FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W44897781> ?p ?o ?g. }

• W44897781 abstract "This article is intended to acquaint teachers and educators with the training methodology used over the last decade in residential and other non-school settings with profoundly retarded per sons. Problems unique to the profoundly retarded and suggested areas are for program emphasis presented to provide a frame of reference for future curriculum development. Educational administrators and professionals However, much pertinent literature is not pub are increasingly faced with the problem of lished or disseminated by the usual communi reconciling the numerous programmatic, ecocation sources used by public school personnel, nomic, architectural and legal factors which are particularly the work that was done in resi impacting upon the public schools as a result of dential institutions during the mid and late recent court decisions which expand public 1960's. school services to include profoundly retarded There is further reason to believe that the students (Gilhool, 1973; Lippman & Goldberg, educators involved in teacher preparation are 1973; Sontag, Burke & York, 1973; Weintraub, not overly familiar with training programs for 1972; Ross, DeYoung & Cohen, 1971). A numprofoundly retarded persons, since the tradi ber of states have also recently passed new tional emphasis in teacher training has been special education legislation or modified exupon techniques and curricula appropriate for isting laws to establish full and equal educamildly and moderately retarded students. As tional opportunities for all handicapped perhas been pointed out by Sontag et al (1973), sons (e.g., Commission of the States, new classes for markedly handicapped students 1972; Trudeau, 1971). Although the educawill likely be staffed by teachers with little or no tional systems of many states are still not preparation in this area. To overcome such subject to these new judicial or legislative mandeficits, teacher training programs will require dates, there are strong indications that the major reorientation, with an infusion of needed trend toward zero reject in the public schools technology from research in related or allied will eventually spread nationwide. disciplines. The influx of markedly retarded students will The present article represents an attempt to necessitate new educational resources and probring together information from a variety of visions which do not commonly exist within the sources in order to acquaint educators and typical public school. In regard to training teachers with existing methodology for training technology, isolated examples of exemplary or profoundly retarded persons, and to provide a model non-school programs are available at the frame of reference for incorporating these present time, as is a growing body of profestraining techniques within a longitudinal edu sional literature concerning specific methodcational plan, ology for use with markedly retarded students (e.g. Lake, 1974; Watson, 1973 & 1972; Ball, 1971; Gardner, 1971; Bialac, 1970; Girardeau Where to Begin et al, 1970; Gardner & Watson, 1969; Barnard The movement toward the inclusion of pro & Orlando, 1967; Hollis & Gorton, 1967). foundly retarded students in the public schools The Profoundly Retarded | 123 This content downloaded from 207.46.13.71 on Fri, 21 Oct 2016 04:38:46 UTC All use subject to http://about.jstor.org/terms will necessitate a revision in traditional definiuse of sitting position supports such as auto tions of education. In this regard, Roos (1971) mobile tires, sand bags, and pillows (Robinault, has stated that: 1973). It is important to realize that the posi Education is the process whereby an indition of the child's hips and back greatly in vidual is helped to develop new behavior or fluence his ability to develop proper functional to apply existing behavior, so as to equip him balance. Positioning restraints may be used in to cope more effectively with his total envithis regard in conjunction with other ap ronment. It should be clear, therefore, that preaches (Robinault, 1973). when we speak of education we do not limit ourselves to the so-called academics. We certainly include the development of basic Ph*sicaJ Development Accelerates self-help skills. Indeed, we include those By the time profoundly retarded children reach very complex bits of behavior which help to traditional school age, they should be able to define an individual as human. We include pull erect, stand partially supported or alone, such skills as toilet training, dressing, groomand make their first attempts to walk indepen ing, communicating and so on [p. 2]. dently. Obviously, the design of the school environment must not be prohibitive to inde , . , pendent ambulation and other forms of lo sents suggested areas of program emphasis for .. „ , , , , . , .... , . comotion (Gangnes, 1970; Gunsburg, 1968; n««nr/MinHhr paror/iaH crunati rc tirhion itioliina In line with Roos' statement, Table 1 pre profoundly retarded students which include skill areas that, in the past, have not been considered to be within the province of public school education. This table is based on gen eralizations about age and ability groups and does not take into account intra-group dif ferences. Obviously, the degree of individual variation within a group may be marked. Therefore, the tabular information should be considered only as a general guide when es tablishing individual training goals and ob Helsel, 1967). To develop optimally, profoundly retarded students should also be involved in a variety of sensory-motor activities (Auxter, 1971; Webb, 1969). Indoor obstacle courses can be constructed in the classroom to supplement outdoor recreational and physical fitness ex periences such as walks, waterplay, swinging and the use of standard playground equipment (AAHPER, 1971; Hillman, 1968; Hillman, 1966). . Normal risk taking is also essential to the J ' development of all children, including the pro As suggested in Table 1, systematic training foundly retarded (Perske) 1972). Such children should begin early in the lives of profoundly must not be protected to the extent that they retarded children. Because these children are are prevented from exercising their gross skele growing physically, there is a particular need to tal muscles and practicing new motor skills. In ensure that physical problems do not result addition, no child can learn about the relation from abnormal postures assumed during proship of his body to other objects in his sur. longed periods in bed. Such conditions can be rounding or acquire basic self-protective skills minimized by providing opportunities for without receiving a few minor bumps or weight bearing each day, and by placing shoes bruises on the children's feet while they are in bed. Problems such as scissoring of the legs can be prevented by proper positioning exercises and Establishing Functional Independence the appropriate use of splints or leg restraints. Experience with mentally retarded persons in a Other common deformities of the head, rib variety of program settings over the last decade cage and spine may also be prevented by corhas demonstrated that the systematic use of rect body positioning and physical therapy positive reinforcement can facilitate the de (Robinault, 1973; Pearson & Williams, 1972; velopment of a variety of functional skills in Finnie, 1970). eluding self-feeding (Berkowitz, et al, 1971; Improved head balance and trunk control Groves & Carroccio, 1971; Whitney & Barnard, have been accomplished in a number of ways 1966; Bensberg et al, 1965; Spradlin, 1964; including systematic mat play or exercise Blackwood, 1962); dressing (Martin et al, 1971; (Pearson & Williams, 1972), and through the Kimbrell et al, 1967b; Minge & Ball, 1967; 124 I and Training of the Mentally Retarded This content downloaded from 207.46.13.71 on Fri, 21 Oct 2016 04:38:46 UTC All use subject to http://about.jstor.org/terms" @default.
• W44897781 created "2016-06-24" @default.
• W44897781 creator A5064482573 @default.
• W44897781 creator A5091633735 @default.
• W44897781 date "1974-01-01" @default.
• W44897781 modified "2023-09-28" @default.
• W44897781 title "The Profoundly Retarded: A New Challenge for Public Education." @default.
• W44897781 cites W102704338 @default.
• W44897781 cites W150701991 @default.
• W44897781 cites W1654077906 @default.
• W44897781 cites W168007267 @default.
• W44897781 cites W170169559 @default.
• W44897781 cites W197683431 @default.
• W44897781 cites W1996445218 @default.
• W44897781 cites W2001810126 @default.
• W44897781 cites W2017738006 @default.
• W44897781 cites W2031766446 @default.
• W44897781 cites W2047441574 @default.
• W44897781 cites W2053716476 @default.
• W44897781 cites W2054509686 @default.
• W44897781 cites W2064073284 @default.
• W44897781 cites W2075495178 @default.
• W44897781 cites W2089219301 @default.
• W44897781 cites W2109035707 @default.
• W44897781 cites W2123258755 @default.
• W44897781 cites W213199672 @default.
• W44897781 cites W216743884 @default.
• W44897781 cites W2172232494 @default.
• W44897781 cites W229790389 @default.
• W44897781 cites W2400028446 @default.
• W44897781 cites W240611134 @default.
• W44897781 cites W2407657897 @default.
• W44897781 cites W2408961992 @default.
• W44897781 cites W2412067532 @default.
• W44897781 cites W2413546273 @default.
• W44897781 cites W2417766470 @default.
• W44897781 cites W2418124989 @default.
• W44897781 cites W2419065105 @default.
• W44897781 cites W242419205 @default.
• W44897781 cites W2428867586 @default.
• W44897781 cites W2461961184 @default.
• W44897781 cites W2466355106 @default.
• W44897781 cites W2466678004 @default.
• W44897781 cites W2529825367 @default.
• W44897781 cites W259312589 @default.
• W44897781 cites W260714050 @default.
• W44897781 cites W2728836150 @default.
• W44897781 cites W2733548434 @default.
• W44897781 cites W274825902 @default.
• W44897781 cites W2788849180 @default.
• W44897781 cites W2795595897 @default.
• W44897781 cites W2801503082 @default.
• W44897781 cites W2992305913 @default.
• W44897781 cites W2992326357 @default.
• W44897781 cites W2992553644 @default.
• W44897781 cites W3132230775 @default.
• W44897781 cites W33399747 @default.
• W44897781 cites W345263640 @default.
• W44897781 cites W394585770 @default.
• W44897781 cites W574208331 @default.
• W44897781 cites W584773078 @default.
• W44897781 cites W612318840 @default.
• W44897781 cites W616289763 @default.
• W44897781 cites W634216163 @default.
• W44897781 cites W655359347 @default.
• W44897781 cites W81217884 @default.
• W44897781 cites W1828224063 @default.
• W44897781 cites W230809875 @default.
• W44897781 cites W2799232772 @default.
• W44897781 cites W75603850 @default.
• W44897781 hasPublicationYear "1974" @default.
• W44897781 type Work @default.
• W44897781 sameAs 44897781 @default.
• W44897781 citedByCount "1" @default.
• W44897781 crossrefType "journal-article" @default.
• W44897781 hasAuthorship W44897781A5064482573 @default.
• W44897781 hasAuthorship W44897781A5091633735 @default.
• W44897781 hasConcept C138496976 @default.
• W44897781 hasConcept C145420912 @default.
• W44897781 hasConcept C154482161 @default.
• W44897781 hasConcept C15744967 @default.
• W44897781 hasConcept C17744445 @default.
• W44897781 hasConcept C19417346 @default.
• W44897781 hasConcept C28858896 @default.
• W44897781 hasConcept C2983413640 @default.
• W44897781 hasConcept C3116431 @default.
• W44897781 hasConceptScore W44897781C138496976 @default.
• W44897781 hasConceptScore W44897781C145420912 @default.
• W44897781 hasConceptScore W44897781C154482161 @default.
• W44897781 hasConceptScore W44897781C15744967 @default.
• W44897781 hasConceptScore W44897781C17744445 @default.
• W44897781 hasConceptScore W44897781C19417346 @default.
• W44897781 hasConceptScore W44897781C28858896 @default.
• W44897781 hasConceptScore W44897781C2983413640 @default.
• W44897781 hasConceptScore W44897781C3116431 @default.
• W44897781 hasLocation W448977811 @default.
• W44897781 hasOpenAccess W44897781 @default.
• W44897781 hasPrimaryLocation W448977811 @default.
• W44897781 hasRelatedWork W131185376 @default.
• W44897781 hasRelatedWork W1903049271 @default.

• next