Classroom Techniques

Abstract

Sandy Alper, Ray DeNeve, and Paul M. Retish discuss a work-study program which was initiated to provide a real-life experience for educable mentally retarded students attending The John F. Kennedy High School in Cedar Rapids, Iowa. The lab offers a school without walls and its purpose is to ease the transition from school to job.

John T. Wilson and John J. Koran identify a variety of behaviors and material modifications employed by a teacher relative to the adaption of elementary science curriculum materials (SAPA) for use with special education children. Tentatively, it appeared that both teacher behaviors and material modifications tended to increase lesson structure as a means to guide acquisition and facilitate mental integration of content.

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References

Howe, C. E. A comparison of mentally retarded high school students in a work-study versus traditional programs. US Report of Health, Education, and Welfare, Project No. 6-8148, OEG 4-6-068148-1556, September, 1967.

Kolstoe, O. P. An examination of some characteristics which discriminate between employed and not-employed mentally retarded males. American Journal of Mental Deficiency, 1961, 66, 472–482.

Michael-Smith, H. A. A study of the personal characteristics desirable for the vocational success of the mentally deficient. American Journal of Mental Deficiency, 1950, 55, 139–143.

Smith, R. M. Clinical teaching: Methods of instruction of the retarded. New York: McGraw-Hill, 1968.