ERIC Number: ED040093
Record Type: Non-Journal
Publication Date: 1969
Construction of a Social Learning Curriculum.
The goal of educational programs for educable mentally retarded (EMR) children is to progressively develop socially mature individuals who can think critically and act independently. The major focus is a curriculum that encompasses social and occupational concepts, facts, and behaviors that are consonant with social adaptation during maturation and at maturity. Academic learning is a means to the end. EMR children require daily language arts and arithmetic as communication and social problem-solving tools. All other areas of learning are integral aspects or motivators in social learning and avenues for self-expression. There is a dynamic relationship between the elements of the curriculum and the systematic ways of learning as managed by the teacher. Subject matter determines the characteristics of the teaching-learning transaction or experience and the roles of teacher and student. The categorization of mature retardate behaviors allows categorization of the curriculum into blocks. A three-dimensional model of the developmental curriculum includes: transactions with the interrelated social, psychological, and physical phenomena; and, the vertical progression of maturation or competence through five interrelated environments (self, home and family, neighborhood, community, and extra-community). (SBE)
Descriptors: Adjustment (to Environment), Critical Thinking, Curriculum Design, Curriculum Development, Educational Objectives, Interdisciplinary Approach, Interpersonal Competence, Learning Motivation, Maturation, Maturity (Individuals), Mild Mental Retardation, Models, Self Actualization, Sequential Approach, Socialization, Special Education, Vocational Adjustment
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Yeshiva Univ., New York, NY. Dept. of Special Education.