Study guide for TCT in special education: mental retardation [1984]

STUDY GUIDE FOR TCT IN SPECIAL EDUCATION: MENTAL RETARDATION
Published by eeorgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334

National Evaluation Systems, Inc., has prepared for distribution by the Georgia Department of Enucation the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for initial certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested.
When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more "reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verification. These educators provided actual ratings of the "job-relatedness" of the content objectives. At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field.
The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further, the statement of these objectives should assist in preparing for the criterion-referenced content knowledge test. We encourage applicants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests.
Along with these materials go hopes for a rewarding career in education.
If you have questions or desire further information, contact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Georgia Department of Education
Charles McDaniel, State Superintendent of Schools

The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators listed below who volunteered their time and expertise to develop this Study Guide.

CubaS . McKay, Chairperson GLRS, South Center

Marlene Bryar Georgia Department
of Education

Katheryn Bush Georgia Department
of Education

Dr. Judie Erickson Georgia State University

Seba Lanier Special Education, Lowndes County

Dr. Leo Kelly Valdosta State College

Lucy ~1cVey Special Education, Valdosta City

Dot May Special ~ducation, Valdosta City

Nancy Ellen Pollard West Georgia College

Susan Rozier Special Education,
Colquitt County

Bet ty Sc ruggs Special Education Director,
Lowndes County

Dr. Wayne Sengstock Georgia State University
Michelle Rosinek Georgia Department
of Education

Lee Taylor
Special Education Director, Co 1quitt County

Rona F. Flippo, Consultant to Committee Georgia Department of Education
July 1983 Edited 1984
Georgia Department of Education Atlanta, Georgia

STUDY GUIDE FOR THE GEORGIA TEACHER CERTIFICATION TEST IN SPECIAL EDUCATION: MENTAL RETARDATION
Field 015
Introduction
The purpose of the TCT Study Guide in the area of Special Education: Mental Retardation (MR) is to provide:
1. A description of the test format and some suggestions for taking the test;
2. Suggestions for developing study groups in your local school system or region;
3. Readings and other resources to review for the four sub-areas of the TCT.
For whom is the Special Education: MR TCT intended?
The TCT in Special Education: MR is the criterion-referenced test taken by teachers seeking certification in the area of Mental Retardation, grades K-12.
Taking the Test
Time of Arrival: The announced time for the test is the time the doors will be opened to the testing center. Should the weather conditions be uncomfortable, try to arrive as near the admission time as possible.
How to Dress: Wear comfortable clothing. Wear something with pockets if you should have the need for kleenex, cough drops, etc. Purses go under the desk and only the test materials will be permitted on the desk.
Rest Breaks: You can leave for breaks as often as necessary. During the initial directions for taking the test, an announcement will be made as to the procedures to follow in asking to take a break.
The Test:
1. The TCT MR contains four subareas which are: Core Curriculum; SelfUnderstanding, Careers, Life Skills; Population Identification, Assessment, Diagnosis and Placement; Instructional Strategies and Learning.
2. The TCT items are multiple choice with four possible answers.
3. Many of the questions contain a long stem consisting of several paragraphs. There are often only two or three questions per page.
4. With many long questions, you may find it helpful to underline key words or phrases in the stem to aid or assist in selecting the correct answer. (It is permissable to write or make marks in your test booklet. These booklets are only used once.)
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5. Some of the questions direct you to choose a response that is IIl eas t ll or II no t ll appropriate. These questions present a greater challenge for some examinees. When dealing with these questions, you will need to pick the most desirable answer, then the next most desirable, etc. until you eliminate all but the 1I1 eas t ll or II no t ll appropriate answer.
6. There are no penalties for guessing. When unsure of an answer, eliminate all possibilities you can and then select from those remaining.
7. You are given 3~ hours of actual test time and you may request additional time if needed.
8. Not all the subareas have the same number of test questions. In order to pass the TeT, you do not have to pass each subarea. Your test score is determined by the overall number of correct answers on the test.
The subareas are listed below according to the number of questions represented on the test from each of those areas.
Core Curriculum - 21 or more questions Population Identification, Assessment, Diagnosis, and
Placement - 21 or more questions Instructional Strategies and Learning - 21 or more questions Self-Understanding, Careers, Life Skills - 11-20 questions
9. If you need additional assistance in test taking and/or dealing with test anxiety, please seek help through a college or university counseling center or refer to the list of test taking references that follow:
Fl i ppo , R. F. -Te-s-tw_is.en_es-s. Rehoboth, MA: Twin Oaks Publishing, 1983. Millman, J. &Pauk, W. How to Take_.._Te-st-s. New York: McGraw Hill, 1969.
Pauk, W. How to Study in Col~ (2nd ed.). Boston: Houghton Mifflin, 1974.
Preston, R. C., &Botel, M. How to Study. Chi cago: SRA, 1974.
Raygor, A. t. &Wark, D. M. ~stems for Study. New York: McGraw Hill, 1970.
Where to find StudJL_R~~~rces: Many school systems, regional organizations and colleqes/universities are already offerinq reading materials related to the objectives found on the Mental Retardation rCT. For specific reference materials listed on the following pages, please contact your local college/university or GLRS/Child Serve Center which serves your area.
The GLRS/Child Serve Centers maintain a library of professional-use materials (as well as childuse materials) and will have these resources or equivalent referenced materials available. A list of GLRS/Child Serve Centers, directors, and phone numbers are provided in the next section on developing study groups.
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Suggestions for Developing Study Groups Group Participation in Preparing for the TCT: Local or regional study groups have proven to be beneficial in providing a structure to review the TCT objectives. If you are interested in becoming a part of a study grouPt contact your local special education administrator t personnel director t or regional Georgia Learning Resources System (GLRS)/Child Serve Center. These individuals may be able to refer you to persons in your area who have organized study groups in the past. Preparation for Participation: When participating in a study grOUPt it is recommended that you collect all textbooks t notes t and resource manuals that have been used in your college classes to share with the other group members. The resource materials listed in this study guide should be available in your regional Georgia Learning Resources System/Child Serve Center. In addition t Georgia Education Department publications such as the Regulations and Procedures for Special Education in Georgia should be available in each school system and are an important source of information in prepar'ing to take the TeT. GLRS/Child Serve Directory: For reference materials in the Study Guide and information available on Study Groups contact your local GLRS/Child Serve Director.
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GLRS/CHILD SERVE STATEWIDE NETWORK
Mrs. Katheryn B. Bush Georgia Department of Education State Coordinator, GLRS/Child Serve Georgia Department of Education Program for Exceptional Children
1970 Twin Towers East Atlanta, GA 30334

Coastal Area Center, GLRS Armstrong State College Room 109 Victor Hall 111935 Abercorn Street Savannah, GA 31406 (912) 927-5239
East Central Center, GLRS Wrightsville Primary School P. O. Box 275 Wrightsville, GA 31096 (912) 864-3246
East Georgia Center, GLRS 3108 Lake Forest Drive Augusta, GA 30904 (404) 737-7310
Metro East Center, GLRS Robert Shaw Center 385 Glendale Road Scottdale, GA 30079 (404) 292-7272
Metro South Center, GLRS Griffin CESA Post Office Drawer H Griffin, GA 30224 (404) 227-0632
Metro West Center, GLRS 2268 Adams Drive, N. W. Atlanta, GA 30318 (404) 352-2697
Middle Georgia Center, GLRS Room 101, Alexander IV School 3769 Ridge Avenue ~1a co n, GA 3'1 204 (912) 474-1513
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Mrs. Nell Veale GLRS Director Ms. Ann Considine Child Serve Director
Mrs. Marcia Vinci GLRS Director Ms. Marilyn Craft Child Serve Director Ms. Joan Basile-Jackson GLRS Director Mrs. Margaret Hawkins Child Serve Director Ms. Betsy Primm GLRS Director Ms. Virginia Anderson Child Serve Director Mrs. Myrna Stenson GLRS Di rector Mr. Harry 01 dham Child Serve Director Mr. Jo hn Ec kert GLRS Di rector Ms. Li nda Bl ack Child Serve Director Mr. Victor Hobbs GLRS Di rector Mr. Warren Moncrief Child Serve Director

North Georgia Center, GLRS Post Office Box 546 Cleveland, GA 30528 (404) 865-2043
North Central Center, GLRS Route 3, Box 232-A Hi ghway 5, South Ellijay, GA 30540 (404) 635-5391
Northeast Georgia Center, GLRS Northeast Georgia CESA 375 Winter Drive Winterville, GA 30683 (404) 742-8292
Northwest Georgia Center, GLRS 115 West Washington Street Summerville, GA 30747 (404) 857-5421
South Central Center, GLRS Child Development Center 1492 Bailey Street Waycross, GA 31501 (912) 285-6191
South Georgia Center, GLRS Route 10, Box 318 Valdosta, GA 31601 (912) 333-5226
Southeast Center, GLRS 801 Washington Street Vidalia, GA 30474 (912) 537-7797
Southwest Georgia Center, GLRS Post Office Box 1470 400 S. Monroe Street Albany, GA 31703 (912) 432-9151
West Central Georgia Center, GLRS Post Office Box 4569 Whitesburg, GA 30185 (404) 832-0506
West Georgia Center, GLRS 1532 Fifth Avenue Columbus, GA 31901 (404) 324-5661 Ext. 257
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Mr. Jerry Cleveland GLRS Director
Mr. Phillip Wright Child Serve Director
Mr. James Knox Carson GLRS Di rector
Ms. Frances Hensley Child Serve Director
Mrs. Gloria Frankum GLRS Director
Ms. Luann Purcell Child Serve Director
Mr. Joe Pullen GLRS Director
Mr. Don Kinder Child Serve Director
Ms. Rose Ann Knowlton GLRS Di rector
Ms. Nancy Gregory Child Serve Director
Mrs. Cuba McKay GLRS Director
Mrs. Lynn Taylor Child Serve Director
Mrs. Faye Waugh GLRS Director
Ms. Patricia Usher Child Serve Director
Mr. Larry Aultman GLRS Director
Mr. Jim Whiti ng Child Serve Director
Ms. Mary Yeomans GLRS Director
Mr. Richard Roberson Child Serve Director
Ms. Margie Oliver GLRS Di rector
Mrs. Cathy Webb Child Serve Director

Readings and Other Resources: This study guide contains: 1. a listing of content objectives for each subarea; 2. an alphabetical listing of suggested reference materials for each
subarea. This listing of numerous sources does not mean that all are needed to grasp a particular concept or meet a given objective. Some examinees will have better access to certain sources than to other sources. Additionally in some cases, more than one subarea has been referenced to the same readings because those readings cover several topics. The references given are suggested references only and are not intended to be an exhaustive or complete listing.
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GEORGIA TEACHER CERTIFICATION TESTING PROGRAM CONTENT OBJECTIVES
FIELD 15: SPECIAL EDUCATION (M.R.)
I. CORE CURRICULUM
Objective
Identify developmental stages in the growth of expressive and/or receptive language competence.
Distinguish among the four types of sentences: exclamatory, declarative, interrogative, imperative.
Distinguish a sentence from a sentence fragment.
Form contractions and abbreviations.
Identify punctuation errors, usage errors, and faulty organization in short written selections.
Demonstrate knowledge of important spelling rules and exceptions to these rules.
Apply correct capitalization in words, phrases, sentences and titles.
Identify appropriate questions and responses to questions about a written selection.
Identify components such as main idea, subordinate ideas, and supporting details in a given passage.
Interpret, analyze, and make critical judgments about a given picture or paragraph.
Identify essential listening skills (discrimination, cueing, etc.).
Identify aspects of behavior indicating reading readiness (including interest, attitude, sensory perception).
Make use of developmental theory to identify a child's level of concept formation.
Identify phoneme-grapheme correspondences to decode words: for single consonants, digraphs, and blends; for single vowels and diphthongs.
Use context clues to determine the meaning of unknown words.
Demonstrate the ability to read and follow a set of directions for performing a task.
Identify and interpret survival symbols.
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Use an index to locate information.
Use a dictionary to find information (e.g. t meaning t synonymSt homonymst homographs, accent, and pronunciation).
Classify or categorize a given set of objects, words, data t etc., according to a given or selected theme. Demonstrate appropriate use of maps in everyday situations. Demonstrate the ability to use a map to plan trips and to estimate distance. Demonstrate an understanding of the factors affecting an individual's mobility within cities t states t and within the country. Recognize the effect of personal values on life decisions (e.g., career choices, educational achievements, financial planning). Identify the rights and responsibilities of Georgia citizens under state law. Use the fundamental concepts of numerals: (1) to convert a number written in words to number symbols; (2) to read a standard numeral; (3) to identify the place value that each digit of the numeral represents; and (4) to write a standard numeral given the number of l's, 10's t 100's, etc. Select the fraction which represents the shaded portion of a figure and relate the numerator and denominator to the corresponding selection of the figure. Identify means of deriving basic facts of addition, subtraction t division t and multiplication from sets t pictures, number lines t and other aids. Describe in words the inverse relations which exist between addition and subtraction, and between multiplication and division. Write a mathematical sentence for and solve one-step and two-step word problems using any combination of basic operations for whole numbers and rational numbers. Recognize how regrouping can be explained for computation by using place value and concrete objects. Explain operations with fractions that reflect consumer applications (e.g., moneYt cooking) by using sets, pictures, number lines, and other concrete aids. Demonstrate correspondences such as the following: (1) one-to-one; (2) oneto-many; (3) many-to-one; (4) many-to-many; and illustrate the three basic numerical relations of II grea ter than,1I 1I1 ess than t ll and lias many as ll ("equal to"). Given an incomplete list of values or numbers, identify the missing values or numbers needed to complete the list. Identify simple geometric figures. Select from a collection of geometric figures those which are alike.
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Demonstrate the abi1 ity to sol ve word prob1 ems that are app1 icab1 e to real-life situations.
Given a set of data trat apply to a real-life situation, identify the appropriate conc1usio!jj} that can be made.
Demonstrate appropriat2 application of measures (metric and English) or volume, and quantify e':eryday information.
Relate principles of energy conservation to real-life situations. Identify the stages of motor development and/or relate these stages to a child's growth and development.
Analyze the rules and the equipment involved in common physical education activities. Identify and analyze students' physical education interests, abilities and aptitudes and/or adaptive physical education activities.
Analyze the roles that the family doctor, the health department and other community agencies play in providing for personal health care and hygiene. Identify personal behaviors associated with good dental care, including those which require professional assistance. Analyze the relationship between sleep, physical health, and mental health. Recognize important aspects of a program of bathing and skin care.
Analyze the relationship between exercise, physical health, and mental health. Recognize the personal and social dangers of drug abuse and/or identify the major types of drugs and their physiological and psychological effects. Describe the physical and mental symptoms and effects of alcohol abuse.
Identify the health hazards involved in the use of tobacco, particularly cigarettes. Recognize signs, symptoms, and potential physical and mental effects of venereal disease; and demonstrate a knowledge of where to seek professional medical diagnosis and treatment. Differentiate and distinguish between the syndromes of the following common diseases: the common cold, allergies, influenza, asthma and "childhood diseases" (mumps, measles, German measles, chicken pox, etc.).
Demonstrate knowledge of specific emergency situations and recognize appropriate responses to common emergency situations. Identify general principles of personal safety that can be applied to a variety of situations.
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Language References Arbuthnot, M.H. Children and Books. Glenview, Ill.: Scott Foresman, 1957.
Bryant, N. B. &Hedgepeth, L. Language in Daily Living. Austin, Texas:
Steck Vaughn, 1978.
t Cohen, S. B. &Plaskon, S. P. Langua~e Arts for the Mildl Handicapped. Columbus, Ohio: Charles E. Merrlll Publishing, Co., 980. Grizzard, M. Y. Language Skill Books. Austin, Texas: Steck Vaughn, 1978.
Hodges, J. C. &Whitten, M. E. Harbrace College Handbook (8th ed.). New York:
Harcourt Brace Jovanavich, Inc., 1977.
Lamberg, W. J. &Fowler, E. D. Banner English Series. Austin, Texas:
Steck Vaughn, 1981. Payne, J. S., et a1. ~trategies for Teaching the Mentally Retarded. Columbus,
Ohio: Charles Merrill, 1977.
Pol10way, E. A. &Smith, J. E. Teaching Language Skills to Exceptional
Learners. Denver: Love Publishing Co., 1982.
Riddle, S. J. &Deibler, M. L. Language Skills Step by Step, kits a and b.
Elizabethtown, Penn.: The Continental Press, 1974. Ringgold, K. Aims: Language Skills, kits a and b. Elizabethtown, Penn.:
The Continental Press.
Reading References Adams, A. H., et al. Reading for Survival in Today's Society. Santa
Monica, Calif.: Goodyear Publishing, 1978. Boning, R. A. Multiple Skills Series. Baldwin, N. Y.: Barnell Loft, 1979. Boning, R. A. Specific Skills Series. Baldwin, N. Y.: Barnell Loft, 1982. Dictionary Skills Box.. Mahwah, N.J.: Troll Associates, 1977.
Durkin, D. Teaching Them to Read (3rd ed.). Boston: Allyn &Bacon, Inc., 1979.
Ear11ey, E. C. Aims: Comprehension, kits a and b. Elizabethtown, Penn.: The Continental Press, 1978.
Gillespie-Silver, P. Teaching Reading to Children with Srecial Needs. Columbus, Ohio: Charles E. Merrill Publishing Co., 979.
Harnadek, A. Critical Thinking. Troy, Michigan: Midwest Publications, 1976. Library Skills Box. Mahwah, N.J.: Troll Associates, 1974.
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Miller, L. K. Reading Step by Step, kits a and b. Elizabethtown t Penn.: Continental Press, 1974.
Payne, J. S., Polloway, E. A., Smith, J. E. &Payne, R. A. Strategies for
Teaching the Mentally Retarded (2nd ed.). Columbus t Ohio: Charles E. Merrill Publishing Co., 1981.
Radabaugh, M. R. &Yukish, J.F. Curriculum and Methods for the Mildly
Handicapped. Boston: Houghton Mifflin Co., 1983.
Royce, S. Reading for Life. New York: Cambridge Book CO. t 1978.
Rupley, W. H. &Blair, T. R. Reading Diagnosis and Remediation (2nd ed.).
Boston: Houghton Mifflin Co., 1983. Snell, M. E. (Ed.). S stematic Instruction of the Moderatel and Severel
Handicapped (2nd ed . . Columbus t Ohio: Charles E. Merrill Publishing CO't 1983. Young, E. R. Basic Skills in Following Directions. Fairfield, New York: Standard Publishing, 1974.
Zintz t M. The Reading Process: The Teacher and the Learner. Dubuque, Iowa: William C. Brown Publishing CO. t 1981.
Social Studies References Brown t J. L. The Georgia Colony. New York: Crowell-Collier, 1970. Hall, B. P. Value Clarification as Learning Process: A Guidebook. N.Y.:
Paulist Press, 1973. Hock, J. H. Your Government and You. Phoenix, N.Y.: Frank E. Richards
Publishing Co., 1975. Maps and Globes Skill Box. Mahwah, N.J.: Troll Associates t 1978.
Saye, A. B. Georgia History and Government. Austin, Texas: Steck Vaughn Co., 1982.
Seefeldt, C. Social Studies for the Preschool-Primary Child. Columbus, Ohio: Charles E. Merrill Publishing Co., 1977.
Williams, E. D. Georgia. Fentin, MI: McRoberts Publishing, Inc., 1976.
Math References Blake, Kathryn A. Teaching the Retarded. Englewood Cliffs, New Jersey:
Prentice-Hall, 1974. Cawley, J. F. and Goodman, J. D. Arithmetical Problem Solving: A Demonstration
with the Mentally Handicapped. Exceptional Children, 1969, 36 t 83-88.
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Connolly, A. J., Nachtman, W., and Prichettt, E. H. ~ Math Diagnostic Arithmetic Test. Circle Pines, Minnesota: American Guidance Service, Inc., 1971.
Consumer, Applied &Business Math (Kit). Westinghouse Learning Corp.
Duma, E. Math Activities for Child Involvement. Boston: Allyn and Bacon, Inc., 1971.
Flint, J. W. Fountain Valley Teacher Support System in Mathe~tics. Huntingdon Beach: Richard Z. Weig Associates, 1972.
Gearheart, Bill R., and Weishahn, Mel. W. The Handicapped Student in the Regular Classroom. St. Louis: The C. V. Mosby Co., 1980.
Greenes, Carol, et a1. The Mathworks: Handbook of Activities for Helping Studen~s Learn Mathematics. Palo Alto: Creative PUblications, 1979.
Ko1stoe, O. P. Teaching Educable Mentally Retarded Children. New York: Holt, Rinehart and Winston, 1976.
Payne, James S., Pol10way, Edward A., Smith, James E., &Payne, Ruth A.
Strategies for Teachi ng the Menta llLBetarded.. Col umbus, Ohio: Charl es E. Merrill Publishing, 1981.
Peterson, Daniel L. Functional Mathematics for the Mentally Retarded. Columbus, Ohio: Charles E. Merrill Publishing Co., 1973.
Radabaugh, M. R. &Yukish, J. F. Curriculum and Methods for the MildlY Handicapped. Boston: Allyn &Bacon, Inc., 1982.
Real Life Math Kit. Northbrook, Illinois: Hubbard Publishing Co. (Designed for children, but teaches the basics of consumer math).
Reisman, F. Teaching Mathematics to Ch'ildren with Special Needs. Columbus, Ohio: Charles E. Merrill Publishing Co., 1980.
Schwartz, Stuart E. Real Life Math. Northbrook, Illinois: Hubbard Scientific Co., 1977.
Gilbert, J., Carnine, D., & Stein, M. Direct Instruction Mathematics. Columbus, Ohio: Charles E. Merrill Publishing Co., 1983.
Snell, M. E. Systematic Instruction of the M9derat~~nd Severely Handicapped (2nd ed). Columbus, Ohio: Charles E. Merrill Publishing Co., 1983.
Stephens, Thomas M., Hartman A. Carol, and Lucas, Virginia H. Teaching Children Basic Skills: A Curriculum Handbook (2nd ed.). Columbus, Ohio: Charles E. Merrill Publishing Co., 1983.
Survival Math Skills (Kit). Westinghouse Learning Cor'p.
Thornton, Carol A., Tucker, Benny F., Dossey, John A. & Bazik. Edna F. Teaching Mathematics to Children with Special Needs. Menlo Park, California: Addison-Wesley Publishing Co., 1983.
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Underhil1~ B., Uprichard, E. &Heddens, J. Diagnosin Mathematical
Difficulties. Columbus, Ohio: Charles E. Merri r1 Publishing Co., 1980.
Wehman, P. &McLaughlin, P.J. Program Development in Special Education.
New York: McGraw Hill Book Co., 1981.
Science References Bishop, M. S. Focus on Earth Science. Columbus, Ohio: Charles E. Merrill, 1969. Corcoran, E. L. Weather and Us. Phoenix, N.Y.: Frank E. Richard, 1967.
Exploring Earth Science. Boston: Allyn &Bacon, Inc., 1981. Exploring Life Science. Boston: Allyn &Bacon, Inc., 1981.
Focus on Physical Science. Columbus, Ohio: Charles E. Merrill, 1969.
Gallant, R. A., &Asimov, I. Ginn Science Program: Advanced Level A.
Lexington, Mass.: Ginn and Company, 1973. Gottlieb, J. S. Wonders of Science Series. Austin, Texas: Steck Vaughn, 1977.
Heimler, C. H. &Lockard, J.D. Focus on Life Science. Columbus, Ohio:
Charles E. Merrill, 1969.
Killburn, R. C. &Howell, P. S. Exploring Physical Science. Boston: Al1y~
& Bacon, Inc., 1981.
Lewis, J. E., &Potter, I.C. The Teaching of Science in the Elementary
School (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall~ 1970. Metric Skill Box. Mahwah, N.J.: Troll Associates, 1976. Movi ng to__~~~tri ~_~ea surement. Austi n, Texas: Steck Vaughn. Ortleb, E. & Cadice, R. Earth, Sun, and Stars. St. Louis: Milliken
Publishing, 1967.
Ortleb, E. &Cadice, R. The Solar System and Space Travel. St. Louis:
Milliken Publishing, 1970.
Ortleb, E. &Cadice, R. Our Living World. St. Louis: Milliken Publishing, 1966. Radebaugh~ M.T. &Yurkish, J.F. Curriculum and Methods for the Mildly
Handicapped. Boston: Allyn &Bacon Inc., 1982.
Smith~ H.A., Frazier, R. P., & r~agnoli, M.A. Exploring Living Things. River Forest, Illinois: Laidlaw Brothers Publishers, 1977.
Taylor, F. D.~ et al. Exploring our Environment: Science Tasks. Denver: Love Publishing, 1973.
Varnado, J. Basic Science for Livii!.9-' Austin, Texas: Steck Vaughn, 1979. -13-

~ealth and p~ical Education References

Aaron, David, &Bonnie P. Child's Play. New York: Harper &Row, 1965.

Abeson, Alan &Blacklow, Julie (Eds). Environmental Design: New Relevance
for Special Education. Reston, Virgin'ia: Council for Exceptional Children, 1971.

Allen, M. Plan~ing for Play. Cambridge, Massachusetts: MIT Press, 1968.

Anastasiow, Nichols (Ed.). Preventing Tomorrow's Handicapped Child Today. Bloomington, Indiana: Institute for Child Study, 1977.

Anderson, C. L. School Health Practice. St. Lou;s: C.V. Mosby Co., 1972.

Arnheim, D.O., Auxter, D:viJ &nd Crowe, Walter. Principles and Metho~s of Ad~pted Physical Education. St. Louis: C. V. Mosby Co., 1973.

Baird, Henry W., M.D. The Child with Convulsions: A Guide for Parents,
Teachers, Counselors and Medlcal Personnel. New York: Grune &Stratton,
Inc., 1972.

Bangs, Tina. Birth to Three: Developmental Learning and the Handicapped Child. Boston: Teaching Resources, 1979.

Bender, M., and Valletutti, P. J. Behavior, Self-Care, and Motor Skills (Vol. 1). Baltimore: University Park Press, 1976.

Bengtsson, Arvid. Environm~ntal Planning for Children's Play. New York: Praeger Publishers, 1970.

Bigge, J. L., and O'Donnell, P. A. Teaching Individuals with Physical and
~ultiple Di~~bilities. Columbus, Ohio: Charles E. Merrill, 1976.

Bilbrough, A., & Jones, P. Physical Education in the Primary School. London: University of London Press LTD., 1968.

Birch, Jack W. &Johnstone, B. Kenneth. Designing Schools and Schooling for
the Handicapp~d. Springfield, Illinois: Charles C. Thomas, 1975.

Boston Children's Medical Center &Feinbloom, Richard. Child Health Encyclopedia:
The Com~lete Guide for Parents. New York: Delacorte Press/Seymore Lawrence, 1975.

Brown, Diana. pevelopmental Handicaps in Babies and Young Children: A

-_ - Guide ....

_..

f

o

r

Parents.

Springfield, Illinois:

Charles C. Thomas, 1972.

Bryant, J.C. Motor Activity and the Education of Retardates. Philadelphia: 1969.

Bucher, Charles. Foundations of Physical Education. St. Louis: C.V. Mosby Co., 1968.

Bush, Wilma Jo & Giles, Marian. Aids to PsycholiM.!:!.ist;c Teaching, (2nd ed.). Columbus, Ohio: Charles E. Merrill, 1976.

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Cadman. Lois A. Fullerton, H. M., and Wy1e, Edward. Teacher's Handbook:

A Handbook for Pre-School Home Intervention Program. Resiton~ Virginia:

COuncil for Exceptional Children. 1975.

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Cassel. Russell. Drug Abuse Education. North Quincy, Massachusetts: The Christopher Publishing House, 1971.

Chinn, P. C Drew, C. J., and Logan, D. R. Mental Retardation. St. Louis: C. V. Mosby, 1979.

Cleland, Charles Carr. Mental Retardation: A Developmental Approach. Englewood Cliffs: New Jersey: Prentice-Hall, Inc., 1978.

Cohen, Monroe D. (Ed.). Selecting Educational Equipment and Materials for School and Home. Washington, D.C., 1976.

Cohen, Monroe D. Understandin~ and Nurturing Infant DeveloITent. Washington, D.C.: Association for Chlldhood Education Internationa , 1976.

Cohen, Sidney. The Drug Dilemma. New York: McGraw-Hill Book Co., 1969.

Cooley, Korleen M. (Ed.). A Resource Guide for Educators of Physically ~andicapped Children. Palm Beach County, Florida: Mobile Center for the Motor Impaired, 1976.

Conner, P.C., Williamson, Gordon, &Diepp, John (Eds). Program Guides for"
Infants and Toddlers and Neuromotor and Other Developmental Disabilities. New York: Teachers College Press, Columbia University, 1978. --------

Cornacchai, Harold, Bentel, David, and Smith, Dav'id. Drugs inthe Classroom: A conce~tual Model for School Programs.. St. louis: The C.V. Mosby Co os 19 3.

D'Ame1io, D. Severely Retarded Children: Wider Horizons. Columbus, Ohio: C~drles E. Merrill, 1971.

Dattner, Richard. Design for Play. New York: Van Nostrand Co., 1969.

David, Thomas G. & Wright, Benjamin (Eds). Learning Environments. Chicago: The University of Chicago Press, 1975.

DeBuskey, Matthew, M. D. The Chronically III Child and His FamilY_. Springfield, Illinois: Charles C. Thomas, 1970.

Diehl, Harold Sheely. Healthful Livin9.-=-. A Textbook of Personal and Community. Health. New York: McGraw Hill, 1973.

Drug Abuse Council. The Facts About Drug Abuse~ New York: Free Press, 1980.

Edwards, Jean and Wapnick, Susan. Being Me ... A Social/Sexual Trainin.9 Guide. for Those who Work with the Developmentally Disabled,. Ednick
Communications, 1979.

Ensor, Phyllis. Personal Health: Confronting Your Health Behavior. Boston:
Allyn &Bacon, 1977.

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Evans, Joyce. "Teacher's Guide" School/Home Observation and Referral System. Monterey, California: McGraw Hill, 1978.
Finn, Peter, &O'Gorman, Patricia. Teaching About Alcohol: Concepts, Methods and Classroom Activities. Boston: Allyn &Bacon, 1981.
Fisher, A. Garth. The Complete Book of Physical Fitness. Pravo, Utah: Brigham Young University Press, 1979.
Francis, R.J., and Rarick, C. L. Motor Characteristics of the Mentally Retarded. Washington: U.S. Department of Health, Education and Welfare, Cooperative Research Monograph No.1 DE-35005, 1960.
Gabrielsen, M., Alexander, Miles, &Caswell, M. Sports and Recreation
Facilities for School and Community. Englewood Cliffs, New Jersey: Prentice Hall, 1958.
Gallagher, J. J. (Ed.). The Application of Child Development Research to Exceptional Children. Reston, Virginia: ' Council for Exceptional Children, 1975.
Glynn, Thomas (Ed.). Drugs and the FamilY. Rockville, Maryland: National Institute on Drug Abuse, 1981.
Goode, Erich. Drugs in American Society. New York: Alfred A. Knopf, 1981.
Green, Martin!. A Sigh of Rel~ef: The First-Aid Handbook for Childhood Emergencies. New York: Bantam Books, 1977.
Haag, Jessie Helen. School Health Programs. (3rd ed.). Philadelphia: Lea and Febiger, 1972.
Hamburg, Morris, &Hanburg, Marian. Health and Social Problems in the School. Lea &Febiger, 1968.
Haslam, Robert &Va11etutti, Peter J. (Eds). Medical Problems in the
Classroom. Baltimore, Maryland: International Publisher in Science and Medicine, 1975.
Health Films. Austin, Texas: Texas Department of Health Resources, Division of Public Health Education Film Library.
Healy,. Alfred, McAreavey, Paul, Von Hippe1, Caren &Jones, Sherry. Mainstreami~
Preschoolers: Children with Health Impairments. Washington, D.C.:
U.S. Department of Health, Education &Welfare, Publication No. OHDS
7803 11110.
Hiller, Benjamin Fran, &Galton, Lawrence. The Family Book of Preventive Medicine: How to Stay Well All the Time. New York: Simon &Schuster,
1971 .
Hochbaum, Godfrey. How Can We Teach Adolescents About Smoking, Drinking, and Drug Abuse. Washington: American Association for Health, Physical Education, &Recreation, 1968.
Insel, Paul M. Health in a Changing societr Core Concepts. Palo Alto, California: Mayfield Publishing Co., 977.
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Johnson &Johnson. first Aid for ~ittle People. New York: Instructional
Materials Laboratories, Inc. 1974.

Junitti, Jeanette, (Eds). First Aid Emerrency Procedures and Care of Acute Illness in Classrooms and Residentia Facilities. Co1umbus, ohio: Nisonger Center for Mental Retardation and Developmental Disabilities,
1977

Kaplan, Louis. Education and Mental Health. New York: Harper &Row, 1971.

Kolstoe, O. P. Teaching Educable Mentally Retarded Children. New York: Holt, Rinehart and Winston, 1970.

Lawrence, Margaret. The Mental Health Team in the Schools. New York: Behavioral Publications, 1971.

Ledermann, Alfred, &Trachsel, Alfred. Creative Playgrounds and Recreational
Centers. New York: Praeger, 1968.

Lobb, N. Basic Health. New York: Frank E. Richards, 1980.

Love, Harold. Teaching the Educable Mentally Retarded. Berkeley, California: McCrutchan Publishing Corporation.

Lunin, Lois F. Health Science and Services: A Guide to Information Sources. Detroit: Gale Research Co., 1979.

McKelvy, LeAnne, Rintoul, Betty, and Caster, Sharon (Eds) . Early Childhood Developmental Disabilities: A Self-Paced Course for Trainin Staff to Identif and rnte rate Children with HandicainCondltlons Part I . Lawrence, Kansas: Kansas Project to Develop Service to Head Start Children with Handicapping Conditions, 1978.

Matterson, E. M. Play and Playthings for the Preschool Child. Baltimore: Penguin Books, 1967.

Mausner, Bernard, & Platt, Ellen S. Smoking: A Behavioral AnaJysis. New York: Pergamon Press, 1971.

Meisels, Samuel J. Developmental Screenin~Early Childhood: A Guide. Washington, D.C.: The National Association for Education of Young Children.

Miller, Benjamin, & Garlton, Lawrence. T~e Family Book of Prev_entive Medicine. New York: Weathervane Books, 1971.

Miller, Don. Body Mind: The Whole Person Health Book. Engle~)od Cliffs,

New Jersey: Prentice Hall, 19174.

---

Molly, J. S. Trainable Children. New York: John Day, 1972.

Neisworth, J. 1., & Smith, R. M. Retardation. New YoY'k: McGraw-Hin, 1978.

Payne, J. S., Polloway, E. A., Sm'ith, J. Eo, & Payne, R. A. .?trateg"les fo!~ Teaching the Mentally Retarded. Columbus, Ohio: Charles E. Merrill, 1977 .

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Physical Education and Recreation for Handicapped Children. Proceedings of a study conference on research and demonstratlon needs. American Association for Health, Physical Education and Recreation and National Recreation and Park Association, U.S. Department of Health Education and Welfare. Contract No. OEC-0-9-182794-2470 (032).
Pollock, Marion, &Oberteuffer, Delbert. Health Science and the Young Child. New York: Harper &Row, 1974.
Pushaw, David R. Teach Your Child to Talk. New York: Cebco Standard Publishing, 1976.
Ray, Oakley S. Dt'ugs, Society, and Human Behavior. St. Louis: C.V. Me sby Co., 1972
Recreation and Physical Activity for the Mentally Retarded. Washington: American Association for Health, Physical Education and Recreation, 1966.
Ringness, Thomas. Mental Health in the Schools. New York: Random House, 1968.
Royce, James E. Alcohol Problems and Alcoholism: A Comprehensive Study. New York: Free Press, 1981.
Rudolph, Nancy. Workyards. New York: Teachers College Press, Columbia University, 1974.
Schalock, Robert L. Competitive Employment Teaching Manual. Hastings, Nebraska: Mid-Nebraska Mental Retardation Services.
Scha1ock, Robert L. Independent Living Teaching Manual .. Hastings, Nebraska: Mid-Nebraska Mental Retardation Services.
Special Olympics Instructional Manual. Washington: American Alliance for Health, Physical Education and Recreation and The Joseph P. Kennedy, Jr. Foundation, 1972.
Sharkey, Brian J. Physiology of Fitness: Prescribing Exercise for Fitness, Weight Control and Health. Champaign, Illinois: Human Kinetics Publishers, 1979.
Sherman, Mikie. Feeding the Sick Child. Washington: U.S. Department of Health, Education and Welfare, Publication No. (NIH) 77-795, 1977.
Sirvis, Barbara. The physically disabled. Exce2tional Children and Youth: An Introduction. Denver, Colorado: Love Publishing Co., 1978.
Southwest Educational Development Laboratory. Chil d Health and Safety Seri es. Austin, Texas: Texas Department of Human Resources, Child Development Program Materials 529-0, 1976.
Stone, Jeannette Galambos. Play and Playgrounds. Washington. D.C.: National Association for the Education of Young Children, 1970.
Tanner, J. M. Education and Physical Growth. London: University of London Press, 1965.
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Therapeutic Activities Resource Guide for Evaluation and Teaching. Amarillo, Texas: Teaching Pathways.
Travis, Luther B. An Instructional Aid on Juvenile Diabetes Mellitus. Austin, Texas:~erican Diabetes Association, 1969.
Turner, C.E. Planning for Health Education in Schools. London: Longomans,
Green &Co., Limited, 1966.
Val Dalen, Deobold. Health and Safety Education. New York: The Center for Applied Research in Education, Inc., 1966.
VD and You. U.S. Department of Health, Education and Welfare. Public Health Service Publication No. (HSM) 73-8223. Washington, D.C.: U.S. Government Printing Office, 1973.
Wabash Center for the Mentally Retarded, Inc. Guide to EatlyDevelopmenta1
Training. Boston: Allyn &Bacon, 1972.
Waisbren, Burton A. Emergency Care. New York: Drake Publishers, 1975. Witters, Weldon and Witters, Patricia Jones. Drugs and Sex. New York:
Macmillan Publishing Co., Inc., 1975. Worick, W. Wayne and Schaller, Warren. Alcohol, Tobacco, and Drugs: Their
Use and Abuse. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1977.
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II. SELF-UNDERSTANDING t CAREERS, LIFE SKILLS
Objective Identify the influences of a family, community and culture on the development of a person's self-image. Apply the principle of responsibility for one's own behavior (or self-actions) in a given situation. Identify skills needed for effective decision-making. Identify factors which enable an individual to manage stress, to cope with problem situations t and/or factors which contribute to self-reliance. Identify the skills and characteristics of an individual which enable him/ her to adapt and adjust to new situations. Analyze the relationship between personal characteristics and career decisions. Identify the effects of personal abilities, limitations, interests, values and needs on career decisions. Assess the personal and social values of work. Evaluate programs of preparation for given career areas. Compare different careers in terms of work activities, opportunities for advancement, wages, and security. Identify the qualifications (e.g. t education, skills t on-the-job training) of a given career. Identify situations in which it would be necessary and/or desirable for an individual to change from one job to another. Identify the meanings of employment-related and/or job-related terms or abbreviations. Identify sources which may lead to employment (e.g., want ads t employment agencies, government and community resources). Identify the components of a resume. Demonstrate the ability to fill out a job application correctly. Recognize ways in which a job candidate's dress and grooming, manners, composure, tact, and enthusiasm during an interview could influence the eventual hiring decision. Identify the major fringe benefits available to workers (such as medical/ life insurance t pension, sick leave, and vacation) and their relative costs. Describe the combinations of skills, knowledge and attitudes (such as alertness, courtesy, neatness, and cooperativeness) which lead to success in given car'eers.
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Analyze the implications of unemployment for both the individual and society.
Identify the various organizational techniques and cleaning methods involved in the efficient maintenance of a household.
Compare the various types and functions of birth control measures available to both men and women (oral, IUD, etc.) and/or classify them according to their effectiveness and safety.
Demonstrate an understanding of the concept of "responsible behavior" as it applies to voter registration and voting.
Recognize the appropriate calculations involving money when making change, writing bills of sale, calculating sales tax and gratuities.
Compare products by analyzi n9 the price per unit, and identify the "best buy. II
Compare the following methods of payment on the basis of appropriateness and reasons for use: personal check, money order, credit card, charge account, and C.O.D.
Employ basic mathematical computations to figure out the allotment of money in a given paycheck.
Understand the meaning of installment buying, various types of common insurance, and the value of credit and financing.
Relate the purposes of various financial institutions (banks, loan companies, savings and loan) to the function that they might play in one1s life.
Demonstrate knowledge of how to construct a family budget from financial and other relevant information.
Identify ways to buy food for less than its customary price, (e.g., advertisement evaluation, food stamps, unit pricing, and dating).
Compare the roles and responsibilities of the employer and the employee.
Identify the purpose of a Social Security card and the methods used to obtain one.
Identify the proper dressing procedures for using snaps, buttons, and shoe laces.
Select the appropriate dress for given weather conditions or for a given occasion.
Identify simple meals that are well-balanced, and/or identify basic guidelines to follow when planning meals.
Recognize a standard table setting and/or demonstrate knowledge of the proper use of eating utensils.
Determine the monthly cost of operating a house, given the mortgage payments, home insurance, and other operating costs, including cost of utilities, repairs, and home improvements.
-21-

Demonstrate an understanding of the procedures and expenses involved in the purchase and operation of a motor vehicle. Demonstrate an understanding of the Georgia laws which govern the purchase. operation. and insurance of motor vehicles. Identify the proper procedures and skills for using the telephone. including an understanding of billing procedures. Identify and analyze a student's interests. abilities, and aptitudes which contribute to certain leisure-time activities.
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Self-Understanding and Careers References
About Jobs and the Mental1~tarded: Guide to the Job Placement of the Mentally Retarded~._Ho~ to_Get a Job; Preparing for Work. Washington, D.C.: The President's Committee on Employment of the Handicapped, 1975.
Alcorn, C. L., &Nicholson, C. L. A Vocational Assessment Battery for the
Educable Mentally Retarded and low literate. Education and Training of the Mentally Retarded, 1975, lq, 78-83.
Baxter, J. M. Classroom Techniques. Education and Training of the Mentally
Retarded, 1972, I, 135-140.
Beekman, M. PrepaY'ation of Menta.lJLRetarded Youth for Gainful Employment. U.S. Department of Health, Education and Welfare Bulletin, 1959.
Bitter, J. A., & Bolanovich, D. J. WARF: .A Scale for t1easuring Job Readiness Behaviors. American Journal of Mental Deficiency, 1970, 74, 616-620.
Bitter, J. A., &Bolanovich. D. J. Development of Vocational Competence in
the Mentally Retarded. Mental Retardation, 1966, 9-12. .
Brolin, D. Career Education Needs of Secondary Educable Students. Exceptional Children, 1973, }~, 619-624.
Brolin, D., Durand, R., Kromer, K., & Muller, P. Post-School Adjustment of Educable Retarded Students. Education and Training of the Mentally
Retarded, 1975, }Q, 144-148.
Brolin, D.E. &Kokaska, C.J. Career Education for Handicapped Children and
Youth. Columbus, Ohio: Charles E. Merrill, 1979.
Brolin, D.E. Life_Ce0tt:red Career Education: A Competency Based Approach. Reston, Virginia: The Council for Exceptional Children, 1978.
Brolin, D.E. Pr~aring the Retarded in Career Education (Project Price Working Papers). Columbia, Missouri: University of Missouri.
Brolin, D.E. Vocational Pre~rationof Retarded Citizens. Columbus, Ohio: Charles E. Merrill, 1976.
Brolin, D. and Kokaska, C. Critical Issues in Job Placement of the Educable Menta lly Reta rded, Reha bil ita t ion Li terature, 1974, 35 (6) ~ 174-177.
Brolin, D. Value of Rehabilitation Services and Correlates of Vocational Success with Mentally Retarded. American Journal of Mental Defi~iency, 1972, 76, 644-651.
Brolin, D. Vocational Evaluation: Special Education's Responsibility. Education and Training of the Mentally Retarded, 1973, .., 12-17.
Brown, L., Bellamy, T., Perlmutter, L., Sackowitz, P., &Sontag, E. The
Development of Quality, Quantity, and Durability in Work Performance of Retarded Students in a Public School Prevocational Workshop. Tr2in~ School Bu115~'!j.!l' 1972, 69, 58-69.
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Career Education: Exemplary Programs for the Handicapped. T. P. Lake (Ed.), Reston, Virginia: The Council for Exceptional Chi1d~en, 1974.

Career Exploration and Preparation for the Special Needs _earner. L. A.
Phelps, and R. J. Lutz, Boston: Allyn &Bacon, 1977.

Cege1ka, W. J. Review of Work-Study Programs for the Mentally Retarded. Arlington, Texas: National Association for Retarded Citizens, 1974.

Chaffin, J.D., &Payne, J.S. Developing Employer Relations in a Work Study
Program for the Educable Mentally Retarded. Education and Training of
the Mentally Retarded, 1968, 1, 127-132.

Christensen, T. Your Personality and Your Job. SRA Guidance Series.

Clark, G. Career Education for Mildly Handicapped. Focus on Exceptional
Children, 1974, i (9), 1-10.

C1ennon, S. Training Special Students for Employment. Teaching Exceptional
Children, 1975, I (3), 106-10~

Colella, H. V. Career Development Center: A Modified High School for the
Handicapped. Teaching Exceptional Children, 1973, i, 110-118.

Cormany, R. E. Classroom Techniques - A Career Unit for the Junior High EMR
Student. Education and Training of the Mentally Retarded, 1975, }Q,
151-154.

Career Education. Council for Exceptional Children, Reston, Virginia: 1973.

Employment Assistance for the Handicapped. Washington, D.C.: The President's

Committee on Employment of the Handicapped, 1975.

.

Evaluating Occupational Education and Training Programs. Tim L. Wentling,
Allyn &Bacon, Inc.

Fraenke1, William A. The Mentally Retarded and Their Vocational Rehabilitation: A Resource Handbook. New York: The National Association for Retarded Citizens, 1961.

Gallagher, J. R. Getting Job Experience. SRA Guidance Series, Chicago, Illinois.

Gardner, D.C., &Gardner, P. L. Ten Suggestions for an Effective EMR Occupation
Program. The Journal of Special Educators of Mentally Retarded, 1973, ~, 90-93.

Hayden, J. G. A Work Experience Program in Rural Areas. Teaching Exceptional
Children, 1975, I (4), 130-133.

Horn, J. A Better Life for the Mentally Retarded. Psychology Today, 1975, ~, 36.

Hoyt, Kenneth B. Career Education: What It Is and How To 00 It (2nd ed.). Salt Lake City: Olympus Publishing Co., 1974.

Keller, L. J. Career Education In-Service Training Guide, 1972. Cited by G. M. Clark, Focus on Exceptional Children, 1974, ~ (9), 5-6.

-24-

K1iebham, J. Effects of Goal-Setting and Modeling on Job Performance of Retarded Adolescents. American Journal of Mental Deficiency, 1967.
Kokaska, C. J., &Sigler, G. F. A Job Placement Procedure for the Mentally
Retarded. Education and Training of the Mentally Retarded, 1971, ~, 161-166.
Kokaska, C. J. The Vocational Preparation of the Educable Mentally Retarded. Ypsilianti, Michigan: Eastern Michigan University Press, 1968.
Kolstoe, Oliver and Frey, Roger, M. ~~i9b School Curriculum of Work Study for the Mentall~ Subnorma.J_ Student. Carbondale, Illinois: Eeffer and Simons, Inc., 1969.
Lance, W. D. Classroom Techniques. Education and Training of the Mentalll Retarded, 1973, ~, 27-28.
Morrison, L. Job-Skill Checklist. Pointer, 1975, ~, 200-201.
Nayowith, M. H. A Proposal for Training Educable l1entally Retarded Adolescents and Adults for Roles as physical Education Recreation Aides and Associates. American Corrective Therapy Journal, 1970, 24, 115-117.
Newsletter. Division on Career Development, The Council for Exceptional Children. Reston, Virginia.
Newsnotes. The National Association of Vocational Education Special Needs Personnel, American Vocational Association. Washington, D.C.
Nitzberg, J. Why Some Students Can't Keep a Job. The Journal fOT Special Educators of the Mental.l, Retarded, 1974, }Q, 208-220.
Noar, G., Individualized Instruction for the Mentally Retarded. Glen Ridge, N.J.: Exceptional P-ress, 1974.
Prescott, J. A Place for Slow Learner's. American Vocational Journal, 1968, 43, 49-50.
Rasmussin, W.O., Jr. Cosmetology - Glamour Career For Retardates. Rehabi 1i tation Record, 1970, ~ (5), 1-4.
Schubert, D.G. The Role of Bibliotherapy in Reading Instruction. .Exceptiona.l
Children, 1975, !L, 497-499.
Spellman, C. R., et al. Domestic Work Training of Adolescent Educable Mentally
Retarded Girls. Teach1D..9-J:xception~1S!Jildr~.n.!..1970, f.' 67~72.
Stroler, S. Retarded Men Work at Harvesting. HospitaLanE Co.rrmun~..!l Psychiatry, 1969, 2Q, 384.
Taylor, A. M., Thurlow, M. L., & Turnure, J.E. Vocabulary Development of Educable Retarded Children. Exceptional Children, 1977, 43, 444-449.
Titus, R. W., &Travis, J. Followup on MER Program Graduates, Mental Retardation, 1973, ll, 24-26.
-25-

Turner, M. A Work Experience Program for the Educable Mentally Retarded at the Elementary School Level. Education and Training of the Mentally
Retarded, 1968, l, 199-201.
Urie, R. M., &Brolin, D. Retarded Attendants for the Handicapped. Rehabilitation Record, 1973, !i, 12-14.
U. S. Civil Service. Placement in Federal Civil Service Employment of the Mentally Retarded. The Journal for Special Educatolsof the Mentally Retarded, 1972, 22-24.
Vocational Education for Students with Special Needs. M. A1tfest (6d.), Fort Collins, Colorado: Department of Vocational Education, Colorado State University, 1975.
Washburn, Winifred Y. Vocational Entry-Skills for Secondary Students (A Manual of Teaching Units with Student Worksheets). Novato, California: Academic Therapy Publications, 1975.
Weisenstein, G. R. Using a Pictorial Job Training Manual in an Occupational Training Program for High School EMR Students. Education and Training of the Mentally Retarded, 1975, 10, 30-35.
Worth, J. C. What Employers Want. SRA Guidance Series. Preparation of Mentally Retarded Youth for Gainful Employment. U.S. Government Printing Office, Washington, D.C.
Life Skills References
Abramowitz, J. Doc~ments of Freedom. Chicago: Follett Educational Corp., 1964.
Andrews, Margaret E. You Said It. New York: McGraw-Hi" 1 Book Co., 1968.
Andron, L., & Sturn, M. L. Is "I 00" in a Repertoire of the Retarded?
Mental Retardation, 1973, Il, 31-34
Anema, D. Get Hired. Haywood: Janus Book Publishers, 979.
Anema, D. 5haring an Apartment. Hayward: Janus Book Pt b1ishers, 1981.
Ayrault, E. Helping the Hand;cap~Teenager Mature. r,ew York: Pub1 ic Affairs Pamphlets, No. 504, 1974.
Baer, K. Government by the Peopl e. Syracuse: New Readf~rs Press, 1976.
Barker, H., Hall, J., &Morris, H. Sexual Knowledge and Attitudes of Mentally
Retarded Adolescents. American Journal of Mental D=ficiency_, 1973, 77, 706-709.
Bass, M. S. Sexual Rights and Responsibilities of the Mentally Retarded. American Journal of Mental Deficiency, 1974, 79, 234.
Be1ina, V. S. Planning for Your Own Apartment. Belmont: Pitman Learning, Inc., 1975.
-26-

Bennett, B. Vockel1 &Vockel1, K. Sex Education for EMR Adolescent Girls.
The Journal for Special Educators of the_Mentally Retarded, 1972,.2,3-7.
Berkovitz, Irving H. Adolescents Grow in Groups. Brunner/Maze11, 64 University P1 aza, N. Y., N. Y : 1972.
Berenstein, F. The Man and Woman Group: Problems in the Heterosexual Relations of the Mentally Retarded. The Journal for Special Educators
of the Mentally Retarded, 1973, .2, 150-157.
Besfein, L. Self-Concept and Mental Retardation: Theory, Measurement, and
Clinical Utility. ~ental Retardation, 1974, 1 (4), 15-19.
Bidgood, F. E. Sexuality and the Handicapped. The Journal for Special
Educators of the Mentally Retarded, 1975, 11, 199-203.
Bohn, R. J. and Wool, J.D. Learning About Measurement. Phoenix: Frank E. Richards Publishing Co., Inc., 1969.
Budgeting Workbook. Kalamazoo: Interpretive Education, 1973.
Buchan, L. Role Playing~d the Educable Mentally Retarded. Belmont, California: Fearon, 1972.
Burke, D. A., &Sellin, D. F. Measuring the Self-Concept of Ability as a
Worker. Exceptional Children, 1972, 39, 126-132.
Byrnes, M. A. Positive Attitudes: A Must for Special Programs in Public Schools. Teaching ~xceptional Children, 1976, 8, 82-84.
Carlson, J., &MacMi11ian, D. Comparison of Probability Judgement Between
EMR and Nonretarded Children. American Journal of Mental Deficiency, 1970, l~, 697-700.
Carr, C. C., &McLaughlin, J. A. Self-Concepts of Mentally Retarded Adults. Mental Retardation, 1975, 1, 57-69.
Carrell, M. J. Understanding the Metric ~yste~. Phoenix: Frank E. Richards Publishing Co., Inc., 1978.
Cohen, S. Special People. Englewood Cliffs, N.J.: Prentice-Hall, 1977.
Czbek, N., & Forehand, R. Factors Influencing the Moral Judgments of
Retardates. Mental Retardation, 1973, lI, 255-261. Detamore, K. L., Grinnell, M. J. &Lippke, B, A. Sicm It Successful - Manual
English Encourages Expressive Communication. Teaching Exceptional Children, 1976, 8, 123-124. Deutsch, Martin R. and Sternlict, Manny. Personality Development and Social Behavior in the Mentally Retarded. Floor, L. Investigating the Helplessness in Mentally Retarded Adults. American Journal of Mental Deficiency, 1975, 79, 565-572.
Frank, A. R. Getting Ready for Junior High School. Teaching Exceptional
Ch;ldre~, 1975, I (4), 136-138.
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Frier, L. Basic Economics. Dansville: Instructor Publications, Inc., 1964.
Grebel, R. and Pogrund, P. Becoming a Drive~. Hayward: Janus Book Publishers, 1980.
Hall, E., Morris, L., &Barker, H.R. Sexual Knowledge and Attitudes of
Mentally Retarded Adolescents. America~ Journal of Mental Deficiency,
1973, 12, 706-709.
Halpern, A. 5., Ratfield, I. L., &Link, R. Measuring Social and Prevocational
Awareness in Mildly Retarded. American Journal of Mental Deficiency, 1975, 80, 81-89.
Halsey, M. and Kaywood, R. Let's Drive Right. Glenview: Scott, Foresman and Co., 1968.
f-:irshoren, P., Hunt, J. 1. & Davis, C. Classified Ads as Reading Material for the Educable Retarded. Exceptional Children, 1974,11, 45-47.
Hoek, J. H. Your Government and You. Phoenix: Frank E. Richards Publishing Co., Inc., 1975.
Howe, Leland and Mary, Martha. Personalizing Education: Values Clarification and Beyond. New York, New York: Hart Publishing Company, Inc., 1975.
Hudson, M. W. and Weaver, A. A. In Your State. Belmont: Fearon Publishers, 1973.
Hurley, O. L. Reading Comprehension Skills Vis-a-Vis the Mentally Retarded.
Education and Training of the Mentally Retarded, 1975, }Q, 10-14.
Johnson, Roy I., et al. Communication: Handling Ideas Effectively. New York: McGraw-Hill Book Company, 1956.
Kahy, C. H. and Hanna, J. B. Working Makes Sense. Belmont: Lear Siegler, Inc./Fearon Publishers, 1973.
Kurtz, D. P., &Neisworth, J. T. Self Control Possibilities for Exceptional
Children. Exceptional Children, 1976, 42, 212-217.
Laughary, John W. and Riley, Thersea M. Helping Others HelQ. Themselves. McGraw-Hill Books, 1979.
Lay, R. A. Measuring the Metric Way. Phoenix: Frank E. Richards Publishing Co., Inc. 1975.
Livingstone, A. Janus Job Interview Guide, (2nd ed.). Hayward: Janus Book Publishers, 1977.
Longhurst, T. M., &Berrt, G. W. Communication in Retarded Adolescents:
Response to Listeners' Feedback. American Journal of Mental Deficiency, 1975, 80, 158-163.
MacKenzie, R. Basic Skills in Using Checks. Fairfield: Cebco Standard P~blishings, 1979.
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MacMillan, D. L., Forness, S. R., &Turnbull, B. M. The Role of Punishment
in the Classroom. Exceptional Children, 1973, 40, 85-96.
Making the Most of Your Money. New York: Education Services Institute of Life Insurance, 1975.
Mann, P. H., Beaber, J.D., &Jacobson, M.D. The Effect of Group Counseling on
EMR Boys' Self Concepts. Exceptional Children, 1969, ~, 359-366.
Math for Everyday Living. Oak Law: Ideal Publications, 1980.
Neal, W. R., Jr. Articulatory Deviation and Employability of the Adolescent Educable Mentally Retarded. Exceptional Children, 1969, 35, 561-562.
Nitzberg, J. An Interpretation of Counseling in a Habitation Setting for Retarded Adults. The Journal for Special Educators of the Mentally
Retarded, 1974, , 23-25. Odom, M., Longhurst, T. M., &Boatman, R. R. Improving Oral Language Skills
in a Classroom for the Educable Mentally Retarded. Education and Training of the Mentally Retarded, 1973, 8, 187-192.
Parsky, L. M. Mathematics for Worker. Johnstown: Mafex Associates, Inc., 1969.
Perske, R. About Sexual Development: An Attempt to be Human with the
Mentally Retarded. Mental Retardation, 1973, , 6-8.
Prevo, H. Practice Material for Family Life. Phoenix: Frank E. Richards Publishing Co., Inc., 1967.
Rand, K. J. Time Cards a~d Paychecks. Hayward: Janus Book Publishers, 1981.
Recreation and Leisure Time. Kalamazoo: Interpretive Education, 1975.
Richey, J. Clothing Language. Hayward: Janus Book Publishers, 1979.
Richey, J. Credit Languag~. Hayward: Janus Book Publishers, 1980.
Role Playing Met~ods in the Classroom. M. Chester and R. Fox, Chicago: Science Research Associates, 1966.
Rotz, P. H. and Spitze, H.T. Where Does the Money Go? Austin: Steck Vaughn Co., 1969.
Sengstock, W. L., &Vergason, G. A. Issues in Sex Education for the Retarded. Education and Training of the Men.tarlyRetarded. 1970, i, 99-103.
Shaftel, F. R. and Shaftel, C. Role-Playing for Social Values. Englewood Cliffs, N.J.: Prentice Hall, 1967.
Simon, S.B., Howe, L. W. and Dirshenbaum, H. Values Clarification. New York: Hart, 1972.
Smith, E. H. &Lutz, F. R. My Country the USA. Austin: Steck-Vaughn Co.,
Inc., 1972.
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Smith, Manuel J. When I Say No, I reel Guilty. New York: Dial Press, 1975. Strichart, S.S. Effects of Competence and Nurturance on Imitation of Non-
Retarded Peers by Retarded Adolescents. American Journal of Mental Deficiency, 1974, 78, 665-673. Tong, R. and Jew, W. Janus Job Planner. Hayward: Janus Book Publishers, 1976. Weaver, A. Planning Meals and Shopping. Belmont: Fearon Pitman Publishers, Inc., 1970. Wool, J.D. Using Money Series Earning, Spending, and Saving. Phoenix: Frank E. Richards Publishers, 1968. Young, E. R. Basic Skills in Shopping. Fairfield: Cebco Standard Publishing,1974.
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III. POPULATION IDENTIFICATION, ASSESSMENT, DIAGNOSIS AND PLACEMENT
Objective
Identify the characteristics of the Learning Disabled.
Analyze the relationship between environmental factors and educational progress.
Identify the characteristics of the Emotionally Disturbed.
Analyze the similarities and differences among the three types of Mentally Retarded/Mentally Handicapped (mild/educable, moderate/trainable, severe).
Identify the characteristics of the Speech Handicapped.
Identify the characteristics of the Hearing Handicapped.
Identify the characteristics of the Visually Handicapped.
Be able to determine whether or not the student recognizes a sound.
Recognize behaviors which indicate that a student's auditory acuity should be checked by an expert (e.g., watching lips, repeatedly asking for directions, increasing number of responses when sitting close to speaker, etc.).
Assess the student's ability to respond verbally to auditory stimuli in the classroom and in daily living.
Be able to assess a child's sequencing skills and compare these with those of a normal chil d.
Identify several activities for evaluating auditory discrimination.
Assess the student's ability to identify and attach meaning to visual stimuli in the environment.
Identify several activities for assessing visual discrimination.
Analyze those variables which inhibit or facilitate attention to auditory stimuli in classroom instruction and daily living.
Identify symptoms which coul d resul t from the i nabil i ty to ana lYle and synthesi ze stimul i and know strategies for hel ping students with probl ems of analysis and synthesis.
Understand that students receive and attach personal meaning to auditory information/stimuli which may be different from the intended meaning.
Analyze those variables which inhibit or facilitate attention to visual stimul i .
Understand that students may attach a personal meaning to visual infonnatlOn which is different from the intended meaning.
List several activities for teaching tactile discrimination.
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Define visual acuity.
Know the educational implications of the cognitive developmental stages! e.g., Piaget, Bruner, etc.
Identify due process procedures required by law in the identification, referral! evaluation and placement of students with handicaps.
Know several methods of systematic observation used to assess academic achievement and social behavior.
Define and compare intelligence, achievement, and adaptive behavior tests.
Explain the purpose of screening tests.
Distinguish between group tests and individual tests.
Demonstrate an understanding of the variety of derived scores (i.e.! percentile! grade equivalent, age equivalent, quotient).
Be able to employ behavior rating scales to assess behavior (e.g., AAMD, Mykelbust).
Define the term validity as it relates to tests, and analyze emotional! cultural! and environmental factors which limit its usefulness.
Define the term reliability as it applies to tests! and explain how it affects the interpretation of test results.
Explain the dangers of choosing a test solely on the basis of its headings.
Identify the factors involved in choosing between formal and informal tests.
Identify by name sources of information about tests, including textbooks, professional journals! and technical manuals.
Given a test name! indicate the level of training or expertise necessary for its administration and interpretation! and analyze the reasons for requiring these qualifications.
Identify and compare several language and speech tests.
Demonstrate an understanding of the feasibility factor (e.g., cost! time, space considerations) in choosing an appropriate test.
Compare criterion-referenced and norm-referenced tests.
Identify academic achievement levels.
Understand how to assess, define, and apply knowledge of a student's general intellectual level.
Be able to measure a student's rate of learning on a specific task.
Identify significant discrepancies between comprehension and expression.
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Recognize verbal and nonverbal modes of communication. Identify processes designed to measure retention of learning (i.e., short term, long term, incidental). Demonstrate an understanding of the concept of the resource room. Given information about a child (i.e., age, grade, test results, home situation), indicate and explain the type of special class placement needed (e.g., fulltime, 1/2 time, 1/4 time, other). Demonstrate an understanding of the conditions which indicate the placement of a preschool or school-age child in a full-time institution. Demonstrate an understanding of the conditions which indicate the placement of a preschool or school-age child in a special school. Demonstrate an understanding of the conditions which indicate that a preschool or school-age child should be placed in a regular class, with consultation services available to the teacher. Demonstrate an understanding of the conditions which indicate that a preschool or school-age child should be placed in a regular class. Demonstrate an understanding of the conditions which indicate that an adolescent or adult should be placed in a program of vocational training. Relate a task to the capabilities and entering skills of a student. Be able to establish criteria for skill mastery. Be able to sequence the components of a task. Compare group, individual, and family counseling. Demonstrate an understanding of the function of the community-based sheltered workshop. Demonstrate an understanding of the function of the institution-based sheltered workshop. Be able to specify the skills that are necessary prerequisites for learning a task. Be able to analyze a task into its component parts according to their levels of difficul ty.
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Population Identification, Assessment, Diagnosis and Placement References
Alberto, P.A. &Troutman, A.C. Applied Behavior Analysis for Teachers.
Columbus, Ohio: Charles E. Merrill Publishing Company, 1982. Bateman, B. Essentials of Teaching. San Rafael, California: Dimensions
Publishing Company, 1969.
Blackhurst, A.E. &Berdine, W.H. An Introduction to Special Education.
Boston: Little, Brown and Company, 1981. Blake, K. The Mentally Retarded: An Educational Psychology. Englewood
Cliffs, N.J., 1976.
Charles, C.M. &Malian, I.M. The Special Student. St. Louis, Missouri:
Mosby Publishing Company, 1980. Collins, E. Project STRETCH (Strategies to train regular educators to teach
children with handicaps), Northbrook, IL: Hubbard, 1980. Georgia Department of Education. Special Education: Regulations and
Procedures. Atl anta, GA: Georgia Depilrtment of Education, 1982. Geren, K. Compl ete Special Education Handbnok. West Nyack, N. Y.: Parker
Publishing Company, Inc., 1983.
Hallahan, D.P. &Kauffman, J.M. Exceptional Children: Introduction to Special
Education, 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1982. Howe, C.E. Administration of Special Education. Denver, Colorado: Love
Publishing Company, 1981.
Johnson, S.W. &Morasky, R.L. Learning Disabilities. Boston: Allyn and
Bacon, 1977.
Kirk, S.A. &Gallager, J.J. Educating Exceptional Children, 4th edition.
Boston: Houghton Mifflin Company, 1983.
Long, N.J., Morse, W.C. &Newman, R.G. Conflict in the Classroom, 2nd ed.
Belmont, California: Wadsworth Publishing Company, 1980. Morris, C.G. Psychology: An Introduction. Englewood Cliffs, N.J.: Prentice-
Hall, Inc., 1982.
Wiig, E.H. &Semel, E.M. Language Assessment and Intervention for the
Learning Disabled. Columbus, Ohio: Charles E. Merrill Publishing Company, 1980.
Ysseldyke, J.E. &Salvia, J. Assessment in Remedial and Special Education.
2nd ed. Boston: Houghton Mifflin, 1981.
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IV. INSTRUCTIONAL STRATEGIES AND LEARNING
Objecti ve
Be able to provide individual instruction, according to student needs, space, staff, resources, and time.
Be able to create a learning environment which can be adapted to a variety of purposes and activities to meet individual needs.
Analyze individual learning styles and provide effective group instruction according to the identified style.
Know whether to present a task or an item of information in its entirety or broken down into its component parts, according to the nature of the task and the learning patterns of the student.
Know how to set up and maintain a safe learning environment.
Understand the importance of the use of structure when teaching students.
Know when it is important to continue to teach tasks beyond the point at which the student exhibits mastery, in order to ensure retention.
Describe methods for altering the presentation of tasks to match the student's rate of learning.
Know the effects that an attractive learning environment has upon teachers and students.
Know how to apply the principles of behavioral analysis to the classroom instruction.
Be able to apply the principles of contingency management in the classroom.
Know the value of a given stimulus, how to regulate it and why it is necessary to do so.
Identify teaching strategies designed to move a learner from dependence to independence (e.g., demonstration, assistance, verbal instruction).
Understand that the primary function of a learning environment is to stimulate personal and academic development.
Know how to make a learning environment comfortable.
Be able to analyze those educational situations in which rate learning is necessary to ensure efficient and effective learning.
Describe the methodology of backward chaining and know situations to which it should be applied.
Understand that the reinforcing value of secondary reinforcers is learned through association with known reinforcers (either primary or secondary reinforcers).
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When teaching a student to interpret information, determine the level of comprehension (e.g., literal, inferred, analytical, critical) that matches the student's abilities and the material being taught.
Be able to analyze and effect change in the rate, level, and sequence at which new concepts are acquired.
Understand those variables which influence the storage (quality, clarity, and cues), rehearsal (once assimilated) and retrieval (recall, association) of information.
Be able to transfer theoretical knowledge of learning theory to applied teaching situations.
Understand the effect that different schedules of reinforcement have upon the quality and quantity of information learned, and be able to apply this knowledge to facilitate learning.
Understand effects of punishment techniques used as a means of behavior change (e.g., aversive shock, physical restraint, conditioned aversive presentation).
Given the learning characteristics of handicapped students, select and evaluate workbook materials.
Given the learning characteristics of handicapped students, select and evaluate textbook materials.
Demonstrate an understanding of the construction and use of games and puzzles as instructional materials.
Given instructional material, indicate the instructional level for which it is best suited.
Evaluate instructional material in terms of its relevance to various types of handicapoed students.
Demonstrate an understanding of the construction and use of tapes as instructional materials.
Given the learning characteristics of handicapped students, select and evaluate a kit.
Identify and know how to operate equipment which can be used as or with instructional material.
List some of the criteria which can be used to determine the quality of instructional material.
Demonstrate an understanding of records as instructional materials.
Demonstrate an understanding of filmstrips as instructional materials.
Demonstrate an understanding of price as a criterion for material selection.
Given instructional material, analyze its durability.
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Demonstrate an understanding of films as instructional materials.
Identify basic reading skills (i.e., word recognition, decoding, structural analysis, oral reading, word study skills, comprehension, sight vocabulary, context cuing, silent reading) and indicate teaching strategies appropriate for the development of each skill.
Given the necessary data, design an individual education program and explain its relationship to regular education.
Identify math readiness skills and indicate teaching strategies appropriate to the development of each.
Explain ways of developing social skills, i.e., (1) accepting authority, (2) cooperation, (3) good peer relations.
Identify effective teaching strategies for developing the ability to use math skills in problem solving.
Identify teaching strategies appropriate to the development of the following language skills: (1) comprehension, (2) interpretation, (3) application, (4) self-expression (i.e., fluency, articulation).
Identify the components of language (i.e., sounds, words, phrases, sentences).
Differentiate between professionally ethical and unethical behavior.
Understand the relationship between reading and prereading skills, i.e., (1) observation, (2) listening, (3) talking, (4) following instructions, (5) sequencing ideas orally, (6) adequate eye movements, and (7) left-right orientation, and indicate teaching strategies appropriate for the development of each skill.
Demonstrate an understanding of local, state, and federal laws, regulations, and guidelines that apply to special education.
Identify teaching strategies appropriate to the development of number concepts.
Identify teaChing strategies appropriate for the development of the following aspects of responsibility: (1) self-concept, (2) decision-making, (3) autonomy, (4) moral behavior.
Identify teaching strategies appropriate for the development of auditory skills, i.e., (1) the recognition of gross sounds, (2) the recognition of rhythm patterns, (3) the recognition of vowel sounds, (4) the recognition of consonant sounds, (5) speech in noisy situations.
Demonstrate an understanding of the philosophy of Special Education that has led to the passage of Public Law 94-142 (effective 09/78).
Identify teaching strategies appropriate for developing the ability to measure time and space accurately.
Identify professional publications of interest to Special Educators.
Identify professional organizations of interest to Special Educators.
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Know the major developments in the history of Special Education. Know when to refer a student to a consultant (e.g., psychologist, physical therapist, hearing/vision therapist), and why close contact between the base school and the ancillary service is important. Understand how in-service training for r~gular staff in the principles and methods of Special Education can benefit the school as a w~ole. Know the variety of community resources (e.g., information sources, advocacy groups, group homes) that can benefit students both before and after they have been graduated from school. Understand how in-service training for Special Education staff in the principles and methods of regular education can benefit the schools as a whole. Demonstrate an understanding of the fact that one can and should respond to feelings as well as words. Identifyattentional skills (e.g., listening techniques) that are especially necessary when dealing with handicapped students. Know how a teacher can modify her/his feedback in response to the specific needs of the student. Recognize the appropriate use of immediate and delayed feedback. Understand the conditions under which consequent events function as primary reinforcers and know the limitations of their use in an educational setting.
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Instructional Strategies and Learning References
Alberto, P.A. &Troutman, A.C. Applied Behavior Analysis for Teachers.
Columbus, Ohio: Charles E. Merrill Publishing Company, 1982.
Basile-Jackson, Jr. The Exceptional Child in the Regular Classroom. Augusta, Georgia: East Georgia Center, Georgia Learning Resources System, 1982.
Charles, C.M. &Malian, I.M. The Special Student. St. Louis, Missouri:
Mosby Publishing Company, 1980.
Collins, E. Project STRETCH (Strategies to train regular educators to teach children with handicaps), Northbrook, IL: Hubbard, 1980.
Georgia Department of Education. Special Education: Regulations and Procedures. Atlanta, GA: Georgia Department of Education, 1982.
Hammill, D.O. &Bartel, N. Teaching Children with Learning and Behavior
Problems, 2nd ed. Boston: Allyn and Bacon, 1978.
Haring, N.C. & Bateman, B. Teaching the LeaY'ning Disabled. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1977.
Howe, C.E. Administration of Special Education. Denver, Colorado: Love Publ ishing Company, 1981.
Johnson, D.W. Human Relations and Your Career: A Guide to Interpersonal Skills. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1978.
Jones, V. F. &Jones, L. S. Responsible Classroom Discipline. Boston: Allyn &Bacon, 1981.
Kerr, M. M. & Nelson, C.M. Strategies for Managing Behavior Problems;in the Classroom. Columbus, Ohio: Charles E. Merrill Publishing Co., 1983.
Kohfe1dt. J. Blue Prints for Construction. Focus on Excep~iona1 Children. 1976, . (5), 1-14.
Lambie, R.A. A Systematic Approach for Changing Materials. Instruction and Assignments to Meet Individual Needs. Focus on Exceptional Children,
1980, II (1), 1-12.
Larsen. S.C. &Poplin, M.S. Methods for Educating the Handicapped: An
Individualized Education Program Approach. Boston: Allyn and Bacon. 1980.
Long, N.J., Morse, W.C. &Newman, R.G. Conflict in the Classroom, 2nd ed.
Belmont, California: Wadsworth Publishing Company, 1980.
McDowell, R.L., Adamson, G.W. &Wood, F.H. Teaching Emotionally Disturbed
Children. Boston: Little, Brown and Company. 1982.
Morris, C.G. Psychology: An Introduction. Englewood Cliffs, N.J.: PrenticeHa11, Inc.. 1982.
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Ray, H.W. Media for the Exceptional Child. In E. L. Meyen, G.A. Vergason
&R.J. Whelan (Eds.), Strategies for Teaching Exceational Children.
Denver: Love Publishing Company, 1972. pp. 330-3 8. Schubert, D.G. Your Teaching Twin--The Tape RecOrder. Reading Improvement.
Vol. 15, No.1, pp. 78-80. Delwyn, 1978. Smith, C.R. Learning Disabilities. Boston: Little, Brown and Company, 1983. Thiagarajan, S. Designing Instructional Games for Handicapped Learners.
Focus on Exceptional Children, 1976, I (9),1-11. Wiig, E. H. &Semel, E.M. Language Assessment and Intervention for the
Learning Disabled. Columbus, Ohio: Charles E. Merrill Publishing Company, 1980.
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