This article describes successful uses of ceramics in educational programs of broad application to handicapped and gifted children. It discusses the value of such programs for the social, emotional, and mental growth of the child, with emphasis on applications with retarded children. The thesis is that the versatility of clay bodies as a tool promotes child development in many target dimensions, personal and social, as well as informational. Practical advantages, such as low cost and availability, are also described.
Get full access to this article
View all access options for this article.
References
1.
BailerI.Psychotherapy and other adjustment techniques with the mentally retarded. In BaumeisterA. A. (Ed.), Mental retardation. Chicago: Aldine, 1967.
2.
CruickshankW. M., BentzenF. A., RatzeburgF. H., & TannhauserM. T.A teaching method for brain injured and hyperactive children. Syracuse, N. Y.: Syracuse University Press, 1961.
3.
D'AmicoV.Creative teaching in art. Scranton, Pa.: International Textbook, 1950.
4.
KephartN.The slow learner in the classroom. Columbus, Ohio: Merrill, 1960.
