Education of the Slow-learning Child

Ingram, Christine P.

doi:10.1097/00005053-193605000-00052

Cited by 10 publications

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“…Ever since Ingram's ( 1935 ) pioneering unit technique, efforts to design curriculum for the retarded have been diverted in several directions. Three directions can be readily identified: ( 1) unit approaches, ( 2) task analysis approaches, and ( 3) social learning approaches.…”

Section: Approaches To Curriculum Development For the Educable Mentalmentioning

confidence: 99%

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Designing Curriculum for the Educable Mentally Retarded

Heiss¹,

Mischio²

2018

Exceptional

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Curriculum development for the educable mentally retarded child is emerging from the dark ages. This emergence, although still in its infancy, is significant. An influential factor in the growing concern to provide meaningful curriculum materials for EMR children has been the results of studies to determine the efficacy of special class placement for these children.For the most part the efficacy studies have provided ambiguous results. Kirk ( 1964) concluded from his review of such studies that the positive or negative values of special class placement for EMR children has not yet been demonstrated. Two recent efficacy studies warrant examination to help focus on problems that have developed from assessing special class placement.Goldstein, Moss, and Jordan ( 1965) attempted to overcome deficits present in other studies by examining the interrelatedness of program, methodology, teacher competence, and subject variables. Although some of the results of this research produced equivocal findings, the study did demonstrate that a socially oriented curriculum and inductive teaching procedure produced significant results in achievement in language arts, arithmetic, and social knowledge favoring the experimental subjects. The authors concluded that these results could be attributed to a meaningful curriculum ( Illinois Plan;Goldstein and Seigle, 1958) and to inductive teaching procedures. Previous efficacy studies rarely considered the influence of specified teaching plans and procedures as factors worthy of study.The Illinois study led logically to a second investigation conducted in New Jersey ( Goldstein, Mischio, and Minskoff, 1969). In this study teachers were given training in using social learning concepts as a basis for their teaching. In addition teachers were trained to correlate traditional skill areas with social learning activities. To effect this type of programming in special classes for the EMR, consultants met extensively with teachers in their classrooms to plan and evaluate curriculum efforts. The authors of this paper served as consultants to that project.Our experience in working with teachers throughout the study indicated that our best counsel occurred when questions specifically related to problems of curriculum content were explored. Early in the project we found that our conferences with teachers were vague and often related to problems of classroom management and discipline. At best these conferences were based on random problems. Although teachers were equipped with the Illinois Plan and had been trained to create units I.

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Section: Approaches To Curriculum Development For the Educable Mentalmentioning

confidence: 99%

“…The unit approach began with Ingram ( 1935) who suggested that units be based upon the interests of retarded children, i.e., "the Play House." These units were loosely related to arithmetic and language arts activities.…”

Section: Unit Approachmentioning

confidence: 99%

Designing Curriculum for the Educable Mentally Retarded

Heiss¹,

Mischio²

2018

Exceptional

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“…Rural children, as a rule, do not have such advantages. The methods of admission to special classes, or opportunity rooms as they are often called, vary from one school system to another (6,23,30,44,46). Likewise the qualifications of orthogenic teachers and the nature of the curriculum differ from one state to another.…”

Section: Tests Of Social Competence and Maturitymentioning

confidence: 99%

The child's intelligence.

Teagarden¹

Child Psychology for Professional Workers.

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Machiavelli, in The Prince, written in 1513, said, "There are three scales of intelligence; one which understands by itself, a second which understands what is shown it by others, and a third which understands neither by itself nor on the showing of others." In more recent times Artemus Ward said, "One thought you have born and raised on your own premises is worth a whole orphan asylum of other people's thoughts." These two statements, though years apart, seem to point in the same direction; namely, that independent thinking and intelligence have much in common. Psychological literature of the last 15 or 20 years has contained much discussion and debate as to the nature of intelligence ( 60). The controversial questions as to the nature, definition, composition, and measurement of intelligence need not concern us here. One definition by Meumann (60) has received favorable acceptance by many and seems as satisfying as any. "Intelligence," Meumann says, "is the power of independent and creative elaboration of new products out of the material given by memory and the senses-the ability to avoid errors, to surmount difficulties, and to adjust to environment.

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“…The methods of admission to special classes, or opportunity rooms as they are often called, vary from one school system to anotiier (9,43,63,70). Likewise, the qualifications of orthogenic teachers and tlie nature of the curriculum differ from one state to another.…”

Section: Tests Of Social Competence and Maturitymentioning

confidence: 99%

The child's intelligence.

Teagarden¹

Child Psychology for Professional Workers (Rev. Ed.).

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Education of the Slow-learning Child

Cited by 10 publications

References 0 publications

Designing Curriculum for the Educable Mentally Retarded

Designing Curriculum for the Educable Mentally Retarded

The child's intelligence.

The child's intelligence.

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