Education and Training in Autism and Developmental Disabilities

The Elementary and Secondary Education Act of 1965 provided additional funds for developing and strengthening programs for handicapped children and youth. Title I of this Act focuses on compensatory education programs. This article gives examples of the wide range of activities for handicapped children made possible through Title I of ESEA. Major areas discussed in this article are: (a) recruitment of personnel and professional inservice training, (b) curriculum development and improvement, (c) diagnostic services, (d) equipment and transportation, and (e) cooperative activities.

A study was made of current and desired activities and interests of educable mentally retarded boys enrolled in special classes and residing in the inner city. Activities which involved a group and required active participation were found to predominate. The author stresses the importance of understanding the boys’ interests and activities for both instruction and social adjustment.

The education of mentally retarded adolescents should include training in the rights and obligations of citizenship. A survey, patterned after that of Remmers’ Purdue Opinion Panel, sampled the extent to which students in regular and special education classes were informed in this area.

It was the purpose of this study to examine the effects of three specific motivations on the psychomotor functions of 20 children in a prevocational unit of special education in Amarillo, Texas. The effects were measured by a pretest and posttest battery given over a five month interval. The instruments used were the WISC, National Youth Fitness Tests, and the Practical Dexterity Board Test. The results supported the hypothesis that a structured program of physical education combined with four specific techniques of psychoeducational therapy would improve the psychomotor function, physical condition, and social behavior of mildly retarded adolescents.

A common problem in teacher education programs has been the lack of opportunity for adequate practicum and field experiences. In this article, the authors describe a teacher training program which features a strong emphasis on contact with children. A unique preprofessional practicum experience with trainable mentally retarded children is summarized.

Too often, educational theory remains abstruse for the lack of a spokesman who can translate its propositions and apply them in a classroom. Dr. B. Z. Friedlander, in the article which follows, proves an eloquent spokesman for the ideas of Piaget and Bruner as they apply to the teaching of arithmetic to the retarded. A careful reading of the article will amply reward the teacher who seeks ideas and insights in this difficult task. (J. J. McC.)

The first article discusses some of the uses and problems of seatwork in classes for the educable mentally retarded. Suggestions are made for increasing effectiveness and reducing the teacher time that goes into preparation. In the second article, two types of activities for the trainable mentally retarded are described, with notes on the types of benefits which have been observed.