The May 1979 issue of Exceptional Children presented a three-part forum of issues on the education of severely and profoundly retarded children (Burton & Hirshoren, 1979a, 1979b; Sontag, Certo, & Button, 1979). Different viewpoints were presented, focusing initially on anticipated levels of learning, personnel preparation, and locus of educational services for this population. The authors of the article presented here concluded that apparent errors of fact in the three articles merited an extensive, critical analysis. Here, these errors are identified and discussed. The authors' views are expressed on these and additional topics related to the education and educability of severely and profoundly retarded children.
Get full access to this article
View all access options for this article.
References
1.
BijouS. W.A functional analysis of retarded development. In EllisN. (Ed.). International review of research in mental retardation (Vol. 1). New York: Academic Press, 1966.
2.
BijouS. W.Behavior modification in teaching the retarded child. In ThoresenC. E. (Ed.), Behavior modification in education.Chicago: The National Society for the Study of Education, 1973.
3.
BijouS. W.Some clarifications on the meaning of a behavior analysis of child development. The Psychological Record, 1979, 29, 3–13.
4.
BrickerD. Coordinator. Special project application: Southeastern Regional coalition for personnel preparation to work with the severely/profoundly handicapped.Miami, FL: University of Miami, 1977.
5.
BrickerD., & BrickerW.A programmed approach to operant audiometry for low functioning children. Journal of Speech and Hearing Disorders, 1969, 34, 313–320.
6.
BrickerD., & DennisonL.Training prerequisites to verbal behavior. In SnellM. (Ed.), Systematic instruction of the moderately and severely handicapped.Columbus, OH: Charles E. Merrill, 1978.
7.
BrickerD.DennisonL., & BrickerW.A language intervention program for developmentally young children. Monograph Series (No. 1). Miami FL: Mailman Center for Child Development, University of Miami, 1976.
8.
BrickerD., & IacinoR.Early intervention with severely/profoundly handicapped children. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
9.
BrickerD.Vincent-SmithL., & BrickerW.Receptive vocabulary: Performances and selection strategies of delayed and nondelayed toddlers. American Journal of Mental Deficiency, 1973, 77, 579–584.
10.
BrickerW., & BrickerD.A program of language training for the severely language handicapped child. Exceptional Children, 1970, 37, 101–111.
11.
BrickerW., & BrickerD.Receptive vocabulary as a factor in the discrimination performance of low-functioning children. American Journal of Mental Deficiency, 1971, 75, 599–605.
12.
BrickerW., & BrickerD.Assessment and modification of verbal imitation with low-functioning retarded children. Journal of Speech and Hearing Research, 1972, 15, 690–698.
13.
BrickerW., & BrickerD.An early language training strategy. In SchiefelbuschR. & LloydL. (Eds.), Language perspectives: Acquisition, retardation, and intervention.Baltimore: University Park Press, 1974.
14.
BrooksC.An experimental attempt to establish generative verb-noun and verb-adjective-noun instruction following in severely handicapped students. Unpublished master's thesis, University of Kentucky, 1979.
15.
BurkeP. J., & CohenM.The quest for competence in serving severely/profoundly handicapped: A critical analysis of personnel preparation programs. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
16.
BurtonT., & HirshorenA.The focus of responsibility for education of the severely and profoundly retarded. Psychology in the Schools, 1978, 15, 52–56.
17.
BurtonT. A., & HirshorenA.The education of severely and profoundly retarded children: Are we sacrificing the child to the concept?Exceptional Children, 1979, 45, 598–602. (a).
18.
BurtonT. A., & HirshorenA.Some further thoughts and clarifications on the education of severely and profoundly retarded children. Exceptional Children, 1979, 45, 618–625. (b).
19.
CainL., & LevineS.Effects of community and institutional school programs on trainable mentally retarded children. CEC Research Monograph (B–1). Reston VA: The Council for Exceptional Children, 1963.
20.
DrashP., & LeibowitzJ.Operant conditioning of speech and language in the nonverbal child: Recent advances. Pediatric Clinic of North America, 1973, 20, 233–243.
21.
GastD.Personal communication, 1979.
22.
GeigerW. L.BrownsmithK., & ForgnoneC.Differential importance of skills for TMR students as perceived by teachers. Education and Training of the Mentally Retarded, 1978, 13, 259–264.
23.
GunzburgH. C.The education of the mentally handicapped child. In ClarkeA. M. & ClarkeA. D. B. (Eds.), Mental deficiency: The changing outlook (3rd ed.). New York: The Free Press, 1974.
24.
GuskinS., & SpickerH.Educational research in mental retardation. In EllisN. (Ed.), International review of research in mental retardation (Vol. 3). New York: Academic Press, 1968.
25.
HirshorenA., & BurtonT.Teaching academic skills to trainables: A study in tautology. Unpublished manuscript, The University of Georgia, 1979.
26.
HornerR. D.A competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective II. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped. Reston VA: The Council for Exceptional Children, 1977.
27.
Integration of handicapped “on the cheap.”London Times (Educational Supplement), November 11, 1977, p. 9.
28.
IsaacG.Teaching non-verbal multiple handicapped children object labeling. Unpublished master's thesis, University of Kentucky, 1979.
29.
KauffmanJ., & SnellM.Managing the behavior of severely handicapped persons. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
30.
KirkS. A.Research in education. In StevensH. & HeberR. (Eds.), Mental retardation: A review of research.Chicago: University of Chicago Press, 1964.
31.
LawrenceW., & KartyeT.Extinction of social competency skills in severely and profoundly retarded females. American Journal of Mental Deficiency, 1971, 75, 630–634.
32.
LewisR.Progressive interval versus fixed interval time delay: A comparison study. Unpublished master's thesis, University of Kentucky, 1979.
33.
McKenna-HartungS., & HartungJ.Establishing verbal imitation skills and functional speech in autistic children. In LakeyB. (Ed.), The modification of language behavior.Springfield, IL: Charles C Thomas, 1973.
34.
McKenzieH. S.HillM. G.SousieS. P.YorkR., & BakerK.Special education training to facilitate rural, community-based programs for the severely handicapped. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
35.
MillerJ.On specifying what to teach: The movement from structure and meaning to structure and meaning and knowing. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
36.
MillerJ., & YoderD.On developing the content for a language teaching program. Mental Retardation, 1972, 10, 9–11. (a).
37.
MillerJ., & YoderD.A syntax teaching program. In McLeanJ.YoderD., & SchiefelbuschR. (Eds.), Language intervention with the retarded.Baltimore: University Park Press, 1972. (b).
38.
MillerJ., & YoderD.An ontogenetic language teaching strategy for retarded children. In SchiefelbuschR. & LloydL. (Eds.), Language perspectives: Acquisition, retardation and intervention.Baltimore: University Park Press, 1974.
39.
RagoW. V., & ClelandC. C.Future directions in the education of the profoundly retarded. Education and Training of the Mentally Retarded, 1978, 13, 184–186.
40.
RhoadesC., & BrowningP.Normalization at what price?Mental Retardation, 1977, 15, 24.
41.
RobinsonC., & RobinsonJ.Sensorimotor functions and cognitive development. In SnellM. (Ed.), Systematic instruction of the moderately and severely handicapped.Columbus OH: Charles E. Merrill, 1978.
42.
RoosP.Trends and issues in special education for the mentally retarded. Education and Training of the Mentally Retarded, 1970, 5, 51–61.
43.
SmithD., & SnellM. E.Classroom management and instructional planning. In SnellM. (Ed.), Systematic instruction of the moderately arid severely handicapped.Columbus OH: Charles E. Merrill, 1978.
44.
SontagE.CertoN., & ButtonJ. E.On a distinction between the education of the severely and profoundly handicapped and a doctrine of limitations. Exceptional Children, 1979, 45, 604–616.
45.
SontagE.SmithJ., & CertoN. (Eds.). Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
46.
StremelK., & WaryasC.A behavioral-psycholinguistic approach to language training. In McReynoldsL. V. (Ed.), American Speech and Hearing Monographs, 1974, 18, 96–130.
47.
Stremel-CampbellK.CantrellD., & HalleJ.Manual signing as a language system and as a speech initiator for the nonverbal severely handicapped student. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
48.
TawneyJ.Prerequisite conditions for the establishment of educational programs for the severely retarded. Educating the twenty-four-hour child.Arlington TX: National Association of Retarded Citizens, 1975.
49.
TawneyJ.Practice what you preach: A project to develop a contingency-managed “methods” course arid measure the effects of this course by in-field evaluation. Final report, Grant OEGO-71-1673(603). Washington, DC: US Office of Education, 1977.
50.
TawneyJ.Explorations in the development of teacher competencies: An outline of procedures. Teacher Education and Special Education, 1978, 1, 66–76.
51.
TawneyJ.BlumK., & DonaldsonR.CASE, Comprehensive Assessments of Special Education (Vol. 3). Final report, Programmed Environments Project OEGO-75-00669. Washington DC: US Office of Education, 1979.
52.
TawneyI.KnappD.O'ReillyC., & PrattS.The Programmed Environment Curriculum.Columbus OH: Charles E. Merrill, 1979.
53.
TuckerD., & HornerR.Competency-based training of paraprofessional teaching associates for education of the severely and profoundly handicapped. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
54.
VitelloS. J.Cautions on the road to normalization. Mental Retardation, 1974, 12, 39–40.
55.
WarrenS. A.Academic achievement of trainable pupils with five or more years of schooling. Training School Bulletin, 1963, 2, 75–88.
56.
WilcoxB.A competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I. In SontagE.SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped.Reston VA: The Council for Exceptional Children, 1977.
