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Developing a Materials-Centered Science Program for Educable Mentally Retarded Children
|Title:||Developing a Materials-Centered Science Program for Educable Mentally Retarded Children|
|Issue Date:||15 Jan 2014|
|Publisher:||University of Hawaii at Manoa|
|Abstract:||So many teachers in special education classrooms for educable mentally retarded children are tempted to overlook science education (1). They are caught in a web of providing necessary experiences for the children’s later economic, occupational, or social competency. (2,3). Hence, two plants in the classroom, with an aquarium nearby, might provide the general science experiences for the special education’s mentally retarded children for the entire year. Or, teachers of special education classrooms easily pass science off and give it the curricular title “incidental learning". Children in these classroom situations may be filtered some facts of science if they are alert to the health problems in their basal readers. The emphasis on reading as a necessary functional skill was not only seen in special education classrooms visited by the writer, but in regular classrooms as well. This emphasis may be an answer to Kirk and Johnson in 1961 and Simches in 1963, who stated that the special education classroom should concern itself primarily with useful skills. (5,6).|
|Rights:||All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Honors Projects for Education|
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