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ERIC Number: ED056444
Record Type: RIE
Publication Date: 1970-Aug
Pages: 72
Abstractor: N/A
Reference Count: 0
Systematic Instruction for Retarded Children: The Illinois Program - Experimental Edition. Final Report.
Chalfont, James C.; And Others
The study sought to develop an integrated training program for children with mongolism based on their observed assets and deficits. The program's three major curricular emphases were self care skills, language development, and motor development needed in recreational activities. The teaching techniques included task analysis, behavior modification, systematic language instruction, and errorless learning. Field testing of the systematic language instruction area of curriculum was conducted in nine classes for custodial and trainable mentally handicapped children in three states. Four teachers received extensive training and supervision; four other teachers received minimal supervision; and one teacher was supervised by long-distance contacts. As a control, four contrast teachers used different curricula. Research findings were that teachers not previously exposed to systematic language instruction could, with supervision, effectively use it, and that retarded children taught by the systematic language instruction achieved better on a set of language concepts than did children exposed to a different method. The study was concluded with the recommendation that a number of demonstration centers be developed. (For related programed instruction guidelines, see EC 040 486, 040 539-41.) (CB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.