Curriculum Adjustments for the Mentally Retarded: A Guide for Elementary and Secondary Schools. 2nd Edition. Bulletin, 1950, No. 2

Autor/in	Martens, Elise H.
Institution	Federal Security Agency, Office of Education (ED)
Titel	Curriculum Adjustments for the Mentally Retarded: A Guide for Elementary and Secondary Schools. 2nd Edition. Bulletin, 1950, No. 2
Quelle	(1950), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Secondary Schools; Vocational Schools; Guidance; Mental Retardation; Urban Schools; Rural Schools; Intellectual Development; Day Schools; Residential Schools; Elementary Schools; Special Education; Residential Care; Student Adjustment; Curriculum; Science Education; Art Education; Mental Health; Physical Health; Educational Experience + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Sekundarschule; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Beratung; Geistige Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Mental development; Geistige Entwicklung; Day school; Halbtagsschule; Heimschule; Elementary school; Grundschule; Volksschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Curricula; Lehrplan; Rahmenplan; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Psychohygiene; Gesundheitszustand; Bildungserfahrung
Abstract	Mentally retarded children, as here defined, are those who because of poor intellectual endowment are unable to cope, with the standard requirements of regular grades. They are in particular need of special educational services planned for intellectually subnormal children. These include approximately 2 percent of the school population. Some children are so seriously defective in both social and intellectual development that they may need to have the benefit of residential school care. Others are much closer to the border line of intellectual abnormality. Both of these types, as well as the intervening groups, are found in special schools and classes and sometimes in regular classes. All of them are included among the seriously deficient but educable children in our schools and institutions. Whether in a regular or in a special elementary class, in a city school or in a rural school, in a regular secondary school or in a prevocational or vocational school, in a day school or in a residential school, the basic needs of these children are the same. Adjustment should be made in accordance with the limited capacities which they present. In whatever segment of the school system they may be found, they all call for sympathetic understanding and intelligent guidance. The function of a traveler's guide is to lead the way, to point out the dangers of the road, to call attention to the beauties of the landscape. But he takes not one step for his companion. The traveler must use his own feet, his own ears, his own eyes, if he is to fulfill the purpose of his expedition. It is this function of guidance which it is hoped the present publication will perform. It does not offer a curriculum ready-made, nor even part of a curriculum. Rather its purpose is to present the fundamental principles involved, to point out desirable bases for the selection of curriculum content, to suggest a variety of activities in keeping with these bases of selection, and to illustrate how such activities can be coordinated into units of experience. Individual sections contain footnotes. [Best copy available has been provided.] (ERIC).
Anmerkungen	Office of Education, Federal Security Agency.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10