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• W44664064 abstract "The effect of age-appropriate on the perception of an adult with retardation was investigated using two videotaped viewing conditions: in the first condition, the adult participated in leisure typical for young women; in the second condition, the adult participated in leisure de signed for much younger persons. Social perception was examined on a number of dimensions: estimated intelligence quotient, estimated reading level, social distance, and likability. Ratings were completed by 94 undergraduate university students who were randomly assigned to one of the two viewing conditions. Statisti cally-significant differences were found on how respondents perceived an adult woman who is mentally retarded, based on the leisure in which she was participating. Chronological age-appropriate were associated with higher ratings of estimated IQ and reading level. These findings offer empiri cal evidence to join well-established professional values in supporting the development of an age-appropriate and functional curriculum for persons who are mentally retarded. The of has been a particularly relevant for adults and adoles central idea of special education since the cents with severe retardation. Be early 1970's (Epstein, 1982). Normalization cause of a wide gap between the chronologi emphasizes the use of culturally-normative cal and the mental age of adults and means to obtain ends which are as culturally adolescents with severe disabilities, normative as possible (Wolfensberger, 1972). selected for this group are often not cul Nirje (1969) describes as turally normative. Teachers and other ser making available to the mentally retarded vice providers may teach those things that the patterns and conditions of everyday life client's would indicate to be devel which are as close as possible to the norms opmentally appropriate instead of those and patterns of the mainstream of society more congruent with the client's chronologi (p. 181). According to the princal (Westling, 1986). For example, a ciple, then, individuals who are mentally retwenty year-old adult with a of tarded should be influenced to be as much four years might receive instruction in plac like their non-disabled peers as possible. ing pegs in a pegboard because that is devel Chronologically age-appropriate and opmentally appropriate for a four year-old. It functional activities have been curriculum is not, however, a task typically performed by watch words in programs for adults and adoa twenty year-old, and the pegboard task has lescents who are mentally retarded since the additional disadvantage of perhaps hav Brown, Branston, Hamre-Nietupske, Puming been introduced to the client for the past pian, Certo, and Gruenewald (1979) operaten or fifteen years with mastery not yet in tionalized the of for sight. In arguing for more chronologically this group. The of is age-appropriate for adolescents and adults with special needs, Brown and his col leagues (1979) note that if one goal of educa Preparation of this article was supported in part tion is to minimize the discrepan by the Foundation of the University of North Cardes between ns with disabilities and olina at Charlotte and the State of North Carolina. . . . ,r . „ „ , r „ , * j i . , , others, it is our obligation to teach major We gratefully acknowledge the statistical consulta_ . . . ? r . . , . tion of Richard Antonak. Correspondence confunct.ons characteristic of their chronologi cerning this manuscript should be addressed to cal aSe uslng materials and tasks which do not Mary Lynne Calhoun, Department of Teaching highlight deficiencies. Specialties, The University of North Carolina at Activities that are chronologically age-ap Charlotte, Charlotte, NC 28223. propriate and functional for adolescents and Age-appropriate Activities / 143 This content downloaded from 207.46.13.43 on Wed, 25 May 2016 05:43:42 UTC All use subject to http://about.jstor.org/terms Method adults who are mentally retarded would seem persons with disabilities and others would be to meet the normalization principle test. expected to have a more positive impact on The ideal points to at least two public perceptions than contacts which do kinds of positive outcomes for individuals not have a perspective. A re with retardation: first, self-esteem is cent investigation of attitudes of college stu enhanced by the participation in normalized dents towards a woman with disabilities par activities; second, community rejection and ticipating in either the Special Olympics or in ostracization may be reduced when stigmatiztypical recreational found that in ing differences are minimized (Rusch, Chadthe Special Olympics presentation, the sey-Rusch, White, & Gifford, 1985). Indeed, woman was regarded as younger and more in the value of chronologically age-appropriate need of segregated treatment settings than in has been accepted and endorsed by the typical presentation (Storey, the special education profession to the extent Stern, & Parker, 1991). that curriculum guides (e.g., England & The present study was undertaken to ex Langton, 1983), texts, and instructional inplore the effect of age-appropriate tervention studies (Hill, Wehman, & Horst, on the perception of adults with retar 1982; Sheridan & Springfield, 1987) roudation on a number of dimensions: estimated tinely center around this principle. intelligence quotient, estimated reading While the value of age-appropriate activilevel, social distance, and likability. The possi ties has been acknowledged and accepted, inbility of age-appropriate actually di vestigations on the impact of such minishing the stigmatizing effects of disabil on the social perception of persons with menity (Rusch, Chadsey-Rusch, White, & Gif tal retardation have not been widely conford, 1985) is investigated here, ducted even though social perception of per sons with retardation has been an area of growing interest in recent years (Williams, 1986). Much of this interest seems to stem from the belief that attitudes and perceptions greatly influence how the public treats perSubjects sons who are mentally retarded (Gottlieb, 1975). Kastner, Reppucci, and Pezzoli (1979) Respondents were 94 undergraduate univer have stated that nothing is more essential to sity students who volunteered for participa the success of the community retardation; they were randomly assigned to one of don movement than the good will, acceptwo viewing conditions. Group I consisted of tance, and support of others in the commug maies anc[ 39 females, with an average nltyof 23.10 years. Group II consisted of 9 males While there is a widely-held belief that and 38 females, with an average of 21.49 many persons hold negative views about peryears sons who are mentally retarded, there is addi tionally the assumption that public attitudes and perceptions become increasingly positive as people become more knowledgeable about and familiar with persons with retar dation (Guskin, 1981). Studies which have inTwo one-minute videotapes were developed, vestigated this question of the malleability of Each featured a 27-year-old woman with public attitudes have, however, produced inDown Syndrome participating in leisure activ consistent results (Gottwald, 1970; Gottlieb ities. Both tapes were made in a television stu & Budoff, 1973; Strauch, 1970). Social perdio on the same day, featuring the same ception of persons who are mentally retarded woman wearing the same clothes, might be influenced by the types of awareOne tape featured the woman doing chro ness and contact which others experience. nological age-appropriate activities. These Awareness and contact opportunities which were reading a National Geographic magazine, reduce the differences between playing a card game with a standard deck of 144 / Education and Training in Mental Retardation-June 1993 Materials This content downloaded from 207.46.13.43 on Wed, 25 May 2016 05:43:42 UTC All use subject to http://about.jstor.org/terms" @default.
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