Classification on the Basis of Rate of Learning and Educability
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Transcript of Classification on the Basis of Rate of Learning and Educability
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EXCEPTIONAL CHILDREN
NORMAL CHILD
Before defining and understanding exceptional children, it is necessary
to know, what we mean by a normal child and what factors account for
bringing any child to the "normal" range and what deviating factors
make him so different as to admit him into the exceptional level.
Normal children are of average health and physique and they don't
experience any difficulty in doing normal duty and physical labour.
Their IQ normally lies between the range of 90 and 110, Like other
children, they are also in the average group in educational achievement
in their class and they do both the class- work and the homework
assigned by their teachers, giving equal importance to all subjects. Their
leaming level is also moderate.
In society, they behave in the expected way and extend their desirable
cooperation in social work and attempt to exploit the available resources
to the best of their ability. They do not have any adjustment problems.
Their adjustment remains good in school and society. They are
emotionally balanced, and they enjoy the confidence of most people and
of society)
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WHO ARE EXCEPTEONAL
In its simple meaning, exceptional children may be portrayed as the
children in possession of an exceptionality of some positive, negative ormultiple nature. On account of such exceptionality, they appear to
_deviate signicantly from other average children of their age and grade.
It is such deviation Whether on the positive or negative side that may
create adjustment and developmental problems before them in one way
or the other and that is why some sort of special provisions in the shape
of special education and rehabilitation measures, etc. are employed for
their adequate welfare and progress. However, for understanding and
helping these children, a quite clear conception about them is always
needed. Let us work on this issue by peeping through some of the earlier
denitions cited by various psychologists and thinkers:
Crow and Crow (1973): The term atypical or exceptional is
applied to a trait or to a person possessing the trait up to the extent of
deviation from normal, possession of the trait is so great that because of
it the individual warrants or receives special attention from his fellows
and his behaviour responses and activities and thereby affected.
Telford and Sawrey (1977): The term exceptional children refers to
those children who deviate From the normal in physical, mental,
emotional or social characteristics to such a degree that they require
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special social and educational services to develop their maximum
capacity
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Classification on the Basis of IQ
Children were classified on the basis of IQ by psychologists in the 20th
century. The cut-off pointof mentally retarded mildness was fixed at 70IQ. Heber agreed on 85 IQ points. Though below IQ 90, all retarded
children were categorised in different groups but the following
classification can be accepted from the utility point of view
Idiot 0 - 25
Imbecile 25 50
Moron 50 75
Dull 75-90
Average 90 - 110
Superior 110-125
Very Superior 125 - 140
Genius 140 and above
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Meaning of Mental Retardation
The word mentally retarded is used for all those children who are
unable to work in the school, society and the house.*There are manydifferences in the definitions given by various scholars.
Mental deficiency is a state of incomplete mental development of such a
kind and degree that the individual is incapable of adapting himself to
the normal environment of his fellows in such a way as to maintain an
existcgce independently of supervision, control or external supports.
Tredg0ld ( 1937)
A mentally defective person is a person who is incapable of managing
himself and his affairs, on being taught to do so, and who requires
supervision, control andcare from his own welfare and the welfare of the
community.
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CAUSES OF MENTAL RETARDATION
There are numerous reasons for mental retardation. It cannot be said
definitely which one factor is responsible for their retardation. The maincauses can be divided into three categories.
1. Prenatal Factors
A few imbecile prone factors exist in parents before pregnancy in one of
the spouses which affect the unbom child. These factors are further
categorised in the following groups:
(i) Toxic Agents
This poisonous material is produced by infection in the mother and is
responsible for defective development of the child. For example, if the
mother suffers from German measles, virus infection, typhoid etc.,
during pregnancy then the child's mental development is affected.
Besides other diseases like syphilis, inuenza etc., also affect the unborn
child's mental development.
(ii) Drugs
A few drugs enter accidentally in the reproductive organs of mother like
carbon monoxide, LSD, heroin which affect child's central nervous
system. Drugs taken at the time of pregnancy for abortion also affect
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their mental development. The child may become deaf. Consumption of
alcohol and smoking by mothers during the period of pregnancy is also
sometimes responsible for premature birth of the foetus, some
impairment and is also an indirect factor of mental retardation.
(iii) Radiatiori
Exposure to too much radiation in the pregnancy period by the mother is
also a factor of retardation. Tension, high blood pressure, diabetes alsoaffect the child. Too much emotional tension and improper diet is a great
factor causing retardation.
Besides a few blood defects, like ABO and RH factors also affect
intellectual development.
(iv) Genetics and Metabolism
Due to defective genes of the parents retardation also occurs, for
example, in Mongoloids (known as Down's Syndrome or Trisomies)
these genes exist 47 in place of 46 (normal). It happens in the structure
of 21st genes due to abnormality. Other defective genetic conditions are
Klinofelters syndrome and Tumers
syndrome. Various metabolism factors also produce mental retardation.
Fenilkite-Urea is a metabolic defect. Its base is hereditary and continues
in the family. Such persons have a large amount of Fenil-eledin which
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can be discovered by a normal test in a child. Though this defect is
inborn, if the child takes food with Fenil-eledin then his normal
development is possible. Gelectosamia is also a carbohydrate metabolic
defect 'due to which glucose deposits in the blood vessels are affected.
(v) Physical and Mental Health of the Mother
The mother's physical health, improper diet, unbalanced mental state are
some other causes of mental retardation of the child. Any serious
damage which destroys the brain of the embryo causes defective mental
development.
2. Perinatal Factors
A few environmental factors affect the brain and the child becomes
retarded. These are of two categories:
(i) Premature Birth
The retarded children may take birth during incomplete pregnancy or
prematurely. Any reproduction accident can occur. The child's central
nervous system is damaged and it can become a cause of abnonnality
and sometimes death. Due to premature birth, mental defects, dullness
and behavioural disorders take place in the child.
(ii) Complications during Delivery
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Complications arising during delivery also sometimes cause mental
retardation. A complicated delivery or by operation are effective factors.
The brain cells die at the time of birth due to insufficient intake of the
oxygen, and cannot be restored later on.
Some kind of shock at the time of birth also affects the central nervous
system and leads to mental retardation.
3. Postnatal Factors
The factors affecting development of a child after birth are categorisedin five groups:
Acute illness
Some acute illneses like typhoid, measles, pox, jaundice, whooping
cough etc., in the postnatal period affect the child's mental development.
Measles, especially is an infectious disease which damages the brain
cells permanently. '
(ii) Traumatic illnes
In this, the brain is damaged totally and defects occur in the central
nervous system.
(iii) Lead Poisoning .
Sometimes the child likes or eats lead paints or wood by mistake or
ignorance which creates mental retardation.
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(iv) Accidental Brain Injury
Sometimes an accidental injury to the brain and disorders of the intemal
glands damage the nervous system.
(v) Deprived Environment
One of the important causes of mental retardation is the low socio-
economic and or cultural status of the child. This includes malnutrition,
uncleanliness, unhygienic conditions, insufficient resources for
intellectual development, low education or
illiteracy of parents and friends, etc. The mental retardation is also
affected by cultural background too. These children cannot adjust
anywhere else. For example, a child of a superstitious family will have
faith in ghosts, and may not accept the use of machines and may not
adjust in a well educated and cultured
family. He can be mentally retarded due to behavioural difficulties.
These factors may exist in a child since birth to his present age, but if it
can be detected at an early age, then even if efforts cannot be made to
prevent his mental retardation, one can stop or at least slow down mental
retardation. V
The factors of trainable retardation are Qrganic. One-third are of
mongoloid type and the next one-third are in the claglllllin
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damage. The causes of the r yet unl
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Classification on the basis of rate of learning and Educability
This classification is considered as the best in the field of education. The
children are classified into three groups on the basis of learning skills byteachers:
1) Children with low intelligence
2) The educable mentally retarded children
3) The trainable mentally retarded children
Children with low intelligence
Children with low intelligence have been classified in various ways.
Every profession has its own groupings for its own purpose. The
physicians tends to classify achildren according to the type of physical
defect if the child has one, such as mongolism, cretinism and so forth.
He may also classify according to cause of defect. The educated use oflearning or degree of defect as the basis of organizing education
programme for the child.
Definition
The problem of finding a general definition of mental retardation has
been difficult for educators, psychologist, psychiatrist, and others.Mental retardation is not a disease, like a cancer or tuberculosis but a
condition. A general definition must describe manifestation of the
condition which pertain all cases. The difficulty of finding a general
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definition is obvious when one tries to define a heterogenous group of
types and degree on a continuum.
Mental retardation vs Mental Deficiency
Sarason and Gladwin have attempted to differenciate between mental
deficiency and mental retardation. They conceive of mental deficiency
as requiring the presence of a central nervous system pathology of a kind
and degree which renders the individual incapable of normal social and
intelligence functioning. On the other hand, they think of the mentally
retarded as those of a higher intellectual level in special classes and
institutions who usually come from the lower social classes and who
presumably do not have any central nervous system pathology. While
this type of distinction may be of importance to the medical
diagnostician, the educator finds it more helpful to delincate degree
rather thab cause of defect. He is more interested in terms relating toability level than to etiology. Brain injury, for example, is not definitive
of the childs capabilities. Two children may both have brain damage,
but one may be a custodial case and the other respond readily to
education
The educable mentally retarded child
Educable
Most educationists include the children of 50 to 75 range of IQ in this
group. Their physique develops like other normal children but they can
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be recognised on the basis of disorders in their motor skills and by
physiological disorders in early childhood. Their retardation becomes
visible during their schooling. Though they are not able to avail of a
proper education but are trained for wri-ting, reading and the main
mathematical principles. They can become independent if they get
proper training. Their adjustment level in the house and in society
remain equal. They are capable of receiving primary education and
training. The following specialities are reected in their behaviour:
(a) They take more time in adjusting to a new environment and thoughts.
(b) They cannot concentrate much on any activity, so they remain
inefficient in doing work.
(c) Their language develops up to a certain limit. They cannot make out
the difference in meanings and have difficulty in expressing their own
views.
(d) They are not able to make any definite plans due to lack of
judgement and efficiency, and therefore depend upon others.
Characteristics of Mental Retarded
Mental retardation can be recognised through a few characteristics easily
observed in other than normal children. The following characteristics
deserve mention:
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1. Organic Characteristics
(i) These children are similar to normal children but due to physical
defects can be recognised separately.
(ii) They have physical disabilities like deafness and dumbness,
blindness, brain injury and impairment of muscles adjustment.
Physical Characteristics
The children are generally unhealthy and the IQ of their parents is also
low. They belong to low socio-economic status where they are deprived
of a healthy atmosphere and environmental facilities.
Mental Characteristics
(i) Such children are intellectually abnormal having an IQ range of 75 or
below.
(ii) Due to a low IQ, they have a low maturation level and cannot do
average work.
(iii) They are slow in memory, generalisation, conceptualisation,
perception, language ability, imagination and other activities offunctional abilities.
Their mental age is also very low.
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Educational Characteristics
Educationally these children are by two or three years as compared to
normal children.
They are unable to grasp the normal lesson in a classroom and require
separate education.
They can learn to read, write and solve only simple mathematical
problems.
They are unable to learn any type of educational material due to a
greater degree of retardation
Personal and Social Characteristics
They have a short attention span which enables them to take interest in
limited activities only.
They lack concentration and creativity
They can only repeat behaviour learnt from the neighbours or family
members.
They can take part in group activities, play etc. with children of a lower
age group,
They are problem children in behaviour.
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Occupational Characteristics
They are unable to do highly skilled work due to intellectual deficiency.
The ability to do semi-skilled jobs can be developed among them.
They can do unskilled work or physical labour and social performance
only.
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Purposes and objectives of Education of the Mentally Retarded
In organizing an educational program for the educable mentally
retarded, the first task is to determine its basic goal. Actually, they do
not differ from the general objectives for all children. For example, the
Educational Policies Commission has listed four major objectives of
education: (1) self realization (2) human relationships, (3) economic
efficiency , and (4) civic responsibility. These apply to the educable
mentally retarded as well as the normal. The chief differences are the
addition of more specific objectives, the limits which the educability of
these children imposes on the attainment of the objectives and theadaptations in instruction needed to attain the more limited objectives
1. They should be educated to get along with their fellow men i.e.,
they should develop social competence through numerous social
experiences.
2. They should learn to participate in work for the purpose of earning
teir own living; i.e., they should develop occupational competence
through efficient vocational guidance and training as a part of their
school experience.
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3. They should develop emotional security and independence in the
school and in the home through a good mental hygiene program.
4. They should develop habits of health and sanitation through a good
program of health education.
5. They should learn to become adequate members of a community
through a school program that emphasizes community
participation.
How we will educate them:
The regular school is organized by grade levels. In general, the normal
children placed in grades are of approximately the same chronological
age. It is assumed that these children develop at about the same rate and
that the regular classroom instruction can be adapted to the individual
differences within a grade. But as has been indicated earlier, the
educable mentally retarded child is too far below the average child toadjust in the regular grade. For that reason, throughout the world various
forms of special school and classroom organization have evolved in
school system.
The segregated Departmentalized Secial School
In a few school systems the mentally retarded have been housed in one
school, a special school with different groupings according to age,
mental age, and achievement level. Here a departmental organization is
usually found in which children go to various teachers for physical
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education, arithmetic, reading, social studies, arts and crafts, and so forth
at different periods of the day.
The ungraded special class
The ungraded special class is frequently used in a school system with
only a small group of educable mentally retarded children. If there are
eight to fifteen children in a school system, they may be grouped in one
ungraded class, where ages range between 8 and 16 and metal abilities
are widely divergent.
The modified special class
Some school systems are so small that they do not have sufficient
number of children for a homogenous or even an ungraded class.
Various forms of organization may be used in this situation. Basically
they involve including the entally retarded children in special class for part of the day and assigning them to the regular classes the rest of the
day.
THE HOMOGENEOUS SPECIAL CLASS
The homogeneous special class is the organization preferred by most
special educators. It is made up of educable mentally retarded children
with a small range of chronological ages(two to four years) and mental
ages (one to two years). It is more efficient for a teacher to conduct a
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program for children whose chronological ages range from 6 to 9 and
whose mental ages range from 4 to 6 than to plan for a range twice this
large.
Instruction in special education
Besides the formulation of specific objectives and the organization of a
special class, there are certain adaptations of instructional materials and
procedures which we shall examine.
Special Remediaton
Some mentally retarded children develop relatively evenly but
substantially below the normal in many areas. For instance, a retarded
child MAY BE BELOW the average in language, speech and arithmetic
but may not have special disabilities. He is retarded in general. On the
other hand, some educable mentally retarded children have specificdisabilities over and beyond their developmental retardation. This
illustrated in the case of Johnny, who was developing evenly in most
areasat a 9 year level but who had not been able to learn to read. With
reading about two and a half years below his other competencies, he had
a specific disability in reading in addition to his mental retardation.
Some children may have specific disabilities in communication, or in
arithmetic, or in in relating abstract ideas.
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Special learning principles
The primary chatacteristics of mentally retarded children is that they do
not learn as readily as others of the same chronological age by the
methods ordinarily used. Instruction therefore must utilize the best
practices in learning as follows:
1. Progress is from the known to the unknown, using concrete
materials to foster understanding of more abstract facts.2. The teacher uses many repetitions in a variety of experiences.
3. Learning is stimulated through exciting situations.
4. Learning is reinforced through using a variety of sense modalities
visual, vocal, auditory, kinesthetic.
Systematic instruction
Educable mentally retarded children lack a high level of generalization
and are usually unable to learn incidentally without instruction as the
average child learns it. Much of the knowledge and skills acquired by
the average child is learned without specific instruction by the teacher.
But for the retarded child instruction needs to be systematically
presented without too much reliance on incidental learning. Learnig
should be programmed in sequence and presented in such a way that the
child will learn at a rate compatible with his development.
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Individual instruction
The term individualized instruction has two meanings. In the regular
grades it means that the teacher adapts instruction to individualdifferemnces. The organizations of the special class with its philosophy
results in a kind of individualization which is not workable in the regular
grades. It includes both the adaptation of instruction and materials to the
achievement level of each child and also clinical educational teaching
for special disabilities.
Success experiences
Educable mentally retarded children who have failed in the regular
grades and then been placed in a special class may have developed low
frustration tolerance, negative attitudes toward school work, and
possibly some compensatory behavior which make them socially
unpopular.
The trainable mentally retarded child
The trainable mentally retarded child has been defined as oe who,
because of subnormal intelligence is not capable of learning in classes
for the educable mentally retarded but who does have potentialities for
learning (1) self-care (2) adjustment to the home or neighbourhood, and
(3) economic usefulness in the home, a sheltered workshop, or an
institution.
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Other term have been used to denote the trainable child. The terms
imbecile, semi-dependent severely retarded, middle -grade
defective, and child with an IQ between about 25 and 50 are
somewhat syno nomous with trainable. The term trainable appears to
be most widely preffered. The world health organization discussed the
problem of terminology at length and concluded, These children are
often called ineducable although the term is preffered by t he
committee.
Provisions for trainable children
Institutional provisions
The firs institution for the mentally retarded in the United States was
organized in Massachusetts in 1848. Since that date institutions have
been built in most of the states, some states having as many as seven.
The original purpose of most of the institutions was to train the mentally
retarded and return them to to the community. Some states did not
originally admit totally dependent children but accepted only children
who were trainable and educable. Few of these institutions, however,
could actually refuse admission to emergency cases of totally dependent
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children. As time went on, all of them began to accept children of all
grades of defect, and those remaing in the institution for life were of the
lowest abilities.
COMMUNITY CLASSES
It appears, from the large waiting lists, that our society is not willing to
build sufficient institutions to take care of all of trainable children in the
community. Furthermore, many parents do not want to send their
retarded children to institutions but would rather support them at home
this is a personal problem which in each case must be settied on its own
merits.
Herbert Goldstein, population trends in u.s.public institutions for the
men tally deficient, American journal of mentai deficiency, 63
(January,1959), 599-604.
Robert Henderson,vactors it commitment of educable mentally
handicapped children to Illinois state schools, dectonal disseriation,
university of Illinois, 1957. Many parents who had accepted the
responsibility for keeping their children at home instead of having them
committed to an institution felt the need for some kind of group activity
and for some kind of aorganized training program. At first they met
together to set up their own classes for the children,hiring their own
teachers(often not adequately qualified), procuring their own supplies,
and organizing classes in homes , in basements, in churches, or wherever
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they could find space. At the same time. They tried to make the public
aware of their needs and sought the support of social agencies and state
legislatures and local school boards. Some communities became
cognizant of the problem and accepted the responsibility for helping to
support these classes. Some communities incorporated them into the
school system. Thereby making it possible to improve the standards for
teachers, housing. And programs. Better criteria were established for the
admission of children which made possible a more homogeneous
grouping.
The curriculum and course of study
The goals of the curriculum
In defining an educational program for any group of children, it is
necessary to define the general objectives of the curriculum and then to
give the specific elements required in a course of study. The general
objectives of the curriculum for a trainable child are inherent in the
definition, namely (1) the objective of developing self-care or self-help
(2) the objective of developing social adjustment in the home and
neighborhood, and (3) the objective of developing economic usefulness
in the home or in a shedleterd environment. These constitute the broadgoals of the educational program for trainable mentally retarded
children.
Self help.
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The major characteristic which differentiate the trainable mentally
retarded from the dependent mentally retarded is self-care. If a child can
learn to dress and undress himself, eat properly, to take care of himself
in the bathroom, and to follow sleep routines, he is not dependent on
someone else for his personal needs.
Social adjustment in the Home and Neighborhood
It is not expected that the trainable child will become independent in the
community that is learn to go around the community by himself or be in
charge of his affairs outside of the home. He is however, exposed to get
along in the home and in his immediate neighborhood. This particular
learning achievement includes language development, sharing, with
others, waiting his turn, obeying following directions, sensing the
feelings of others, and other aspects of interpersonal relationships,
especially those concerned with daily association.
The elements of the Curriculum
The mental ages in classes for trainable children range between about 3
and 7 years. At this mental level the academic program prescribed for
educable or for normal children is not warranted. It would be well here
to discuss some limitations of and possibilities for these children.
Reading
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In general trainable children do not learn to read from even first-grade
books. Their ability is limited to reading and recognizing thei names,
isolated words and phrases, common words used for their protection,
such as danger stop men women and other signs which they
encounter in a community. Teaching them to read these signs and labels
should not begin when they are young but should be introduced before
they leave the school.
Arithmetic
Trainable children are not taught formal arithmetic and it is taught in the
primary grades. They can learn some quantitative concepts, however,
such as more and less, big and lttle and the vocabulary of quantitative
thinking. They are also taught to count up to 10 and recognize
differences between groupings. The older children can learn to write
numbers from 1 to 10 and some of them can learn time concepts, telling
time by the clock and possibly understanding the calendar. Some can
recognize and remember telephone numbers, their own aged and some
simple money concepts.
Arts and crafts
Activities in this area include coloring, drawing painting, simple
woodwork, pasting and cutting and making simple craft objects. Such
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activities may help in developing motor control, appreciation of color
and form and the ability to complete a task.
Dramatization
Classes for trainable children use considerable dramatization such as
acting out a story or a song, playing make believe, shadow playing and
using gestures with songs, stories and rhymes.
Physical Hygiene
The routine of a classroom includes drinking juice or milk, discussion
about the kinds of food eaten at different meals, the care of teeth,
cleanliness, safety and posture.
Language
This program includes the development of speech and the understanding
of verbal concepts. It also includes listening skills, listening to stories,
roll calls, discussing pictures and other activities familiar to the children
in the classroom.
Mental Development
Mental activity can be stimulated through experiences. The teacher
attempts to keep in mind the development of imagination, concept
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building, problem solving, and the ability to discriminate and to
remember visual and auditory patterns.
Practical arts
Under this heading are included cooking, sewing, dish washing,
cleaning, gardening, setting the table, chores around the classroom,
preparing foods, and learning to help with home activities.
Motor development
Motor development is best stimulated through games, recreational
activities, various manipulative skills, playing, outdoor recreation, and
similar activities.
Self help
Self help includes grooming, toileting dressing undressing eating,
brushing teeth, washing and care of clothes and other personal
belongings.
Socialization
It is important for the children to learn certain skills which will assist
their socialization, such as greeting people with Hello shaking handswith visitors, learning to be quiet while someone else is talking, having
acceptable table manners, getting along with classmates in school,
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helping others who need help, and other activities of an interpersonal
nature.
Social studies
The important area of study here is the home and the way it participates
in the community. This includes learning about holidays, transportation,
chrch, knowing the months and days of the week and so forth.
Music
Music is a medium through which trainable children can learn many
things. Singing, rhythm bands, musical games, and other activities help
release energy and also serve as a form of expression and socializing
influence.