The following four articles describe methods and projects found to be helpful in working with mentally retarded children. Franklin C. Haering describes a clothing project which is of value both as an educational aid to classes of trainable retarded children and as a service to the school community. In the next article Thomas P. Lombardi describes a new educational service—the employment of recreational/educational therapists to plan and arrange educational field trips for classes at a residential school not situated in a metropolitan center. The field trips are planned to add meaning to lessons through direct experience. Thirdly, Mae Bennett and Dorothea N. Rau discuss special approaches to reading particularly suitable for use with educable mentally retarded children; their focus is on enjoyment and meaning in reading. Finally, Eneida Mary Rodriguez and Phoebe Carpenter Sproles suggest a number of uses for a listening center in providing educationally meaningful seatwork activities for children while the teacher is working directly with other members of the class. (L.L.J.)
Jordan et al. (Sun,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: