ERIC Number: ED185794
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Reasoning Ability of Mildly Retarded Learners. What Research and Experience Say to the Teacher of Exceptional Children.
Goldstein, Herbert; Goldstein, Marjorie T.
The booklet focuses on the use of the logical inductive strategy to teach problem solving skills to mildly retarded learners. An introductory section examines three research studies on interventions in the area of problem solving with the retarded learner and concludes, among other things, that mainstreaming has underscored the need for this population to have competent problem solving skills. The second section explores strategies and tactics, such as role strategies. Discovery type inductive strategies, especially the guided discovery strategy, in which the learner is provided some structure for the experience, are reviewed. The fourth section describes the logical inductive strategy, with emphasis on the three stages--mass, differentiation, and integration; and the five steps that comprise the strategy--labeling, detailing, inferring, predicting/verifying, and generalizing. The final section discusses methods of implementing the stragegy and presents two simulated lessons and a chart illustrating the inductive problem solving sequence. (Author/PHR)
Descriptors: Cognitive Processes, Elementary Secondary Education, Exceptional Child Research, Guidelines, Induction, Information Utilization, Logical Thinking, Mild Mental Retardation, Problem Solving, Teaching Methods
The Council for Exceptional Children, Publication Sales Unit, 1920 Association Dr., Reston, VA 22091 ($5.75)
Publication Type: Guides - Classroom - Teacher; Reports - Research; ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.