ERIC Number: ED542406
Record Type: Non-Journal
Publication Date: 1936
Reference Count: 0
A Guide to Curriculum Adjustment for Mentally Retarded Children. Bulletin, 1936, No. 11
Beaman, Florence N.; Hollingworth, Leta S.; Berry, Charles Scott; Kugler, Edna M.; Bryne, May E.; Moore, Thomas V.; Dickson, Virgil E.; Post, Meta Anderson; Greene, Ransom A.; Race, Henrietta V.; Hoff, Lillian M.; Schlotter, Bertha E.; Wygant, Alice W.
Office of Education, United States Department of the Interior
This handbook is a cooperative project, the outcome of a conference called by the United States Office of Education to consider the problems of curriculum adjustment for mentally retarded children. The members of the conference are the joint authors of this bulletin. In October 1934, 13 leaders in the education of retarded children, working in various parts of the country, were invited by the United States Commissioner of Education to come to Washington for a 3-day conference. The result of 3 days' work was a general outline of procedure, looking toward the publication of a handbook that might be helpful to all who are concerned with the adaptation of the curriculum needs of mentally retarded children. Each member of the conference accepted responsibility for the tentative development of one topic into a section which might ultimately be used as a chapter or part of a chapter. In May 1935 the group gathered again in Washington and for 2 days discussed their production. Numerous recommendations for revision were made, and editorial responsibility was assigned to the specialist in the education of exceptional children in the Office of Education. This bulletin represents, therefore, the best thinking of selected educators, psychologists, and psychiatrists who are deeply concerned for the welfare of children seriously below normal in intellectual capacity. The purpose of this bulletin is to present the fundamental principles involved, to point out desirable bases for the selection of curriculum content, to suggest a variety of activities in keeping with these bases of selection, and to illustrate how such activities can be coordinated into a unit of experience. Each chapter concludes with a list of suggested reading. Two appendixes present: (1) Suggested activities for unit on the home, outlined for children of preprimary mental development; and (2) An example of junior high school provisions for retarded pupils. Individual chapters contain footnotes. [Compiled and edited by Elise H. Martens. Best copy available has been provided.]
Descriptors: Mental Retardation, Cognitive Development, Educational History, Curriculum Development, Individualized Instruction, Physical Health, Mental Health, Social Development, Academic Education, Science Education, Art Education, Vocational Education, Residential Schools, Special Schools, State Government, Government Role, Learning Activities, Mental Age
Office of Education, United States Department of the Interior.
Publication Type: Guides - Non-Classroom; Historical Materials
Education Level: Elementary Secondary Education
Authoring Institution: United States Department of the Interior, Office of Education (ED)