Teaching the educable mentally retarded by Robert A. Sedlak
By Robert A. Sedlak
Robert and Denise Sedlak are famous for his or her paintings with mentally retarded teenagers. Teaching the Educable Mentally Retarded combines their education and adventure to create a useful source for either the practising and starting instructor of mildly retarded scholars. functional feedback, case stories, and real-life anecdotes are interwoven with study findings. the result's an updated, accomplished advisor to dealing with the predicted and unforeseen events lecturers confront within the classroom.
The publication comprises present tendencies in schooling, that includes sections at the use of tutorial aides within the lecture room and at the use of desktops and different educating know-how in targeted schooling periods. The authors' variety is obvious and straightforward to persist with, and the paintings is superior in the course of the copious use of charts and figures.
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Additional resources for Teaching the educable mentally retarded
Sample text
Technology and Instruction 105 Chapter VI. Instructional Media and Materials 123 Chapter VII. IEP's. Objectives, and Curriculum 147 Chapter VIII. Study and Survival Skills 163 Chapter IX. Teaching of Reading 181 Chapter X. Written Expression Including Spelling 205 Chapter XI. Instruction in Listening and Speaking 225 Chapter XII. Teaching Arithmetic and Problem Solving 251 Chapter XIII. Unit Instruction in Content Subjects 273 Chapter XIV. Overview of Career Education 291 Bibliography 315 Author Index 327 Subject Index 331 Page ix Preface The American public has come to expect excellence both from the performance of students in the schools and from the teachers who deliver the instruction.
The problems faced by the mentally retarded are those of attention and employment of learning strategies. Fortunately, these are two problems which can be addressed by the classroom teacher. ATTENTION. A student must be able to attend to the task at hand before he can be expected to learn it. The research of Zeaman and House (1963) strongly suggests that attention deficits may be the basis for many of the learning problems of the mentally retarded. An attention deficit does not necessarily mean that the student is out of his seat or not paying attention (although it might) but might also mean Page 10 that in a new learning task the student focuses his attention on all attributes of the problem without being able to screen out what is unnecessary.
According to Zigler (1966), repeated failure can result in a problem-solving style which is outerdirected. The retarded child distrusts his solutions to problems and begins to overrely on external cues. This extreme reliance on adult approval and feedback runs counter to the development of nonhandicapped children. Acceptance of such behaviors in a child by other teachers and adults in the environment is questionable. The results are more negative interactions with adults, more failure, and less independence.