http://worldcat.org/entity/work/id/197020019

Curriculum adjustments for the mentally retarded : a guide for elementary and secondary schools

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.].

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