ERIC Number: ED033484
Record Type: RIE
Publication Date: 1969
Reference Count: 0
An Educational Test of the Learning Potential Hypothesis with Adolescent Mentally Retarded Special Class Children, Volume I. Final Report.
To test the hypothesis that the amount learned from a manipulative, nonverbal oriented unit on electricity would be better predicted by a learning potential assessment procedure than from an IQ based classification (educable mentally retarded status), an EMR group and a regular class non EMR group were both exposed to the unit; untaught EMRs served as controls. Students were assessed on pretests; students who were high scorers or gainers were considered to have strong learning potential. Results showed that both taught groups knew more about electricity after the unit than before, and that EMR gainers and highscorers learned more than nongainers. A second study showed no difference in amount learned between the unit and a lecture-demonstration unit. Conclusions were as follow: certain EMR's are very capable when taught by nonverbal material; high scorers in the EMR range and low achieving regular class children may require novel presentations that will minimize effects of poor literacy skills; and EMR high scorers might do better in a regular class if curriculum changes were made to compensate for their reading deficits or if they were given extensive work in reading. The manipulative, nonverbal unit, a teacher's guide for the unit, and the lecture demonstration unit are available in EC 004 359. [Not available in hard copy due to marginal legibility of original document.] (Author/RJ)
Descriptors: Ability, Academic Achievement, Electricity, Evaluation Methods, Exceptional Child Research, Instructional Materials, Junior High School Students, Manipulative Materials, Mental Retardation, Mild Mental Retardation, Nonverbal Ability, Nonverbal Learning, Sciences, Student Evaluation, Students, Teaching Methods
Cambridge Mental Health Center, 20 Sacramento Street, Cambridge, Massachusetts 02138.
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Cambridge Mental Health Center, MA.