AN INVESTIGATION OF THE ANXIETY LEVELS OF MENTALLY HANDICAPPED CHILDREN WITH SPECIAL CWSIDERATION OF THE EFFECTS OF SPECIAL EDUCATION CLASSES 5y mvm 3. mm AN ABSTRACT Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1961 w... '1’ 4 1,“ “MHFT "' ‘ ‘ ABSTRACT The Problem The primary purpose of this investigation was to determine if, as theory suggests, mentally handicapped children have a higher level of anxiety than do children of average intelligence. [A second part of the study was to determine the effect of special class placement on the anxiety levels of mentally handicapped children. Methodology and Sample Two groups of mentally handicapped children were used in this study: a) those who had been in special education classes for a year or more, and b) those who were placed in special education classes two or three weeks prior to the initial testing. The mentally handicapped children came from the school systems of Lansing, Jackson and Ingham County, Michigan. A control sample of children of average intelligence was randomly selected from the Jackson, Michigan, Public School System. ‘All children were tested twice with the Children's Form.of the Manifest Anxiety Scale, once immediately after the new group of mentally handi- capped were placed in special classes and again five months later. The data were statistically treated by means of analysis of variance, controlling for age, sex, intactness of home and socio- economic level. Findings 1. It was found that mentally handicapped children do, in fact, have a significantly higher level of anxiety than do children of average intelligence as measured by the Children's form of the Manifest Anxiety Scale. It seemed possible that this higher score might reflect less sophistication on the part of mentally handicapped children in completing a personality questionnaire, or it could reflect a truly higher level of anxiety than have children of average intelligence. Test results did not reflect significant changes in anxiety levels of mentally handicapped children resulting from placement in special education classes. It seemed possible that this was due to insufficient sensitivity of the instrument, the resistance to change; as a result of changes in school environment, or perhaps to the absence of change in parental attitudes. Although not an hypothesis of the study, it was found that age had a significant effect upon anxiety scores. AN INVESTIGATION OF THE ANXIETY LEVELS OF HENTALLY HANDICAPPED- CHILDREN WITH SPECIAL CONSIDERATION OF THE EFFECTS OF SPECIAL EDUCATION CLASSES by MARVIN S. KAPLAN A DISSERTATION Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1961 A, " ACKNOWLEDGEMENTS This study would not have been possible without the cooperation and assistance of many people at Michigan State University, the Jackson School System, the Lansing School System, and the Special Education division of the Ingham County Board of Education. Appreciation is expressed to Mr. Marvin Beekman, Mr. Martin Dean, and Mr. David Barrett, Directors respectively of the Lansing, Ingham County, and Jackson Special Education programs for permission to test students in their programs. Appreciation is also due the principals and teachers who administered tests for this investigation. Thanks are expressed to the diagnosticians who distributed and collected materials, namely, Mr. Kenneth Matheny, Mr. Donald Scott, and Mr. Roger Thweat, all of the ingham County Special Education Division. The writer wishes to thank the Chairman of his Guidance Committee, Dr. Walter F. Johnson, and also the members of his committee, Drs. Buford Stefflre, Harry Sundwall, and Donald Grummon, for their interest in this project. Particular thanks are due Mr. John Patterson for his patience in explaining statistical problems and his sincere interest in the adequacy of the statistical design. Dr. Beulah Hedahl, particularly in the early stages of the ‘ project, offered considerable encouragement and helpful criticism, as did Mr. Wayne Maes. The writer also wishes to express his gratitude to the many people who expressed faith in his ability to complete this project, including Drs. Gwen Norrell and Paul Stimson. 111 Thanks are due to Mrs. Marjorie Shilson for her careful typing of the manuscript. Finally, the writer wishes to express his sincere appreciation to his wife without whose constant faith and help, this project would never have been completed. Her contribution includes a substantial number of ideas regarding the contents of this study. Lastly, the writer would like to thank his daughter, Heidi Lynn, for her patience with an irritable daddy during the execution of this project. TABLE OF CONTENTS usToFTABIESOOIOIOOOO" Chapter I O IMRODUQI m I O O 0 O O O 0 Statement of the Problem Limitations . . . . . . . Hypotheses . . . . . . . Definition of Terms Used Organization . . . . . . II. BACKGROUND, THEORY AND RESEARCH Theories of Anxiety Importance . . Origin - Sullivan and Freud O 0 I O 0 Methods for Handling Anxiety Nature and Effects Reduction of Anxiety Mentally Handicapped . Terminology Etiology Development 0 O O O O O O O O O C O 9 Experimental Studies - Adjustment Mentally Handicapped III. METHODOLOGY 0 O O O I 0 Programs for Mentally Handicapped Sample . . . . . . . . . Conmunities . . . . . Mentally Handicapped . Normals . Instruments . . . . . . . Problems of Selection Taylor Manifest Anxiety Scale Children's Manifest Anxiety Scale 0 s O O 0 O O O O O O O O O C O O O O O O O O C O C O I O 0 Reliability and Validity . . . . . Summary . . . Administration and Testing Procedures Supplementary Data Statistical Method IV. ANALYSIS OF THE DATA . Anxiety Levels 0 I I 0 O O O O O I O O 0 I C O O O 0 D O O O O O O I I o a o o 0 o 0 O a O O 0 I O O O O I O O O O O I O I O O O O O O O O O O O C O O O O I Normals and Mentally Handicapped . . . . Recently and Previously Placed Mentally Handicapped iv o o O o o o 0 I o s 0 O O O I O O O O O O O O C O O O O O O O O O O O I O O O O C O O O O C O O O O O O C O O I 0 O O O C I O O I O O I O O O C O I Page vi oubwu v- on 50 51 V. Changes in Anxiety Level Of Recently Placed Mentally Handicapped o O 0 O o o I o O O a a I O a o O Hypotheses Generated by Data SUMMARY AND CONCLUSIONS The Problem Methodology and Sample . . Findings Conclusions Implications for Further o o s o a a s s BIBLIOGRAPHY APPENDIX 0 O o I o 0 Study 0 O O O O O I O o o o o o C o o a 0 O O O O O O O Table 10 11 LIST OF TABLES Distribution of Mentally Handicapped by Location, Age and T1” of Placement O O O I O I O O O I I O O O 0 O Q I O O 0 Number, Means and Standard Deviations of the Intelligence Scores of the Mentally Handicapped and Normal Children in the saw 1e 0 O O O O O O I O O O O O I O O O O 0 O O O 0 Characteristics of the Normal and the Mentally Handicapped saw 1e O I O O O O I O O O O O U C O I I O I O O O O O O 0 Analysis of Variances Between Intelligences Controlling for sex and Age 0 O O O O O 0 O O O O O O O I O O O O O O 0 Initial Test Data: Analysis of Variances Between Intelli- gences Controlling for Home Conditions, Socio-economic “vel and Ages 0 O O C O I C O O l I I O O O I O O O I O 0 Initial Test Data: Means and Standard Deviations of Anxiety Scores of the Normals and the Mentally Handicapped . . . . Analysis of Variances Between the Recently and Previously Placed Mentally Handicapped Controlling for the Effects of Me I O O O O O O O O C O O O O O O O O O O C O O O O 0 Initial Test Data: Means and Standard Deviations of the Anxiety Scores of the Recently and Previously Placed Mentally Handicapped . . . . . . . . . . . . . . . . . . . Analysis of Variances of the Differences Between the Initial and Subsequent Anxiety Scores of the Recently and Previously Placed Mentally Handicapped Controlling for Age . Analysis of the Variances of the Differences Between the Initial and Subsequent Anxiety Scores of the Normals and the Recently Placed Mentally Handicapped . . . . . . . . . Differences Between the Initial and Post-Test Anxiety Scores for the Mentally Handicapped and Normals . . . . . . Initial Test Data: Anxiety Scores of the Mentally Handicapped and Normals by Age . . . . . . . . . . . . . . Vi Page 34 35 47 52 53 54 55 57 58 61 62 63 ._._ _._..--~¢ - e D a a . a u . s . . i o s a o y u . . CHAPTER.I INTRODUCTION A review of the literature reveals relatively few experimental intestigations of the personality of the mentally handicapped.child. Hutt, who devotes the major portion of his recent book to developmental problems of the mentally handicapped, cites numerous general references regarding personality development but few specific investigations of the personality problems of the mentally handicapped. G. Orville Johnson, an authority on the mentally retarded, comments, ". . . state- ments concerning their characteristics Omentally handicapped children) are commonly accepted because they have been repeated over and over again and are therefore regarded as common knowledge." (34, p.119) The topic of anxiety in regard to the mentally handicapped was selected because of the central importance of this concept in general adjustment and because of its implications for the learning process. Sarason, for example, notes that, ". . . anxiety has been considered by many personality theorists as an important factor in producing dis- crepancies between potential and performance. . ." (68, p. 2) Sullivan's theories of personality will be utilized in an attempt to understand the concept of anxiety and to make predictions about its development in the mentally handicapped child.‘ Hutt elaborates the many problems of adjustment with which the mentally handicapped child must struggle. At home, there are un- realistic expectations for performance by parents who compare their child with other children and often find their child wanting. .3 o" w w Frequently, Hutt notes, there is rejection of the mentally handi- capped child by the parents because of his failures to perform and to achieve. As a result, even before the child reaches school age, he has had many more problems of adjustment to overcome than does the normal child. Butt notes that the mentally handicapped child, ". . . may often develop acute anxiety states. . . . These anxiety states usually center around the child's feelings of rejection by his parents, teachers, or some significant adult in his life. . ." (31, p. 174) When the child reaches school age, his adjustment problems are increased by direct comparison and forced association with children of his own chronological age. He becomes increasingly aware of his in- ability to measure up to the standards. G. Orville Johnson notes, "Mentally handicapped children have many frustrations in their home and school environment which interfere with their normal emotional development. Failure to cope with the regular school curriculum has been one obvious frustration. This failure does not give them personal adequacy, but rather results in feelings of inferiority followed by unwholesome compensatory behavior." (34, p. 119) To make matters worse, there is some evidence, obtained via socio- metric devices, that mentally handicapped children generally tend to be isolated and rejected by their peer group in the regular grades. (34, p. 122) Thus there is reason to believe that the anxiety levels of these children should be considerably higher than that of average school children. Recently there has been increased emphasis on special class programs for the mentally handicapped. These programs have aimed at 5 3 'helping the mentally handicapped child make a more satisfactory adjustment to school and to life in general thus helping each child to develop up to his potential. Programs have been designed which place limited emphasis on academic kinds of achievement and which attempt to gear classwork to a level more appropriate to the mentally handicapped child's limited intellectual ability. Statement of the problem The purpose of the present study is to compare the levels of anxiety of three groups of elementary school children in the Lansing, Jackson and Ingham County school systems: a) Those of average intelligence who are in the regular grades, b) Those who are mentally handicapped and have recently been placed in special classes, and c) Those who are mentally handicapped and have spent a year or more in special education classes. A second purpose is to investigate the changes in levels of anxiety of identified mentally handicapped children who have spent an experimental time interval in the special education classes. Limitations of the study . Perhaps the most basic question to be raised in regard to this study is whether anxiety can be measured by a questionnaire (or at all). Assuming that it can be measured, a second question is whether the questionnaire used is sensitive enough to indicate changes which occur in anxiety as the result of a five month (however intensive) experience. A third limitation is the adequacy of the anxiety scale used, when 5. 4 a‘Pplied to a group of mentally handicapped children, (assuming it is valid for children of average intelligence.) Possibly test compre- hension and test-taking attitudes of mentally handicapped children differ from those of normal children, resulting in invalid assumptions about the meaning of test scores. Limitations are also potentially imposed by the method of identi- fication of the mentally handicapped group and by the nature of the school systems in which they are located. Results cannot be generalized to individuals who are identified in a different fashion or are located in very different school systems. The nature of the special education classes utilized is another . limitation of the study as is the specific curriculum and the aims and goals of the programs. Results cannot be generalized to programs which are significantly different from those used in this study. The control group which includes only children from Jackson, Michigan, may be another limitation. Hypotheses I. Mentally handicapped children as a group will have a higher level of anxiety than will a group of average children. 11. Recently placed mentally handicapped children will have more anxiety than will those who have spent a year or more in the special classes. III. There will be a significant decline in anxiety level of mentally handicapped children (recently placed) who have spent an experimental time interval in special education classes (test-retest). This will not be true for the previously placed mentally handicapped nor for the normals. ' it .(Hypotheses summarized) l. Mentally handicapped have more anxiety than children of average intelligence. 2. Recently placed mentally handicapped will have more anxiety than will those who have spent a year in the mentally handicapped program. 3. Placement in the mentally handicapped program will result in a decrease in level of anxiety. Definition of terms used in the study Mentally Handicapped. This refers to those children who have been identified by individual examinations and generally fall within the 50- 80 IQ range on either the Stanford-Binet, Form L (78), or on the Wechsler Intelligence Scale for Children.(84). They are children who have been unable to cope with the work of the regular classroom but are potentially socially competent. Some investigators have used the term "mentally retarded" in place of 'hentally handicapped.” Normal or Average Child. Randomly selected children who were located in the regular fourth, fifth and sixth grade elementary school classrooms in Jackson, Michigan. §pecial Education Class. Those classes which have been organized specifically for mentally handicapped children having specially trained teachers, small class size (10-15 children), and in which the school work is presented at the lower skill level of mentally handicapped children. The classes enphasize social adjustment, and later vocational success (habits and attitudes) rather than the usual academic program. Regular Class. The typical classroom (4th, 5th or 6th grade) in the elementary schools in Jackson, Michigan. Recently Placed. Those mentally handicapped children who have spent less than three weeks in the special education classes. 6 Rreviously Placed. Those mentally handicapped children who have spent a year or more in the Special Education classes as of September of 1960. Anxiety Score. A score on the Children's form of the Manifest Anxiety Scale, which is believed to relate to experienced insecurity. Very high anxiety scores are believed to be detrimental to learning in general and specifically to the learning of complex tasks. Initial Test. Children were tested twice with the Children's Form of the Manifest Anxiety Scale. The Initial Test was given to all groups less than three weeks after the beginning of the school year. Post Test. All children were retested with the Children's Manifest Anxiety Scale five months from the date of the Initial Test. Organization of Thesis Chapter II will consider background theory and research on anxiety and the mentally handicapped. It will describe theories of Freud and Sullivan as to the causes of anxiety and its place in the organization of the personality. This will be followed by a brief discussion of the way that anxiety is experienced by the individual and finally the writer will describe the conditions under which one would expect a reduction to anxiety to occur, mainly in terms of Harry Stack Sullivan's theories of anxiety. The section on anxiety will be followed by a brief discussion of terminology in the field of mental subnormality and the definition of the mentally handicapped as it is being used in this study. Etiology of the mentally handicapped is described as are the problems of the mentally handicapped child at home and in school with reasons indicated for helieving that the mentally handicapped child will suffer from more - I 4.. _§ 7 anXiety than will the child of average intelligence. Some of the experimental evidence regarding the adjustment and anxiety levels of mentally handicapped children and the available experimental evidence about special class placement effects upon the adjustment of mentally handicapped children will conclude this chapter. Chapter III deals with the sanple, the instruments and methods for obtaining and evaluating the data. The nature, organization and purposes of the special education programs in the three communities from which the sample was drawn will be described followed by a descri- ption of the school systems and the communities in which they are located. The writer will then describe how the mentally handicapped children were selected and identified, presenting the specific criteria for selection. This will be followed by a description of the sample of children of average intelligence who were located in the regular classrooms of one of the communities. Problems of selection of an instrument to measure anxiety will be discussed followed by a description of the development, reliability and validity of the children's form of the Manifest Anxiety Scale. The chapter will conclude with the method of administration and testing procedures used and a description of methods to be utilized in the analysis of the data obtained. Chapter IV will include an analysis of the data and chapter V will contain the implications of the results and a summary of the investigation. CHAPTER II BACKGROUND, THEORY AND RESEARCH Theories of Anxiety Importance Rollo May notes that Kierkegaard preceded Freud in the recognition of the crucial importance of anxiety in understanding human behavior but that Freud was the first in the scientific tradition to call attention to anxiety as the basic question for the understanding of emotional and psychological disorders. (51, p. 113) Sarason states 9 that "anxiety is a central variable which is intimately related to all other personality and developmental variables." (68, p. 271) Sarason notes the need for a better understanding of the causes, nature and effects of anxiety in order to handle better the practical problems in education. (68, p. 271) Anxiety is widely viewed as an important aspect of personality. The concept of anxiety is at the heart of Harry Stack Sullivan's theory of personality and his concepts will be elaborated below on the points which are important to this study, namely the primary cause of anxiety, later life causes and the possibilities for reduction of anxiety. Segments of other theories will be described for contrast or elaboration of Sullivan's concepts. Sullivan views anxiety as one of the more basic tensions which operate to influence human behavior. He divides tensions into two groups, those associated with physiological processes (need for sleep, food, water, etc.) and those connected with disapproval by the significant others in the environment. According to Sullivan the security (approval-disapproval) tensions play a more important role in the development of personality than do the physiological needs and much of the behavior of the human being is directed toward the main- tenance of security and the concomitant avoidance of the tension of anxiety. ”I believe that it is fairly safe to say that anybody and everybody devotes much of his lifetime . . . and a good part of his effort in dealing with others, to avoiding more anxiety than he already has and, if possible, to get rid of this anxiety." (75, p. 11) Thus for Sullivan, anxiety is a central variable in human behavior and personality development. 0rigin-Sullivan and Freud As already noted anxiety arises as the result of the disapproval of the significant others in the child's environment but this may be divided roughly into two phases. The first phase occurs during infancy before the child is capable of discriminating gestures of disapproval by the mother. (74, p. 20) During this phase Sullivan believes that a sense of discomfort is conveyed to the infant empathically by the mood of the mother. If the mother is anxious, angry or upset this becomes empathically transmitted causing discomfort and anxiety in the infant. "Anxiety about anything in the mother produces anxiety in the infant." (75, p. 74) Sullivan notes that this concept of empathic transmission is a vague one and he admits that he can not describe how it occurs. The second phase occurs when the child is capable of dis- criminating gestures of disapproval by significant others whom he is aware his comfort, and discomfort, depend. (75, P. 118) Thus anxiety, for Sullivan, is an interpersonal phenomenon which develops as a - Consequence of the child's relationship with significant others in his environment. Freud maintains a more physiological view of the origins and causes of anxiety as compared with Sullivan's clearly interpersonal genesis. Freud defines anxiety as an unpleasurable affective (or emotional) state with efferent motor discharge along specific pathways (breathing and heart rate) together with perception of this state by the individual. The prototype of this emotional state is the birth experience. At birth the immature organism is flooded with painful tensions which it is unable to master. Other anxiety reactions later in life are reproductions of this early traumatic experience. (21, p. 72) Later focal points of anxiety are fears of castration, superego or conscience, and death. (21, p. 79) The unifying concept in these focal points of anxiety is the concept of separation from the object. At birth it is separation from mother, at age four it is separation from genitals (castration), later it is separation from social group (or loss of love) and finally separation from life or death anxiety (which Freud doesn't elaborate upon greatly.) The child or adult fears object loss as such loss makes it impossible to gratify his needs. Anxiety is the product of the psychic helplessness of the infant or the feeling of psychic helplessness on the part of the adult. (21, p. 77) Anxiety is also caused by the blocking off of the expression of instinctual impulses, again causing flooding of the adult organism with stimuli which it, like the infant, is unable to master. (21, p. 81) It is, however, an external danger which makes impossible the expression of instinctual forces arousing fear of separation from the object with the resulting non-gratification of needs. Goldstein from his perspective of work with brain injured persons emphasizes coping with the demands of a situation as the cause of the onset of severe anxiety states. He says, " . . . anxiety appears when it has become impossible for an organism to cope in any way with tasks which are commensurate to its real nature. This is the endangering situation." (23, p. 295) He believes that in such a situation the person fears dissolution of his personality. (23, p. 295) Methods For Handling Anxiety-Sullivan In order to cope with threats to security the child develops what Sullivan calls the "self dynamism" or "self system" whose effect is to focus the child's concern upon those aspects of his thoughts and behavior which are of concern to significant others. The child adopts protective measures and supervisory controls so that, for example, he can avoid punishment by conforming to parental wishes. (25, p. 139 Thus a relatively enduring configuration of habits and attitudes is created which protects that child from anxiety (threats to security). This enduring configuration also excludes information which is in- congruous with its present organization and thereby reduces the ability of the individual to learn from experience. (25, p. 139) Sullivan defines the self dynamism as follows: "It is an organization of educative experience called into being by the necessity to avoid or minimize incidents of anxiety." (75, p. 165) Nature and Effects Sullivan describes anxiety as being like a hammer blow on the head which blocks out memory for that which immediately preceded it. The person has an amnesia for a few moments, useless confusion and useless disturbance of the ability to perceive stimuli immediately preceding the onset of anxiety. (75, p. 151) It causes a closing off of awareness and a constriction of personality. Anxiety always inter- feres with the satisfaction of other needs with which it coincides and it prevents action for the relief of other tensions (i.e., physiological needs for sleep, drink and food.) (75, p. 44) "Anxiety in its most severe form is a rare experience after infancy, in the more fortunate courses of personality develop- ment, and anxiety as it is a function in chronologically adult life, in a highly civilized community confronted with no particular crisis, is never very severe for most people. And yet it is necessary to appreciate that it is anxiety which is responsible for a great part of the inadequate, inefficiently unduly rigid, or otherwise unfortunate performance of people. . . . whether one is getting more or less anxious is in a large sense the basic influence which determine interpersonal relations. . . . directs the course of their development." (75, pp. 159-161) Cameron describes anxiety as a state in which a person's tensions interfere seriously with his satisfactions, reduce his competence, disturb his rest and transform everyday tasks into gargantuan labors. (9, p. 248) Noting that some degree of anxiety is a normal character- istic, he defines chronic anxiety as follows, "The chronic anxiety is characterized by the presence of persistently heightened skeletal and visceral tensions, which disturb a person's habitual rhythms of living and presidspose him generally to give exaggerated and inappropriate responses on relatively slight provocation." (9, p. 249) The chronically anxious person states that he can not think clearly, Concentrate or remember as he once could and he can not stick to any one task for long. Persons who are chronically anxious have difficulty in setting their own tasks and providing sufficient motivation to keep themselves at them until they are completed. (9, p. 250) As a result we would expect that chronic anxiety would interfere greatly with school achievement. Reduction of Anxiety The self dynamism is a relatively unchanging configuration of habits and attitudes made up of the reflected appraisals made by others of the child. (74, p. 22) If the appraisals have been mainly derogatory then there will be a derogatory self dynamism and this will ". . . facilitate hostile, disparaging appraisals of itself." (74, p. 22) Thus if self esteem is not well founded even the suspicion that other people are critical results in a threat to security and a state of anxiety. (75, p. 114) Sullivan believes, however, that changes in the self dynamism are possible as the result of favorable experiences. "The life long tendency of the self system to escape profit from experience is not absolute. . . . because of the general effect on personality which accompanies every newly matured need or capacity in the early stages of each developmental phase, the functional activity of the self system invariably does change somewhat in direction and characteristics; and it is at these times that the self system is peCuliarly open to fortunate change. The self system, so far as I know, can, in any personality system, be changed by experience. . . ." (75, p. 192) As a result of favorable classroom experience and with the support of the peer group, the self system may expand and begin to doubt some of the harsh puritanical restrictions which have been incorporated into 14 it. Sullivan notes that the restrictions may not disappear and, throughout life in times of stress may manifest themselves. Never- theless, ". . . the experience of the school may head the self dynamism in another direction which will make for much greater opportunity for contented living, for mental health." (54, p. 306) Sullivan notes that there are ". . . in all well regulated homes and schools a group of rewards and approbations for successes. These are not accompanied by this particular type of discomfort (anxiety), and when that discomfort is present and something is done which leads to approbation, then this peculiar discomfort is assuaged and disappears . . . ." (74, p. 20) Carl Rogers also suggests, from a slightly different framework, that "Under certain conditions, involving primarily complete absence of any threat to the self structure, experiences which are inconsistent with it may be perceived, examined, and the structure of the self revised to assimilate and include such experiences." (63, p. 517) Thus if a permissive non-threatening situation is provided where pupils are working at tasks commensurate with their abilities and where frequent successes can be experienced (or in Goldstein's terms there is an environment with which the child can cope), there may be changes in the self-structure, improved adjust- ment, more self~assurance and a resulting decline in level of anxiety. Mentally Handicapped Terminology Terminology in the field of mental subnormailty varies greatly depending upon the authority and his purpose in making the V a, 15 Classifications. There is an abundance of terms referring to essentially the same group of children and adults whose major characteristic is mental subnormality. Terms found in the litera- ture include: mental defective, mentally retarded, intellectually defective, feebleminded, oligophrenic, amental, exceptional, slow learning, etc. Perhaps the most widely quoted authorities in the field are Edgar A. Doll (16) and A. F. Tredgold (79). Both of these writers speak of mental deficiency. Tredgold defines mental deficiency as " . . . a state of incomplete mental development of such kind and degree that the individual is incapable of adapting himself to the normal environ- ' ment of his fellows in such a way as to maintain existence independently of supervision, control, or external support." (79, p. 4) Sarason (68, p. 7) is very critical of this definition since he believes that the idea of a "normal environment" is too ambiguous a term. Tredgold's definition fails to take into account the IQ score and the information obtained in the social interaction in which it is derived. (68, p. 4) Doll's definition includes more than the social competency which is emphasized by Tredgold and more than the simple IQ score which is criticized as inadequate criterion by Tredgold. Doll states: "If we look to the substantial work in this field prior to the recent abuses of mental tests in the diagnosis of mental deficiency, we observe that six criteria by statement or implication have been generally considered an adequate definition and concept. These are (1) social incompetence, (2) due to mental subnormality, (3) which obtains at maturity, (4) is of constitutional origin, and (5) is essentially incurable." (16, pp. 214-219) 16 Doll also makes a distinction between feeblemindedness and mental retardation noting that in the former there is intellectual inadequacy, the likelihood of social incompetence and essential incurability, whereas, in the case of mental retardation, there can be social-economic adequacy. (17, pp. 456-459) The current study is concerned with the group which Doll calls "mentally retarded" and Kirk and Johnson (38) call "mentally handi- capped." Kirk and Johnson describe the mentally handicapped child as follows: "1) The mentally handicapped child is one who has some degree of educability in the social area. . . The diagnosis of social competency under favorable circumstances would differentiate the mentally handicapped child from the feebleminded child who can not be educated to be socially competent. 2) The mentally handicapped child should have some degree of educability in occupational areas. To be occupationally competent, the child must develop to the point where he can earn a living partially or totally. Occupational adequacy, or the prognosis of occupational adequacy, is another criterion which differentiates the mentally handicapped child from the feebleminded. 3) Like the mentally deficient, using Doll's criterion, the mentally handicapped child is thought to have developmental retardation. This factor is not an important one since all that is known in most cases is that the child is retarded at school age. Whether retardation existed at birth is in many situations impossible to determine. The major criterion is: does intellectual retardation exist to such a degree that the child is unable to profit from instruction in the regular classroom and requires special education for his maximum growth and development?" (38, pp. 10-11) l7 'Ihe preceding is the general definition of the mentally handicapped child in this study. Etiology In a recent book, Masland, Sarason, and Gladwin (66) compre- hensively reviewed the causes of mental subnormality from the biological, psychological and cultural point of view. Masland, an assistant director of the National Institute of Neurological Diseases and Blindness, writes: "On a statistical basis, it is certain that the overwhelming majority of patients suffering from mental retardation are handicapped by reason of some prenatal factor. It is certainly not known at the present time to what extent this factor is a genetic one, to what extent it is an environmental one, and in which cases one or the other factors predominates." (66, p. 25) Defective genetics is only one of a large number of biological causes of mental subnormality. Other factors capable of causing mental subnormality are prenatal environmental factors such as infectious diseases which cause damage to the nervous system, damage to the cerebral blood vessels of the fetus, blood incompatibility of fetus and mother, prematurity, birth injuries and asphyxia occurring during birth, and postnatal inflamatory and degenerative diseases are among the factors which can cause mental subnormality. (66, pp. 11-141) Masland, in his introduction states that: "I consider it likely, however, that the factor of brain injury can operate throughout the whole range of intelligence, and, in fact, that minor degrees of injury are far more comon than are severe and grossly evident ones. Pathological studies of the brains of mildly retarded persons show ‘minor developmental abnormalities in a large proportion of casem although the significance of these changes has not been established by meticuous correlation with the intellectual traits of normal and retarded persons." (66, p. 11) In contrast to Masland's view, Sarason and Gladwin believe that there are certain types of subnormal children‘whose difficulties in learning do not stem from biological or hereditary causes but rather are due to environmental and cultural conditions. They believe that these children constitute the majority of the high grade institutional cases and the majority of those in special classes outside of institutions. "Mentally retarded individuals. . . the majority of those in special classes and the majority of our 'high grade' institutional cases-these individuals presumably do not have any central nervous system pathology." In addition, it is noted that: "They almost invariably come from the lowest social classes." (66, p. 152) Sarason and Gladwin state that: "In the absence of detectable pathology there is at present no valid explanation of a child's retardation except a deficit in learning. . . we must assume that the deficit results from the foundation of skills, attitudes, emotional sets, and social and intellectual habits the child brings to that (school) environment. This foundation is built in the cultural and individual milieu of his home and peer group. (66, pp. 290-291) In an earlier book, Sarason reviews some of the literature regarding child training practices noting the fact that: ". . . . certain child training practices and experiences during the first year of life have a deleterious effect on intellectual and emotional growth has been revealed by clinical and .4- “ .om m. —"—r “(Y-{‘3 19 experimental studies. The prolonged absence of the mother or the effects of the lack of 'mothering' seem to reduce the degree of the child's responsiveness or awareness of ongoing activities. Since the mother is the almost exclusive source of the child's external stimulation, it would be expected that his responsive- ness would be a function of the degree of stimulation by her. In the absence of gratification, responsive- ness is more likely to be extinguished than reinforced." (67, p. 137). Thus there is a multiplicity of causes of mental subnormality due to organic disorders, most of the causes of mental subnormality are not hereditary. In addition, there are a large number of psycho- logical and cultural factors which may in themselves cause mental retardation. (66, p. 6) The mentally subnormal do not constitute a homogeneous group. Cultural, biological and other environmental conditions can contribute to, or cause the condition. No attempt will be made in the present study to determine the cause of the mentally handicapped condition. Rather, the criteria were that the child was unable to profit from instruction in the regular class- room. This definition will be made more precise later. Deve10pment Although it may be expected that mentally handicapped children will vary greatly in their personalities and adjustment to life conditions, they appear to face certain problems in development which are directly related to their slowness in maturing intellectually, physically, and socially. It seems likely that with increasing sub- normality, there would be decreasing chances for adequate emotional adjustment because of consistent failure to meet expectations of parents, teachers, and peers. 20 Butt and Gibby (31) discuss the problems of adjustment of mentally handicapped children and they point out that the handicapped child does not have any kinds of problems which are qualitatively different from those of children of normal intellectual capacities. They note that maladaptive behaviors, "are not the primary result of their retarded intellectual capacities. Rather, they are the result of incomplete or distorted personality functions associated with mental retardation.” (31, p. 156). The intellectual factors play a secondary rather than a primary role in the production of maladaptive behavior. However, as the result of delayed intellectual and other maturation processes, the mentally handicapped child is not ready to master the tasks with which the average child can cope. They are not ready for such things as weaning, bowel training and socialization when the child of normal intellectual capacities is ready to accomplish these tasks and in addition, Butt and Gibby (31) note: "The mentally retarded child shows delayed speech and walking. He has difficulty in visual-motor functions-that he finds it hard to coordinate muscular activities with vision and to manipulate objects accurately. Later, he finds it very difficult to tie his shoe laces and to perform similar complex motor activities. The parent often expects too much from the child during this period, and as a consequence, the retarded child begins to see himself as 'inferior' and 'inadequate'." (31, p. 159) Sloan, in a study of the motor proficiency of mentally subnormal children (not believed to be organic), found that their motor pro- ficiency was, in fact, significantly less adequate than that of the normals. (71, P. 134). Because the neighbor's child is able to accomplish many of the developmental tasks, the mother often presses the handicapped child to accomplish tasks for which he is not ready. (31, pp. 56-59). The result is that he is reluctant to give up infantile modes of satisfaction and his emotional development is slowed and he is prone to have more emotional problems than does the child of average intelligence. McLachlan comes to a similar conclusion from his observations of institutionalized mentally retarded children. (48, pp. 323-330) Thus, as a result of his inability to meet the expectations of parents, and because of the parent's hurt pride in having a handicapped child (whom they may feel reflects upon their own adequacy), there is a strong tendency for the mentally handicapped child to be rejected by his parents. According to Walker (83, p. 132): "Parental rejection, in my opinion, always exists to some degree even though unexpressed or camouflaged by overconcern or protectiveness." Similar thinking is expressed by Pearson, who notes that parents observe that their child learns more slowly and so they try to force him to develop more rapidly or they do things for him which he can do for himself. They deny there is anything wrong and every act of care for the child is directed by their narcissistic injury. The child senses that parents do not love him, the parents are repulsed by his backwardness. The child feels insecure and frustrated and responds with aggression which is responded to by the parents with counter aggression. A cycle of further insecurity, frustration and further rejection is set in motion. The lack of love interferes with the child's ability to do what he is in reality capable of doing. (61, pp. 137-138) It may be added that these things make him more prone to suffer from anxiety and anxiety states. When the mentally handicapped child reaches school age, his problem becomes even more apparent because of his forced association and the resulting comparison of his skills with those of his age mates. In addition to his difficulties with school achievement, his immaturity resulting from a failure to solve earlier problems of development, his expectation of failure, his expectation of rejection by significant adults, there is also some evidence to indicate that he is poorly accepted by his peers. G. 0. Johnson (33) in a socio- metric study of mentally handicapped children in the first through fifth grades, found that mentally handicapped children were more often rejected by their peers than were average children. In addition, Johnson found that the lower the IQ score (among the mentally handi- capped group) the more isolates and the fewer the favorites were indicated by peers. (33, p. 85) The children claimed that they rejected the mentally handicapped not because of poor achievement, but because of unacceptable behavior. Rejection did not appear to be associated with either the slightly greater age of the mentally handicapped child nor with their slightly lower socioeconomic level. (33, p. 86) Thus, mentally handicapped children have many strikes against them including poor relationships with parents (the tendency for many of the parents to either overtly or covertly reject them), their inability to cope with tasks commensurate with age including the pre-school tasks, difficulty in passing through the stages of develop- ment, unrealistic pressure from parents whose narcissistic pride is hurt and whose sense of guilt is aroused, followed by direct assoc- iation and comparison in the school setting with age mates with whom 23 they can compete neither academically nor physically. In addition, they are often rejected by their age mates. It is hypothesized that as a result of these difficulties and the derogatory self- systems thus obtained, the mentally handicapped child is more prone than is the average child, to suffer from high levels of anxiety. The high levels of anxiety are further crippling to the handicapped child's potential for achievement. Hutt and Gibby (31) note that: ". . . due to his more severe problems and lesser capacities to tolerate stress, his anxieties are more readily aroused, and he has more need to engage in defensive reactions." (31, p. 151) Butt and Gibby also state: "he may often develop acute anxiety states. . . These anxiety states usually center around the child's feelings of rejection by his parents, teachers or some significant adult in his life. He is fearful that he will lose the love of the person who is most important to him (usually the mother) . . . The basic core of the anxieties of the mentally retarded child is his fear of rejection-and there are many instances in reality to support such feeling." (31, p. 174) Thus, the conditions seem to exist for the mentally handi- capped child to acquire a derogatory self-system and to accumulate greater disapproval than does the child of average intelligence. 24 EXperimental Studies--Adjustment of Mentally Handicapped As noted previously experimental studies regarding the emotional adjustment of the mentally handicapped have been few in number. Most of the material in the literature is made up of the impressions of observers who have worked with the mentally handicapped for long periods of time. G. 0. Johnson (34) notes that the "Information con- cerning the physical, intellectual and emotional characteristics of mentally handicapped children and adults is scarce. . . statements concerning their characteristics are commonly accepted because they have been repeated over and over again and are therefore regarded as commonplace knowledge." (34, p. 191) The experimental literature which is available,however, is contradictory in nature. Klausmeir and Check (39) in a comprehensive study of forty mentally handicapped children (IQ's between 50 and 80), forty average children (IQ's 90-110) and forty children of superior intelligence (IQ's 120 or higher) found that their sample of mentally handicapped children did not differ significantly from either the average or above average children in emotional adjustment, achievement in relation to capacity, integration of self concept, expression of emotional behavior patterns and estimates of their own abilities. (39, p. 1067) All groups were equally divided between males and females and all were between nine and ten years of age. Klausmeir and Check made use of clinical interviews, Rorschachs, Thematic Apperception Tests and rating scales. In another study (1) which also made use of the Thematic Apperception.Test, the themes of 14-18 year old mentally handicapped girls were compared with those of 25 normal girls. The records of the mentally handicapped indicated more anxiety, more negative emotion and more concern with separation and rejection. The records of the mentally handicapped had fewer aggressive, family and social themes, than the sample of normal girls. In regard to social acceptance two sociometric studies (27,33) are available which indicate that the mentally handicapped are not accepted by their age mates in regular classrooms. Johnson noted that the mentally handicapped were less accepted and more frequently rejected by their peers and that the lower the IQ score the more often the children were isolates. The children indicated that they rejected the mentally handicapped chidfly because of unacceptable behavior (bullying, fighting, swearing, etc.) rather than because of their low academic achievement. Whereas Johnson's study included children from first through fifth grades, Halstead's sample included only those of junior high school level. Both studies involved mentally handicapped children who were in the regular classrooms. Two studies in the literature were discovered which attempt to compare the adjustment of children who have spent a time interval in special education classes for the mentally handicapped with a group of mentally handicapped children who were located in the regular classrooms. Both studies (4, 18) made use of teacher ratings in order to determine adjustment. In both instances teacher ratings indicated that the mentally handicapped children in the special education classes were better adjusted than were the mentally handicapped in the regular classes. The teacher rating method appears to be poor since the teacher who rates must inevitably compare the child with a reference group of children with which she ii familiar. Thus the mentally 26 ‘handicapped child in the regular grade is compared with the average child in the regular grade, whereas the mentally handicapped child in a special class is compared with the average mentally handicapped child in the special education class. Thus, ratings by the teachers may be biased because the milieu in which the ratings are made are dissimilar. Interestingly, one of the researchers (4) also made use of the California Test of Personality and in this instance found no difference between the adjustment of the mentally handicapped in special classes and those in the regular grades. A study by Buss (5, p. 158-159) indicates that children in special education classes did make significant gains in skills (reading, arithmetic, vocabulary) and that there were significant and positive attitude changes toward school. Thus the evidence from experimental studies is contradictory, both as to the adjustment of mentally handicapped children as compared with children of average intelligence, and mentally handicapped children in special classes as compared with mentally handicapped children in regular elementary school classes. CHAPTER III METHODOLOGY Programs for the Mentally Handicapped The special educational programs for the mentally handicapped are subsidized by the State of Michigan under an act of the legis- lature. The programs in Jackson, Lansing and Ingham County qualify for state re-imbursement thus indicating that personnel (both teachers and diagnosticians) fulfill the special state requirements for personnel for these programs. The special requirements include studies of development, problems and curriculum for the mentally handicapped child. (Criteria appended.) Accordingly there are similar basic requirements which are fulfilled by the personnel of the three communities utilized in this study. Criteria for placement in the mentally handicapped programs have been previously described. According to the state law the programs (Type A Programs for the Mentally Handicapped) are for those children who are potentially socially competent. (15, p. 5) The major emphasis of the program is on the social adequacy of the child rather than upon the aspects of academic achievement. (13, p. 2) The mentally handicapped children are segregated from the children of average ability and placed in classrooms in the regular school building. There are two elementary school groups, a younger one, ages 6-10 and an older group ages 11-13 years. class size ranges from ten to fifteen pupils. 27 1.. VP 28 The purpose of the programs is~to help the child eventually make a good adjustment to his home, community, and the world of work. This is to be accomplished via a program which places emphasis upon social adjustment rather than upon the academic learning. "Although subject matter is not ignored, its place should be included as a natural part of activities, excursions, work and play. For special class pupils . . . emphasis should be placed on development of skills and competencies required in daily living." (15, p. 7) A typical curriculum outline is appended. The apparent changes in situation as compared with the typical elementary education classes are as follows: 1. The classroom group is considerably smaller than is that of the typical elementary school class. 2. Explanation and expectations are at the level of the group rather than beyond their abilities as occurs when the mentally handicapped are placed in the regular elementary classes. 3. The academic goals are decidedly limited with emphasis being placed upon adjustment to the group setting, working effectively together and establishment of more adequate peer and authority relationships. 4. Teachers have had special course work and have specific interest in working with mentally handicapped children. They know that the development of these children is slower than is that of the average child. 5. As a result of both the small class size and special course work, teachers have more understanding of the problems of 29 'mentally handicapped children. Special class teachers are able to individualize the work for these children and to provide more support, encouragement and closer supervision than can be provided in a regular elementary school class- room. 6. Class work is presented which is more suitable to the child's level of Skills and abilities. There is, therefore, less opportunity for failure and more frequent opportunity to experience successful acquisition of skills. There is also more opportunity for the mentally handicapped child to develop positive relationships. 7. Other children within the special education class are not decidedly superior in the valued achievements (both on the playground and in the classroom) and therefore the mentally handicapped child is able to form a friendship group in which he is not markedly inferior, i.e., he is not a rejected parti- cipant in the group. Thus within the special education class the mentally handicapped child has greater opportunity to form a closer and more adequate relationship with his teacher, relate to a peer group with whom he is capable of competing and thus form.peer friendships and to experience success in the acquisition of skills and abilities. A situation there- fore exists, of markedly fewer threats to personal security and adequacy, a situation where strong adult disapproval need not be experienced. In accordance with theory it is hypothesized that as a result of these conditions, the mentally handicapped child will experience a reduction in level of anxiety. Sample Communities The sample for this study was drawn from Ingham County, of the City of Lansing, and the City of Jackson. Lansing is located in Ingham County. The three areas are located in central Michigan. In a recent economic and population study (58), it was concluded, based upon commuter travel, that Ingham County can be considered a part of metropolitan Lansing. It was found that in the tri-county area Ometropolitan Lansing), the population is 55% urban, 16% rural fart; and 28% rural non-farm. The study indicated that the population of Ingham County is 216,860 while the population of Lansing alone is about 100,000. In the tri-county area, 281 of the labor force is engaged in manufacturing, 181 in retail and wholesale work, 17% in services, 111 in government, and 81 in agriculture. The remainder of the work force is employed in construction, transportation, and finance. Approximately 43% of the population of Ingham County (including Lansing) earned incomes between $4000 and $7000 per year while one in six households earned an income of less than $2500. One household in 14 had an income of more than $10,000. The main employers in the area are the manufacturers of motor vehicles, state government, and a state university. The City of Jackson is a county seat and has a population of over 50,000 (82). There are forty industrial plants, making this an important manufacturing center. The railroads maintain extensive repair shops in Jackson thus adding additional industry (32). 31 Both metropolitan Lansing and Jackson are relatively prosperous urban areas located in central Michigan. The major activity is manufacturing and there are varying degrees of emphasis on state government, county government, and higher education. Mentally Handicapped All elementary school special education classrooms in Lansing, Jackson and Ingham County were tested in entirety. The mentally handicapped children used in this study were all children between the ages of nine and thirteen years, located in these special classes. It should be noted that in most instances these children remained in the regular grades until the third grade and in some cases to the sixth grade. ‘Methods of identification are similar in each of the communities. There has been an interchange of the state certified examiners who do the screening for these special education programs and this has added to the uniformity of selection procedures. (One examiner worked in each of the communities.) The kinds of children identified and placed in special classes have previously been described by Kirk and Johnson. These are children: (1) whose intellectual retardation exists to such a degree that it is believed that they cannot profit from the regular classes. (2) They are believed to be potentially economically and socially competent with proper training. Specific criteria used by examiners and the administrative procedures used by the school systems in discovering and identifying the Mentally Handicapped are indicated below: 1) Generally the child has been referred to the Psychological 32 Services.division of the Jackson, Ingham County, or Lansing Boards of Education by his classroom teacher and principal because of difficulties in learning and/or behavior and 2) His abilities have been studied by a state certified diagnostician (Michigan) and found to qualify for special class place- ment utilizing the following criteria: a) Considerably below average achievement in the classroom. b) Difficulty in following instructions in the regular classroom. c) Low achievement on individually administered tests, i.e., reading, arithmetic. d) IQ scores on individual tests (Stanford-Binet or Hechsler Intelligence Scale for Children)which fall between 50 and 80 and are believed to be adequate estimates of intelligence (i.e., not artifically reduced due to emotional distress or other extenuating circumstances.) e) Believed to be children who are capable of making a satis- factory adjustment to the vocational world and to be capable of getting along with little or no supervision as adults. These are not believed to be children who require custodial care, but rather these are considered "educable" children. The recently placed mentally handicapped are those children who were placed in the special classes for the first time in September of 1960. The remaining mentally handicapped children, the previously placed mentally handicapped attended the special classes the previous school year or a number of previous years. The mentally handicapped sample includes 174 children of whom 41 were recently placed and 133 who had spent a year or more in the special education classes. The children come from the communities of Lansing, Jackson, and Ingham County, Michigan, with 43% coming from s 1’ «32"‘1w1‘rn: .-._.-.:-. «an-.. _. e .._.. 33 'Lansing, 362 from Jackson, and 211 from Ingham County. Table 1 summarizes this data. The mentally handicapped children come from 26 different classrooms. All of the children in the sample range in age from nine to thirteen years and were divided into younger and older groups in the same manner as they are within the school setting. (Older group 11-13, younger group 9-10 years). All of the mentally handicapped children were given individual ‘tzx—n-v .—-—..— ..r 3'2“ “.1: c, _ - . _.- intelligence tests (either the Stanford-Binet, Form L, or the Wechsler Intelligence Scale for Children) prior to placement in the Special education classes. Means and Standard deviations are presented 3“ in Table 2. The mean IQ score for the total mentally handicapped group is 70.75 with a standard deviation of 8.64. Additional information was collected from the children's school record forms and this will be described in the section entitled, Supplementary Data. Normals Six Jackson schools were randomly selected and within these schools a fourth, fifth (sometimes a fifth and sixth grade combination class) and a sixth grade class were selected. Thus the normal children came from.eighteen Jackson elementary school classrooms. All children in the sample are between the ages of nine and thirteen years. All children in each of the classrooms were tested. There were 362 children from the regular elementary grades of whom 218 were between nine and ten, and 144 were between the ages of eleven and thirteen. Table 2 presents the number, mean, and standard deviations of the 34 . TABLE 1 DISTRIBUTION OF MENTALLY HANDICAPPED BY LOCATION, AGE AND TIME OF PLACEMENT Recently Placed Previously Placed Location Young Old Young Old Total Percent Lansing 15 7 20 33 75 43 Jackson 4 5 14 40 63 36 Ingham County 4 6 2 24 36 21 Total 23 18 36 97 174 100 35 .owm some magmaomom .m.na 3 «.3 no 1.83326 335: as. 9:: 3 5.2: .58. SD A 53.. 383-3858 2: v5.3 83232. 33:3» 2: «a some .98 5828 now mason oocowwaaousH nauseous 0:» mo mouoou mocwneoo oucoooumom as .oa soaumw>om puwmcsum .OOA coo: .Anev o>uu can seem nHo>ou momma oucowuaaouca examsuonanomuog onu so nouooa monsoonmom a «0.x no.» mm.w oo.- mm.n m~.- nw.- en.NH coausw>sn vumocmum nn.on no.on Ne.oh mm.an nw.oh on.coH nc.ooH m~.noH moo: «RH mm on ma mm «on «ea mHN monasz angles 3o. was» ssmommsouvcmm zunusoz smamahoz zfififiuHmo AMn am . . -.. J . . . .. L . .,. ‘ ’. . . : ., ‘ 67 placed in special education classes two or three weeks prior to initial testing. The mentally handicapped came from the school systems of Ingham County, and the cities of Jackson and Lansing, Michigan. A control group of fourth, fifth and sixth grade normal children was randomly selected from classrooms in Jackson, Michigan. All children were tested twice with the Children's Form of the Taylor Manifest Anxiety Scale, once immediately after the new group of mentally handi- capped were placed in special education classes and again five months later. Intelligence test scores were collected for all children. The mentally handicapped obtained a mean IQ of 70.75 with a standard deviation of 8.64 on the combined scores of the Wechsler Intelligence Scale for Children and the Stanford-Binet, Form L. The normal children obtained a mean IQ of 106.76 with a standard deviation of 12.78 on the Large-Thorndike Intelligence tests, levels four and five. The data were statistically treated by means of analysis of variance controlling for such factors as age, sex, socio-economic level and intactness of home. Findings 1. It was found that the null hypothesis for hypothesis I was rejected at better than the one percent level of confidence. This result strongly suggests that the mentally handicapped children have more anxiety than do randomly selected children of average intelligence. 2. In testing hypothesis II, it was found that there was no significant difference between the anxiety scores of the recently and previously placed mentally handicapped. tmwz" 1' 3' "."- 9"‘5" -‘ . - \ . . . . . ~ _ I . . C O l . I l I ' . , . . ‘ u t A , -, , A I - ,I , g . . \ l - ‘ I . 4. 68 A significant decline in the anxiety scores of the recently placed mentally handicapped attributable to movement from the more to the less threatening special education classes, was not found. Hypothesis III was therefore not confirmed. Although not an hypothesis of this study, it was found that age had an effect on level of anxiety which was not attributable to chance. Although not an hypothesis of this study, it was found that there was an interaction between intelligence and age which could not be attributed to chance. Thus in a cross sectional study, it was found that the normals declined in anxiety with increasing age although this was not true of the mentally handicapped. Conclusions Mentally handicapped children obtain higher scores on the Children's Form of the Taylor Manifest Anxiety Scale than do children of average intelligence. This may mean that mentally handicapped children have a true level of anxiety which is higher than is that of average children, or, it may indicate that mentally handicapped children are not as capable of distortion because they are long aware of the socially appropriate response. Special education classes do not have a significant effect on\che anxiety level of mentally handicapped children as measured by the Children's Form of the Taylor Manifest Anxiety Scale. The failure to find a decline in anxiety de3pite the fact that the classes do appear to be less threatening to mentally handicapped children than "are the regular grades, may be due to insufficient sensitivity of the measuring instrument. It also seems possible that anxiety is so deep seated a characteristic that it is not subject to change by environ- mental manipulation, or perhaps that in the absence of change in parental attitude there can be little change in anxiety despite other environmental changes. Implications for Further Study The experimental literature is sparse on the personality of the mentally handicapped child and his problems of adjustment and more research in this area would appear to be warranted. Specifically, this investigation reveals a need for more comprehensive studies of the effects of special class placement on the mentally handicapped and the manner in which threat in the classroom can be reduced for these children. 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Goldstein, R., The Organisp, American Book Co., New York, 1939. Goodstein, L. D., Farber, 1.3., "On the Relation Between Anxiety Scale Scores and Digit Symbol Performance," J. consult. Psychol., 1957, 21:152-154. Hall, C. 8., Lindsey, G., Theories of Personality, John Wiley & Sons, New York, 1957. Hathaway, Starke R., Meehl, Paul, Minnesota Multiphasic Inventopy, University of Minnesota Press, Minneapolis, Minnesota, 1951. Halstead, Lee, The Sociometric Status of Mentally Handicapped ngils in the Junior High School, unpublished manuscript, 1959. nilgard, E. R., Jones, L.V., & Kaplan, S. J., "Conditioned Discrimination as_Related to Anxiety," J. exp. Psychol., 1951, 42:94-99. Holtzman, W. Y., Calvin, A. D., & Bitterman, M., "New Evidence for the Validity of Taylor's Manifest Anxiety Scale," g. ghngnn, soc, Psychol., 1952, 47:853-854. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 41. 42. 43. 44. Hoyt, D. P., Magoon, T. M., "A Validation Study of the Taylor Manifest Anxiety Scale," J. Clin. Psychol., 1954, 10:357-361. Hutt, M. L., & Gibby, R. G., The Mentally Retarded Child, Allyn & Bacon, Boston, 1958. International Reference Work, The Encyclopedia Americana, Vol. 15, Page 584., Americana Corp, New York, 1957. Johnson, G. 0., "A Study of the Social Position of the Mentally Handicapped Children in the Regular Grades," Amer. J. ment. Defic., 1950, 55:60-89. Johnson, G. 0., "The Education of Mentally Handicapped Children," In Wm. M. Cruickshank & G. 0. Johnson (Eds.), Education of Exceptional Children, and Youth, Prentice Hall, 1958. Kaplan, A.‘M., & Hafner, A. J., "Manifest Anxiety in Hospitalized Children," J. clin. Psychol., 1959, 15:301. Kausler, D. R., Trapp, E. P., & Brewer, C. L., "Time Score as a Criterion Measure on the Taylor Manifest Anxiety Scale," J. clin. Psychol., 1959, 15:50. Kendall, E., "The Validity of Taylor's Manifest Anxiety Scale," J. Consult. Psychol., 1954, 18:429-432. Kirk, S. A., & Johnson, G. 0., Educating the Retarded Child, Houghton.Mufflin, 1951. Klausmeir, H. J., & Check, John, "Relations among Physical, Mental, Achievement and Personality Measures in Children of low average and high Intelligence at 113 months of age," Amer. J. of ment. Defic., 1956, 63:1059-1068. Lansing Public Schools, Lansing, Michigan, "An Overview of the 'Mentally Handicapped Programs," (mimeographed) 1961. Levitt, E. E., "Ecological Differences in Performance on the Children's Manifest Anxiety Scale," ngchol. Reports, 1957, 3:281-286. Levy, N., "A Short Form of the Children's Mbnifest Scale," Child Develpm., 1958, 29:153-154. Large, Irving, Thorndike, R. L., Technical Manual for the Lorge- Thorndike Intelligence Tests, HoughtonrMufflin Co., Boston, 1357. Large, Irving, Thorndike, R. L., General MBnuangthe Lor e- Thorndike Intelligence Tests, Houghton Mifflin Co., 1955. 45. 46. 47. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 74 Lotsof, E. J., Center, R., "Anxiety and Socio-economic Strati- fication," J. clin. Psychol., 1959, 15:539. McCandless, B. R., Castaneda, A., & Palermo, D. 8., "Anxiety in Children and Social Status," Child Develpm., 1956, 27:385-391. McCandless, B. R., Castaneda, A., "Anxiety in Children, School Achievement and Intelligence," Child Develpm., 1956, 27:370-382. McLachlin, D. J., "Emotional Aspects of the Backward Child," Amer. J. mute Defies, 1955, 60:323'3300 Marten, 8., ”A Factor Analytic Study of Anxiety," J. clin. Psychol., 1958, 14:133-138. Masland, R., "The Prevention of Mental Subnormality," Mental Subnormality, Basic Books, New York, 1958. May, R., The Meaningiof Anxiety, The Ronald Press Co., New York, 1950. May, R., "Freud's Evolving Theories of Anxiety," In C. Thompson et. al. (Eds.), An Outline of Psychoanalysis,'Modern Library, New York, 1955. 'Montague, E. K., "The Role of Anxiety in Serial Rote Learning," J. exp. Psychol., 1953, 45:91-96. MMllahy, P., Oedipus, Myth and Complex, Grove Press, New York, 1948. Munroe, R. L., Schools of Psychoanalygic Thought, Dryden Press, New York, 1955. Mnuss, R. E., "The Relationship between 'Causal' Orientation, Anxiety, and Insecurity in Elementary School Children," J. educ. Psychol., 1960, 51:122-129. North, C. C. and Matt, P. K., "Jobs and Occupations: A Popular Evaluation," In Class Status and Power, R. Bendix & S. Lipset (Eds.). The Free Press, Glencoe, Illinois, 1953, pgs. 411-426. O'Donnell, J. L., Henshaw, R. 0., Henderson, J. P., & Cox, E. P., Economic and Population Base Study of the Lansing Tri-County Area, Bureau of Business and Economic Research, College of Business and Public Service, Michigan State university, East Lansing, Michigan, 1960. Palermo, D. 8., Castaneda, A., & McCandless, B. R., "The Relationship of Anxiety in Children to Performance in a Complex Learning Task," Child Develpm., 1956, 27:333-337. Palermo, D. 8., "Racial Comparisons and Additional Normative Data on Children's Manifest Anxiety Scale. Child Develpmg, 1959,53. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 75 Pearson, G. E., "The Psychopathology of Mental Defect," In C. L. Stacy & M. F. DeMartino (Eds.), Counseling and Psychotherapy, Free Press, Glencoe, Illinois, 1957. Peckrel, E. W., "The Differing Effect of Manifest Anxiety Test Performance," J. educ. Psychol., 1958, 49:43-46. Rogers, C. R., Client-Centered Therapy, Houghton Mifflin Co., Boston, 1951. Rosenblung 8., Callahan, R. J., "The Performance of High Grade Retarded Emotionally Disturbed Children on the Children's Manifest Anxiety Scale and Children's Anxiety Pictures," g. clin. Psychol., 1958, 14:272-275. Sarason, I. 6., "Empirical Findings and Theoretical Problems in the Use of Anxiety Scales," Psych. Bulletin, 1960, 57:403-415. Sarason, S. B. & Gladwin, T., "Psychological and Cultural Problems in Mental Subnormality," Mental Subnormality, Basic Books, New York, 1958. Sarason, S. B., Psychological Problems in Mental Deficiency, Harped & Bros., New York, 1953. Sarason, 8. B., Davidson, K. 8., Lighthall, F., Waite, R. R. & Ruebush, B. K., Anxiety in Elementary School Children, John Wiley & Sons, New York, 1960. Siegman, A. W., "Cognitive, Affective and Psychological Correlates of the Taylor Manifest Anxiety Scale, J. consult. Psychol., 1960, 20:137-141. Siegman, A. W., "The Effect of Manifest Anxiety on a Concept Formation Task, a non-directed Learning Task and on Timed and Untimed Intelligence Tests," J. consult. Psychol., 1956, 20:176-178. Sloan, W., "Motor Proficiency and Intelligence," Amer. J. of Mental Deficiency, 1950-51, 394. Smock, C. D., "Perceptual Rigidity and Closure Phenomenon as a Function of Manifest Anxiety in Children," Child Develpm.a 1958, 29:237-247. Spence, K. W., Farber, I. P., "Conditioning and Extinction as a Function of Anxiety," J. exp. Psychol., 1953, 45:116—119. Sullivan, H. 8., Conceptions of Modern Psychiatry, W. W. Norton 5 Co., New York, 1940. Sullivan, H. 8., The Integpersonal Theory of Psychiatry, V. "- Norton a Co., New York, 1953. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 76 Taylor, Janet A., "Drive Theory and Manifest Anxiety," Psychol. Bull., 1953, 303-320. Taylor, Janice A., "A Personality Scale of Manifest Anxiety," J. abnorm. soc. Psychol., 1953, 48:285-290. Terman, L. M., Merrill, M.A., Measuring Intelligence, Houghton Mifflin Co., Cambridge, Mass., 1937. Tredgold, A. P., A Textbook of Mental Deficiency, 7th Edition, Williams & Wilkins, Baltimore, 1947. Trent, R., "The Relation of Anxiety to Popularity and Rejection Among Institutionalized Delinquent Boys," Child Develpm., 1957, 28:379-383. Ulett, G. A., Gleser, G., Winokur, G. & Lawler, A., "Psychiatric Screening of Flying Personnel," In Janet Taylor, "Drive Theory and Manifest Anxiety," syghological Bulletip, 1956, 53:303-320. United States Department of Commerce, United States Census, Washington, D. C., 1960. Walker, G. E., "Social and Emotional Problems of the Mentally Retarded Child," Amer. J. of ment. Defic., 1950, 55:132. Wechsler, David, Wechsler Intelligence Scale for Children Manual, The Psychological Corp., New York, 1949. Westrope, M. R., "Relation among Rorschach Indicies, Manifest Anxiety, and Performance Under Stress," J. abnorm. soc. Psyghol., 1953, 48:515-523. Witt, R. D., Broen, W. W., "The Relation of the Children's Manifest Anxiety Scale to the Concept of Anxiety as Used in the Clinic," J. Consult Psychol., 1956, 20:482. YES YES M Teacher This is part of an in vestigation designed to help us to understand children more adequately and thus to design more effective school programs. Completing the enclosed material will take less than two hours (one hour now and one hour later in the year when the test will be repeated.) You will be sent a brief description of the results of this study and invited to attend a meeting for further elaboration. Information is being collected in Lansing, Jackson and Ingham County. Thank you for your help in this matter. Marvin 5. Kaplan, School Diagnostician General Instructions 1. Direct the children to write their first and last names, age, grade, sex, and school. 2. Read the printed instructions on the questionnaire aloud and then proceed to read each of the questions having the children circle their answers as you read. If a child asks what this is for simply say that it is to: "Help us to understand children better." 92293 elaborate on spy question. Simply tell the children to answer as Best they can. N0 10. I would rather win than lose in a game. NO 11. I am secretly afraid of a lot of things. NO 12. I feel that others do not like the way I do things. NO 13. I feel alone even when there are people around me. NO 14. I have trouble making up my mind. NO 15. I get nervous when things do not go the right way for me. NO 16. I worry most of the time. NO 17. I am always kind. N0 18. I worry about what my parents will say to me. NO 19. Often I have trouble getting my breath. NO 20. 1 get angry easily. V NO 21. I always have good manners. NO 22. My hands feel sweaty. N0 23. I have to go to the toilet more than most peeple. NO 24. Other children are happier than 1. NO 25. I worry about what other people think of me. J . I - e ., . e 1!.” u ‘ 1 . u u n. .)~ I _ - . ; (AJ- 1 .. \ If! [2 [IS Name Age Sex Grade School Instructions: I will read each question to you. Listen carefully. Put a circle around the word YES if you think it is 5539 about you. Put a circle around the word NO if you think it is not true about you. YES NO 1. It is hard for me to keep my mind on anything. YES NO 2. I get nervous when someone watches me work. YES NO 3. I feel I have to be best in everything. YES NO 4. I blush easily. YES NO 5. I like everyone I know. YES NO 6. I notice my heart beats very fast sometimes. YES NO 7. At times I feel like shouting. YES NO 8. I wish I could be very far from here. YES NO 9. Others seem to do things easier than I can. YES NO 10. I would rather win than lose in a game. YES NO 11. I am secretly afraid of a lot of things. YES NO 12. I feel that others do not like the way I do things. YES NO 13. I feel alone even when there are people around me. YES NO 14. I have trouble making up my mind. YES NO 15. I get nervous when things do not go the right way for me. YES NO 16. I worry most of the time. YES NO 17. I am always kind. YES NO 18. I worry about what my parents will say to me. YES NO 19. Often I have trouble getting my breath. YES NO 20. I get angry easily. YES NO 21. I always have good manners. . YES NO 22. My hands feel sweaty. YES NO 23. I have to go to the toilet more than most peOple. YES NO 24. Other children are happier than I. YES NO 25. I worry about what other people think of me. I II)( . .— 3:114.‘ . .,- , .1 V ', . . \f’ .2 I 1’; 1'1 .2' x ,... e: . L.- ,. , ‘ 1 . . Y {I -"u. ( . . ~--._.,-. u.-- -..v -7--- - -....e.. ._ .. ,_»' .. ';-» . -, r f‘ ."‘ ‘ ' .:.. , . ~ t: : . , . rt I .'.. '. I- ‘ J . J . , A - _y . ‘. ‘ I . 7' . 4.x j. .-.«.J L . A. ~. ~ .,_ --.p. s . ;‘ w‘ ;v ' I ., l ‘f .'. 7 l L. . . ,. .. . . . , . :’ f...) . ‘ "J‘ l .L ' . ,- ~ _. . H . ‘ . 1f _ - ' t . . '. 51.x . » ,' 1 ..‘ I- . . v . . . . ' I a - ’ . r' w! .._.-,.: I .7 ‘-'-H 1. f . , ,u " - l ' .~ ' . a". T v‘ 11' f .s. .\ '.. n ,. , ., ~ 7 x . ', l .4 ' . ,I ' ’. '. u; -",“ R. ._.\' . A” , .. a ’ :1 1.1 ‘1 .- . , . - -' . ‘9‘. .5 P ' .. ' . . , ,. ._ . - ., L» . f ._ . I‘. 1 i .-.« . - . ', . ’.-" . x‘, [~ ‘ I _u‘ ' . ; -.| -‘1 2 :1," .4 . ‘L : .:'. 'v” M“... 'Y:‘ . c‘" '«r. »’.I K .(L '. I ~.. ' *\ .... . .\ ' - . .~ .7: a: .. . _.I ~~.. v -. " ‘ .b.;x v: ..} .~1 u,’ , ". I. I ."J’ ‘ '.- "'x' I 7 ‘43 V‘ ' 11,, . — _« . . . . .ux- ' l" y x z .a‘: .-t " - .v . , -.-, . . _ a . - ‘ . . L . . ,. - ‘ , ' . Au ‘J.:£ . r.- w I .‘J K'- . l. 1 , . ‘ ,a ' ._I. . k l.) I ,.. .L ., . , .v I , , - . ,, .1 . J.- ‘ ) g. .I. . , _‘_ .‘r 2' ‘ 'J:‘ , I .‘ l ‘ YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES YES NO NO NO NO 3 NO NO NO N0 NO NO NO NO NO NO NO NO NO NO NO NO 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 45. 46. 47. 48. 49. 50. 51. 52. 53. -2- I have trouble swallowing. I have worried about things that did not really make any difference later. ‘My feelings get hurt easily. I worry about doing the right things. I am always good. I worry about what is going to happen. It is hard for me to go to sleep at night. I worry about how well I am doing in school. I am.a1ways nice to everyone. ‘My feelings get hurt easily when I am scolded. I tell the truth every single time. I often get lonesome when I am with people. I feel someone will tell me I do things the wrong way. I am.afraid of the dark. It is hard for me to keep my mind on my school work. I never get angry. Often I feel sick in my stomach. I worry when I go to bed at night. I often do things I wish I had never done. I get headaches. I often worry about what could happen to my parents. I never say things I shouldn't. I get tired easily. It is good to get high grades in school. I have bad dreams. I am.nervous. I never lie. I often worry about something bad happening to me. W.,. _ A‘::!“i‘y_‘u — m _ ..4,,- ' ,. . l I .. . ‘ . . | ‘ . ' s . . I. . . . . V a . - - , , I. ‘ V ‘ ‘ ~ . - I , s ' . A n , . ' , . 3 . h . . I . . l . . ' , u: » ' ' ' b , . ‘ I u I . l , 0 a ‘ ' i I . . l . A F ' . . . . . . . A. DIELRTMENT OF PUBLIC INSTRUCTION Lansing, Michigan Edugatiogél Reggiremegts 32; Teachers 2; Exceptional Children Requirements for teachers of exceptional children in the several special education fields are determined by Michigan institutions which obtain approval of the State Board of Education for these programs of teacher education. Persons who have made considerable progress toward meeting these requirements, as previously in force, or applicants from other states who have considerable credit in special education and have obtained temporary approval, will be advised by the Department of Public Instruction in terms of the requirements previously in effect and described below; persons currently enrolled in Michigan institutions or those given temporary approval, who do not have more than a minimum amount of credit in special education should consult with the authorities of an institution approved by the State Board of Education for offering the program of their choice. 1. Michigan Life or Provisional-Permanent Certificate with a major in the specified area of special education in which the candidate plans to teach. .2. Bachelor's Degree. 3. Four semester hours of directed teaching in the field of special education in which the candidate plans to teach. 4. Twenty-four additional semester hours of credit in course work in special education and related subjects to be distributed as follows: a. Required courses. . . . . . . as indicated below b. Specific courses. . . . . . . as indicated below c. General and related courses . sufficient semester hours to make up the balance of 24 semester hours Teachers of such special subject areas as arts. crafts, home economics. shop teachers and physical education teachers who have a major in their field of specialisation must have a minimum of 15 semester hours in special education courses. all of which are to be directly related to each of the types Of children taught. until the specific courses have been exhausted. Four hours of practice teaching in their field of specialization is required. 1. Michigan Life or Provisional-Permanent Certificate with a minor in the specific area of special education in which the candidate plans to teach. and a major in thesspecial subject. 2. Bachelor's Degree. 3. Four semester hours of directed teaching in the field of special education in which the candidate plans to teach. 4. Fifteen additional semester hours of credit in course work in special education and related subjects to be distributed as follows: - . ~ . ' . . ' I Minimum semester hours reguiged a. Education or Survey of Exceptional Children . . . 2 b.Mentalflygiene............-oo... 2 c. Specific course work. . . . . . . . . . . . . as indicated below for the type of special education in which the candidate plans to teach d. General and Related Course Work . . . . . . . . . to make uP the balance of the 15 semester hours requirement C. Course Work Requirements for Teachers of Exceptional Children: 1. Minimum semester ours s it Required courses a. Education or Survey of Exceptional Children . . . b.Mentalmgiene..............-o.- c. Arts and Crafts . . . . . . . . . . . . . . . . . kNN Specific Courses2 a. Tegchers g: Crippled Childreg Care and Education of Crippled Children. Therapeutic Care of Crippled Children, Pathology of the Crippled Child, or equivalents 6 b. Teachers of Deaf and Hard of Hearing Children _————_—.———— Anatomy and Physiology of the Organs of Hearing. Pathology of Hearing, Methods of Teaching Lip Reading, Techniques of the USe of Hearing Aids, Rhythm Training, Tactile Development of Speech. Language Development and Training, or equivalents 12 c. Teachers 9; Blind Childrep Anatomy and Physiology of the Organis of Sight. Pathology of Vision, lflucational Provisions for the Blind, Braille and Braille Methods, Type- writing for the Blind, or equivalents 8 d. Teachers 2: Partially Seeing Children Anatomy and Physiology of the Organs of Sight. Pathology of Vision, Problems and Methods in Sight Saving Classes, Typewriting for Sight Sav ing Classes, or equivalents 8 NOt required 0f Speech correctionists and special subject matter teachers. The requirement concerning directed teaching in special classes may be waived by the training institution for experienced teachers when aPPrOVed by the Department of Public Instruction. f. g. h. 1. al._3:~ Minimum semester hours required Teachers of Epileptic Children Medical Aspects of Epilepsy, Problems and Methods and Classroom Organization for Epileptic Children, or equivalents 4 -—————_——_ Medical Aspects of Weak and Delicate Children, Educational Problems of Special Health Classes, or equivalents 4 Teachers 2; Homebound Children Teachers of homebound children should qualify in either the education of crippled children or those of lowered vitality Teachers 9; Children with Speech Defects (1) Anatomy and Physiology of Speech, Pathology of Speech, Methods and Techniques Used to Correct Various Speech Disorders, Phonetics and Ralotography, or equivalents 12 (2) Qualified speech correctionists who serve the special needs of hard of hearing children who have reasonable language acquisition for their age and who can par- ticipate successfully in regular grade programs when provided with special services, may qualify for teaching such children upon the completion of the following courses: Anatomy, Physiology and Pathology of the Organs of Hearing, Methods of Teaching Speech Reading. Hearing Aids and Acoustic Amplification, Directed Teaching in Speech Reading Teachers 2; Socially Maladjusted Children Problems of Instruction with Maladjusted Children, Psychology of Behavior Problems, Juvenile Delinquency. or equivalents 6 ”Tgrachersw'é:Mentally Handicafled Childreg H ‘ ' " ’ " ‘ -. Mental Deficiency, Problems of Instruction and Methods of Teaching the Mentally Handicapped Child, Problems of Organization and Curriculum in Teaching the Mentally Handicapped Child, Education and Social Control of Mentally Handicapped, or equivalents 8 X - » I . . ‘ v . na- 3. General and Related Courses to be chosen from the following courses:1 Mental and Exceptional Testing Guidance and Occupational Information Speech Correction Mental Deficiency Delinquency Abnormal Psychology Anatomy Social Psychology Social Psychiatry Child Welfare or equivalents 1 Seven hours of correspondence courses is the maximum which may be approved in the general areas. No hours by correspondence may be approved in the specific area. 29.2.! DEPARTMBNT 0? PUBLIC INSTRUCTION Lansing. Michigen Pects about the Michigsn School Disgnosticisn for the Mentslly Hendicspped Program 32 Services g Q; School Msgggsticisn This psychologicsl service provides s mesns by which children msy be selected for eligibility in the educstionsl progrsm for the mentslly hsndicspped. The spproved school Disgnosticisn is s member of the special service stsff of the locel school system. He serves only thst portion of the school membership who sre referred as possible mentally hendicspped pupils. He must serve the mentslly hsndicsppsd progrsm full time. Function 2; 533 School Disggosticisn Service The school Diegnosticisn hes msjor responsibility for the study of children referred as candidates for mentally hendicspped programs. He slso serves in s consultant capacity to the school staff. He sssists teachers and other school personnel to understand the problems end behavior characteristics of mentslly hsndicspped children so that they can identify and understand children of this kind and work more effectively with them. He may be of sssistence to the teecher in plsnning for an individual instructionsl program through describing the lesrn- ing potential end ways in which the child msy schieve. He will re-svsluste sll children in the program periodicslly; st lesst every three yesrs is recommended. He may meke supplementary evslustion studies when s child is not schieving or edjusting ss expected. He may work with psrents who find it difficult to accept their child's limitations end assist them in achieving reslistic socisl, educstionsl and vocational goals. As s member of the school staff he serves on committees, attends stsff meetings end is s resource person to psrent and community groups. In providing en effective service, he perticipstes in msny activities which have es their purpose the planning and evaluation of programs for mentally hendicspped children. Types 2; Children Studied The identification and essessment of mentelly handicapped pupils is the chief task of the School Diagnostician. Although the assessment of mental re- tardation may be complicated by msny factors, the one common characteristic is limited intellectusl ability. The referrals to this progrsm are only those pupils whose primary problem is believed to be limited intellectual ability. In msny instences other problems msy be identified along with mental retardstion. It is hoped that full psychologicsl services for all children msy be mode sveilsble for ell school children in the meet future. At this time only mentally hendicspped may be served by this progrsm. 1 .— e. . a v ‘1, e s 3. g 7 \. . sJ . . rs - ‘ L ' :- .. w . . i. e .a . I J u r. (I r .- ,..l. .. . . C n , n . Iv. . u. . . . I e I ‘ r a n v \I It. It. . is I II I. . o a. . la n 3. 6h 7. n ' . g , u I :0 N I I ole l l u . 'e p I. t. .. . n 4 I .. ‘J ~. . . u v s nu- ‘ I. 5“ l. I O n . .. .1 p .l a a. . a l .. .s/ r. I II \ t. .\ ' . . v o . . . . o 7. e 4 e .4 s . t... rt... . I e e. II la .1} . (s . I 'll . .1 \ .e. a . ’r .. .u . .s v . o I .y . e. e.. 3: Is . I‘ L) u . . s _a . . s e c . _ a . e . I D. ( ... J o I. a .4. o s . l. u. .. \ \ a. .(x . c s. «a a. s a . a n .. a .1. ,c . . I. m . . vx . l I. .. . . ‘ 'I . o e I t .q . . . s . ~ on. r . s so .3 ¢ ) .. fie , .l. v. . . .. u f. .c .e . w 1 . is. I . 4 iv. J . .3 .e. " fir . o ‘ u \fi n lQe .. .4 ~ . , ; _ e .s . a. f _ . u. .e . a .H o - I .. ) . .. . s I‘ ‘ e. . . v a ... pl .. l .J r 7 u a «a V. , .. . . . r . v ( 0‘. A. . |. la n s e b v .D a. I . O x ... . .. . .. l . , . s . .6. . . n .. t V w ... . - . 4 a. C. u e I 1 i . .e u I . w 4 .9 s» A . c o . f. I . . . a v a x. I, . ...V o . r ‘ s l 0.. i a . . y i." . s .2 l. . a ..L . . _ I u A . I. .0 . pQ1 . . A s S - L . . . . .I: a.. . .| I . . » O! . . \ a! . e . . .s v' u . C'l .2. Establishment _o_f_ g5 Prggram The board of education of a school district, the county board of education or groups of cooperating hoards of education may establish a program if the combined school membership of the district or districts to be served is at least 5,000 if the diagnostician is employed full time as school diagnostician for the mentally handicapped program, and if there is an approved program for the education of mentally handicapped in operation. Approval 2; Programs Approval of Programs for state aid is made by the Department of Public In- struction by December 15th of each year. 1. A school district may receive state aid of 75% of actual costs up to $5,125 for a school membership of 5,000 pupils. Only fulltime programs may be eligible for state aid. 2. School districts may operate jointly-sponsored programs. State aid shall be paid to the district designated as the sponsoring district. 3. A county school district may sponsor a program if the program serves school districts operating approved programs for the education of mentally handicapped whose membership totals 5000 pupils. 4. School districts with approved programs for the education of mentally handicapped must employ an approved school diagnostician. If the person is employed on a part time basis. or if the school membership is not 5000, no specific state aid is available. The cost of the program is listed on the application blank for the mentally handicapped program in the appro- priate place as part of the total cost of the program. Application £25 a State Program Application forms for the program are sent in the spring to all school districts operating programs, and are to be returned to the Division of curriculum Services by September 15th. Application for new programs are sent on request. Form 5 - Membership :25 Personnel Count Form 3 is sent in the fall to districts having approved programs, for re- porting the personnel for the school diagnostician program. All approved persons employed on December 15, for an approved program for the education of mentally handicapped, may be listed for state aid payment to the school district. Any person employed after this date is not eligible for that school year. The state aid paid is 75% of the actual cost of the program up to $5,125. ‘The actual cost of the program includes the salary, travel, clerical help, materials and other appropriate costs. . .. ._ '1. 4 l‘. .ifl ‘. ~13. 1 1. 1' .1 ‘3 .. e' ‘21 . ..., I" I: ‘-'.. 11 1 '. “1" 7. 1' V' -: «1'1; .14 r.“ '1 ’il "(.7 1 ‘~' '1"? ..." 3 ."H . . ._ . , ...- '_-!.F‘.‘1". .31- r-T 1 331’ 1 ..1 .1 --. | 1‘11 11. e‘. v . ’ Q 1\'T'1" "11‘ ’ .. 1 a ' ‘J .1 '- ‘. 1 31.. .1'1’1 .‘1‘ w ..- . <0 4.; 1': . . '1 I I1. . 1i, - 1 -.. i . .u‘ a _' I—' .‘x a _‘1_ :1. ' ‘3 ,.. . 'H'i H1 . ., . a. 4 l 1. r O;— .‘f ‘- , "Iv. _ 1:1! ' 1 .1"?qu 1'...‘ 3‘ as '10 mn‘ "L . ~' 1‘-:’:‘ ‘ .fr’we': .37. mus-urn ‘1 _-'...,d 3.1. ’12 in :-..:o..- 1-. ..q!. 1 at q 3.. ~1 ‘~ ..-1 1p . .- V‘ 5 - f ,,.'. O... '- .'1 uJ. 1.3..1 7 I'd-8') 0‘4 - (— .4 I .r . 1. - _ "’1“ 5'41 '-1lJ [’J‘. iii-HI. -3 :‘A I';.' " 1...) ;. '7. h: . . " .13". 51.. L .5~'EIII: 3‘. "(1" .'fi.‘-' "'1 .’a- .".';.’;-Z?. 1 ‘7 ." .17-‘1. WWW") .1: 5-3- as .'.!t "'1 :' v.1 -.. 'J I"'.'"'. ' ... .-x.-.r '.1d'v1..'~31 ’1'. sci-.3: 3'1 ... "1" '3: L ' ‘. ”'19" 1"“ "La ‘LI ‘1-1' ":- ‘ '1': 1' '311“ ' l'.‘ DI". . ' "3 '.-‘ .11. .- '.‘.-"' -'fr:q=.-\'H' 3'): .. :11.""",.L".'. ' 1 . ' 1 - - ,1 .1' 1.1: a 1...:1 .1... o. .1-_. {11.1) A . ‘r:'. 2"; ir-D‘mu’r .iflfiitb'snr- 9:13 1.1:.1L ' "2': f ‘ .. >~ . » . - . I 1 - ' e - w . 1-3 (_....;V 1.1. r: “1.111.“. unity”; -...=... 1;". Jim -1 1‘: 2.c';o_u “:wan-e nu b-;.~;2'h 13~H ' .L '11. "-33 1;:1‘1’1‘1.‘ .t. .’1' '(‘lfl- 'Z) 3.‘.:l EJ’JC‘ '31’ 1".»— .}'. 21“.. A]. f’- .r‘.’...1 21.1.1 .. :"'..) a. 190'.) ". ..u:3=:~"1~':-‘. :2 . ..z'bunz ‘(1 sure". .1.'; " g .: .1.- .- ‘- Sui-c.- '1:- I ‘. f " .e- . -- In. I - Z‘ J ll.’ I. .a‘J- 9.11;”), ..‘1' . ‘ '-:1'1.,'.1-.".1 '~-d a”) $13 5: -‘. ,2. '- __l _ur‘pJ': "' '3 '5 .J'n; jun; _' .‘I 2 {.r."'- j ’3 .I a ..wfl e.:;.1.ix;'-.it :x‘. 11"“. ’ 1.. 11' \-.1.’~' '1 1 1 ‘ .2 .. . 3.0 DH" -'.' 16> .."u‘" r’... 1.0376111 . 11". 21. - '1' u. ..>;- 5.. t ..3-" ..Y. . .. In? ' '7; as": if: ' ‘0 -1; (It: .1. .1 .5 .. '_ 51." «3.3;... 3 e- .3 .. . ‘ Q I-- ‘1 1:» '- ' a, '13.. 9.1m. 1:-': 3'13 .3. Cost Sheet £25 Pinsl Claim for State App The cost Sheet is sent to all approved programs at the end of the fiscal year. This is a report of the actual cost of the program. If the actual cost is more or less than the estimated cost on the application form, the appropriate adjustment will be made in the state aid payment the next year. gpplification 23 Personnel Special approval for school diagnostician personnel is required before the person is employed. This approval is secured by the prospective candidate from one of the universities approved for the training of school diagnosticians for the mentally handicapped. The unversity than recommends the approval to the Department of Public Instruction. If the person is employed on temporary approval, he must agree to complete six semester hours per year until fully qualified. Approved Trainipp Institutions University of Michigan Michigan State University western Michigan University Reyna State University a s .o' - i .0 "0 'V ‘b’ e}."' m ‘ , U I .. a - . . 1 - 1 s . . . ‘ ’- - I . . 11 . s -.... .r , . . I a . _ . . . ‘ _ .... pi . ... l - ‘1 at I ’ I .A I ‘s s ' to. 9“ . I ‘ . e u \ l fl :1 .' ‘ 1 . ' L . ... ’ \ ‘ 1 1‘ fl 3 f O L‘) Q a. a \ n -\ ‘ . .. l , a -e I I a ‘. v. 1 e A SEQUENTIAL CURRICULUM FOR THE MENTALLY HANDICAPPED Kindergarten -- High School 1961 Lansing Public Schools Lansing, Michigan Mr. Wayne Macs Director of Psychological Services Mr. Marvin Beekman Director of Special Education .--... 7,. .. .. :— r ..371 .‘1 Q“ I": I,“ V '. - A Jr. .' r .- g.- ,. 1- ..Fr‘xi‘V‘J-fl 1"! 1:(H‘."'\r 51.1.40: :n.fif‘,l 1.5.1.3: 21‘ ‘1‘-" 5:121". {NI . ' r'y--; "'- ,:.If‘.... -. -10 ‘ ... r“! ‘cir ‘I' »‘~? I) 1. _-,‘,’.'L' y; '3 'f‘ 1:) in.‘1h!:.‘ PREFACE What should comprise education for the mentally handicapped in a public school setting? The answer to this perplexing question is contingent upon finding the answers to numerous other questions of which one of the most cogent is: Education for what? or: What place in society do we expect the mentally handicapped adult to fill? Such questions bring into focus ultimate goals (6,8. The ultimate goals for the mentally handicapped are not unlike those which we accept for all children. They can be paraphrased as adjustment to: 1. Home 2. Community 3. world of work Nmerous follow-up studies 0,2,4,” suggest that many mentally handicapped (more than is the case with normal adults) do not make adequate adjustments. It is the task of public schools to design educational experiences for the mentally handi- capped which facilitate the achievement of ultimate goals. The following curriculum outline is designed with this thought in mind and is based on a consideration of: Ultimate goals for the mentally handicapped. The basic needs of the mentally handicapped. Experiences apprOpriate to the progressive maturity and understanding. The involvement of total behavior - the whole person. 5. Experiences feasible of accomplishment. 6. Experiences thought to be socially valuable. 13> UNI-I In order that similar experiences might appear together and to demonstrate the consistent continuing sequence of such experiences leading to ultimate goals, the following material is grouped according to areas. This is not meant to imply that learning experiences should be so organised in practice. we feel that most of the learning experiences essential to the mentally handicapped can be found on the following pages but how they are organised will depend upon the nature of the local school system. we favor use of the unit approach. -; _1 " -, fl _ . . 11,... 1. ., I , . ..4,....,.' '. , [1 .. . .3164 L‘l.-n \ .. '- . ' . 2.1. ~ 1'21 1'") 1 ~ 1 .2'1 :1- - .. 11‘1’.‘.'.‘"-O *1 ,‘r1‘11‘31-2“"{‘."IK’I’;‘.1"; r'. In! 1': .’w.‘ r. -q.-', 1"! ' , ‘ ‘ \J~ ..l t '" ,1 e-ouJ s 51‘ L v 's ‘ '1. 1;. JD “\ '. 3. . — n ' 1 .u A ”a J\. ._I}‘. 5.." 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J . -. u'.'u Ila-i . , '13111.“~-1': .1 '1 9'1": 01 :t 1, J.'cj~1‘1<.y5‘ --3:>.'13 23:21:» .L .Edi‘.u.1i1§b.d- hrs 1,-1 as. ejar'w 91;) ~ .‘;nij-'-.r} 311‘ z‘ .1" .‘n-1zfi“!i. ‘..‘.. 5:". .95 ..‘O~:".‘ .fi1nr4712 Honor he U1WJELJ1 so r .uza*1 C eC'H:": i Ac $1 Jfipzof) : “"S 303 "€9"VB 3‘E:r Lun‘9'12129 13{.m§a an1 #913 7“ 9-F4“F-2 gFihqxlfiUD *nnjzleu o 933 nnl?33=m ,n3.311n1 1s: .sififi; oxnwijlu r1 gv'by 1'! 3111.? 33‘ ‘10 . ([1978 (‘3 9d bluode {Mp-j {13 3'1 111:: Eur 39.1%? 1‘ 1 .i- 1': ~L' s-.r-.1wc1u aninzsuf 1d: 30 . . I 3.11 a) hfilff‘I-l Cu! {”131 in'Q'_f"' lass! ad? in quujsw on: unqu nn-ccb 11;: -, Info. . i550 1.5'J117 .fij 1U :17 find i a: 71310 n! ‘13-“.1 ‘1')‘19b "1 9’ =93n9.1aqx9 \ ,5 3.1’._ 10.1: -1- 113113;. i'rr‘rn-I :5”) {as} .ILWIn vlfsfints '1 our. 'nr'J '1" ': .PH ik’ Inc We Some learning experiences can be most successfully gained by the mentally handicapped in homogeneous groups (only mentally handicapped in the group) other experiences can be best obtained in heterogeneous groups (a cross section of the school enrollment). Homogeneous grouping is more often successful in the academic skills areas, however grouping procedures will need to be flexible to suit the local school and individual pupils. The following outline is a composite of experimentation in the Lansing Public Schools and the best thinking of authorities in the field of curriculum. fl snug .:'>,;g..\;‘l:‘ 3grf-p 5d {,5' ‘ ; 3.3:,on 2’; gr: .'1-15M ‘1" E" ‘ 11a. . 'o' ".1315; c ':- -.'-.:,_nr, 0" nL f zcjl.r'>.or.:-.ii 1"! f.“ ‘I an L- 'l’k-‘fi‘.’ ‘1‘... .-:.' LR‘ '—..-. "' , 2‘3 ‘5‘):3') (many 'r-J a: L .1 n) “Hf”, P.L"9fi£‘-:A"13}JS!‘ a: an)?! : -‘ v “1* 0 W103": ~G'mt3: .'..v 0%. ' P A3-'-. fin' *"n‘v Z .x .21 "n ::-.='“‘rr. 1!: :IE 0f.‘."-n‘ ""-.v.‘}.-'... w " - ,... . . AA Loi'i'mrs' ': :-‘ '.‘:.‘ru'~.t 1:. ~,.'I' Um. -'~.‘ 211-153;; ;...e.r:" ~-r: .3‘ Mental Health Self-Respect Adequacy Security Wholesome Attitudes Success Social Skills Consideration Sharing Cooperation Development of Problem Solving Techniques EARLY ELEMENTARY (Age 6-10) mm 1. Intellectual 2. Achievement 3. Social-Emotional a. Teacher Rating b. Anecdotes Health and Safety 1. Safety - Crossing streets, etc. 2. Personal Hygiene and Grooming 3. Care and Wearing of Suitable Clothing W Language Development Visual Abilities Auditory Abilities Reading Readiness Number Concepts UIJ-‘wNo-I Social Studies 1. The Neighborhood 2. The School Motor Abilities and Physical Education 1. Rhythm 2. Writing 3. Cutting 4. Organized Games for Exercise 5. Free Play Music and Art 1. Listening Skills 2. Finger Painting Parent Education £3 , , , Iliu‘s .IIquq-h. Ha) . ... ... ... .... II .Iu... 4|“?! 1n. nl_u.-. 1.. . l. .A n4..1M ”8.". ....."a3 -140...“V:,... .... t J. 1" ...... on . ..l..l.u...| Ill ,..l.|l-.1!.|..l...... 9 .. I I... ..I 1|... 1|..:. -||.l..ll 1 .I‘Iullull [Zinc I vl-u..|... lulu oi.l..l .'lnlillallll. -51.!!! II... 3.- .lol‘rrrl.\.. I...I.. .IIOII’.x..',:n IL'VIII «I -.., .II. Ill-In .. 1 ...? ... .. x . _ .. .L {bUJC . . :..~... . .... .513 ... n.2,... ...u....ncu ....L....uu?.r.. -.. 5' . .i‘: 1‘ .I ‘1 -"x... 3-5 'I I..- ‘ Ill? ’u". II 7. I nfllfli . . 1ft I . . . . . Ill .‘1 l. ». . .... . I. «1 m..x.3....~ 1.5va.... c: . .... Illlul. . u u. t .I I: 3...}... la . I11 {full Illiiuol ..Illln.‘ l..l.l.l... .‘III- iolll -.ll,..|,l0-.\.o|l.. .b!l . 1;": .D 1 ..L \I .. "a. V. In, . .... 1. . . .A at 9 f . .0 i. m. .u I \I 1 .... t. ( r1 ‘6 .( \as n 3” .. _ 1 . . . . . .u” ... .a. - l 2 ... . . ( ...... a J . . ... . . .J . . I. . T ( .. 1. .. n... I. . J .. . n .. . x . i. 1. . in ... an .1 .l n: L a . . A o 3.. w ...: . . . . ... .1. V I” a. 1U ... ll. .1 .4 ‘ ..u .... ...l . . . ._ Y. . . r. c... ,. A 7. O Y m. 3 .... ... .. u ... . r., .v .. ..L s H I) . A1. W: n. .u 7x ..u .. ... J ... t .. ... ..a. _. . nu ... .v . .... .. ... P. \J i v . . fl 1. . . .A ...n .. ... b ..I . .1. .... uh. \. ... . u ... I C. .1 n . . . . ... .... .... .u z) P. n. ... I. n .r. u. I r... r ... ..J J ru .U (. r I A. at . n. .... I J o. a. q u ... .... P. w ..J a. m. .1. 9.. mt. an at. .Ia ..1 . a . C i .... fl .9 .1 . 1. 1. 3 '0 1.. M ..r "l 04 w... .Ju l r «u ..D X ,9 v u... ... H 9 1,. 0 ... .V. . .f. H W1 X r.“ a . .. .‘1 ... . .( .... 1 . .. ..r. m. m. .. r} 5 . . v. ... .3 _4 Mental Health Adequacy Self-Respect Security Wholesome Attitudes Success Social Skills Sharing Consideration Cooperation Development of Problem Solving Techn1Ques LATER ELEMENTARY (Age 11-13) Evaluation 1. Intellectual 2. Achievement 3. Social-Emotional a. Sociometric b. Teacher rating t c. Anecdotes ~§ Health and Safety 1. Safety - Bicycle, etc. 2. Personal Hygiene and Grooming } Academic "i; l. eading Periods set aside for “ 2. Arithmetic ]development of these skills. 3. ‘Spelling ‘Taught in conjunction 4. iting with units of experience. Social Studies 1. Adjustment to community and home 2. State 3. Nation Motor Abilities l. Rhythm 2. Writing 3. Cutting 4 Organized Games for Exercise 5 Free Play Music and Art 1. Listening Skills 2. Painting 3. Crafts Parent Education ,‘ r: I‘. .l.” I. :1 .. .‘II I I. I: '31...-"cllluul -IIITO ‘0! tr! .. .1 II.-- '1' :l ....m.‘ .5 u... .r. .....rfé... ..T ....E..-.. “.22.... .13. c5.i:..... «...... .3. -. -z I ..--i- . -- . flan! llou.--l i--- .l IT-.. I 11-3.51: .--..i -... - . .... .1-.. . Tu -. a. . . - I.-. T. In- i .....- - ill!!! 1|... -II. ..- 1.2.15.1}: -Il- .le ... v: .. H. . ...).u. ... 1.5": ._ .Cnuuwnmasu .... .....r......:..:..u . . .l . .5... .: -l; Ix .21-. I"! . Io..-.!1...-zl-....-1-l .... . .---t. w . Vt risers... .. .. ...: .....w :53. 3 me. u .2 -...m... u i .lic ..I-..un I-.Acl...il... '11.»-.3. --lll..lx-.-o|.,l...|u.-..l-o1.1. I .... w _ ... u.“ ... n. n .. I .. ... . .... , w." .IS . \., . ... Sr. .l£.r. .. I. . . H . . . E . . . : .... .... ... n u .a .. . .a . .5..." . ...: ..H.;. -n 1 .. - R.," .. J E ... . ., .. .... . L n. .v.. .. .I ...... .I .. .. I. r“ .. : -. ... . u .. 1.. .. .. . - i. - 9...... \. ., u , ... . .. . . .. .3 .u i p. ... .. ... C re“ ..|.. .l H r.» A. .u. H. .r. “H .l N” ... T. 4.. \.. 9 ”I . . J .... J V! n. u . 0 u. .. n. a... .l. . .I .. u . .. J ... .1 L H. “I I... J a .H c .- z z ._ . T _ I r.- .. L . n. u A ll- . w .L ... t 3 J . f ... ... .l. n .u .. ..., .... u. I. 1.. f. v. s: A. I... .. h. u. ... «I .. O A r6 r. A .1: ... n. 0 m I .... 9. .u r,. .. .-. ... 1: . .v IL-” Mental Health Adequacy Self-Respect Wholesome Attitudes Security Success Social Skills Sharing Consideration COOperation Development of Problem Solving Techniques JUNIOR HIGH SCHOOL (Age 14-16) Evaluation 1. Intellectual 2. Achievement 3. Social-Emotional a. Sociometric b. Teacher Rating c. Interview d. Parent Appraisal 4. Vocational a. Interest b. Aptitude Health and Safety 1. Safety - Auto Safety, etc. 2. Personal Hygiene and Grooming Home and Family 1. Sex Education 2. Foods 3. Clothing 4. Child Care 5. Home Building Academic 1. Reading 2. Arithmetic 3. Spelling Social Studies 1. Community 2. State 3. Nation 4. World Motor Abilities 1. Physical Education 2. Writing 3. Manual Arts 4. Sewing Vocational 1. Exploring World of Work Exploratory work Experience . Community Opportunities . Werk Habits . Self-Evaluation McFUN Leisure Tflme . Art Appreciation Music Appreciation Clubs Hobbies . School Athletics UIJ-‘UNH Parent Education - n u I I. ..r I I .III. ._ s . u II”. ... I.. . ... . . . . I . I I I 3 . I 14. I». . a... . .I .. .....I r . I . III I . . . . I I. II II I . I I I . .I I . ..IIIIIII I I. I III .II .III IIIIII.I.I II I III. I III. .I.|III IIIII.I I.II.. . . .I....h........H I ......I.U ....... .... Jr I» . ..s..I.1 .h . . . . . u. .. . a .. -.. I . . I. . . .I. I A ... I I . II. .3 r... .I.. .... .Iu . 1 . AI "I. I . J. \ .I . .II . .... \. .I..r.. (3 .. . ... .~ . . .. .II. I .rl . . I. ... I. X .s . I.I .II .I \.. ... ..I. CI. \. - I . . . . . _ . . . . . . . . . . . . . . . . . . n... . . . . . H . ... . . I II . p . e p n! . . a. _ .. .... .. .. E .. .... a. I. ..r . . .. ... .. A. .I. .. .. ..I. ... u. I... . .. .r .. . . . . r . . .. m. . I .. .. . .... I .I.I I .. . .I _ H ., .... .I. ... .. . I .I. .. I . I 3 rI . . . AI. I. .r. . .. . . a . . I . . ..I ...I .. I. ... I... .. . I II. .I . .. .. . ... n . . ... . I. ... II. I . . II .. .. I I .II ,... I... .I. ... .. .n. ,. I. . . ... . .I . I .. . I . u a. . I .. .. . . I. I . .. .n , I I . .. . . .. I . . I . I .I.. ..I I .I I, . . . . . .I . . I. .I . m . .. I! . r. . .. .. . . n. . I n... . _ .... . . r. .. . .. «I . .. .. .. .. . . .I .1. .. .. .I I. T . I . . I . .. I . . .. . p .. . I I _ . r .I I. I P. . .. . I . . I... .fl I. I.” 4 ... I. J ..I I. .... I.. n ., I. . II . . I . . .H .I I. n) I n . . . ~I I a. I... I. do ... . . . n I .. ... .. . . . A n . . J. ... rI ID .1 . . .... I. .I u .. .. I . u .. .u . I I I .. ... . ... J . .... c I. n. . II a . B. U. ..I . I ..I .I. . pi I H . . .r . . I 7 u..I . . I f l a I .I. .I. .. I .. n. 3 .. ..r I ... . . n1 . I ”I. a I4 III ..I I r Mental Health Adequacy Self-Respect Security Wholesome Attitudes Success Social Skills Consideration Sharing Cooperation Development of Problem Solving Techniques SENIOR HIGH SCHOOL (Age 16 and over) Evaluation 1. Intellectual 2. Achievement 3. Social-Emotional a. Sociometric b. Teacher Rating c. Interview d. Parent Appraisal 4. Vocational a. Interest b. Aptitude Health and Safety 1. Safety 2. Personal Hygiene and Grooming 3. Driver Education Home and Family 1. Sex Education 2. Foods 3. Clothing 4. Child Care 5. Home Building Academic 1. Functional Reading - signs, etc. 2. Applied Arithmetic - making change, etc. Social Studies 1. State and Government 2. World Motor Abilities 1. Physical Education 2. Writing 3. Manual Arts 4. Sewing Vocational l. Self-Evaluation 2. Work Habits 3. Exploring World of Work 4. Work Experience 5. Full Employment Leisure Time Art Appreciation Music Appreciation Clubs Hobbies School Athletics uwaI-o W . q . w .. I I .. .. II . .. .... I I. .II I r L., . . I . . . . . I» ... .“ ... I. I . ..II ...... I. 3... I . ...‘n a II. I. . . I I ..I ..I I.. . I I .I I. (.II . . I III.I . .0 ‘I I ..I II..I I.II..I . I I. . ... ... . .. .. . I. ... . .I . .. L . .I. . . I II. .I. II I I IIIIIIII.I I . . II... III. I.III..IIlIIIIIII IIIOIIIIIIIII.II.I III.III I I. .IOIIIIIII . I u _ . I ~ I.. .I. I . . .I I .. . . I I . .. . . I L . . _ ..e . . _ . . . . ...I. I . . . I ... i r . . .I. .I. . an I.. _I I. ..4 . I . I. I .I‘ I _ .. . .. . . .. . . I . a .I. I II I\. Is . I ..I» \.r ..I .I I I a) I ..I S ..I. . II. I.. . \. .I I ....II V I I. . I . . . . . . . . . .. . I . . . . . I . . IJ . . I . I I n I. .. _ .I . I. I . .r . .. ”I . I. . I . . I . I . I. 1.. I. .I. . I I. III . . . . I ..I .l h. ..I. I ..II.. .. u. .... .. . . .I.. II. .I. . . .. .0 . I. . .I. I.. . .. "L ... . . I , .I I I. .. . . . . .I . I a: r .I . .. L . . I II I. V . . I. I. I . V . . . r a. I . ... .. . I .I II. n I. .. .4. I II .. .I ...I. I. II .. I.. . ..I . . I. .I . I. . I . .I I. I) .. , ..u . . I .I . I. .I .. ... I») . . .u ”I. . . .I. . u. I. . . a. u 1. I. ..I ..I .I . .II .. . I HI . .I . . I. .I .I. I I. II n. .. I. n. .. I .I .. I . I.. I . I. I I I . . ..I . I H II . III . .I I . I l I ..u I.. I.. I Ii .. . . . II .I I I. VII. .I .I . I .I I .I.. I.I II. . .. 1. I . I. I . . r. I .I . . . I. . rI I. . . ..I” . . I . . . 1.. U . v .I.. .. . .N I .I. u. ... .I. Y .0. . . ... “I . I . . ... . : .. . .. .. ..u . r. .. .. . I . .. ... 3 ...I. .I .II . II I ... n ..I, . ... I. . . I .... .I.. II I. . . I . ...I .. .1 I. A .. Ia r; I I .f. ..I. ..u I H. \II .I . I. 3 . ..I ) .I. n... I... ..I I . . .: . . . I I. .. I. _ o 1.. V. . ... I . I .I I . I .I . a . . I . .. .. _. .. II». s. I. I; p.. I. .I.. I I. . .r C I I. BIBLIOGRAPHY Cassidy, Viola M., and Phelps, Harold R. Post-School Adjustment of Slow Learning_ghildren. Bureau of of Special and Adult Education, Ohio State University, Columbus, Ohio, 1955. Channing, Alice Employment of Mentally Deficient Boys and Girls, United States Department of Labor, Children's Bureau Publication No. 210, Washington, 0.0., United States Government Printing Office, 1932. Cruickshank, William M. and Johnson, G. Orville Education of Exceptional Children and Youth. Englewood Cliffs, N. J., Prentice-Hall, Inc., 1958. Kennedy, Ruby Jo Reeves. The Social Adjustment of Morons in a Connecticut City. Mlnsfield-Southbury Training Schools, Social Service Department, State Office Building, Hartford, Connecticut, 1948. Kirk, Samuel A. and Johnson, C. Orville. Educating the Retarded Child. Boston: Houghton‘Mifflin Co., 1951. Macs, Wayne R. "Why Educate the Mentally_§andicapped?" November, 1960, Michigan Education Journal, pp. 248- 249, Vol. 38: No. 6. Peterson, Leroy, and Smith, Lloyd L. "Post-School Adjust- ment of Educable Mentally Retarded Adults." April, 1960, Exceptional Children, pp. 404-408, Vol. 26: No. 8. Hood, Hugh B. ' oundations of Curriculum Planning and Development." Cascade-Pacific Books, 1960. The following Lansing Special Education Department booklets are available upon request: . Junior High School Handbook for Parents . Junior nigh School Program . Senior High School Handbook for Parents . Senior High School Program The Lansing Schools -- Excalibur Story Reading Expectancies for Mentally Handicapped Children GukuNI-I , . . 3’?“- n . - v ‘-..-C' 'I' 1""1”: 1‘ 3' ‘1' 5 ,~.- .»« Ln: Lnn ..y n.n:v .Euj-d; ..‘: 1).“ :21: 'r ‘x ‘~ vn'i JL.’".":'.’ um? . ... WK ' -g 1 .' :(..," ' ll. . ‘3" .h"'« . ' 5. ' .t J. u ' .'Cn'ul‘fi‘. ;" - '."- *3) .'1. ‘: ..' '3. .; .‘1}. 1‘: ' 7' 1: E 2's?" 5' ‘5‘j‘,a-'-. F,-.'§er{ '{j .-. ~53 4‘. n, . .1 Jun-01.. , ‘ ““ ‘ ‘r (m .'.'1r.:. 'nnunh H._._- ' V . '1‘ n .i‘. ..I .U: .fu‘: gar- gun”! hd "113ml:- .n w..- -. e*t)~rfi Y1]: hen 'vr‘.:\‘L,: ' ‘ "- ~y.~l_v_ ELK 165' rfi -- III.» 4 1 ~- -.."f:' _* cmd'x: ._.‘ "1195., '\ I; .x L'x‘nanfl [fii'w '8 . n ,, rw‘PuJfle :- Finn’s" " - v. --r' -. . w 1 “nun“ .!:: ."_‘ '_.., "ti: 1'.) '-ve ‘ r: 29’ "i:-.2.h‘."1." 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