling, stretching: free

movements to musical rhythm patterns, or dramatisation of a story.

Participation in rhythms helps the child by

Releasing tensions and emotions,channeling them into desir-

able and appropriate activities.

Providing opportunities for improving motor coordination.

for developing both large and small muscles.

Helping him to adapt to his phy ical and social enxiron-

ment, to move with other children, o lead and follow.

Music 7

Object iv( s Illustr:zt!e Behalrs

To find personal enjoy-ment and growth in singing

To gain in growth andenjoyment through listening

To express the selfthrough using rhythminstruments

Sings songs alioui self to strengthenidentity: action songs to explore ap-propriate movements; imitative/ songs

that identify sounds iii the ell%tron-,

ment, songs to cxtend knowledge _ofholidays, natioaai events; school songs

to strengthen sense of participation

Differentiates sounds in the ciiiron-

went; identifies high and low pitch,

soft and loud tones, slow and Lastrhythms

Listeirs to recordings which he enicIs;',

in some cases, does independent listen-

ing in a music center

Develops the ability to play rhythm

instruments; uses them as accompani-ments for songs, recording's, body move-

meats; in some cases experiments with

instruments in a music center

Responds to music with locomotor move-

ments, with nonmotor or axial move-

ments: with singing games;, with folk

dancing,square dancing, social dancing

t s tn, irt t' Enhance Personal &eve lopment

It t is a oar; ut 'everytt.:), ing 1:o tr:t IVR id. t is for

all Orr contributes to the' objet t Ives tor the totalprogram h;', pros 'ding opperi unit ies to help the child grow emo-eton.ttil, t,fivsacatIV and soc tally: by ',yr)/ frig as a %It d to

de% e I op sensor:, t ra to tog rp/ e; on.:m u;ef u 1 ne

rt prot, for the 1.IR t hi id to tpeess what hi set

ti. Is, thinks, and talks aboat ea..h day. ih, chi Id who ,

tina!) t e rha ire , or whit, verbal lies poor , f a nos ot ner ways

to p reS s h tnis;e 1 f e; r :;( f eel togs of at 1 oast; shmen t .

sat is! t ;on. and pleasure. fie begins to know tl.at be is a viol ih,-

wh 2e per s,111.

Improvement rn m..ia I pi, ta t lit t ni4"-i. as the ch: Id proresses Irt,n

large act iv Ines to the 1.1`:.-C ui '9001,1 which r.qutt. the

of spat I int.p.s, Ies. 1s he l ieger paints, he rriig re- !tom

flat hang ino\ ement s to the ust of I anger t lerns to u,cbo:h hands as he kneads, porInds, and beat., t l.1%, he hold t

paper with not hand and uses the si issors i.tf the other hand.,

Se 'isory training s developed through eh ri,c,hurn. The 1,1

'learns that he c an put his ideas into his must-IV.. whet:. he -plays

w ith sand. mud, water, t la) and finger pair:, a, he scrw ith c rayon on paper or with chalk,. ltsual 0-, sz

proses when he expel iments with color., crt ate,. nes igns makes

re,preseit at ions of objects, people, stories, and (-Ter:lent es,.,

the chties first at tempt in art e \press ion Is disordered 1/4( r Ih

hi lug I h nu control ove r mot or aCtivityr las oy n

k tit sthet ,t se iissn t Ictn. Ample t tme should he g v en to hi rl ' I)

gain control of his miwcments. \I melt s wall be 10-7.',

t udinal in a push-away, turn., put I- oat t, ran:ter. I at( rul at mot ion. f he 1MR :t 1Id shoa !le h. Iped to ra,e

coiritrt lot kw 1-,e' movoment stn( ilMVt !refit .1; C5,0,11 1 11

in writ log his name.; and impor Lan t-wo-k words,

t 1MIt grows in skill ..nd Co2n,1 ,n sir apnl ing he should

be hi omit '.0'd to nami is d r . he or aw l rig may s nos,. no it la-' ions h ip to what he thinks he has cirowo , t.,ai her atttpt,ht, p odut t and has fl iT 11 wtt'l and ander,. tand

lc; tor t shot' lc. be rt otardt::1 cllth re ogn t ton ribh{ Itgs art! pa luta rigs 'should t r , mrtle d mounted and d t I d

Ih, t r r . t he ratio nil a w .1 th t hild 00 th 61(knO at lam he r( marks made by Its (it t I ho alias 1! ,, io

triter to ttb,,e rye progress.-

\DI r :r (1( s within t ht 3,;.th lilt I( th 11, Id art prw, ided.

i n t h u , , It( , gc h t " . ; p e N , I me n t a r,H t lei's! ,t(t -

1n t in ar11,( ( \pt

art 1 9

Ob ec t !yes I i lust rat ire 'ors

lo obtain personal de- tstabltshes coord.)nation be tween visual

N,.elopment through art and motor a( ty by sc r ibbl

gradual !y hi(% ing contra over

movements

Esperien(( s tae t ; le and kinesthrt ie

ierlsations with (Jay by shaping simpic

forms

Paints a familial person, perhaps him-

self:, eper iments with use of more than

one color: indicates de(e lop ng aware-

ness of persons and things by the pic-

ture,s he makes and the names he give,

them

.leve lops skill and enjoyment in the

e.iendedNuse' of varied art media, In-

c lad In some three-d imens'iona media

"

7

10

II. IROWINC 14$111lIN THE ENVIRONMENT

A. Learning to ParticiRete in a Variety of Situations.

Major emphasis in the education of the TMR is given to the

development of the attitudes, knowledges, and skills that enable

him :iehieie some degree of sociayresponsibility. Consider-

able stress should be placed on learning good manners and cour-

teous behavior. The FMR pupil is capable of achieving the social

skills which will help him to participate as an acceptable person.

Each must be helped to relate acceptably to his peers and to

adults in the home, the school,:-and the neighborhood. Experi-

ences arj provided which will foster a growing awareness of the

needs and rights of others. Each is helped to move from the

initial stages of isolated work and play to work and play in-

volving groups. Active group participation through which he

learits to relate to people is a desirable goal for each TMR.

Objectives Illustrative Behaviors

To cooperate in- work

and -play

t

Indicates that he knows there is a

time for work and a time for play by

assembling and by putting aw.ay mate-

rials, returning objects t.o their

proper places

Responds appropri.ate.ly to directions,

completes realistic tasks before be-

inning new activity

Obeys rules for flow of traffic in

hallways, for use of equipment in the

classroom and on the playground, for

conduct in the cafeteria, for riding

on the bus

Works in small groups at making a co-

operatively developed project, such as

a mural: exhibits awareness of the

need of others fn., space', materials,

attention

Uses proper names for the teacher, a

friend, a partner

Reacts suitably to open-end stories of

social situations

Dem nstrat:.s courtesies, such as wait-

turns, listening when someone else

peaking, makes appropriate use of

uch expressions as, "'Shank you,"

"Please," "Excuse me," "Pardon me"

I

learning to Participate

. Obiect Ives Illustrative Behaviors

To cooperate in work

and play- continued

Develops self-control in group situa-

tions so that he does not impede or

interrupt others;, does not use bellig-

erant behaviors, such as hitting, push-

ing,kicking,does not inBulge in temper

tantxums, inappropriate laughter, undue

display's of affection

Strengthens ,interpersonal relations by

assisting younger or less able pupils

in the school. setting;; by taking part

in gapes and group activities with en-

joyment:, by responding'in a friendly

manner to the friendliness of others

Reviews and attempts to understand

game rules. abides by rules :, makes

choices and abides by outkomes, ex-

periences team, loyalties

Distinguishes between own property and

the property of others: respects rights

and property of others: exercises care

in the handling of all property makes

restitution when property is damaged

through carelessness or anger

To develop initiat ive Chooses own activity;, finds own mate -

for independent a( t ivit les rials; does routine chores without be-

ing asked

Exhibits pride in environment by as-

suming responsibilities for a tidy,

orderly classroom: for constructive

orderly behavior

Ends satisfaction in his portion of a

group activity as for example, in,his

part of a garden which he makes and

maintains over a long period of time

ash

1

2

B. Developing Suitable Behaviors in the Home, 9.e School, and the

Community

Numerous understandings that are essential for all persons

participating ,n community life are vital also for the TMR pupil.

He needs to know how to secure certain emergency services:, he

needs fo know how the policeman, the doctor, and the,nurse serve

him and his family.

The recreational activities of the community can have important

contributions for the men.talty retarded child. The schbolbshould

introduce him to the facilities most rofitable or hini:.and help

him to ,become a happy and cooperative art,iipant.

Experiences designed to develop knowledge and understanding of

safe behavior irt the school, home, and community are essential

for the TMR. He must be able to recognize potentially dangerous

things and situations and know how to avoid them\He must develop

habits qi safety' in moving about, and in knowing\and obserVing

traff,ic rules and regulations. The trainable mentally retarded

y(Tungster requires repetitive activities that will prepare, him

for life situations where safety precautions are a necessity.

Objectives

To develop recreationalskills leading to personal

enjoyment

Illustrative Behaviors

Makes personal choices about what ex-

periences are pleasurable;, makes nec-

essary ad)ustments to overcome indi-

vidual problems in participating in

group and individual recreation

Swims under adequpte supervision,prac-

ticing pool safety procedures; obeys

health and sanitation regulations

Goes camping and hiking udder adequate

supervision ;, follows safety rules c'on-

cerning remaining with the group

Plays simple versions of kickball,

softball, baseball, basketball, bowling

Participajes in dancing for the im-

provement of coordination and the so-

cial experiences involved

Selects a favorite process in arts and

crafts to develop as a personal activity

or hobby

Whe's and qistens to TV, movies,sp rt.s events, music, performing indi-

viduals or groups

Safety I t3

Obit.< tiv'es Illustrative Behaviors

To develop recreational'skills leading to personalen ioyment on t inued

To know that people help/ one anuiher in the family,

school , neighborhood,community

10 protect one's 'selfand others at .hoolfrom common da\igcrs bydeveloping suitable safetyprat t ices

Respect s the rights of other spec t a-tors responds suitably to the perfor-mance, relates something that occurred

In some instances, r ides a bicycle,obsery ing safety rules to protect self

and others

Visits local recreational facilitieswith his family or others

Knows basic emergency services and howto secure them

Knows who gives help when One is illor needs' f irst aid. the nurse, thedoctor, one's mother , one's teacher,other adults and responsible youth

Knows roles of family members, includ-.

ing his own role as part of his family

Recognises what he might do as a help-er in the community

ins-'a sense of participation in

school and community through singingpatriot ic songs, school songs; marches

to patriot lc music; salutes the f lag.learns some school yells; joins in

festivities celebrating selected holidays

Practices safe opening of doors; useshandrails on stairways; moves at the

pace of the traffic stream in hallways;;

obeys other safety rules as requiredby the local school situation

Prac t ices playground safety by a< t ingin conformity with,rules indicatingwhere running may occur, balls may )Se

thrown: .uses equipment properly.; r ides

a tricycle without, bumping into others

Practices classroom safety by wipingup spilled I iqu ids , picking up any ob-let ts on the floor, closing drawersand doors,, putting tools in the right

places

t-

Safety 14

Ob cc t Ives II lust rat lye Behav ior,s

To protect one's selfand others at school

f rom common dangers bydeveloping suitable safety

prae t Wes- -«;nt inure

To pract ice safety in

the community

To practice safetythe home

1

Part ic 'pates in school emergency drI I Is:

displays recognition of the fact that

each is responsible for his own safety

and f Or the safety 01 others

llse4 safely simple' tools, such as a

hammer, screwdriver, and scissors;,shows care when us ing tools with sharp

point s or edges

Learns to be a safe pedestrian by us-

ing crosswalks, responding to traffic

signs and signals, recognizing and

us ing the he 1p of the cross ing guard,,

observing the flow of traffic and cross-

ing only when the way safe

Pract ices suitable taut, , and safety

in responding to strangers

Observes common safety rules for rid

ing in publ is and pr ivate veh lc les

Recognizes t he word POISON as a con

f igural ion. avoids dangerous and poi-

sonous substances recognizes medic ine

by label and appearance knows self

le. age is dangerous

Recognizes and obeys the safety rules

for the use of power appliances IIkely

to be' available in pupils' homes, such

as washing mac hine, TV, ha ir dryer,,

portable heater

Practices safety rules for cooking,,

iron ing, carrying hot things,, pour ing

warm hyoidsids

Practices the rules of f ire prevent ion

in careful handl ing of matches, keep-

ing away from fireplaces and campfires

, Prevents falling accidents by putting

away toys: avoids the hazards of climb-

ing to high places

Knows h.lw to deal with animals and petsenjoyably, recognizes the differencebet ween h is own pet s and strange pets:between tame and wild animals

learns to seek help when he is hurt,

rather than to at tempt self- treatment

a

13

Strengthening the AbilitN to Communicate

lommunitation skills povide one of the major avenues for the

trainable mentally retarded to develop self-awareness, social

acceptability, and ways of living as abundantly as possible

withih their environment.

Language is an es sent tal tool for carrying on interpersonal

communication. ' The young TMR child communicates his wants and

needs through many physical gestures which may be accompanied by

sounds. As he acquires oral language, his opportun.ities for

widening his'experiebees enhance his total development. Oral

language can bring about a greater satisfaction in his social

experiences' and increase his efficiency in dealing with things

and people in his environment:

The total curriculum should emphasise the development 0 speech

and language as a primary goal. This goal should permeate every

school activity that touches the clay -to -clay life of the pupil:

Ways of stimulating him to hear language and sound, to use

language and develop language concepts, should be planned in

every experience.

The entire atmosphere of the school should encourage the pupil

to hear and use language. The climate needs to be friendly,

accepting, and understanding. All school personnel should take

part in the language development program for the trainable

mentally retarded.

ObjectivesIllustrative Behaviors

In develop the capac ity

to observe

Responds tn listening situations by

watching the face of the person who is

speaking, by.turning toward the source

of sound, by stopping unrelated activ-

ities by using musical rhythms as a ,

bas,is for body movement

Matches shapes, colors,, SFICS:, identi-

fies the same thing in a different en-

irOnment,; sets a new thing not present

before

Fakes things apart and puts them to-

gether: identifies by touching such

details as smoothness, softness, round

ness, coolness

Identifies food in the cafeteria by

its arma;, chooses food by taste; asks

for salt or some other condiment;, in-

dicates preference,, of taste or smell:

recognires scents of grass and flowers

on a walk

tommunicatinn

Objet t ivies Illustratise Behaviors

To develop the capacityto observecontinued

To obtain enjoyment andmeaning from listening

To commun is a t e needs

and ideas by speaking

to recogn i/e and use

printed or written symbols

Focuses the' several senses upon per-ceptual taskS: identifying objects:recognising locations and directions:,arranging things into groups accordingto likenesses:, choosing the right tool

for a job;, acting on an alternative,,such as which juice to drink at snacktime

Responds to everyday sounds in the en-

vironment: bells, horn 'of the schoolbus, one's own name; identifies soundsthat 'are alike and sounds that aredifferent .

Enjoys musical rhythms; accompaniesmusic with a rhythm instrument; enjoysgames that have clapping patterns:loud and soft slow and fast

Listens to the telling or reading ofstories and simple poems

Communi cites through gesture, body con-

tact, verbal sounds;, imitates the,speech o others, even if only by par-i

tial w)r s

Uses name or as many t ngs in the

environment as possibled velops ideasand w.ords to a greater 'gree by re-

porting a happeningi tel s a story or

dictates material tor a experiencechart; contributes to sharing time*

Uses language in social and work ac-

tivities, is able to use the telephone

Recognises cautionary words, such asSTOP,, DANGrA, POISON:, recogni/es hisname,signs on restrooms,, traffic Signs;

knows numerals on the door of a room,on a clock face, in a brief street addresg

Recognises necessary labels for a job

activity:: knows a short sequence ofthe alphabet as, for examThe, A, B, C,D, when used as a sorting device

Recognises some common food labelsnecessary to simple food preparation,such as the word soup,, mi 1k,, eggs, etc .

Prints name, address`, and other per -,,,

sonal data

IT

D. Developing Time, Space, Measurement,, and Mdliiy Concepts

Though the IMR pupil may use few symbols beyond the basic

numerals: some of the Fundamental concepts related to time,

space, measurement, and money are essential, to him.

The awareness of time and the ability to be on time are of great

importance in our culture. The TMR pupil who is reliable about

being on time and using time constructiely has mastered one

yital element for successful, productive' living.

If he is to move freely in his environment, the mentally retarded

youngster must hale locational and directional awareness. lie

must percelye ihings and people around him with sufficient accu-

racy so that he does not collide with them. It is this kind of

awareness that enables him to go about his neighborhood inde"-

pendently, that permits hiM to participate in act iities on a

playground.

Perceptions of space, sire, distance', and speed serse not only

as elements numerous %ocational ac, tivities but are part of

the enjoyment of sports and games. They ontribute to self-help

skills and ari basic to dancing and crafts experiences. the IMR

youngster who can judge the speed of moying yehicles well enough

to avoid being struck by them can live far more safely At hap=

plly than the person who must always be accompanied

The indiYidual who can count, handle small change independently,

pay Aor a simple purchase, dial a phone number successfully, aild

use numbers with meaning in similar uncomplicated situations has

numerous doorways open to him.

Ibus, he 1MR pupil has need of a highly flexitile program that

will de%elop, through concrete experienies and the handling of

illustrative objects, as 6any basic concepts and skills as possible.

Objectises 1 t rat lye' Behaviors

lo learn loc at ional and

directional skills

Io develop an awarenessof time

Responds accurately to far, near: thts

war, that uay: low, high:: up, down:,

top, bottom

toes on errands that involve dire(

tional understanding in order to carry

them out

Identifies gross meastfres of timez

.time' for breakfast, lunch, dinner, in

sequence: time for the bus:, time to

get up, bedtime: daytime, nighttime

Uses a "Study Clock:. to learn time in-

tervals hour, ha f blur, quarter hour

1

lune'. Spit( ,, Measurement I is

Obit , t it es Illustrati7tliatiors

10 deelop an awareness

of time--continued

To de),elop perceptions

of shape, sire, measure-

ment

lo use and know, t h t'value of small coins

4P

lo use and obt a in mean-

ing from numbers asindi%idual abI1 ities

permit

OSes a calendar: recognires days, weeks,

months: indicates awareness of past,

present, itutuc by using calendar to

identify important days: holidays,

birthdays

Uses clocks and c4lendars to Ind ate

when something w'' I happen:, t show

when something d happen: 'uses the

calendar and the clock face lo recog-

ni/e numerals and to count

learns to rt.1%e on time

Ilecogni7ey-qhirk, thin; long, short:

big, ltttle etc.

Measures with reasonable accuracy liq-

uids and solids, As for a simple cook-

ing recipe; measures materials in

workshop e\perience

Recogni/es shapes: round as an orange,

a ureic on the playground, a square

table a straight line

Identifies coins hr name and by their

cents valuers pays for milk at snack

timej rkor lu in the cafeteria: makes

change in play actii-ties of shopping

in a store or eating in a restaurant

knows own telephone' number, dials own

number:, writes numerals, as in address

or phone number

(mints a group of obiects

Understands the meaning of one half

1. Ornloping Homemaking Abilities

Man) e\pciienc,, in the livid of homemaking Feglp thi" IMK pupil

to acquire' skills that strengthen his role within his

rcinforee his achi,ing of independence through self-help, and

re%eal possible No( at !final capabtllttes. V`erforming,uSr U4

household tasks not only (ontribuvs to feel ings of worth and

a« WV I lshment but also serNes to in( [-case resp4rnsible soe lot

be haci

Basle to the philosophy underlying the teaching of homemaking is

the ofivortunit) to become an integral part of home and 'community

life by learning to accept and to be proud of responsibility.

Obje(toes Illustrative Behaviors

7o declop warmthf ami relat wish ips

11) lit t' op a r

es relat,rd both tohomemaking and to pus-

s 'bleb emp men!

Extends to home situations the use of

social amenities and courtesies de-

I:9)

%eloped in Neff-care an( 'n relating

to other,.

(arcs for younger members of the lamily

(Ares for family pets

1\tends numerous skills by acting as a

liIper in the lamily

Prat I it es housekeeping skills= ranng up alter eating :, washing and put-

t ing away dishes vac uum or broom,

dust ing poi ng : making beds:, ( leanng refrigerator, ( upboards drawers,

taring for own room

De'veops skills of washing. ironing,bolding, putting away linen, putt ing

clothing on hangers

knows the Narioas aspects of meal prep-

aration and serving. menu planning,

shopping for ,oceries, cooking simple

meals, setting table, serving food

Ixtends..skills of caring for clothingto doing simple mending, sewing on but-

tons: Making simple objects, stith as

dish towels, pillow sl:ps

DeNelops yard (are skills: weeding,

c'uttrng lawn, sweeping walks, trimming

i . Developing %twat tonal Abil it ies

I he pi eot. at tonal t ing program too IMK youngstt rs has grown

out of the need for these young people to hase some prep3rAtion

in oc a t tonal t raining attitlties prtoi to the ir enter ing super-ised employment. Ihts training unities all other aspects 01

Ow T.% program and helps pups is to be more aware of t he kinds

oflshifls t hat t hey will need as they enter a she t ereti workshop.

The fact t hat t hey must Complete any task undertaken challengest hem to greater effort. fhe occupational training program shouldhe suffittentfy demand ing upon them so t hat t hey wi I I strive tobring all of their pre\ toils training into lot us.

Prevocational training is not , in and of itself, an ultimategoal; ratfrer it is an. appr oat h to further understanding by the

filt youngster of what he w ill be doing ::hen he leases the st 1,001.

As pre% ot. a t lona I exper lent es enable TMR south to bring richerhat kgrounds to the workshop., bet ter and mor, sophisticated pro-grams will c%oke, for as pupils improse an progress in tit upa-

t tonal training, the workshops can establish higher goals andprepare the 1MR youngster for a lesq dependent I ife.

Obiet t ties I I lust r,at ie Behas 'ors

lo build a bat_kground ofattitudes, skills, andabilities leading to o( -

upa t Iona} e\periencis

o des e lop ac ioa tntant .

with o« upa t ona I t asks

I\hib is punttuaIitt, de pendab it\ ,se I f -c en I idente. tpr ide of at (imp!

men t : listens to and 101 lows direc-t hens,, c omp lutes. t asks

works well in sma I I gr )ups and onteams. assist s others to learn worktoutlites

art's for ass igne d tools and materidentifies and uses s imp le hand tool s

Recogn it s and tompares objet ts:- workswith Sl issors. but t on .; ppers ;, pre-pares work for display_

Par t 'pates in a range of e \ per ien«.s«immonly Ioend in a sheltered workshop,sorb as match ing 'dent f y ing , sort I ngby slit.. or color: distr :but ing miredhardware in mullmulfin t assembling of"mPlc "b1c( Is:, putt ing 1 ids of ari-oti.., r 'ars, c alts, S1 illing Oast it bags:, «iunt ing s,ar ionsohlert5

ional \bil it ies

t ties II lust rat i\e' Iteha% iors

to dt%t lop at qua t an( e

th occupat iona 3 sks --

I ont inc. 'II

I e aint anc

with an oc upat on.1 i

en ironmert

Does col gat tog., stapl

weighing: stamps ene lopes stamps

books. uses a heat sealer I p epare

mater ials for shipping

Has numerou.. e.per iences in a sr hoc!),

,hop, as asai lable, doing mcasuring,

wood finishing:, sanding, ,,taining,

polishinv part lc ipates ti assembl;,-

1 the prole( is in a shop:, in scme cases,

uses tools to make a simple project,such as a shoeshine bo\ or a !lame plate

t s a sheltered workshop:- through

home cooperation and part lc ipat

sees se era( situations that par-

ents ma!, be a«tuainted with later

placement

Part lc pates in a work e \per ience pro -

ram t.) us ing opportctntttes to perform

houehold tasks in homes of others, do

.Tird work, c are for a garden, it .

.4)

APPEND! X

41lo

LFGIL PROAISIONSConcerning Curriculum Development and Adoption of

a CouTse ot Study for the Mentally, Retarded

()c(tIon 160 is added to thi Education Cede, to rcad.

the Superintendent of Public Instinct:on shall recomwend, and the

State Board ot Idutiat ion shall adopt ht September 1, 1967, gene-al

guidelines lor use h school districts and county superintendents of

schoo14, in the dutelopment of currifulum ,and the' adopt ion of course'-

of studs for the spec ial instruction of mentallt retarded minors

enrolled in public sfhools as defined lit Sections 6902 an,d 6903 of

this code. The Superintendent of Public Instruction is authpi l'ed to

emplot on d part-time basis curriculum specialists to assist in the

detelopment of sufh guidelines.

Section 7551,1 is added to said code, to read,

fhe gokerning board of any school district sith moic than 8,nno

pupils In accrage dailt attendance shall prescribe and enforce in the

schools cour,?u of ',tilt for mentally iutardkd pupils as defined bt

Sections 6902 and 6903 of this code.

Section 7534 IS to ( ode. to read.

lath coon hoard of idu( at on silo I 1 presc r the and Cr i or( e' a count'tour ,s (10 for mentally ref ardod pont;s a> coined to Sir t togs

6f10::* and rti' of this code. Such ( n I ) otltse of stud' shall lit

used in spec edit( at Ion programs for nent31 It tarded pup 11s con-

ducted ht the Aocntt superintendent of schools and in school dis-

tricts,with an ,-i.ciagc dalit attendance it 8,(100, or less.

the count} u r int linden of srh((o :'s or a ountt A JIii morn thanlo.000 pupils in aki rage dailt iticndaf,cf shall rmpl0) at least one

full-timf cfifil Holed person to oordinate a:tititis intuited in

the preparation. .0bption, recision, use and inforcument of a course

eit stud' for me6,taH retarded pupils in sfc lai schools and c lasses

f find fu fcci ht thi ountl super irti adent and h school districts in

which th( counrc i('Lise of stuck is reduired to. be used. H0 minimum

proles, itinal re,:- tit mint No empio)rert In such posit ion shall be the )

'11,111+11;2 of a tt 3( htng ( (II lit to! with Outhortiat ton to teal.th, I) r rr

out ho,,rd .1:11 at ion ot.n th 10,000 or less pup

a%( rage d3lis IrtcrAkin(r. or th ,,focurning hoard of any 'school cis-

trift Alfh an 1\f tafyi dal it attendance of molt than ,4,0i1(1 mat «foot r,

a t a mitt sdp r t enden of (hurl)s of h11 OW) or more pup)

in 3erage da r he dill ,,pifi,nt of a ( our st itt or m e a t at l t di it pupils edit( I hem

Section 182116 of said code is amended to read:

A No allowance shall, be made under Article 12 (commencing with Section

18152), or under this article for the education of mentally, Chtarded

minors in special schools and classes which do not comply ,with stand-z,

ards established by the State Board of Education; and beginning with

the 1967-68 school year such allowances shall not be made to any

school district or county superintendent of schools not in compliancei

with the provisions of Sections 7551,1 and 7554 relating to thc adop-

tion and enforcement of a course of study for mentally retarded minors.

et

SUG

GE

STE

D F

UR

NIT

UR

E A

ND

EQ

UIP

ME

NT

LIS

T

CLASSROOMS FOR TRAINABLE MENTALLY RETARDED

MINORS

IN THE PIBLIC SCHOOLS OF CALIFORNIA

.

,

Item

1MR Children

(. k. 5 to

11 (1ppros.)

Maximum Number

in

( lassro-om -- 12

1MR Children

(.A, 12 to

16_ (Appros)

'

Maximum Number

in

( lassroom -- 12

'

1MR

( hi la ren

-

CA. 16 to 21 (\pprco..)

Maximuit Number

in Classroom -- 12

Item

Suggsted

Number

Suggested

Item

Suggested

Number

Suggested

, Item

Suggested

Number

Suggested

1.

\guar rum, 15 gallon,

with Lir-

culatIng pump

k1

k

2.

\uto harp

k k

1\ii

k:3.

Balls (all sizes)

4. Bean tags

-k

5. Bed, single,, with box springs

and mattress

1

6. Bench, work, 2- place. with ekes

and storage area (optional

in

lieu of

item #7,

\I

7. Bench.work,4-placc, with ises

and storage area (optional

in

Iteu of Item #6}

k1

.Blocks, building, set, hollow,

large, and storing cart

9. Board, ironing, portabie

k1

'0, Cabinet, filing, 4-drawer, with

lock, legal

k1,

k1

11

Cabinet, tool, wall -type (op-

tional

in lieu of #44)

k1

12. Cage, pet

-

Item

1MR Ihildren

(,%, 5 to 11 (lpprox.)

Maximum Number

in Classroom -- 12

1MR Children

(.4, 12 to 16 iXpprox.)

Maximum Number

in (lassroom-- 12

1MR (hildren

C,A.

16 to 21 (Approx.)

Maximum Number

in (lassroom-- 12

Item

Suggested

Number

Suggested

Item

Suggested

Number

Suggested

Item

Suggested

Number

Suggested

13. (hair, occasional

14. (hair. small slie, rocking

15. Chair, teacher's

\1

16, Chair, teacher's side

\9

\2 -

'

17. Chairs, adult sire', rocking

X'1 12

X1

19

\1

1'

18. Chairs, pupil

19. Cots. resting, stack 1.),Te, xith

plastic

overs

-

20. Cutter, paper, safety. 18"

1

21. D(Nan, upholstered

\

22. DiNiders, room, mmable

X3

3

23. Dresser, single

1\

I

24. Dryer, automat ic, electric

\

25. Laseis, large, double

_'

26. Cducational furniture, set

\

27. Flannel board, large

. Xt

\

1

28. (.rooming supplies -- nail clip-

per, curlers, etc.

29. Hair dryer

30. Hamper, clothes

X1

X1

31. Instruments, set, rhythm band

\1

X1

1

32. Iron, steam

\41

\

33. Jigs

.X

\

34. Camp, table

X1

\

35. listening post

\

X36. Mats, floor (resting, tumbl)ng)

37. Mirror,

large

wall, Leeled

ec:ges

XX

X

Item

TMR Children

C,A. 5

to 11 (Approx.)

Maximum Number

it Classroom-- 12

1MR Children

C.A.

12 to 16,(Approx.)

Maximum Number

in Classroom-- 12

TM-R Children

C.A. 16 to 21 (Approx.)

Maximum Number

in Classroom-- 12

Item

Suggested

Number

Suggested

Item

Suggested

Number

uggested

Item,

Suggested

Number

Suggested

38.

Mixer, food

X1

39.

Organ, electric,

small

N1

X1

X1

40.

Piano

X1

X1

X1

41.

Playhouse furniture

42.

Projector,, combination

slide-

filmstrip

k1

X1

X1

43.

Punch, three-hole, adjustable

k1

X1

X1

44.

Rack, tool,wall type (opt

ional

in lieu of #11)

'

X1

X X

1 1

X X

1 1

43..

, -..-

Record player, radio combina-

tion, 3-speed,

witli

earphone

lack

.

46.

7.

Refrigerator. regular

X1

X1

Rocking boat

X1

8.

Rug, living room

X1

X1

X1

9.

Rug, throw

X1

X1

50.

Scale, bathroom

X1

51.

Screen, wall type

X1

X-

1X

1

52.

Shoeshine kits

XX

53.

Sleeping bags

.

X1

X1

54.

Stand, butcher paper,

with

tearing guides

X

1 1

X X

1 1

X1

35.

Stand chart

56.

Stapler

X1

1'

X1

57.

Store, gas or electric

X1

X1

'

58.

Table,bedside_X

X-

1 le

X X

1 1

39.

Table, coffee-

60.

Table, cooking

X'

1X

1

Item

(

TM

R C

hild

ren

,\,.

5to 11 (Approx.)

Maximum

Number

in

1 lassioom--12

1MR 0111drvil

(.A.

12 to 16 (Approx.)

Max

imum

Num

ber

to (1 ass r'uom -- 12

TMR Children

C,, 16 to 21 (Approx./

Max

imum

Num

ber

in C

lass

room

--

12

Sug

geitem x

t c d

\umber

SuggeS-14:11

Item

Sug

gest

ed\ t

imbe

rS

ugge

sted

Item

Sug

gest

edLu

mbe

rS

uggc

's le

d

61.

1 a

b I e

.,d

) n

) n

g ,

wit h

8c

h a

i r ~

(with

ext

ra le

ases

)\

1X

1

62.

fable, end

,X

1

63.

tables, pupil stations

\X

X

64.

lablex, work, Stain resistant

tor_

1X

A

X.

6'S.

rape

rek

ord

er\

I\

1\

1

66.

tele

phon

etraining

set ,

, dia

lte

letr

ainc

r1\

I1

67.

Tel

ex is

ion

set

\.

\.

X

68.

toas

ter,

ele

ct r

ic,

auto

mat

lcX

66.

I o o

I s

,se

t,,

gard

enin

g;.,

h a

n d

( h

a n

dm

o w

e r

,ed

gers

, rak

es,

cl ip

pers

, tr

imm

ers,

etc

.1F'

XI'

X1

0 .

toys

, woo

den.

she

ett t

pc

( st

urdy

I'

\1

7,

[rat

1 lc

sign

sX

1

72.

'rain

ing

whe

els,

set

(for

laic

t c

1)1

X1

N_'

73.

I r 'c

ycle

, hea

ty d

uty

\_"

74.

X a

cuum

cle

aner

, tan

km

odel

X1

.st

1

75,.

Hag

on, h

eavy

dut

y st

eel.,

larg

et3

4"\

16"

bodt

1.

ot e

rs li

edso

t id

rubb

ert

i res

X9_

76.

Has

her;

aut

omat

is,

elec

t r is

X1

X1

77,

Aliv

e lb

arr

ow ,

heat

} du

ty,

stee

lbo

dyc

,1

-X

1

78.

Ahe

e I b

a r

row

,m

ediu

m,

stee

lho

dI

1X

1

1. Special educational

planning is necessary for classes

having a wide age range.

Items of furniture and equipment

which most adequately meet the

needs of the local program

should be selected from the

total list.

Areag for home

living experience should be

provided all children age 12

or older.

Suggested items for home living areas:

a. Kitchen Area

stove

refrigerator

cooking table

counter

popcorn popper

ice-cream freezer

toaster

mixer

cooking ware

cannister set

dryer

(A.).

Ci)

b. Dining Area (Dining Room Set)

table.extra leases

chairs, 8

table linens

buffet

electric cam opener

iron (steam)

ironing board

dishware and silverware

utensils

washer

c. Living Room Area

divan

lamp

coffee table

occasional chair

end table

rug

television set

d. Bedroom Area

single bed,springs, dresser

lamp

mattress

bedside table

throw rug

linens, blankets

e. Bathroom and Grooming

Center

toilet facilities

medicine cabinet

bath tub with shower

large wash basin

large mirror

small storage cabinet

2. Certain aspects of the

educational program must be

incorporated in the cost of sitedevelopment for example,

gardening area, hard surface area,

lawn area, tan bark or

sand.ptt area, fixed playground

equipment, steps, walk-

ways, and platforms.

Outside drinking facilLties

and

hydrants should be included in

the basic plan for the

building under general construction.

a. Gardening Area

water lines

hose or sprinklers

walkways between plots

b. Car Wash Area

Black-top (well draining

area for car)

hoses

c. Animal Yard

automatic watering dish

fixtures

fenced-in area

animal shelter in yards

d. Playground Area

balance board

swing

slide

tether pole and ball

objects to crawl up, down,

over,, under, inside

training steps

tool lack

garden cart

gardening tools and supplies

Cabinets to hold:

rubber hoots

cleaning supplies

vacuum

chamois

buckets

sponges

hutches

storage area for

feed

and

supplies

itingle gym

picnic and or work tables

bowling pins and bowl

sand box and toys

black-top surface

f.(.1,r rolling

toss

29

BIBLIOGRAPHY

Antey, John W. Sing ana Learn. New York John Day ('o 1965.

Supplies simple songs and rhythms that involve basic lessons for

retarded children,

Baumgartner, Bernice B. Helping the Trainable Ventally Retarded Child.

New York; Teachers College, Columbia University Pr., 1960.

includes assessments of the child's abilities, scheduling for in-

struction, environmental needs, appraisal of pupil growth, program

evaluation,

Beasley, Jane F., Slow to Talk New York; Teachers College, Columbia

University Pr., 1956, %.1e

A guide for parents and teachers of children with delayed language

development :, includes both the educational and the home setting.

Carlson, Bernice, and David R., Ginglend, Play Activities for the

Retarded Child New York:: Abingdon Pr,, 1961:

Includes the role of play, imaginative activities, follow the leader,

choral speaking, games, handicraft , music.

Davies,-Stanley P., and Katharine G, Ecob. The Ventall., Retarded in

Society. New York: Teachers Colle'ge, Columbia University Pr., 1959.

Describes historical background from which pResent methods of caring

for the mentally retarded were developed ;, presents information about

modern practices and future needs for an adequate program.

paviti, Joel R., aad Other). Terminology and Concepts in Venial

Retardation. New York: Teachers College, Columbia Uniersity Pr., 1964.

Inc ludes etiological terms,classification by degree, educational

terms. diagnostic consider-ations.

Dunn, Lloyd M,, and Others (eds-.), Exceptional Children in the Schools

New York;, Holt, Rinehart, & Winston, 1963.

Includes chapters on the trainable mentally retarded.

Engel, Rose, and Others, Language Development Experiences for Young

'Children Los Angeles: Department of Ixceptional Children, School of

Education, University of Southern California, 1966,

Suggests many experiences and activities for language development;,

includes aids in program planning, the role of the teacher, equipment

needs,

Francis, Robert J., and G. Lawrence Rarick. 'Motor Characteristics of

the Ventallv Retarded. Cooperative Research Monograph No., I. Washing-

! ton, 0., C: U., S. Government Printing Office, 196(1.

Investigates the level of motor (unction in the mentally retarded

and relates this to intelligence,

Ginglend, David R., and W. I. Styles (comps:). Vusic Activities for

Retarded Children Nashville: Abingdon Pr., 1965,

Designed to assist in initiating a developmental music program for

retarded children.

30

Kirk, Samuel A Educating Exceptional Children Boston::, Houghton

Mifflin (o., 1962,Contains two chapters on educating the mentally retarded.

, and Others. You and Your Retarded Child New York:,

Macmillan Co., 1.35.

Intendedrprimaril for parents, but useful as an overview of the field.

Molloy, Julia S., Teaching the Retarded Child to Talk New York: John

Day Co., 1961,Designed for parents and teachers of very young children who have not

started to talk or who talk poorly, Includes a chapter on helping

mongoloid children.,

, Trainable Children, New lurk:, John Day Co., 1963-.

Discusses curriculum and procedures for special classes.

National Association Tor Retarded Children, Committee on Vocational.

Rehabilitation and Sheltered Employment., Sheltered Workshops for the

Ventally Retarded New York": The Association, 1954.

Includes responsibility of public schools to prepare retarded youth

for economic and social

Perry, Natalie, Teaching the Ventally Retarded Child New York:, Teach-

ers College, Columbia University Pr-,, 1960.

Discusses curriculum and details of the classroom program.

Pollock, Morris P. and Miriam, Vew Hope for the Retarded Boston:.

Sargent, Porter, 1953.Describes obicc fives and methods used in a school for mentally re-

tarded children,

Robins, Terris, and Jennet. Educational Rhythms for Ventally Handi-

capped Children. New York: Hortion Pr 1965;

Offers practical applications of rhythmic materials.

Rosenzwig, Louis 1 and Julia Long, 'Understanding and Teaching ti.e

Dependent Retarded Child Darien, Conn.: Educational Publishing

Corp 1960Contains many suggested activities for 1MRs.

Willey, Roy De ., and K, B. Waite. The Ventally Retarded Child.

Springfield,; 111,:- Charles C. Thomas, 1964,

Includes causes of retardation, education,, and traini4)for

retarded, a suitable crnironment.

Williams, Harold M, Education of the Severely Retarded Child U, S.

Office of Iducation Bulletin No. 20. Washington, U. C. 41. S. Govern-

ment Printing Office, 1961.

Identifies characteristics of the Xrainahle mentally retarded and

discusses thr curriculum for these pupils,

A

INDEX

Appret tat ion of efforts, 1Ar t , S-9

for 1( st bet it st nsat ion, 8,, 9

fur self-e\pression,fur sensors-motor iralning

Altitudes tossard others, s

co( 13 I k achle. 1, 1 1. 10, 20

ANA!' 11V, S

Of LIF11 Is member sh ip 2' 'I.of }twat ion 4, 17

of measurement,,of name and address,, 9of persons and things, 0of physical character1sttcs,, 2

of school as soc i 2

of [me: 17- IS

fiehas curappropriate to 44. c ton, 10appropriate to group,. 2socially ac ep tab le 1 ID 1 I 13ng on t me , 17, 20

Body image,, 4-3

**.

11

1 am 1 s . hool t omrrun Its s

ommon proc edu re'scommon under st and trig ssuitable behav t o r s n 12-1 1

I ramessork for coot ent v

frames, 7 I I, 13, 113

,34t,fr ofJour ;(- Of ..7t1141N q-.? t s

(,oats, s I,, 2 3, 4 -5,, ,; 10- 1 I

12-14. IS- 11I, 17- IS 19., :A-21l,rossing N It hin t he ens i ronment 10

Growthin cooperation, 10in Intl tatise, II, 12

pleasure in, 2

Health habits, 3Help

accept an( e ol ,, 2

or ot hers, 2. 19, 20

in emergent les 12,, 14

lloniemal. trig abilities. IS, 19

(alit orn t a hate Department of hint at ion. 4ndependent 3, 11, 15-pi., 17- IS 19-20

vi Instructional materials, si

ommun 'cat ion, 15- IntegrationCummun t am I hoo 1. s

into family ante c (117IMUT1 I t e s 10

common procedures, sinto tit-rei school program, s

common understandings,, s Interact Kith others, 10, Ili 12

suitable be has tors in, 12-14I onceptv, time, spa( e-lic asurement , I anguage development 13

17-18learning impairments,,

( ()opt. rat Ion 1 lin 1 at ions, at ( epiatur o 1-2

child-group, 19I ist ening

in ssork and piss,, 19-11 to language, 13- fti

tear her - parent ,, s ,,music , Iii

curd Ina' ionhand-ese 5, ,1

Manners,, 19, 19

phssu al, 4, 3 h, Membership in groups, 1, 2, 10, I I, I.I, 29

I rat t s,, 1.1Montt , 17-1S

real is Is 4,1 teacher, vMotor «ml rol 4, 7, 1)

Mu\

Developing as an indis 'dual 1-9 t or se I f -rxpr s on 1)-7

r, 1nftrt I 4 '*!,L r listening,. 6-7M. R * ? ! r hs t ins t r ',men t 5, 13,7

411r, r to ,b; t singing,, 13-7

Dess lopment al steps, 4,

Directions, response to, 10,, 29 Neatness, 3

IiisahiIities, vNumeral s 18

Dist r cml nal ionouditon. 2isual, 8-0, 14, 1--(-1h,

Dying tor otter r I. 11, 12' 19

1 mut lona: rya( t 1 6 It

I rls: 1 1 on me n , I, 1 ici

Obedit nt c' to, rill , II(lb t isrs, s t., 2,3, 4-'1, cc - 7 4,,

12- 14Misers I ,, 13 - 11(, 18

0«,upat ',mai training, 10, 19, 20-21Oserprotec t iveness 3

Parent educat ion,Pirtlelpation

in games, 11; 13

in Ind 'dual at t 1% it les. 12-.13, 19,

20-21Pat r lot ism, 12

Philosophy, tt,, 19

Praise, recognition of.Pr ide

In accomplishment, 20in complrtton t(f task, 1), 20

in em ironment . 11

fo* tot T. it- 0)!0 Me'tat:yRP Larded 1 r ,7; it '.,rrt 7 Fubltr

hnoi' VI

Purposes, % 1 , 2, 3, 4-1, 6 -7., 9. 10 -11,,

12 -14, 17-16. 17-1S, 19, 20-21t.

Reading,, 16, 17

Recreation. 5, 7, II, 13

Residence schools,Rewards, 1, 8

Rhthmsfor emotional release, 6for motor c °ordinal ion, 3, 6,for social adaptation, 6

Rights.,of it hers,, 10

pr tvate-xproper tti Rol e in Iamilt, 1, ", 19

Sat et% 12-14, 17

School,, f ami is , communi tl,,ornmon pro( edurt. s ,

Sc hoot, f aril I Is,, «IMMUn I I - nued

ommon amlirstandings,siiitable hi has tors in, 12-14

Sc ope and se Tien«. S I

Self -awarent ss 1-3

and communication, 15

and motor ski I Is. 4Self-( are ,Self-concept s , 1

Si' I f -cont rol 11. 12-14Se 1 f-devaluat ion. I

Se f -he I p . 3 . 19Sinse of identity,, 2, 3, 7

Sens,ti5its, 1

Sex heha tors. 2, 3Social respons 1 t). 10, 13-14, 1(1

Skillsat mealtime, .1 19commun lc a t I on 11- Ihhome maintenance. 14

in personal care,, '3, 19

prcSoc at lona I , 4. 20sensor -motor . 4,, 5, 1,-7. 8

7 13Speaking, 16

mho Is. written or printed, 16

.10

32

Toots, care and use of 11 14, 16;. 20,

21

work tper len( 4., 3. In, 211-21workshop, she, I tered 211-21 pwriting, Ii

A