,DOCUMENT RESUME

ED 074 667 EC 051 514

AUTHOR i Blumenfeld, Jane; And OthersTITLE, A Guide for the. Teacher- of the Trainable Mentally

Handicapped..

INSTITUTION New_MexicO State Dept. of Education, Santa Fe. .Div.of Special Education.

SPONS AGENCY Bureapof Education for the Handicapped aqiEW/OE),ashington, D.C.

PUB CATE 10NOTE 345p.

EDRS PRICE MF -$0.65 HC-$13.16DESCRIPTORS Academic Ability; *Behavioral Ob'ect'ives;.

Communication Skills; *Curricul m Guides;*Exceptional Child Education; *InstructionMaterials; Interpersonal competence; MentallyHandicapped; Perceptual Motor Coordination;Psychomotor Skills; Self Care Skills; *Tra.inableMentally Handicapped; Vocational Education°

ABSTRACTThe guide for teachers of trainable mentally

handiCapPed children describes behavioralobjectives, activities, andinstructional materials (primary, intermediate, and prevocationallevels) for the following curriculuM areas: self help skills, socialskills, perceptual Motor skills, communication skills, functionalacademic skills, economic usefulness skillS, and vocational__preparation.'BehaVioral objectives COncern'such activities asbrushing teeth, using a knife to cuti-soft meat, learning to take'turns, using' telephone's', using elevaltrs and escalators, making_change, .and recognizing neighborhO6d\signs. Listed at the end of, eachcurriculum area ar additional materials,, including books, pamphlets,games, filmstrips, music, and records\ Introductory sections:dealwith professional nd personal .qualifcations.for.teachers and.aides,responsibilities f the director of spclal education-, programevaluation, recre tional planning, and. `community responsibility forpost school planning, Appendixes discuss a procedure for integratingspecial education classes into regular.ischool programs a body imageunit, daily-schedules, and parent communication; and list guidelinesfor school aideS;materials and equipment needed in classrooms forthe trainable mentally retarded, instructional materials. centers,annotated bib7iographies for professional Iibrariesand parents,sources of free and inexpensive. Materials, and companies withlisting's relevant-to special educators (Gw)

U.S

. DE

PA

RT

ME

NT

OF

HE

ALT

H.

ED

UC

AT

ION

& W

ELF

AR

EO

FF

ICE

OF

ED

UC

AT

ION

TH

IS D

OC

UM

EN

T H

AS

BE

EN

RE

PR

O.

DU

CE

D E

XA

CT

LY A

S R

EC

EIV

ED

FR

OM

TH

E P

ER

SO

N O

R O

RG

AN

IZA

TIO

N O

RIG

.IN

AT

ING

IT. P

OIN

TS

OF

VIE

W O

R O

PIN

-IO

NS

ST

AT

ED

DO

NO

T N

EC

ES

SA

RIL

YR

EP

RE

SE

NT

OF

FIC

IAL

OF

FIC

E O

F E

DU

-C

AT

ION

PO

SIT

ION

UR

PO

LIC

Y.

ED

074

667

/-

A G

UID

E F

OR

TH

E T

EA

CH

ER

OF

IHE

TR

AIN

AB

LE M

EN

TA

LLY

HA

ND

ICA

PP

ED

PR

EP

AR

ED

BY

Jane

Blu

men

feld

, Uni

vers

ity o

f New

Mex

ico

and

Pea

rl E

. Tho

mps

on, A

lbuq

uerq

ue P

ublic

Sch

ools

in c

oope

ratio

n w

ith

Gal

lup

Pub

lic S

choo

ls

For

t Bay

ard,

Spe

cial

Sch

ool f

or S

peci

al C

hild

ren

Las

Veg

as P

ublic

Sch

ools

Lovi

ngto

n P

ublic

Sch

ools

Cla

ire S

. Bos

suet

Bar

bara

Gra

y

Shi

rley

Jone

s

Hen

rietta

Mitc

hell

illus

trat

ed b

y B

ever

ly S

. Vog

el

San

ta F

e, N

ew

1970

Dev

elop

men

t and

Pub

licat

ion

of th

is C

urric

ulum

Gui

de w

as m

ade

poss

ible

thro

ugh

fund

s fr

om E

SE

A T

ITLE

VI-

A.

Dr.

Dar

rell

A. H

indm

anD

irect

or o

f Spe

cial

Edu

catio

nN

EW

ME

XIC

O S

TA

TE

DE

PA

RT

ME

NT

OF

ED

UC

AT

ION

Dr.

Jan

e H

owar

dD

IVIS

ION

OF

SP

EC

IAL

ED

UC

AT

ION

Inst

ruct

iona

l Ser

vice

s S

peci

alis

t

.T

AB

LE

OF

CO

NT

EN

TS

Fore

wor

d5

Intr

oduc

tion

,.

Ack

now

ledg

emen

ts

Def

initi

on8

Rat

iona

le9

Prof

essi

onal

and

Per

sona

lQ

ualif

icat

ions

for

Tea

cher

s an

d A

ides

10

Res

pons

ibili

ties

of th

e D

irec

tor

of S

peci

al E

duca

tion

14

Rev

iew

and

Eva

luat

ion

of P

rogr

am17

Rec

reat

iona

l Pla

nnin

g17

Com

mun

ity R

espo

nsib

ility

-

for

Post

Sch

ool P

lann

ing

19Sh

elte

red

Wor

ksho

ps a

ndI

Act

ivitY

Cen

ters

19In

titu

tions

and

Boa

rdin

g H

ouse

s19

Prel

imin

ary

Stat

emen

t to

Cur

ricu

lum

Sec

tion

of G

uide

21

Scop

e an

d Se

quen

ce C

hart

26

Self

Hel

p Sk

ills

28Pr

imar

y30

Inte

rmed

iate

V

44Pr

e-V

ocat

iona

l56

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

70

Soci

al S

kills

,.

77Pr

imar

y79

Inte

rmed

iate

86Pr

e-V

ocat

iona

l92

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

V

99

Perc

eptu

al M

otor

Ski

lls10

9

Prim

ary

112

Inte

rmed

iate

120

Pre-

Voc

atio

nal

125

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

128

Com

mun

icat

ion

Skill

s13

7

Prim

ary

140

Inte

rmed

iate

147

Pre-

Voc

atio

nal

153

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

137

Func

tiona

l Aca

dem

ic S

kills

192

Prim

ary

194

Inte

rmed

iate

208

Pre-

Voc

atio

nal

221

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

229

Eco

nom

ic U

sefu

lnes

s Sk

ills

235

Prim

ary

237

Inte

rmed

iate

243

Pre-

Voc

atio

nal

251

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

261

Voc

atio

nal P

repa

ratio

n27

6M

odel

s of

Tra

inin

g an

d W

ork

Faci

litie

s27

8Pr

ogra

ms

for

Shel

tere

d W

orks

hop

and

Act

ivity

Cen

ter

280

Sche

dule

I28

1

Sche

dule

II

281

Jobs

in S

helte

red

Wor

ksho

p an

dB

oard

ing

Hom

e fo

r Sc

hedu

le I

I28

2Su

gges

ted

Equ

ipm

ent a

nd M

ater

ials

for

inin

g fo

r Sc

hedu

les

I 8c

. II

283

Che

,fo

r T

rain

ing

Cen

ter

and

Shel

tere

d W

orks

hop

284

Sche

dule

III

291

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

for

Sche

dule

Hf

291

Bib

liogr

aphy

292

.App

endi

x29

3Pr

oced

ure

for

Inte

grat

ing

Spec

ial E

duca

tion

Cla

sses

into

the

Reg

ular

Sch

ool P

rogr

am29

4

Bod

y Im

age

Uni

t

Dai

ly S

ched

ules

295

307

Prim

ary'

70.7

Inte

rmed

iate

),)

Pre-

Voc

atio

nal

11

Pare

nt C

omm

unic

atio

n31

3

Gui

delin

es f

or S

choo

l Aid

es31

4

Mat

eria

ls a

nd E

quip

men

tN

eede

d in

TM

H C

lass

room

315

Spec

ial E

duca

tion

Inst

ruct

iona

l Mat

eria

ls C

ente

rs32

0

Ann

otat

ed B

iblio

grap

hy f

orPr

ofes

sion

al L

ibra

ry32

1

Ann

otat

ed B

iblio

grap

hy f

orPa

rent

s-

I31

5

Sour

ces

of F

ree

and

Inex

pens

ive

Mat

eria

ls32

8

Oth

er C

ompa

igie

s w

ith S

peci

al,E

duca

tion

Lis

tings

, ,,.,

339

Inde

x34

0

U

F.O

RE

WO

RD

In k

eepi

ng w

ith th

e de

moc

ratic

philo

soph

y of

our

cou

ntry

, all

child

ren

shou

ld b

e gi

ven

the

oppo

rtun

ity to

lear

nan

d to

dev

elop

to th

eir

max

imum

pot

entia

l, w

heth

er th

eyar

e av

erag

e, b

righ

t, lim

ited,

or

deV

iant

in th

eir

capa

citie

sto

lear

n. A

mon

g th

ese

youn

g pe

ople

are

thos

e, w

ho d

evia

te f

rom

wha

tis

con

side

red

"men

tally

nor

mal

" in

our

soci

ety

to s

uch

an e

xten

t- th

at m

odif

icat

ions

of

regu

lar

scho

ol p

rogr

ams

have

bee

n ne

cess

ary'

-in

orde

rto

pro

vide

spec

ially

-ada

pted

edu

catf

onal

pro

gram

s fo

r th

em.

HiS

tori

cally

spe

akin

g, c

hild

ren

who

sefa

ll be

twee

n ap

prox

imat

ely

50-7

5 ha

ve b

een

mor

e lik

ely

to b

e ac

cept

ed'in

topu

blic

sch

ool

clas

ses

sinc

e1,-

the

begi

nnin

g of

the

twen

tieth

cen

tury

. Dur

ing

the

last

21W

-ent

yye

ars,

how

ever

,m

ore

prdv

isio

n ha

s be

en =

de f

or e

qual

' opP

ortu

nitie

s fo

r th

ose

who

se m

enta

l dev

iatio

ns ;'

arc-

mor

e se

riou

s th

ein

divi

dual

kno

wn

asth

etr

aina

ble

men

tally

han

dica

pped

(T

MH

) ch

ild.

Bef

ore

1950

, the

sein

divi

dual

s w

ere

mos

tof

ten

care

d fo

r an

d ed

ucat

ed in

res

iden

tial f

acili

ties.

Alth

ough

man

y pr

actic

es a

nd p

roce

sses

hav

e be

en u

tiliz

ed in

edu

catin

g th

e tr

aina

ble

child

, the

educ

atio

nal p

rogr

ams

in_

clas

seS

for

the

trai

nabl

e ar

e of

ten

in s

uch

earl

y st

ages

that

ther

eis

little

gen

eral

agr

eem

ent a

s to

wha

t sho

uld

be ta

ught

or

how

.it s

houl

d be

taug

ht.,

Sinc

e th

e tr

aina

ble,

chi

ld h

as th

esa

me

basi

c ne

eds

as a

ll ch

ildre

nlo

ve, a

sens

e of

bel

ongi

ng, a

sen

se o

f w

orth

, an

oppo

rtun

ity to

exp

ress

him

self

and

to r

ealiz

e hi

s ca

paci

ties

-- th

is c

hild

,pr

obab

ly m

ore

than

mos

t, ne

eds

the

help

of

the

teac

her

to f

ind

way

s of

mee

ting

thes

e ne

eds.

chis

Cur

ricu

lum

'Gui

de h

as b

een

base

d on

the

expe

rien

ce's

of

prof

essi

onal

per

sonn

elin

the

Stat

e of

New

Mex

ico

who

hav

e be

endi

rect

ly c

once

rned

with

teac

hing

thes

e ch

ildre

n an

d de

vote

d ex

plic

itly

toth

e re

cogn

ition

of

the

need

s of

the

trai

nabl

e ch

ild.

Itis

the

sinc

ere

hope

of

the

Div

isio

n of

Spe

cial

Edu

catio

n th

at th

is G

uide

will

serv

eas

an

exce

llent

reso

urce

for

teac

hers

who

se p

rim

ary

resp

onsi

bilit

yis

to p

rovi

de e

xper

ienc

es w

hich

will

hel

p th

etr

aina

ble

child

in h

is e

mot

iona

l, so

cial

, phy

sica

l, an

d m

enta

l dev

elop

men

tso

that

he

can

bette

r ad

just

to s

ocie

tyan

d th

e pa

ttern

of

life

arou

nd h

im.

Dar

rell

Al H

indm

an, D

irec

tor

Spec

ial E

duca

tion

Div

isio

n

5

INT

RO

DU

CT

I,O

N

In p

repa

ring

this

Gil'

or p

ublic

atio

n, a

qU

estio

nnai

re w

as s

ent t

oea

ch S

peci

al E

duca

tion

teac

her

in N

ew M

exic

o

from

tile

_St

ate

apar

tmen

t of

Edu

catio

n, D

ivis

ion

of S

peci

al E

duca

tion.

Thi

s qu

estio

nnai

rere

ques

ted

info

rmat

ion

abou

t the

aas

of

exce

ptio

nalit

y in

whi

ch th

e te

ache

r w

asem

ploy

ed a

nd/o

r sh

owed

spe

cial

inte

rest

.

From

this

list,

all

teac

hers

who

indi

cate

d an

inte

rest

and

will

ingn

ess

to h

elp

in th

e de

velo

pmen

t of

aC

urri

culu

m

Gui

de f

or -

TM

H c

hild

ren,

wer

e se

nt, a

-se

cord

que

stio

nnai

re a

skin

g,fo

r ge

nera

l obj

ectiv

es, m

etho

ds, t

echn

ique

s, o

r

.act

iviti

es. A

link

'. qu

estio

nnai

re w

as m

aile

d iJ

all t

each

ers

of T

MH

chi

ldre

nin

the

stat

e so

that

eac

h m

ight

hav

ean

opp

ortu

nity

to c

ontr

ibut

e to

the

Gui

de. T

his

last

que

stio

nnai

re r

eque

sted

act

iviti

es f

or th

e de

veic

_9m

ent o

f sk

ills

on p

rim

ary,

inte

rmed

iate

,pr

evoc

atio

nal a

nd v

ocat

iona

l pre

para

tory

leve

ls. T

he m

ater

ial r

ecei

ved

was

rev

iew

ed b

y th

eco

mm

ittee

and

add

ed to

the

Gui

de w

here

app

licab

le.

Req

uest

s fo

r co

pies

of

loca

l TM

H g

uide

s w

ere

sent

to S

tate

Dep

artm

ents

'of

Edu

catio

n in

all

fift

y st

ates

and

toso

me

citie

s. M

any

of th

ese

wer

e re

ceiv

ed a

nd r

evie

wed

by th

e au

thor

s.

A p

relim

inar

y 'd

raft

of

the

Gui

de w

as p

rese

nted

. to

the

Stee

ring

Com

mitt

ee in

May

,19

69. D

urin

g.th

e su

mm

er o

f19

69, a

two

day

wor

ksho

p w

as h

eld

in .F

ort B

ayar

d fo

r m

embe

rs o

f th

e St

eeri

ng C

omm

ittee

and

othe

r in

tere

sted

Spec

ial E

duca

tors

. Sev

eral

oth

er m

eetin

gs o

f th

e St

eeri

ng .C

ornm

ittee

wer

e he

ld in

the

ensu

ing

mon

ths.

4.11

,

Itis

the

auth

ors'

hop

e th

at .

TM

H te

ache

rs w

ill U

se th

is G

uide

in a

loos

e-le

af n

oteb

ook

soth

at th

ey c

an a

dd th

eir

own

units

and

idea

sto

mak

e th

e G

uide

, mor

e ap

plic

able

to th

eir

loca

l_ n

eeds

. "t

Mar

ch, 1

970

Jane

Blu

men

feld

Pear

l E. T

hom

pson

AC

KN

OW

LE

DG

EM

EN

TS

The

aut

hors

wis

h to

than

k D

r. D

arre

ll A

. Hin

dman

and

Dr.

Jan

e H

owar

d fo

r th

eir

lead

ersh

ipin

initi

atin

g th

ede

velo

pmen

t of

curr

icul

um g

uide

s fo

r Sp

ecia

l Edu

catio

n cl

asse

sin

New

Mex

ico.

Thr

ough

thei

r ef

fort

s, th

e C

ur-

ricu

lum

Gui

deSt

eeri

ng C

omm

ittee

was

app

oint

ed a

nd f

undi

ng f

or th

e de

velo

pthe

nt o

f th

isG

uide

was

app

rove

d.L

ong-

rang

e pl

ans

call

for

guid

es in

oth

er a

reas

of

Spec

ial E

duca

tion

to b

e w

ritte

n.

Thi

s G

uide

cou

ldno

tha

vebe

enco

mpl

eted

with

out

the

coop

erat

ion

of th

eot

her

mem

bers

of

the

Stee

ring

Com

mitt

ee:

Cla

ire

S. B

ossu

etB

arba

ra G

ray

Shir

ley

Jone

sH

enri

etta

Mitc

hell

Gal

lup,

New

Mex

ico

Fort

Bay

ard,

New

Mex

ic6

Las

Veg

as; N

ew M

exic

oL

ovin

gton

, New

Mex

ico

The

y ha

ve g

iven

free

lyof

thei

r tim

e an

d ha

ve.of

fere

d m

any

sugg

estio

ns w

hich

hav

e be

en -

inco

rpor

ated

irct

oth

eG

uide

. The

con

trib

utio

n of

Bev

erly

Vog

el a

sar

tist

and

educ

ator

add

ed, s

igni

fica

ntly

toth

e de

velo

pmen

t of

the

Gui

de. S

peci

al th

anks

are

due

to D

r. L

Qui

s A

. Bra

nsfo

rd, A

ssoc

iate

Pro

fess

or. D

epar

tmen

tof

Gui

danc

e an

d Sp

ecia

lE

duca

tion,

Uni

vers

ity o

f N

ew M

exic

o, w

ho s

erve

d as

con

sulta

nt.

Ack

now

ledg

emen

t and

than

ks a

rc. d

ueto

the

man

y te

ache

rs w

ho r

espo

nded

to th

e qu

estio

nnai

res

and

to o

ther

sw

ho o

ffer

ed s

ugge

stio

ns a

nd m

ater

ials

whi

ch h

ave

been

. inc

lude

d in

the

guid

e. A

nun

ibcr

of

sugg

estio

ns, s

uch

asso

me

from

Las

Cru

ces

and

Sant

a Fe

, wer

e an

onym

ous.

Tho

se w

hoca

n be

cre

dite

d ar

e lis

ted

belo

w:

Patr

icia

Bas

sG

race

-B

ehnk

eA

nnie

R. C

amp.

Mar

ilyn

Che

rnof

fG

ertr

ude

Chr

istia

nsen

Lyl

e D

avis

Gay

le E

vere

tt.Ja

net H

arri

man

Gai

l Hea

thL

inda

Hut

chen

s'E

ileen

Kem

per

Haz

el L

. May

erPa

tric

ia M

ersh

onL

ovel

la M

illSa

pC

reta

Ols

onM

ary

Rea

ls.

W. J

. Sco

ttB

etty

Will

iam

sT

he a

utho

rS w

ould

like

to a

ckno

wle

dge

the

assi

stan

cean

d in

dexe

dth

eG

uide

,' an

dth

ese

rvic

esof

Mrs

.B

etty

Ban

gs a

ndM

rs.

Ferb

yV

igil.

who

pro

vide

das

sist

ance

in th

e. f

inal

pre

para

tion

for

prin

ting.

Jarr

e-R

tuni

enfe

ld -

_

Mar

ch, 1

970

Pear

l E. T

hom

pson

Clo

vis,

New

Mex

ico

.Ros

wel

l, N

ew M

exic

oR

osw

ell,

New

Mex

ico

Alb

uqtie

rque

, New

Mex

ico

Alb

uque

rque

, New

Mex

ico

Sant

a Fe

. New

Mex

ico

Alb

uque

rque

. New

Mex

ico

Alb

uque

rque

, New

Mex

ico

Alb

uque

rque

, New

Mex

ico

ClO

vis,

New

Mex

ico

Alb

uque

rque

, NeW

Mex

ico

Clo

vis,

New

Mex

ico

Alb

uque

rque

, New

Mex

ico

Clo

vis.

New

Mex

ico

Ros

wel

l, N

ew M

exic

oC

lovi

s. N

ew M

ex;c

oC

lovi

s_N

ew M

exic

oL

as C

rirc

es. N

cw M

exic

o

Of

Mis

s K

athy

Bol

les,

who

ser

ved

as ty

pist

and

pro

ofre

ader

tech

nica

l

8

Def

initi

ona.

"Men

tal R

etar

datio

n re

fers

to s

ubav

erag

e ge

nera

l int

elle

ctua

l fun

ctio

ning

whi

ch o

rigi

nate

s du

ring

the

deve

lopm

enta

l per

iod

and

is a

ssoc

iate

d w

ith im

pair

men

t in

adap

tive

beha

vior

in th

e ar

eas

of m

atur

atio

n, le

arni

ng, a

nd s

ocia

l adj

ustm

ent."

1

Ter

ms

in c

urre

nt u

sage

I.Q

. Ran

geM

.A. R

ange

Mild

Bor

derl

ine

76-8

312

-14

Mild

Edu

cabl

e50

-75

8-12

Mod

erat

eT

rain

able

25-4

93-

8Se

vere

Seve

re, P

rofo

und,

Cus

todi

al0-

240-

2G

ener

ic u

sage

0-83

0-14

The

tTra

inab

le M

enta

lly H

andi

capp

ed (

TM

H)

are

defi

ned

as p

erso

ns."

who

se d

isab

ilitie

sar

e su

ch th

at th

ey a

re in

capa

ble

ofm

eani

ngfu

l ach

ieve

Men

t in

trad

ition

al a

cade

mic

, sub

ject

s bu

t who

, nev

erth

eles

s, a

re c

apab

le o

f pr

ofiti

ng f

rom

prog

ram

s of

trai

ning

in s

elf-

care

, soc

ial a

nd s

impl

e jo

b or

voc

atio

nal s

kills

::2

Car

eful

dif

fere

ntia

l dia

gnos

is m

ay r

evea

l tha

t:

the

indi

vidu

al h

as s

uffe

red

dam

age.

to th

e ce

ntra

l ner

vous

sys

tem

res

ultin

g in

phy

sica

l,se

nsor

y m

otor

, and

neur

olog

ical

han

dica

ps.

the

indi

vidu

al is

dev

elop

ing

at o

ne-f

ourt

h to

one

-hal

f th

e no

rmal

rat

e w

ith a

n I.

Q. r

angi

ng b

etw

een

25-5

0.

In o

bser

ving

indi

vidu

al c

hara

cter

istic

s in

the

clas

sroo

m:a

teac

her

of T

MH

may

not

ice

the

follo

win

g:.

TM

H n

eed

cons

tant

sup

ervi

sion

.

TM

II s

how

poo

r ju

dgm

ent i

n so

lvin

g ev

eryd

ay p

robl

ems.

TM

HIs

hdw

lack

of

initi

ativ

e, li

ttle

inde

pend

ent b

ehav

ior:

TM

H h

ave

limite

d sp

eech

and

lang

uage

.

TM

H a

ppea

r un

able

to p

rofi

t fro

m a

cade

mic

lear

ning

.

The

teac

her

may

als

o no

tice

that

with

spe

cial

trai

ning

:

TM

H a

ppea

r ca

pabl

e of

lear

ning

sel

f-he

lp s

kills

.

TM

1-1

appe

ar to

dev

elop

soc

ial s

kills

thro

ugh

wor

k in

a g

roup

.

TM

H a

ppea

r ab

le to

dev

elop

goo

d w

ork

habi

ts a

nd s

impl

e vo

catio

nal s

kills

.

TM

H a

ppea

r ab

le to

lear

n so

me

func

tiona

l aca

dem

ic s

killS

.

1R. F

. Heb

er, "

A M

anua

lon

Ter

min

olog

y an

d C

lass

ifica

tion

in M

enta

l Ret

arda

tion,

" M

onog

raph

, Am

eric

an J

ourn

al o

f Men

tal D

efic

ienc

y,ili

Vas

hing

ton,

D. C

. 196

1) p

. 3. R

eprin

ted

by p

erm

issi

on fr

om th

e A

mer

ican

Jou

rnal

of M

enta

l Def

icie

ncy,

Cop

yrig

ht 1

969,

Am

eric

oA

ssoc

iatio

n on

Men

tal D

efic

ienc

y.

2I b

d., p

. 96.

Rat

iona

le_

The

Am

eric

an e

duca

tor

is d

evot

ed to

the

prin

cipl

e th

atev

ery

child

has

a r

ight

to a

n ed

ucat

iona

l pro

gram

that

will

mce

t'his

indi

vidu

al .n

eeds

and

abi

litie

s an

d w

ill c

halle

nge

hIrr

ito d

evel

opto

his

ful

l pot

entia

l. B

ecau

se o

f th

e lim

ited

abili

ties

of th

eT

MH

, the

y ar

e so

met

imes

om

itted

fro

m th

e-ge

nera

l sch

ool_

prog

ram

. Edu

cato

rs, a

dmin

istr

ator

s,an

d ot

her

r4of

essi

onal

s m

ayqu

estio

n th

e w

orth

of

deve

lopi

ng p

rogr

ams

for

the

TM

H b

ecau

se.th

ey f

eel t

hat t

heam

ount

of

erfo

rt e

xpen

ded

does

not

yie

ldsu

ffic

ient

ret

urns

. It i

s, o

ften

up

to S

peci

al E

duca

tors

to r

emin

d ot

hers

that

the

prin

cipl

es o

f A

mer

ican

Edu

catio

n ap

ply

to a

llch

ildre

n.

Spec

ial E

duca

tors

sho

uld

do e

very

thin

g po

ssib

le to

mak

e ot

her

prof

essi

onal

s an

dth

e la

y pu

blic

aw

ere

that

:

educ

atio

nal p

rogr

ams

for

the

TM

H e

nabl

e th

em to

bec

ome

part

ially

inde

pend

ent

and

self

-sup

port

ing.

the

cost

for

the

care

of

the

TM

H w

ho r

emai

n at

-liu

mu_

or-i

na

com

mun

ity c

ente

r is

Subs

taT

iliai

iyle

ss th

anfo

r th

ose

plac

ed in

cus

todi

al in

stitu

tions

),2

Sinc

e th

e T

MH

usu

ally

. Can

not b

enef

it fr

om r

egul

ar c

lass

room

exp

erie

nce,

or e

ven

from

EM

U c

lass

room

exp

erie

nce,

a s

peci

alcu

rric

ulum

mus

t be.

des

igne

d to

mee

t the

ir n

eeds

; Thi

s G

uide

isan

atte

mpt

to a

id s

choo

l per

sonn

el in

dev

elop

ing

a pr

ogra

mfo

r th

e T

MH

, with

max

imum

inde

pend

ence

and

eco

nom

ic u

sefu

lnes

sas

goa

ls. T

he G

tUde

out

lines

the

desi

red

skill

s an

dde

scri

bes.

acft

.:ies

whi

ch w

illpr

ovid

e th

e T

MH

with

opp

ortu

nitie

s to

:

lear

n to

car

e.fo

r pe

rson

al n

eeds

.de

velo

p in

depe

nden

ce th

roug

h co

mm

unic

atio

n.no

r. d

eveZ

op s

ocia

l ski

lls.

deve

lop

som

e fu

nctio

nal a

cade

mic

ski

lls.'

.le

arn

to c

ontr

ol b

e!vi

or in

-soc

ial s

ituat

ions

.pa

rtic

ipat

e in

rec

reat

iona

l anu

leis

ure

time

activ

ities

.de

velo

p m

otor

ski

lls.

deve

lop

usef

ul v

ocat

iona

l ski

lls.

Rec

ently

, per

mis

sive

legi

slat

ion

has

been

ena

cted

whi

ch e

nabl

es s

choo

l dis

tric

ts to

dev

elop

. TM

Hpr

ogra

ms:

Sev

eral

dis

tric

t'sha

ve a

lrea

dy d

evel

oped

pro

gram

s; o

ther

s ar

e se

ekin

g he

lp. f

rom

the

Stat

e-D

epar

tmen

t -of

- Edu

catio

n, D

ivis

ion

of S

peci

alE

duca

tion,

in s

ettin

g up

thei

r pr

ogra

ms.

For

thes

ere

ason

s, th

e ne

ed f

or a

TM

II C

urri

culu

m G

uide

has

bec

ome

appa

rent

. It i

s..h

oped

tt

this

vol

ume

will

bri

ng to

sch

ool p

erso

nnel

an

unde

rsta

ndin

g of

the

TM

H a

nd p

rovi

de s

peci

fic

info

rmat

ion

for

sett

ingu

pch

ool p

rogr

am f

or th

e T

rain

able

Men

tally

Han

dica

pped

.

Any

Spe

cial

edu

catio

n pr

ogra

m w

hich

a s

choo

l sys

tem

est

ablis

hes

mus

t hav

eas

its f

ound

atio

n th

orou

gh d

iffe

rent

ial d

iagn

osis

.T

his

shou

ld b

e se

t up

by -

educ

ator

s in

coo

pera

tion

with

psy

chol

Ogi

sts,

spe

ech

ther

apis

ts, c

ouns

elor

s,an

d ot

her

appr

opri

ate

pers

onne

l. In

the

Sout

hwes

t, ch

ildre

n fr

om n

on-E

nglis

h-sp

eaki

ng h

omes

may

be

refe

rred

fO

r di

agno

sis.

Pro

fess

iona

l sta

ff m

ust

be o

n th

e al

ert s

o th

at s

uita

ble

eval

uatio

n an

d- p

lace

men

t of

thes

e ch

ildre

n is

mad

e. D

iagn

osis

sho

uld

We

open

:end

ed a

ndco

ntin

uous

so

that

app

ropr

iate

tran

sfer

s m

ay b

e ef

fect

ed.

1 H

arol

d M

. Ske

els,

"E

ffect

s of

Ado

ptio

non

Chi

ldre

n fr

om In

stitu

tions

," D

isad

vant

aged

Chi

ld J

oe L

. Fro

st &

Gle

nr. H

awks

, eds

. (N

ew Y

ork:

Hou

ghto

n-M

ifflin

Co.

,, 19

66),

p. 1

18.

2L.

F. C

ain

and

S. L

e.4l

ne, "

Effe

cts

of C

omm

unity

-and

Inst

itutio

nal S

choo

l Pro

gram

son

IMP

I Chi

ldre

n,'"

CE

C R

esea

rch

Mon

ogra

ph (

1963

Ser

ies)

,B

NO

B-1

,

1

Prof

essi

onal

and

Per

sona

l Qua

lific

atio

ns f

or T

each

ers

and

Aid

es

,

Tea

cher

s

The

Sta

te o

f N

i1.

Mex

ico

has

deve

lope

d gu

idel

ines

for

the

trai

ning

and

cer

tific

atio

nof

Spe

cial

Edu

catio

n te

ache

rs a

nd a

ides

./ /

To

thes

e gu

idel

ines

, the

aut

hors

wou

ld li

ke to

add

the

fovi

ng:'

-A te

ache

r of

TM

H c

hild

ren:

mus

t rea

lize

Ola

f he

r pu

pils

are

mac

like

than

dif

fere

nt f

rom

nor

mal

chi

ldre

n.

mus

t sea

rch

for

way

s to

min

imiz

e th

e di

ffer

ence

s in

soc

ial

grou

ps.

mus

t hav

e a

know

ledg

e of

chi

ld g

row

th a

nd d

evel

opm

ent.

mus

t be

skill

ed in

the

use

of m

any

met

hods

by

whi

ch s

heca

n te

ach

to th

e le

arni

ng p

atte

rns

of e

ach

child

.

mus

t kee

p an

ope

n m

ind

abou

t dia

gnos

is s

o th

at it

doe

s no

t lim

it th

eav

enue

s of

lear

ning

whi

ch s

he o

pens

to th

e pu

pil.

mus

t kee

p !e

arni

ngs

at s

ucce

ssie

velS

of

pupi

ls.

. mus

t be

able

to m

easu

re p

upil

prog

ress

thrA

igh

the

use

of r

atin

g sc

ales

and

oth

er te

chni

ques

.

mus

t.con

tinue

her

pro

fess

iona

l tra

inin

g..

mus

t Lep

abr

east

of

curr

ent-

deV

eop

men

ts in

the

fiel

d.

mus

t be

able

to ta

lk w

ith o

ther

pro

fess

iona

ls, s

uch

as s

ocia

l wor

kers

, psy

chol

ogis

ts, s

peec

h 'th

erap

ists

,ph

ysic

al a

nd o

ccup

atio

nal t

hera

pist

s, a

nd c

ouns

elor

s.

mus

t be

able

to w

ork

with

par

ents

.

mus

t be,

.,em

otio

nally

sta

ble,

pat

ient

, and

will

ing

tom

easu

re s

ucce

ss b

y sm

all g

ains

.

Aid

es

"The

Sch

Ool

Aid

e is

a's

choo

l em

ploy

ee w

ho iS

qua

lifie

d by

edu

catio

n, e

xper

ienc

e, a

nd c

hara

cter

_to

relie

veon

e or

moo

:,te

ache

rs o

f -t

ime-

cons

umin

g, n

onin

stru

ctio

nal t

asks

so

that

teac

hers

may

dev

ote

mor

e tim

e to

inst

ruct

ion.

" (G

uide

lines

fm

' Sch

ool A

ides

, Sta

te B

oard

of

Edu

catio

n. S

ee A

ppen

dix)

The

qua

lific

atio

ns li

sted

-in

the

Gui

delin

eS a

re a

s,fo

llow

s:

high

sch

ool d

iplo

ma

or e

quiv

alen

cy

heal

th c

ertif

icat

e

know

ledg

e of

dut

ies

"to

whi

ch a

ssig

ned

.go

od c

omm

and/

of th

e E

nglis

h la

ngua

ge

- at

tend

liceA

t Sch

ool A

ide

Wor

ksho

p

dem

onst

ratio

n of

hig

hest

eth

ical

and

mor

al s

tand

ards

Scla

ol A

ide

Perm

it is

sued

by

Div

isio

n of

Cer

tific

atio

n, S

tate

Dep

artm

ent o

f E

duca

tion

/

abic

t.to

wor

k w

ith c

hild

ren.

of a

n ac

cept

ing

and

plea

sant

dis

posi

-..

fion

.

ieri

lotio

nally

sta

ble.

able

to r

etai

n a

belie

f in

the

need

for

trai

ning

of

TM

H c

hild

ren.

will

ing

-to

.wor

k w

ith, a

nd in

tere

sted

inle

arni

ng f

rom

, the

teac

her

any

-oth

erpr

ofes

sion

al w

orki

ng w

ith th

hild

ren.

Aid

e sh

ould

be

able

to s

hine

and

adj

ust

teac

her's

hal

o as

wel

l as

her

own.

-12-

Ti,/ C

®M

MLJ

N IT

Y M

US

TU

ND

ER

ST

AN

D M

EN

TA

LR

ET

AR

DA

TIO

N

INT

ER

EST

ED

PRO

FESS

ION

AL

S

TH

E

PRO

BL

EM

OF

RE

TA

RD

AT

ION

CO

MM

UN

ITY

RE

SPO

NSI

BIL

ITY

TO

-T

HE

RE

TA

RD

ED

1111

1,41

111f

t,C

OM

MU

NIT

Y

AN

D A

CC

EP

T IT

SR

ES

PC

M S

IBIL

ITIE

S T

OT

HE

RE

TD

ED

EN

AB

LIN

G

FUN

DIN

G

LE

GIS

LA

TU

RE

UN

DE

RST

AN

DIN

G &

AC

CE

PTA

NC

E F

OR

PRO

GR

AM

DE

VE

LO

PME

NT

SUPE

RIN

TE

ND

E

DIR

EC

TO

-R1.

OF

SPE

CIA

LE

DU

CA

TIO

N

CU

STO

DIA

NS

&C

AFE

TE

RIA

WO

RK

ER

S\&

''B

US

DR

IVE

RS

- 13

-

Res

pons

ibili

ties

of th

e D

irec

tor

of S

peci

al E

duca

tion

"A d

irec

tor

of s

peci

al e

duca

tion

is o

ne w

ho d

irec

ts, g

uide

s, a

nd in

tegr

ates

a w

ell-

orga

nize

d an

d hi

ghly

-com

plex

pro

gram

of

spec

ial e

duca

tion.

"1

In li

ne w

ith th

is d

efin

ition

, a d

irec

tor

of S

peci

al E

duca

tion

wou

ld h

ave

the

resp

onsi

bilit

yto

:

esta

blis

h a

com

plet

e pr

ogra

m o

f-di

ffer

entia

l dia

gnos

is' f

or p

lace

men

t ore

xcep

tiona

l'ehi

ldre

n. T

his

wou

ld b

ese

t up

with

the

help

of

all a

ppro

pria

te p

rofe

ssio

nal s

taff

.i

guid

e _a

nd -

assi

st s

uper

viso

rs in

car

ryin

g ou

t a c

onst

ruct

ive

prog

ram

of

grow

th a

nd a

djus

tmen

t for

all

exce

ptio

nal c

hild

ren

and

yout

h.

orga

nize

an

inte

grat

ed p

rogr

am o

f Sp

ecia

l Edu

catio

n an

d se

e th

at it

is p

ut in

to a

ctio

n.

be a

com

mun

ity le

ader

who

is w

illin

g an

d ab

le to

inte

rpre

t the

pro

blem

s an

d ne

eds

of e

xcep

tiona

l chi

ldre

nto

var

ious

gro

ups

and

enlis

t the

ir s

uppo

rt in

com

mun

ity e

duca

tion

and

acce

ptan

ce.

be a

war

e of

and

be

coop

erat

ive

with

the

com

mun

ity a

genc

ies,

org

aniz

atio

ns, a

nd in

stitu

tions

whi

ch m

ayhe

lp w

ith th

e de

velO

pmen

t of

prog

ram

s fc

ir e

xcep

tiona

l chi

ldre

n:.

have

an

unde

rsta

ndin

g of

I.F

ie o

bjec

tives

-of

gen

eral

edu

catio

n so

he'

can

coop

erat

ein

sch

ool p

lann

ing

for

effe

ctiv

e Sp

ecid

l Edu

catio

n pr

ogra

ms

on a

ll th

ree

leve

ls.

coop

erat

e w

ithcl

iool

pri

ncip

als

in d

evel

opin

g a

bette

r un

ders

tand

ing

of e

xcep

tiona

l chi

ldre

n an

d-th

eir

need

s th

roug

h in

-ser

vice

trai

ning

or

wor

ksho

ps.

.

enco

urag

e lo

cal s

choo

l sys

tem

s to

inci

ude

prog

ram

s of

Spe

cial

Edu

catio

n or

ient

atio

n in

all

scho

ols

in o

rder

to d

evel

op u

nder

stan

ding

and

acc

epta

nce

of e

xcep

tiona

l chi

ldre

n.

keep

the

Spec

ial E

duca

tion

staf

f aw

are

of th

e cu

rren

t tre

nds

in a

reas

of

Spec

ial E

duca

tion

thro

ugh

in-s

ervi

ce p

rogr

ams,

pro

fess

iona

l boo

ks, a

nd c

urre

nt jo

urna

ls.

be a

war

e of

all

sour

ces

of m

onie

s av

aila

ble

for

esta

blis

hing

spe

cial

cla

sses

and

to b

e re

ady

and

will

ing

to s

etup

thes

e cl

asse

s as

soo

n as

suc

h m

oney

bec

omes

ava

ilabl

e.

be w

illin

g to

coo

pera

te w

ith a

ll pa

rent

gro

ups

conc

erne

d w

ith e

xcep

tiona

l chi

ldre

n.

1 R

om

ai n

e P

. Mac

kie

and

Ann

a M

. Eng

el, W

ashi

ngto

n, D

. C.:

U.S

. Dep

artm

ent o

f Hea

lth.,

Edu

catio

n &

Wel

fare

, 196

0, D

irect

ors

& S

uper

viso

rsof

Spe

cial

Edu

catio

n in

Loc

al S

choo

l Sys

tem

s, p

. 19.

...O

RIS

ITIN

TE

GR

AT

ED

' LIK

ET

HIS

!

VY

1D

tRE

c cR

, oF:

SPE

coL

69uc

knoN

TE

AC

HIN

G P

ER

S.Q

INIS

EL

'

RE

GU

LA

R C

LA

SSR

OO

M

SPE

CIA

L E

DU

CA

TIO

N -

-/

11

\H

OM

E E

CO

NO

MIC

SPH

YSI

CA

L E

DU

CA

TIO

NM

USI

CA

RT

S &

CR

AFT

S'L

IBR

AR

IAN

SHO

P

SCH

OO

L

AN

CIL

LA

RY

PR

OFE

SSIO

NA

LPE

RSO

NN

EL

:

NU

RSE

PSY

CH

OL

OG

IST

SPE

EC

H T

HE

RA

PIST

CO

UN

SEL

OR

CO

NSU

LT

AN

TA

IDE

S

NO

N-T

EA

CH

ING

PER

Sk N

NE

L:

SEC

RE

1 \ R

YC

UST

OD

IAN

BU

S D

RIV

ER

CA

FET

ER

IA W

OR

KE

RS

TH

E D

IRE

CT

OR

OF

SP

EC

IAL

ED

UC

AT

ION

MU

ST

WO

RK

CLO

SE

LY W

ITH

TH

E S

CH

OO

LP

RIN

CIP

AL

TO

MA

KE

SP

EC

IAL

ED

UC

AT

ION

AN

INT

EG

RA

L P

AR

T O

FT

HE

SC

HO

OL

PR

OG

RA

M.

15-

RE

C O

.R 0

CSp

a.:A

RL

Epu

cAT

IoN

I 5a

.SC

HO

OL

TE

AC

HIN

G P

ER

SON

NE

L:

RE

GU

LA

R C

LA

SSR

OO

M

HO

ME

EC

ON

OM

ICS

MU

SIC

PHY

SIC

AL

ED

UC

AT

ION

AR

TS

& C

RA

FTS

LIB

RA

RIA

NSH

OP

AN

CIL

LA

RY

PRO

FESS

ION

AL

PER

SON

NE

L:

NU

RSE

PSY

CH

OL

OG

IST

'SP

EE

CH

TH

ER

API

STC

OU

NSE

LO

RC

ON

SUL

TA

NT

AID

ES

NO

N-T

EA

CH

ING

PER

SON

NE

L:

SEC

RE

TA

RY

CU

STO

DIA

NB

US

DR

IVE

RC

AFE

TE

RIA

WO

RK

ER

S

SPE

CIA

L'

ED

UC

AT

IO

IS Y

OU

R S

PEC

IAL

ED

UC

AT

ION

PR

OG

RA

M

"IN

TE

GR

LIK

E T

HIS

?

INT

EG

RA

TIN

G S

PE

CIA

L E

DU

CA

TIO

N IN

TO

TH

E.

RE

GU

LAR

AS

SR

OO

M

re L.

IS1T

INT

EG

RA

TE

DLI

KE

TH

IS!

'

?AC

HIN

G, P

ER

SO

NN

EL

AN

CIL

LAR

Y P

RO

FE

SS

ION

AL

PE

RS

ON

NE

L'

.

140N

-TE

AC

HIN

GP

ER

SO

NN

EL:

RE

GU

LAR

CLA

SS

RO

OM

1I

1 ,,

... S

PE

CIA

L E

DU

CA

TIO

N -

/ .I

I\

HO

ME

EC

ON

OM

ICS

PH

YS

ICA

L E

DU

CA

TIO

NM

US

ICA

RT

S &

CR

AF

TS

-LI

BR

AR

IAN

SH

OP

NU

RS

EP

SY

CH

OLO

GIS

T.

SP

EE

CH

TH

ER

AP

IST

.-

CO

UN

SE

LOR

CO

NS

ULT

AN

TA

IDE

S

.S

EC

RE

TA

RY

CU

ST

OD

IAN

.BU

S D

RIV

ER

CA

FE

TE

RIA

WO

RK

ER

S

TE

AC

HIN

G P

ER

SO

NN

EL:

..

AN

CIL

LAR

YP

RO

FE

SS

ION

AL

PE

RS

ON

NE

L:

NO

N-T

EA

CH

ING

PE

RS

ON

NE

L.;

SE

CR

ET

AR

YC

US

TO

DIA

NB

US

DR

IVE

R.

CA

FE

TE

RIA

WO

RK

ER

S

."-.

.-

RE

GU

LAR

CLA

SS

RO

OM

- -....

,-1

---

- -

-JH

OM

E E

CO

NO

MIC

SM

US

ICP

HY

SIC

AL

ED

UC

AT

ION

AR

TS

& C

RA

FT

SLI

BR

AR

IAN

SH

OP

NU

RS

EP

SY

CH

OLO

GIS

TS

PE

EC

H T

HE

RA

PIS

TC

OU

NS

ELO

RC

ON

SU

LTA

NT

AID

ES

IS Y

OU

R S

PE

C/IA

LE

DU

CA

TIO

N P

RO

GR

AM

"IN

TE

GR

AT

ED

"

LIK

E. T

HIS

?

15b

INST

ITU

TIO

NS

SCH

OO

LS

v O

CA

TIO

NA

LR

EH

AB

ILIT

AT

ION

LO

CA

LPA

RE

NT

GR

OU

PS

SOC

IAL

SER

VIC

ES

(CO

MM

UN

ITY

!CO

UN

CIL

VC

4UN

TE

ER

S)

-16-

(DO

CT

OR

SM

HM

R

LO

CA

L P

. H. D

EPT

.)

LO

CA

LSE

RV

ICE

rtM

EN

TA

LH

EA

LT

H

ME

DIC

AL

ASS

OC

IAT

ION

UN

IVE

RSI

TIE

S

CO

MM

UN

ITY

AG

EN

CIE

S IN

VO

LVE

D

Rev

iew

and

Eva

luat

ion

of P

rogr

riii)

For

an a

dequ

ate

appr

aisa

l of

the

prog

ram

for

,the'

trai

nabl

e m

enta

lly h

andi

capp

ed, t

oe to

llung

stir

,tio!

4s}I

iiit'

set u

p a

prog

ram

rat

ing

scal

e or

beh

avio

ral c

heck

list t

o se

e th

at c

urri

culu

m a

nd g

ener

alpr

ogra

m a

re b

eing

carr

ied

out.a

s le

gisl

ate,

d.

hire

a <

Spec

ial E

duca

tion

cons

ulta

nt w

ho is

fam

iliar

with

trai

nabl

e..p

rogr

ams

to h

elp

inev

alua

tion

asre

ques

ted:

He

may

be

froi

nout

of

stat

e.

solic

it pa

rent

eva

luat

ions

of

the

prog

ram

. Are

chi

ldre

n re

ceiv

ing

the

help

they

,ne

ed?

Are

par

ents

rec

eivi

ngth

e he

lp th

ey n

eed?

.set

up

a T

MH

com

mitt

ee m

ade

up o

f sc

hool

per

sonn

el a

nd o

ther

com

mun

ity s

peci

alis

ts in

tere

sted

inde

velo

ping

a c

ompr

ehen

sive

pro

gram

.

keep

an

acco

unt o

f th

e nu

mbe

r of

gra

duat

es w

ho a

re p

artic

ipat

ing

ina

plan

ned

com

mun

ity p

rogr

am H

owm

any

are

at h

ome?

How

man

y ha

ve n

ot b

een

able

to a

ttend

any

pro

gram

?

Rec

reat

iona

l Pla

nnin

g

Rec

reat

iona

l pla

nnin

g fo

r ex

cept

iona

l chi

ldre

n, a

s fo

r al

l chi

ldre

n, s

houl

d in

volV

eth

e. to

tal c

omm

unity

. Am

ong

the

grou

psth

at m

ight

be

expe

cted

to c

oope

rate

in d

evel

opin

g re

crea

tiona

lpr

ogra

ms

for

the

trai

nabl

e m

enta

lly h

andi

capp

ed a

re:

O

pare

nt g

roup

sst

ate

and

loca

l vol

unte

er o

rgan

izat

ions

suc

h as

:B

oy S

cout

sG

irl S

cout

sC

ampf

ire

Gir

lsY

MC

AY

MC

A

com

mun

ity s

ervi

ce o

rgan

izat

ions

suc

h as

:

chur

ches

, sta

te a

nd lo

cal w

elfa

re a

genc

ies

(HE

W).

Juni

or L

eagu

eA

ssis

tanc

e L

eagu

eC

ivi t

anE

lks

Mor

e th

an m

ost c

hild

ren,

TM

H c

hild

ren

need

pra

ctic

e in

ord

erto

dev

elop

ski

ll at

gam

es a

nd r

elat

ed a

ctiv

ities

. Alo

ng w

ith th

ere

gula

r sc

hool

, hom

e, a

nd v

ocat

iona

l pro

gram

s, o

ppor

tuni

ties

shou

ld b

e pr

ovid

edfo

r th

e ch

ildre

n an

d ad

ults

to p

artic

ipat

e in

recr

eatio

nal p

rogr

ams:

.

GR

OU

PS

TH

AT

MIG

HT

CO

OP

ER

AT

EIN

DE

VE

LOP

ING

LE

ISU

RE

TIM

EP

RO

GR

AM

S F

OR

TH

E T

RA

INA

BLE

ME

NT

ALL

Y R

ET

AR

DE

DA

RE

:

- 18

-

STA

TE

&L

OC

AL

WE

LFA

RE

AG

EN

CIE

S

STA

TE

& L

OC

AL

VO

LU

NT

EE

RO

RG

AN

IZA

TIO

NS

SUC

H A

S:B

OY

SC

OU

TS

GIR

L S

CO

UT

SC

AM

PFIR

E G

IRL

SY

MC

AY

WC

A

CO

MM

UN

ITY

SE

RV

ICE

OR

GA

NIZ

AT

ION

SSU

CH

AS:

JUN

IOR

LE

AG

UE

,4A

SSIS

TA

NC

E L

EA

GU

EC

IVIT

AN

EL

KS

/W

hile

a c

ontr

over

sy s

till e

xist

s ov

er th

e 're

spon

sibi

lity

for

such

pro

gram

S,' c

omm

unity

pla

nnin

gag

enci

es a

re b

egin

ning

toco

ordi

nate

eff

orts

to o

ffer

the

mos

t eff

ectiv

e an

d cb

mpr

ehen

sive

rec

reat

ion

'pro

gram

. A g

ood

recr

eatio

npr

ogra

m f

or th

e T

MH

shou

ld p

rovi

de o

ppor

tuni

ties

for:

.

i cre

ativ

e an

d co

nstr

uctiv

e us

e of

leis

ure

time.

cont

inue

d so

cial

dev

elop

men

t.de

velo

pmen

t'ev

elop

men

t of

mot

or s

kills

.

Com

mun

ity R

espo

nsib

ility

for

Pos

t-Sc

hool

Pla

nnin

g

A.

Shel

tere

d W

orks

hops

and

Act

ivity

Cen

ters

:

deve

lopm

ent o

f vo

catio

nal p

repa

rato

ry s

kills

.

A s

helte

red.

wor

ksho

p-is

a n

onpr

ofit

orga

niza

tion

setu

p to

pro

vide

rem

uner

ativ

e-em

ploy

men

t for

sev

erel

y-ha

ndic

appe

din

divi

dual

s w

ho a

re u

nabl

e to

par

ticip

ate

in c

ompe

titiv

e em

ploy

men

t....T

6 be

suc

cess

ful,

it m

ust b

e pa

rt o

f a c

omm

unity

effo

rt to

pro

vide

gai

nful

em

ploy

men

t in

a sh

elte

red

envi

ronm

ent.

Idea

lly, i

t wou

ld b

e co

mbi

ned

with

an'

actiy

ityce

nter

for

the

use

of w

orke

rs d

urin

g le

isur

e or

"Sl

ack"

tim

e; a

nd f

or u

se o

fith

ose

seve

rely

-han

dica

pped

pers

ons

livin

g at

hom

ew

ho a

re u

nabl

e to

par

ticip

ate

in g

ainf

ul e

mpl

oym

ent,

but w

ilt)

need

an

oppo

rtun

ity to

par

ticip

ate

in r

ecre

atio

nal_

activ

ities

.

The

-co

oper

atio

n of

man

y co

mm

unity

age

ncie

s is

nee

ded

in th

e'su

cces

sfill

dev

elop

men

t of a

she

ltere

d w

orks

hop.

and

activ

ity c

ente

r fo

r hi

indi

capp

ed p

erso

ns.

It h

as b

een

show

n th

at w

ith in

genu

ity, p

erse

vera

nce,

and

str

ong

mot

ivat

ion,

com

mun

ities

of

20,0

00 p

opul

atio

n an

dup

can

succ

essf

ull)

/ dev

elop

a s

helte

red

wor

kshd

p an

d ac

tivity

cen

ter

for

hand

icap

ped

pers

ons

(TM

H a

nd o

ther

s). S

uch

ace

nter

wou

ld b

e fo

r ad

ults

too

hand

icap

ped

to w

ork

in c

ompe

titiv

e em

ploy

men

t btit

abl

e to

do

cont

ract

wor

k un

der

supe

rvis

ion,

and

abl

e to

ben

efit

from

an

activ

ity p

rogr

am. T

hese

adu

lts w

ould

con

tinue

to li

ve a

t hom

eor

in b

oard

ing

hom

es o

pera

ted

join

tly b

y th

e co

mm

unity

and

the

stat

e tr

aini

ng s

choo

l.

B.

Inst

itutio

ns a

nd B

oard

ing

Hom

es

Man

y re

tard

ed c

hild

ren

mus

t be

plac

ed in

inst

itutio

ns b

ecau

se th

e fa

mily

situ

atio

n is

suc

h th

at th

e ch

ildre

nar

e un

able

tore

mai

n at

hom

e. I

n su

chca

ses,

ear

ly h

ome

and/

or s

choo

l tra

inin

g he

lps

the

child

mak

e th

e ad

just

men

t to

the

situ

atio

n.T

he in

stitu

tion

shou

ld c

ontin

ue th

e tr

aini

ng p

rogr

am f

or th

e T

MH

. If

skill

s ar

e de

velo

ped;

pla

ceni

ent i

na

boar

ding

hom

eop

erat

ed in

con

junc

tion

with

the

shel

tere

d w

orks

hop

and

activ

ity c

ente

r m

ay r

esul

t. T

he T

MH

adu

lt w

ould

pro

babl

y liv

eou

t his

- lif

e in

the

boar

ding

hom

e un

der

supe

rvis

ed c

ondi

tions

. He

wou

ld p

artic

ipat

e in

-the

wor

ksho

p an

d ac

tivity

cent

erto

the

.ext

ent o

f hi

s ab

ility

. Som

e T

MH

Will

, of

cour

se, r

emai

n in

stitu

tiona

lized

.

=19

ALL

TH

ES

E A

GE

NC

IES

WO

RK

TO

FO

RM

..

.

SH

ELT

ER

ED

WO

RK

SH

OP

S &

AC

TIV

ITY

CE

NT

ER

S.

BU

RE

AU

FO

RT

HE

ED

UC

AT

ION

OF

TH

E

HA

ND

ICA

PPE

D

GO

OD

WIL

L

IND

UST

RIE

S

PUB

LIC

PRIV

AT

ESC

HO

OL

S

PAR

EN

TG

RO

UPS

UN

IVE

RSI

TIE

S

INST

ITU

TIO

NS

WE

LFA

RE

CO

MM

UN

ITY

SOC

IAL

AG

EN

CIE

SR

EL

IGIO

US

__

OR

GA

NIZ

AT

ION

SL

OC

AL

BU

SIN

ESS

ASS

OC

IAT

ION

S

VO

CA

TIO

NA

LR

EH

AB

ILIT

AT

ION

STA

TE

EM

PLO

YM

EN

T

SER

VIC

E

- 20

-

CO

MM

UN

ITY

RE

SP

ON

SIB

ILIT

Y F

OR

PO

ST

SC

HO

OL

PLA

NN

ING

PRE

LIM

INA

RY

ST

AT

EM

EN

T T

O C

UR

RIC

UL

UM

SE

CT

ION

OF

GU

IDE

The

teac

her

of th

e T

rain

able

Men

tally

Han

dica

pped

sho

uld

be f

amili

ar w

ith a

ll m

etho

ds, n

ew a

nd o

ld, w

hich

hav

e be

en s

how

n.

to b

e us

eful

in d

evel

opin

g le

arni

ngs.

The

se m

etho

ds,in

tliid

e:

Dia

gnos

tic a

nd C

linic

al T

each

ing

1,,2

Lif

e E

xper

ienc

e 7

Pers

iste

nt P

robl

ems

App

roac

h 3

Con

tinge

ncy

Man

agem

ent

Dev

elop

men

tal A

ppro

ach

5,6

Perc

eptu

al M

otor

Tra

inin

g in

clud

ing

Aud

itory

and

Vis

ual S

kills

7,9

Res

pons

ive

Env

iron

men

t 9

Prog

ram

med

Lea

rnin

gA

uto

Edu

catio

n 1°

Lim

itatio

ns o

n St

imul

atio

n, S

pace

, etc

., in

Env

iron

men

t 11

Prob

lem

Sol

ving

12,

13

All

teac

hers

sho

uld

be f

amili

ar, w

ith b

ehav

iora

l the

ory

,neu

rolo

gica

l the

ory,

and

atte

ntio

n th

eory

, and

Sho

uld

keep

abr

east

of

new

dev

elop

men

ts in

the

fiel

d of

teac

hing

exc

eptio

nal c

hild

ren.

14

I.M

ykle

bust

, Hel

mer

Lea

rnin

g D

isab

ilitie

s: E

duca

tiona

l Pri

ncip

les

and

Prac

tice'

s (N

ew Y

ork:

Gru

ne&

Str

atto

n, 1

967)

2.Sm

ith, R

ober

t M. C

linic

al T

each

ing:

Met

hods

of

Inst

ruct

ion-

for

the

Men

tally

Ret

arde

d (N

ewY

ork:

McG

raw

-Hill

, 196

8)3.

Bra

nsfo

rd, L

ouis

& D

ettr

e, J

udith

The

Per

sist

ent P

robl

ems

App

roac

h U

nive

rsity

of N

ew M

exic

o: m

imeo

grap

hed.

.4.

Hom

me,

Llo

yd H

ow to

Use

Con

tinge

ncy

Man

agem

ent i

n th

e C

lass

room

(C

ham

paig

n,Il

linoi

s: R

esea

rch

Pres

s, 1

969)

5.11

g, F

ranc

es L

., A

mes

, Lou

ise

Bat

es S

chO

ol R

eadi

ness

: Bel

mvi

or T

ests

Use

dat

the

Ges

ell I

nstit

ute

(New

Yor

k: H

arpe

r &

Row

, 196

4).

6.D

oll,

Edg

ar M

easu

rem

ent o

f So

cial

tom

pete

nce(

Min

neap

dlis

:',E

d6ca

tiona

l Pub

lishe

rs, 1

953)

7,C

ratty

, Bry

ant J

.'Dev

elop

Men

t Seq

uenc

es O

f Pe

rcep

tual

Mot

or T

asks

(N

ew Y

ork:

Edu

catio

nal A

ctiv

ities

, Inc

., 19

67)

8.K

epha

rt, N

ewel

l C. T

he S

low

Lea

rner

in th

e C

lass

roor

n(C

olum

bus,

Ohi

o: C

harl

es E

.M

erri

ll B

ooks

; In

c., 1

960)

9.M

oore

, 0. K

. "A

utot

elic

Res

ptin

sive

Env

iron

men

ts a

nd E

xcep

tiona

l Chi

ldre

n" T

he S

peci

al C

hild

in C

entu

ry 2

1, S

peci

al.

Chi

ld P

ublic

atio

ns: (

Seat

tle, 1

964)

10.

Mon

tess

ori,

Mar

ia T

he M

onte

ssor

i Met

hod

(New

Yor

k: S

choc

ken

Boo

ks, I

nc:,

1964

)II

.St

raus

s, A

lfre

d A

. & L

ehtin

en, L

aura

E. P

sych

opat

holo

gy a

nd E

duca

tion

of B

rain

Inj

ured

'Chi

ldre

n (N

ew Y

ork:

Gru

ne &

Stra

tton,

194

7).

12.

Mos

ston

, Mus

ka T

each

ing

Phys

ical

Edu

catio

n Fr

om C

omm

and

to D

isco

very

;(C

olum

bus,

Ohi

o': C

harl

es E

. Mer

rill

B.0

0ks,

Inc.

, 196

6)!f

;

13,

Bru

nner

, Jer

ome

S. T

he P

roce

ss o

f E

duca

tion

(New

Yor

k: V

inta

ge B

ooks

; 196

3).

14.

"Edu

catio

nalR

esou

rce

Info

rmat

ion

Cen

ter"

pub

lishe

d by

U.S

. Dep

artm

ent o

f H

ealth

, Edu

catio

n an

dW

elfa

re (

Was

hing

-to

n: U

. S. G

Oie

rnrn

ent P

rint

ing

Off

ice)

--.,

1'1

The

Per

sist

ent P

robl

ems

App

roac

h to

the

'edu

catio

n of

TM

H c

hild

ren

is o

ne w

hich

hel

ps th

e ch

ild m

eet a

nd s

olve

the

kind

s of

prob

lem

situ

atio

ns h

e w

ill e

ncou

nter

;hro

ugho

ut h

is li

fetim

e.,T

he T

MH

chi

ld n

eeds

mor

e op

port

unity

to p

ract

ice

and

toov

erle

arn

than

doe

s hi

s m

ore

quic

k-w

itted

pee

r. T

he n

urse

ry s

tory

of

Laz

y Ja

ck .1

dep

icts

llie

prob

lem

oft

he c

hild

who

wou

ldpr

ofit

from

a p

rogr

am b

ased

on

the

Pers

iste

nt P

robl

eMs

App

roac

h. L

azy

Jack

sho

wn

in th

e ac

com

pany

ing

cart

oon

'nee

ded

mor

e Pr

actic

e in

pro

blem

-sol

ving

. Edu

cato

rsso

met

imes

pla

ce th

e T

MH

chi

ld in

this

pos

ition

, exp

ectin

g hi

m to

lear

n fr

om o

neex

peri

efic

e, w

hen

in tr

uth

he n

eeds

a va

riet

y of

exp

erie

nces

with

sim

ilar

prob

lem

s be

fore

he

cari

arri

ve,a

t a s

olut

ion

him

self

.O

f co

urse

, the

re a

re m

any

prob

lem

s w

hich

the.

TM

Hno

t be

able

to s

olve

with

out h

elp,

ges

earc

h ha

s sh

own,

how

ever

, tha

t the

TM

H c

hild

can

dev

elop

pro

blem

-sol

ving

lear

ning

set

s w

ith r

epea

ted

prac

tice.

2

aia,

Nax

.\

us-)

"1,e

Ne.

x-f

ii,,

.-

\'°

i. 16

1-51

17,c

a,c'

6.0I

tiv(

,4'-'

'(,0

6.)

,(- \

,,n.

t.c."

((pc

:',.:c

co-1

°u-

leck

Q 1

414 )1

*( tS

Ibi

t,* I

lii

1....

o..-

z.v

rro-

Ke t rig, 11

1

134_

c_k,

-13n

Iste

_

\Icko

Vol

y\V

IcA

orY

t:

061,

la.., 0'

.

wft

-sis

h

1'ft

'A.4

k

111.

114

I I 0

4.

Of'

et-

,i

.41

1 a-pi

ipor*

li,_

4-,

......

p.,;;

It-

Ohl

1"L

azy

Jack

" in

Sto

ry a

nd V

erse

for

Chi

ldre

n se

lect

ed a

nd e

dite

d by

Miri

am B

loun

ton

Hub

er, (

New

Yor

k:,,

The

Mac

mill

an C

o., 1

955)

,pp

. 247

-248

.

2 S

mith

, Rob

ert C

linic

al T

each

ing:

Met

hods

oftn

stru

ctio

n fo

r th

e R

etar

ded

,(N

ew -

Yor

k: 'M

cGra

w-H

ill, 1

968)

, p. 4

5.

Lea

rnin

g ho

w to

lear

n is

a g

oal t

he te

ache

r m

ust s

et f

or th

ese

child

ren.

Fro

mpr

imar

y th

roug

h vo

catio

nal l

evel

s, th

e te

ache

rm

ust c

onsc

ious

ly s

et u

p pr

oble

m s

ituat

ions

in a

ll sk

ill'a

reas

so

that

pro

blem

-sol

ving

ski

llsm

ay b

e de

velo

ped.

It i

s ha

rder

for

the

TM

H to

unl

earn

bad

hab

its th

an f

or th

e no

rmal

chi

ld; s

o, it

is im

port

ant t

hat l

earn

ings

be

esta

blis

hed

earl

y an

d c

tinue

dth

roug

hout

the

'sch

ool p

rogr

am. M

uska

Mos

ston

has

sai

d th

at tr

ue e

duca

tion

can

occu

r on

ly w

het;

the

child

is p

rese

nted

with

alte

rnat

ives

and

mus

t dea

l with

them

) O

ther

edu

cato

rs h

ave

expr

esse

d si

mila

r vi

ews.

The

aut

hors

agre

e an

d be

lieve

that

this

is a

s tr

ue f

or T

MH

as

for

norm

al c

hild

ren.

To

use

this

pro

blem

-sol

ving

app

roac

h, th

e te

ache

r m

ust k

now

on

wha

t ski

lls e

ach

child

in h

er c

lass

nee

dsto

pra

ctic

e an

d on

wha

t lev

el h

e or

she

is w

orki

ng. T

here

are

sev

eral

way

s fo

r th

e te

ache

r to

dis

cove

r w

hata

expe

rien

ces

each

chi

ld h

as h

ad, w

hat

gaps

" ne

ed to

be

fille

d, a

nd w

here

to b

egin

the

scho

ol p

rogr

am. E

ssen

tially

; the

teac

her

mus

t em

ploy

the

tech

niqu

es o

fD

iagn

ostic

or

Clin

ical

Tea

chin

g to

com

plem

ent t

he P

ersi

sten

t Pro

blem

s A

ppro

ach.

Hom

e vi

sits

dur

ing

whi

chth

e C

ain-

Lev

ine

or V

inel

and

Scal

es a

re f

illed

out

with

the

pare

nt a

s in

form

ant a

re h

elpf

ul. T

each

er-d

evel

oped

dia

gnos

tic te

sts.

one

of th

ese

vera

l per

cept

ual7

mot

or d

evel

opm

ent t

ests

(se

e C

ratty

in A

ppen

dix)

, and

oth

er d

evic

esm

ay b

e us

ed to

hel

p di

agno

se e

ach

child

's le

arni

ng !

dyel

and

lear

ning

pro

blem

s. C

onsu

ltatio

n w

ith o

ther

pro

fess

iona

ls, c

aref

ul r

eadi

ng o

f m

edic

alre

port

s an

dn.

adin

g of

all

avai

labl

e in

form

atio

n ab

out t

he c

hild

, lie

lp,t

he te

ache

r la

ya

firm

fou

ndat

ion

for

the

curr

icul

um.

Cur

ricu

lum

mus

t inc

lude

the

deve

lopm

ent o

f co

gniti

ve, a

ffec

tive

and

mot

oric

(or

psy

chom

otor

)sk

ills.

Itm

ust b

ede

velo

pmen

tal,

sequ

entia

l, an

d m

easu

rabl

e.

To

be e

ffec

tive,

teac

hers

mus

t fin

d ou

t as

muc

h ab

out t

he c

hild

's d

evel

opm

enta

l lev

elas

pos

sibl

e. T

his

can

be d

one

by o

bser

ving

the

child

, tal

king

with

him

(us

ing

such

tool

sas

the

Lif

e E

xper

ienc

e In

terv

iew

ada

pted

to T

MH

I2, t

he V

inel

and

Soci

al M

atur

ity S

cale

3, o

r th

e C

ain-

Lev

ine

Soci

al C

ompe

tenc

y Sc

ale4

, tal

king

topa

rent

s, ta

lkin

g w

ith o

ther

pro

fess

iona

ls, r

evie

win

g re

port

s, a

nd r

eque

stin

g m

edic

al a

nd o

ther

eva

luat

ions

whe

n ne

cess

ary.

The

seq

uenc

ing

of a

ctiv

ities

rel

ates

dir

ectly

to th

e in

form

atio

n w

hich

the

teac

her

has

abou

t the

child

. She

thke

s th

e st

uden

t whe

re h

e is

-and

pla

ns c

aref

ul, s

eque

nced

ste

ps f

or h

im to

fol

low

.

Tea

cher

s ca

n us

e pu

blis

hed

ratin

g sc

ales

or

deve

lop

thei

r ow

n ev

alua

tion

form

s .if

they

wis

h to

sho

w th

atth

eir

tech

niqu

es a

re e

ffec

tive

with

thei

r. p

upils

.

1 C

ratty

, Bry

ant D

evel

opm

enta

l Seq

uenc

es o

f Per

cept

ual M

otor

Tas

ks (

New

Yor

k: E

duca

tiona

lA

ctiv

ities

, Inc

.. 19

67)

p. 1

7.2

Bra

nsfb

rd,

p. 3

2 ff

3 D

oll,

Op.

Cit.

p. 7

5 ff

4Cai

n, L

eo F

., Le

vine

, Sam

uel,

and

Elz

ey, F

reem

anF,

,C

ain-

Levi

ne S

ocia

l Com

peta

ncy

Sca

le, C

onsu

lting

Psy

chol

ogis

tsre

ss: (

Pal

o A

lto, 1

9631

The

TM

H P

erfo

rman

ceis

one

way

' to

do th

is; t

he C

ain-

Lev

ine

Scal

e (s

ee B

iblio

grap

hy)

and

the

Vin

elan

dSo

cial

-Mat

urity

Sca

le a

re o

ther

s. A

teac

her

may

take

her

beh

avio

ral.o

hj-e

ctiv

es b

y sk

illar

ea a

nd d

evel

op r

atin

g sc

ales

on

whi

ch s

heca

n m

easu

re e

ach,

chi

ld o

n ea

ch o

bjec

tive

on a

one

to f

ive

scal

e,on

e be

ing

min

imal

per

form

ance

and

fiv

e op

timal

perf

orm

ance

. She

sho

uld

have

a c

lear

idea

of

the

kind

of

perf

orm

ance

she

expe

cts

on e

ach

/eve

! of

the

scal

e. E

ach

time

she

rate

s a

child

, she

sho

uld

do it

with

out c

heck

ing

the

child

's p

revi

ous

perf

orm

ance

,so

that

she

will

not

be

infl

uenc

ed b

y th

epr

evio

us r

ecor

d, P

rogr

ess,

. or

lack

of

it, c

an b

e do

cum

ente

d at

the

end

of th

eye

ar b

y co

mpa

ring

rat

ings

at f

irst

and

{lis

t of

the

scho

ol y

ear.

If

no p

rogr

ess

is in

dica

ted

duri

ng in

teri

m r

atin

gs, t

he te

ache

rm

ay w

ish

to c

hang

e he

r m

etho

d of

app

roac

h or

go

back

to p

revi

ous

step

s to

hel

p th

e ch

ild a

chie

ve.

An

exam

ple

of th

is ty

pe o

f ra

ting

scal

e fo

r Pr

imar

y Se

lf-H

elp

Dre

ssin

g is

illu

stra

ted

belo

w:

Nam

e:B

irth

date

:Sc

hool

Yea

r:

Des

ired

Beh

avio

rSe

piem

ber

Dec

embe

rM

arch

May

rem

ove

oute

r ga

rmen

t

h :'n

g cl

othe

s in

pro

per

plac

e

find

ow

n ga

r-m

ent

help

teac

her

with

dre

ssin

g

put o

n ca

p or

sca

rf,

rem

ove

and

put o

n so

cks

-.

Rat

ing

Scal

e 1-

5

1..

indi

cate

chi

ld o

nly

com

plet

es b

ehav

ior

whe

n re

min

ded

and

with

hel

p2.

child

com

plet

es b

ehav

ior

with

out r

emin

ding

, but

with

hel

p3.

child

com

plet

es b

ehav

ior

with

out h

elp

som

etim

es4.

child

com

plet

es b

ehav

ior

mos

t of

the

time

5.ch

ild a

ble

to c

ompl

ete

beha

vior

all

the

time

1-

DIN

ola,

Alfr

ed J

., K

amin

sky,

Ber

nard

P.,

and

Ste

rnfe

ld, A

llan

E T

M.R

Per

form

ance

Pro

file

for

the

Sev

erel

y an

d M

oder

atel

y R

etar

ded

Rep

ortin

g S

ervi

ce fo

r E

xcep

tiona

l Chi

ldre

n: (

New

Jer

sey,

196

3)

-It

is th

e op

inio

n of

the

auth

ors

that

aSp

ecia

l Edu

catio

npr

ogra

m is

onl

y as

goo

d as

its

serv

ice

to p

aren

ts. H

ome-

scho

olC

omm

unic

atio

n an

d co

oper

atio

n is

of

vita

l im

port

ance

in a

ll le

arni

ngar

eas.

Let

ters

out

linin

g de

sire

d le

arni

ngs

shou

ld b

e se

ntat

the

begi

nnin

g of

eac

h ne

w u

nit w

ith s

ugge

stio

ns a

s to

how

par

ents

can

impl

emen

t lea

rnin

gs..(

See

exam

ple

in A

ppen

dix.

)Pa

rent

s sh

ould

und

erst

and

that

the

need

for

acc

ompl

ishi

nent

and

a fe

elin

g of

suc

cess

are

as

impo

rtan

t to

the

TM

H a

s to

the

norm

al c

hild

. Ver

bal e

xpla

natio

ns o

f de

sire

d le

mm

ings

, mad

e by

. the

teac

her

at s

hort

par

ents

' mee

tings

, hel

p pa

rent

sun

ders

tand

the

prog

ram

and

rel

ieve

pre

ssur

es a

t hom

e. T

he s

trai

nsm

ay b

e pr

esen

t bec

ause

the

child

doe

s no

t hav

e an

oppo

rtun

ity to

mee

t his

. nee

ds a

nd a

ssis

t oth

ers

in th

e ho

me.

Litt

lepr

ogre

ss c

an b

e ex

pect

ed if

ther

e is

no

carr

y-ov

er f

rom

scho

ol to

hom

e. M

ake

your

act

iviti

es s

o in

tere

stin

g th

at th

e ch

ild w

illgo

hom

e ta

lkin

g ab

out t

hem

and

the

pare

nts

will

wan

tto

com

e to

sch

ool t

o le

arn

mor

e ab

out t

hem

.

Bec

ause

of

the

uniq

ue q

ualit

y of

the

TM

H p

rogr

am, i

t oft

en n

eeds

to b

e ex

plai

ned

to o

ther

sch

ool p

erso

nnel

and

the

Spec

ial

Edu

catio

n te

ache

r is

in th

e be

st p

ositi

on to

do

this

. (Se

e on

e ex

plan

atio

n to

reg

ular

cla

sses

in A

ppen

dix.

) T

he s

choo

lpo

pula

tion

is v

itally

inte

rest

ed in

the

"bow

s an

d w

hys"

of,

men

tal r

etar

datio

n. A

few

answ

ers

to s

impl

e qu

estio

ns a

nd a

nop

port

unity

to s

ee a

nd k

now

TM

H y

oung

ster

s ca

n do

muc

h to

bri

ng a

bout

a be

tter

unde

rsta

ndin

g w

ithin

eac

h in

divi

dual

scho

ol. I

t is

only

whe

n sc

hool

chi

ldre

n re

aliz

e th

at th

e T

MH

chi

ld is

mor

e lik

e th

an d

iffe

rent

fro

m th

em, t

hat t

hey

will

car

ryso

me

unde

rsta

ndin

g an

d kn

owle

dge

of m

enta

l ret

arda

tion

to th

eir

pare

nts

for

the

begi

nnin

g of

bet

ter

com

mun

ityun

ders

tand

ing

and

acce

ptan

ce.

--

PE

RS

IST

EN

T L

IFE

PR

OB

LEM

S S

CO

PE

AN

DS

EQ

UE

NC

E C

HA

RT

A L

IFE

TIM

E P

RO

GR

AM

LE

A D

ING

TO

MA

XIM

UM

IND

EP

EN

DA

NC

E A

ND

'EC

ON

OM

IC-

US

EF

ULN

ES

S

SE

LF-H

ELP

SO

CIA

LC

OM

PE

TE

NC

YP

ER

CE

PT

UA

LM

OT

OR

CO

MM

UN

ICA

TIO

NF

UN

CT

ION

AL

AC

AD

EM

ICK

NO

WLE

DG

EE

CO

NO

MIC

US

EF

ULN

ES

S

PR

E-

SC

HO

OL

PLA

NN

ING

DIA

GN

OS

ISP

AR

EN

TC

OU

NS

ELI

NG

T/1

ER

AP

Y PR

E-S

CI 1

00 L

PR

OG

RA

MS

HO

ME

TR

AIN

ING

0

PR

IMA

RY

CA

:5A

,to

I8.

11,

M.A

. 2.0

to 3.6

PE

RS

ON

AL

HE

ALT

HA

ND

HY

GIE

NE

Toi

let ,

Tee

thC

lean

lines

sR

est

Gro

omin

gF

eedi

ngD

ress

ing

..

GR

OU

P R

ELA

TIO

NS

Tak

ing

dire

ctio

ns*A

war

enes

s of

sel

f in

rela

tion

to o

ther

s*G

ettin

g al

ong

in h

ome,

scho

ol, n

eigh

borh

ood,

com

mun

ityS

AF

ET

Y-h

ome,

sch

ool,

neig

hbor

hood

, com

mun

ityM

AN

NE

RS

-hom

e, s

choo

l,ne

ighb

orho

od, c

omm

unity

US

E O

F L

EIS

UR

E T

IME

play

, art

, mus

ic, h

obbi

es'

'

SE

NS

OR

I -M

OT

OR

TR

AIN

ING

PE

RC

EP

TU

AL

MO

1 O

RT

RA

ININ

G*S

TA

TIC

BA

LAN

CE

BO

DY

IMA

GE

Loco

mot

ion

Rhy

thm

SP

AT

IAL

RE

LAT

ION

S

GR

OS

S M

OT

OR

GE

ST

UR

E

!NI/T

AT

-10N

LIS

TE

NIN

G

SP

EA

KIN

G

RE

CE

PT

IVE

AN

D E

XP

RE

SS

IVE

LAN

GU

AG

E

Voc

abul

ary

Dev

elop

men

tN

amin

gF

ollo

win

g C

omm

ands

Act

ion

Wor

dsS

afet

yA

ttent

ion

DIS

CR

IMIN

AT

ION

Aud

itoty

Vis

ual

Tac

tile

NU

MB

ER

CO

NC

EP

TS

VIS

UA

L S

EQ

UE

NC

ING

VIS

UA

L M

EM

OR

Y

FO

LLO

WIN

G D

IRE

CT

ION

Sat

sch

ool

and

at h

ome

ES

TA

BLI

SH

ING

SC

HO

OL

RO

UT

INE

PR

OB

LEM

SO

LVIN

G

INT

ER

ME

DIA

TE

C.A

.9.1

3to

12.1

M.A

. 3.7

to5.

.11 _-

-

-

SA

ME

AS

__P

RIM

AR

Y-

_ .

__

SA

ME

AS

.A

BO

VE

----

-__

__

PE

RC

EP

TU

AL

MO

TO

R-

TR

AIN

ING

,R

EC

EP

TIV

E A

ND

EX

PR

ES

SIV

ELA

NG

UA

GE

VO

CA

BU

LAR

Y D

EV

ELO

PM

EN

Tfo

r le

arni

ngfo

r so

cial

ski

lls

AU

DIT

OR

Y S

EQ

UE

NC

ING

AU

DIT

OR

Y S

EQ

UE

NT

IAL

ME

MO

RY

,

copy

des

igns

AU

DIT

OR

Y S

EQ

UE

NC

ING

AU

DIT

OR

Y M

EM

OR

Y

trac

e le

tters

writ

e na

me-

SO

CIA

L S

TU

DIE

SA

ND

SC

IEN

CE

.

DE

VE

LOP

ING

WO

RK

HA

BIT

S

DE

VE

LOP

ING

AB

ILIT

Y T

OW

OR

K W

ITH

OT

HE

RS

AT

TE

NT

ION

SK

ILLS

PR

OB

LEM

SO

LVIN

G

GR

OSS

PRE

-VO

CA

TIO

NA

LC

.A. 1

3.0

to16

.11

M.A

. thr

ough

6.1

1

VO

CA

tION

.1I

CO

MM

UN

ITY

LIV

ING

PR

OG

RA

MS.

PUR

LIc

RE

SPO

NSI

BIL

ITY

.

C.A

. 17-

0-21

-0M

.A. t

hru

8-0

TO

TA

L C

OM

MU

NIT

YR

ESP

ON

SIB

ILIT

YA

FTE

R 2

1-0

PER

SON

AL

HE

AL

TH

AN

D H

YG

IEN

E

com

plet

e gr

oom

ing

' and

hea

lth c

are

EA

TIN

G S

KIL

LS

TA

BL

E M

AN

NE

RS

DR

ESS

ING

good

gro

omin

g ha

bits

sele

ctio

n an

dca

re o

f cl

othe

s

SAM

E A

SA

BO

VE

PER

CE

PTU

AL

MO

TO

RD

EV

EL

OPM

EN

T'

dyna

mic

bal

ance

FIN

E M

OT

OR

OR

AL

LA

NG

UA

GE

DE

VE

LO

PME

NT

Rol

e Pl

ayin

g

Prob

lem

Sol

ving

Tel

epho

ne M

anne

rs

RE

AD

ING

(Se

e Fu

nctio

nal

Aca

dem

ic K

now

ledg

e)

RE

VIE

W

TIM

E wri

te s

ome

wor

ds

MO

NE

Y

FUN

CT

ION

AL

RE

AD

ING

RE

VIE

W

TA

KIN

G R

ESP

ON

SIB

ILIT

Yfo

r co

mpl

etin

gw

ork

assi

gnm

ent

TR

AN

SPO

RT

AT

ION

SK

ILL

Sso

me

inde

pend

ent t

rave

l

AT

TH

E V

OC

AT

ION

AL

LE

VE

L A

LL

CO

RE

AR

EA

S A

RE

FU

SED

IN

TO

A P

RO

GR

AM

DE

AL

ING

WIT

H!

_

EA

CH

ST

UD

EN

T A

T T

HIS

LE

VE

L S

HO

UL

D B

ET

EST

ED

AN

D S

CR

EE

NE

D B

Y V

OC

AT

ION

AL

RE

HA

BIL

ITA

TIO

N0

III

SUIT

AB

LE

PL

AC

EM

EN

T F

OR

TH

E R

EM

AIN

DE

R O

FH

IS C

AR

EE

R.

TH

E P

OSS

IBL

E P

LA

CE

ME

NT

S B

EL

OW

AR

E N

OT

MU

TU

AL

LY

EX

CL

USI

VE

AN

D R

EE

VA

LU

AT

ION

S M

AY

BE

MA

DE

PER

IOD

ICA

LL

Y.

'

INST

ITU

TIO

NA

LIZ

AT

ION

AC

TIV

ITY

CE

NT

ER

BO

AR

DIN

G H

OU

SE

HO

ME

LIV

ING

SHE

LT

ER

ED

WORKSHOP.

FUR

TH

ER

TR

AIN

ING

RE

CR

EA

TIO

N

LE

ISU

RE

TIM

EA

CT

IVIT

IES

- 27

-

SEL

F-H

EL

P SK

ILL

S

The

Sel

f-i-

lelp

Ski

ll A

rea

repr

esen

ts a

ll th

e co

mpe

tenc

ies

whi

ch a

TM

H c

an a

cqui

re to

hel

p hi

mse

lf to

;liv

ea

happ

ier

and,

mor

epr

oduc

tiv li

fe:-

Edu

catio

nal r

esea

rch

has

show

n th

at T

MH

you

ngst

ers

do n

ot le

arn

thro

ugh

inci

dent

al le

arni

ngs,

but

mus

t hav

esp

ecia

l tra

inin

g fo

r th

e.de

velo

pmen

t of

each

ski

ll. T

hese

chi

ldre

n ha

ve u

sual

ly h

ad v

ery

few

exp

erie

nces

with

peer

gro

ups

and

may

hav

e be

en is

olat

ed m

uch

of th

eir

lives

. Too

oft

en f

amily

mem

bers

hav

e do

ne a

ll th

ings

for

them

bec

ause

it w

as e

asie

rth

an to

take

the

time

and-

effo

rt to

teac

h th

e ch

ildre

n to

do

thin

gs f

or th

emse

lves

.

To

mak

e th

e ch

ild a

war

e th

at h

e is

an

uniq

ue in

divi

dual

, the

cla

ssro

om s

houl

d be

hap

py a

nd in

form

al, y

et s

truc

ture

d to

mee

t-t

he in

eeds

of

the

indi

vidu

al s

tude

nts.

The

nee

d fo

r ac

com

plis

hmen

t and

suc

cess

is ju

st a

s gr

eat f

or th

e T

MH

as f

or th

e no

rmal

pers

on; a

nd th

e ab

senc

e of

act

iviti

es to

sat

isfy

thes

e ne

eds

ofte

n ac

coun

ts f

or m

any

disc

iplin

ary

prob

lem

s or

lack

of

stud

ent

part

icip

atio

n in

cla

ssro

om p

roje

cts.

Eve

n th

e m

ost w

ithdr

awn

stud

ent w

ill p

artic

ipat

e in

som

e ac

tiviti

es w

hen

deve

lope

don

his

inte

rest

, und

erst

andi

ng, a

nd a

bilit

y le

vels

.'\

Whe

n a

child

lear

ns to

do

sim

ple

thin

gs f

or h

imse

lf, h

e ac

quir

es a

fee

ling

of a

ccom

plis

hmen

t 4ic

l-be

com

esa

happ

ier

indi

vidu

al. O

nce

he h

as le

arne

d to

take

car

e of

som

e of

his

per

sona

l nee

ds, i

tis

eas

ier

to g

uide

him

into

pla

y an

d w

ork

activ

ities

with

a g

roup

. As

his

conf

iden

ce in

crea

ses,

he

will

lear

n. to

coo

pera

te, s

hare

with

oth

ers,

and

acc

ept r

espo

nsib

ility

.W

hen

he a

ccep

ts h

is r

ole

as a

mem

ber

of th

e gr

oup,

itis

not

unu

sual

to s

ee h

im h

elpi

ng a

noth

er m

embe

r w

ho h

as n

otm

aste

red-

all t

he s

elf-

help

ski

lls.

The

are

a of

sel

f-he

lp m

ay b

e th

e on

e in

whi

ch th

e pa

rent

s re

ceiv

e th

e m

ost a

ssis

tanc

e fr

om th

e sc

hool

. Fre

quen

t hom

e-sc

hool

com

mun

icat

ion

enlis

ting

pare

ntal

coo

pera

tion

is n

eces

sary

if th

e ch

ild is

to d

evel

op p

erso

nal c

ompe

tenc

ies

nece

ssar

y fo

rha

ppie

r da

ily li

ving

at h

ome

and

scho

ol. I

nvite

the

pare

nts'

to s

choo

l to

obse

rve

the

rout

ines

taug

ht in

the

esta

blis

hmen

t of

self

-hel

p sk

ills.

Par

ents

are

usu

ally

ver

y in

tere

sted

in th

ese

rout

ines

, but

hav

e be

en r

eluc

tant

to te

ach

them

at h

ome

beca

use

they

did

not

kno

w w

here

to b

egin

. A li

st o

f de

sire

d le

ardi

ngs

sent

hom

e w

hen

a ne

w s

kill

is in

trod

uced

will

indi

cate

to p

aren

ts,n

at y

ou a

re a

war

e of

thei

r in

tere

st a

nd a

ppre

ciat

e th

eir

coop

erat

ion.

(Fo

r ex

ampl

e se

e A

ppen

dix.

) R

emin

d th

e pa

rent

s th

ata

self

-hel

p ro

utin

e .a

t sch

ool i

s of

littl

e va

lue

if it

is n

ot p

ract

iced

eac

h da

y in

the

hom

e an

d co

mm

unity

. If

the

teac

her

can

gain

thes

ompl

ete

conf

iden

ce a

nd c

oope

ratio

n of

the

pare

nts,

she

can

oft

en h

elp

elim

inat

e an

unp

leas

ant h

ome

atm

osph

ere,

rel

ieve

pres

sure

s an

d st

rain

s on

all

fam

ily m

embe

rs, a

nd d

evel

op a

muc

h ha

ppie

r an

d m

ore

usef

ul T

MH

indi

vidu

al.

Skill

Are

aSe

lf-H

elp

Lev

elPr

imar

y

Beh

avio

ral O

bjec

tives

Pers

onal

Hea

lth a

nd H

ygie

ne

The

chi

ld w

ill b

e ab

le to

:he

lp m

ake

his

own

Gro

omin

g B

ox.

lear

n th

e na

mes

of

the

artic

les

inhi

s bo

x.

C. A

.5.

0-8.

11M

. A. 2

.0-3

.11

Act

iviti

es

Hel

p ea

ch c

hild

mak

e a

pers

onal

Gro

omin

g B

ox f

rom

a c

igar

box

or

othe

r sm

all

box.

Pas

te a

sm

all m

irro

r in

the

top

of e

ach

box.

Dec

orat

e th

e ou

tsid

e'of

the

box

with

wal

lpap

er, c

onst

ruct

ion

pape

r, o

r te

mpe

ra p

aint

. Put

the

follo

win

gar

ticle

s in

the

box:

lotio

n, c

omb,

toot

hbru

sh, t

ooth

past

e, n

ail f

ile. P

ut th

ech

ild's

nam

e on

his

box

. (T

he te

ache

r sh

ould

als

o m

ake

a G

ood

Gi-

oom

ing

Box

for

dem

onst

ratio

ns. N

ever

ask

the

stud

ents

to d

o an

ythi

ng th

e te

ache

r is

not

will

ing

to d

o.)

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e:

com

bto

othb

rush

groo

min

g bo

xlo

tion

toot

hpas

tena

il fi

le

Hol

d up

eac

h ar

ticle

in G

room

ing

Box

. Dem

onst

rate

its

use.

Pap

ils im

itate

teac

her's

dem

onst

ratio

n.G

uess

ing

Gam

e: D

escr

ibe

one

of th

e ob

ject

s in

Gro

omin

g B

ox. E

xam

ple:

"You

bru

sh y

our

teet

h w

ith it

." L

et th

e st

uden

ts g

uess

whi

ch o

bjec

t the

teac

her

is d

escr

ibin

g. A

s th

e st

uden

t's v

ocab

ular

y in

crea

ses,

let h

im d

escr

ibe

one

obje

ct.

mir

ror

soap

Mat

ch p

ictu

res

with

art

icle

s in

Gro

omin

g B

ox.

Plac

e ob

ject

fro

m G

room

ing

Box

in p

aper

bag

. Let

eac

h st

uden

t fee

l the

obje

ct a

nd g

uess

wha

t it i

s.

-30

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e: T

each

er w

rite

s a

"Dea

r Pa

rent

s" le

tter

expl

aini

ng th

e .g

room

ing

prog

ram

and

enlis

ts th

eir

coop

erat

ion

in p

rovi

ding

need

ed a

rtic

les

for

Gro

omin

g B

ox.

Cig

ar b

ox o

r ot

her

smal

l, st

urdy

box

Con

stru

ctio

n pa

per

Wal

l pap

erT

empe

ra p

aint

sSm

all p

last

ic b

ottle

for

lotio

n (p

ill b

ottle

s ar

eve

ry g

ood)

Smal

l mir

ror,

com

b, n

ail f

ile, l

otio

n, to

othb

rush

,to

othp

aste

, soa

p (i

f no

t ava

ilabl

e in

res

troo

ms)

Goo

d G

room

ing

Box

Art

icle

s fo

und

in b

oxPi

ctur

es o

f ar

ticle

s

Goo

d G

room

ing

Box

Art

icle

s in

Gro

omin

g B

ox.

Pict

ures

of

each

art

icle

in G

room

ing

Box

.

Not

e: C

ampf

ire

Gir

ls a

nd G

irl S

cout

s w

illhe

lp y

ou f

ind

pict

ures

.

Pape

r ba

gA

rtic

le f

rom

Gro

omin

g B

ox.

Beh

avio

ral O

bjec

tives

find

his

ow

n G

room

ing

Box

use

the

artic

les

in h

is G

room

ing

Box

whe

n re

min

ded

Act

iviti

es

Mak

e a

Goo

d G

room

ing

Boo

k sh

owin

g pi

ctur

es o

f th

e ob

ject

s in

Gro

omin

gB

ox. P

aste

the

pict

ures

on

plai

n pa

per

(cut

to s

ize

of s

heet

s w

ante

d). C

over

with

bro

wn

or w

hite

but

cher

pap

er. S

tapl

e co

ver

on b

ook

or m

ake

hole

sal

ong

one

edge

with

pap

er p

unch

. Let

eac

h ch

ild la

ce h

oles

with

col

ored

yarn

.M

ake

a de

sign

on

cove

r of

boo

k.

Hav

e a

spec

ial p

lace

to k

eep

Goo

d G

room

ing

Box

. Pra

ctic

e fi

ndin

g G

room

ing

Box

as

a gr

oup.

Say

, "Fi

nd y

our

Gro

omin

g B

ox a

nd c

ome

back

toyo

ur ta

ble.

"G

ive

indi

vidu

al in

stru

ctio

n fo

r fi

ndin

g G

room

ing

Box

. Say

, "Jo

hn, f

ind

your

Gro

omin

g B

ox."

.

Hav

e,j.

sig

nate

d tim

e fo

r us

e, o

f G

room

ing

Box

eve

ry d

ay.

Mak

o 1

.3 ip

er C

hart

for

che

ckin

g te

eth,

hai

r, h

ands

, fac

e, a

nd e

ars.

Let

eac

hth

e st

uden

ts.

Mar

y lobo

Pic

ture

of

was

hing

ear

s

Pic

ture

of

was

hing

face

Alic

e

Pic

ture

of s

omeo

neco

mbi

ng h

air

Pic

ture

of

brus

hing

teet

h

Pic

ture

of

was

hing

han

ds

Fide

l

Lin

da

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Mag

azin

esSu

pply

of

pict

ures

for

stu

dent

s un

able

to f

ind

thei

r ow

nP

l id

p:bu

tagi

p;;;

,:,

pape

r pi

n,.

r;ol

ored

yam

, yar

n ne

edy

_ pa

ints

or c

rayo

las

Shel

f or

cab

inet

for

Gro

omin

g B

oxes

Gro

omin

g B

oxes

(See

atta

ched

cha

rt)

.

31

32--

-B

ehav

iora

l Obj

ectiv

esA

ctiv

ities

Inst

ruct

iona

l Aid

san

d M

ater

ials

Hav

e a

Goo

d G

room

ing

Cha

rt. L

et e

ach

stud

ent f

ind

his

own

nam

e an

d pu

t a(S

ee a

ttach

ed c

hart

)st

ar b

y th

e ac

tivity

he

perf

orm

ed b

efor

e co

min

gto

sch

ool.

Not

e:H

ave

pict

ures

at t

heto

p of

eac

hco

lum

n lik

e th

ose

on H

elpe

r C

hart

.G

o to

the

rest

room

for

groo

min

g pe

riod

. If y

ou h

ave

a ro

om r

estr

oom

, go

inR

estr

oom

grou

ps o

f tw

o or

thre

e. I

f not,

divi

de g

roup

into

boy

san

d gi

rls.

Enl

ist t

heG

room

ing

Box

help

of

the

prin

cipa

l,co

ach,

sec

reta

ry, a

ide,

cust

odia

n or

old

erst

uden

ts in

the

scho

ol.

Giv

e a

dem

onst

ratio

non

bru

shin

g te

eth.

Sin

g "T

his

is th

e W

ay W

e B

rush

Our

Tun

e: "

Her

e W

eG

o R

ound

the

Mul

berr

yT

eeth

'''. P

upils

take

toot

hbru

sh a

nd to

othp

aste

from

Gro

omin

g B

oxan

d br

ush

Bus

h"te

eth,

wat

chin

g th

emse

lves

in r

estr

oom

mir

ror

or s

mal

l mir

ror

in to

p of

Gro

omin

g B

ox. P

utaw

ay-t

ooth

brus

h an

d to

othp

aste

and

get c

omb.

Art

icle

s fr

om G

room

ing

Box

Dem

onst

rate

com

bing

hai

ran

d si

ng "

Thi

s is

the

Way

We

Com

b ou

r H

air.

"D

oll w

ith r

eal h

air

(Tea

cher

may

com

bow

n ha

ir o

r do

ll's

hair

) Pu

pils

com

b ha

ir w

atch

ing

them

-R

estr

oom

mir

ror

selv

es in

res

troo

m m

irro

ror

sm

all m

irro

r in

top

ofG

room

ing

Box

.C

omb

Put a

way

com

b an

dge

t soa

p fr

om G

room

ing

Box

if th

ere

is n

oso

ap in

res

troo

m.

Soap

Dem

onst

rate

was

hing

han

ds, f

ace

and

ears

usi

ng d

oll.

Sing

"T

his'

is th

e W

ayW

eD

oll

Was

h O

ur H

ands

, etc

."

Stud

ents

was

h ha

nds,

fac

ean

d ea

rs w

atch

ing

them

slev

es in

res

troo

m m

irro

ror

-sm

all m

irro

r in

top

ofG

room

ing

Box

.

Nam

eB

rush

.Tee

thC

omb

Hai

rW

ash

Face

Was

h H

ands

Was

h E

ars

Mar

y

Pedr

o

Ari

belle

Jose

ph

Tho

mas

Ann

a

'Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

put a

way

his

box

whe

ngr

oom

ing

time

is o

ver

Toi

let

The

chi

ld w

ill b

e ab

le to

:

use

prop

er n

ames

for

res

troo

mfa

cilit

ies

Dem

onst

rate

dry

ing

face

, ear

s, a

nd h

ands

with

pap

er to

wel

. Sin

g "T

his

is th

eW

ay W

e D

ry O

ur F

ace,

etc

."Pu

t aw

ay s

oap

and

get l

otio

n.D

emon

stra

te u

se o

f lo

tion.

Sin

g "T

his

is th

e W

ay W

e R

ub in

Lot

ion.

"St

uden

ts r

ub in

lotio

n. R

etur

n lo

tion

to G

room

ing

BoX

. Ret

urnc

toro

om a

ndsi

t at t

able

.

Tak

e al

l art

icle

sfro

m G

room

ing

Box

and

pla

ce th

em o

n ta

ble.

Cal

l out

nam

eof

one

art

icle

and

ask

chi

ld to

hol

d it

up. T

hen

inst

ruct

stu

dent

to p

ut a

rtic

lein

his

Gro

omin

g B

ox. (

Thi

s ch

eck

will

mak

e su

re th

at a

ll ar

ticle

s ar

e re

turn

edto

box

.) C

lose

Goo

d G

room

ing

Box

.

Put a

way

box

es in

an

orde

rly

fash

ion.

Che

ck to

see

that

the

boxe

sw

ere

repl

aced

in p

rope

r pl

ace.

Lat

er o

n, a

ppoi

nt a

lead

er to

see

that

the

boxe

s ar

e pu

t in

prop

er p

lace

.V

aria

tion:

Pla

y "F

ollo

w th

e L

eade

r" f

or p

uttin

g aw

ay b

oxes

.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e :

toile

tla

vato

ry;W

aste

bas

ket

toile

t pap

erso

ap;s

oap

disp

ense

rfl

ush

pape

r to

wel

'uri

nal

girl

sbo

ys

Tak

e sm

all g

roup

s of

stu

dent

s to

res

troo

m to

see

act

ual s

choo

l res

troo

m. I

fte

ache

r is

a w

oman

, enl

ist h

elp

of p

rinc

ipal

or

coac

hIf

teac

her

is a

man

, the

sch

ool s

ecre

tary

, aid

e, o

r nu

rse

will

hel

p.Po

int t

o ea

ch a

rtic

le o

r fi

xtur

e in

res

troo

m a

nd g

ive

its n

ame.

Ask

stu

dent

sto

rep

eat n

ame.

Tak

e la

rge,

life

-siz

e do

ll to

res

troo

m to

dem

onst

rate

the

fixt

ures

. As

you

dem

onst

rate

the

use

of e

ach

fixt

ure,

rep

eat i

ts n

ame.

Let

eac

h st

uden

t rep

eat t

he d

emon

stra

tion

with

the

doll.

Mak

e ar

rang

emen

ts w

ith th

e sc

hool

pri

ncip

al f

or o

lder

stu

dent

s to

take

sm

all

grou

ps o

f T

MH

you

ngst

ers

to th

e re

stro

om f

or p

ract

ice

in n

amin

g fi

xtur

es a

ndsu

pplie

s. (

Hav

e a

shor

t tra

inin

g se

ssio

n fo

r th

ese

volu

ntee

rs s

o th

ey w

ill u

nder

-st

and

wha

t the

y ar

e ex

pect

ed to

do

and

say.

Thi

s pr

ovid

es a

n op

port

unity

for

bette

r sc

hool

und

erst

andi

ng a

nd a

ccep

tanc

e of

TM

H.)

Pape

r to

wel

s

Lot

ion

Gro

omin

g B

oxN

ote:

Vas

elin

e is

ver

y go

od f

or s

tude

nts

who

have

cha

pped

or

crac

ked

hand

s an

d lip

s.Ja

r of

vas

elin

e fo

r ro

om u

se

Perm

anen

t pla

ce f

or G

room

ing

Box

es

Res

troo

m if

ava

ilabl

eC

oncr

ete

mod

els

3 pi

ece

rest

room

set

mad

e of

har

dwoo

d $3

.00

Chi

ldcr

aft E

quip

men

t Co.

Scho

ol r

estr

oom

sPr

inci

pal o

r co

ach

Secr

etar

y, a

ide,

or

nurs

e

Lar

ge, l

ife-

size

dol

l

Old

er s

tude

ntvo

lunt

eers

33

Beh

avio

ral O

bjec

tives

Act

iviti

es

Use

dol

l hou

es (

bath

room

fur

nitu

re f

orgu

essi

ng p

me

in r

oom

.

Mat

ch p

ictu

r- e

s.w

ith r

eal f

ixtu

res

in b

athr

oom

.N

ame

the

fixt

ures

.M

atch

pic

ture

s w

ith d

oll h

ouse

fur

nitu

re.

Nam

e ea

ch f

ixtu

re m

atch

ed.

indi

cate

the

need

for

toile

t,us

ing

acce

ptab

le v

ocab

ular

ysu

ch a

s :`

toile

t"

take

clo

thes

dow

n w

ith h

elp

girl

sit o

n to

ilet

boyl

ift l

id a

nd s

tand

or

use

urin

al if

ava

ilabl

e

use

toile

t pap

er w

ith h

elp

flus

h to

ilet w

ith h

elp

rear

rang

e cl

othi

ng w

ith h

elp

was

h ha

nds

afte

r to

iletin

g

Tee

thT

he c

hild

will

be

able

to:

use

prop

er v

ocab

ular

yfo

r br

ushi

ng te

eth

Dem

onst

rate

th c

orre

ct v

ocab

ular

y fo

rpe

rmis

sion

to g

o to

the

toile

t. C

orre

ctch

ild w

hen

he u

es

term

s w

hich

are

not a

ccep

tabl

e.

Hav

e a

regu

lar

rout

ine

to f

ollo

w f

orre

stro

om p

roce

dure

. Sup

ervi

se a

t all

times

.

Dai

ly p

ract

ice

with

con

stan

t sup

ervi

sion

at a

ll tim

es.

Use

dol

l to

sim

ulat

e pr

oced

ure.

Sho

wea

ch a

ctua

l ste

p.L

et e

ach

stud

ent p

ract

ice

with

dol

l.

Set o

ff o

ne c

orne

r of

roo

m f

or r

estr

oom

.U

se b

oxes

for

fix

ture

s or

ask

a fa

ther

to m

ake

fixt

ures

fro

m w

ood,

etc

. Str

ess

the

need

for

pri

vacy

in r

estr

oom

. Whe

ngi

rls

are

play

ing,

put

a s

ign

read

ing

"Gir

ls"

over

the

door

. Cha

nge

sign

whe

nbo

ys a

re p

layi

ng.

Use

but

toni

ng a

nd z

ippi

ng b

oard

s fo

rpr

actic

e.R

earr

ange

dol

l's c

loth

esbo

ys u

se b

oy's

clo

thin

g an

d gi

rls

use

girl

's c

loth

ing.

See

clea

nlin

ess

activ

ities

.M

ake

char

t for

bul

litin

boa

rd o

r w

all.

Let

eac

h st

uden

t put

a s

tar

by h

isna

me

whe

n he

rem

embe

rs to

was

h af

ter

toile

ting.

Mat

chin

g G

ame:

Mat

ch s

uch

artic

les

as s

oapt

owel

, too

thbr

usht

ooth

past

e.N

ame

mat

ched

art

icle

s.

Mat

chin

g G

ame:

Hav

e se

vera

l pic

ture

s of

each

res

troo

m f

ixtu

re' P

ut p

ictu

res

of e

ach

fixt

ure

in s

epar

ate

box.

Nam

eth

e fi

xtur

e pl

aced

in e

ach

box.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

eto

oth

dent

ist

toot

hbru

shto

othp

aste

brus

hri

nse

nurs

e

34

Inst

ruct

iona

l Aid

s an

d M

ater

ials

boll

hous

e ba

thro

omfu

rnitu

re

Pict

ures

to m

atch

bat

hroo

m f

ixtu

res

Dol

l hot

ise

furn

iture

Pict

ures

of

fixt

ures

.

Not

e:B

e su

re th

at a

n ad

ult a

ccom

pani

esa

stud

ent t

o a

stra

nge

rest

room

so h

ew

ill n

ot b

ecom

e fr

ight

ened

Non

-ver

bal c

hild

- se

e Pr

imar

y C

omm

unic

atio

n

Res

troo

m, a

nd a

n ad

ult t

o su

perv

ise

Lar

ge r

ubbe

r do

llR

eal r

estr

oom

or

moc

kre

stro

om

Cre

ativ

e Pl

ayth

ings

has

rub

bero

id d

oll

whi

chst

ands

, sits

Mon

tess

ori b

oard

sL

arge

dol

l; bo

y's

and

girl

's c

loth

ing

Cha

rt w

ith e

ach

child

'sna

me,

day

s of

the

wee

kan

d pl

ace

for

star

s

Art

icle

s ne

eded

for

mat

chin

g

Pict

ures

of

fixt

ures

Hos

iery

box

for

eac

h fi

xtur

e

Con

cret

e ob

ject

s an

d pi

ctur

es o

f:to

othb

rush

, too

th, t

ooth

past

e,nu

rse,

den

tist

Beh

avio

ral O

bjec

tives

find

ow

n to

othb

rush

puf

toot

hpas

te o

n br

ush

with

help

.

wet

toot

hbru

sh w

ith h

elp

brus

h te

eth

with

hel

p

rins

e m

outh

, spi

t and

wip

em

outh

\. \

rins

e to

othb

rush

shak

e w

ater

fib

m to

othb

rush

,rep

lace

toot

hbru

shu

cap

toot

hpas

te w

ith h

elp

Act

iviti

es

Gue

ssin

g G

ame:

Ask

, "W

hat h

as a

long

han

dle?

" or

"W

hat i

s in

a tu

be?"

Plac

e th

e m

odel

s or

pic

ture

s on

tabl

e be

fore

beg

inni

ng. W

hen

a ch

ildgu

esse

s th

e co

rrec

t ans

wer

, ins

truc

t him

to f

ind

the

mod

el o

r pi

ctur

e. A

svo

cabu

lary

dev

elop

s, a

llow

stu

dent

s to

ask

que

stio

ns.

Wha

t is

Mis

sing

? Pl

ace

obje

cts

or p

ictu

res

on ta

ble

in f

ront

of

stud

ents

(not

mor

e th

an 3

obj

ects

at f

irst

). P

oint

to e

ach

and

let c

hild

ren

iden

tify

them

. Tak

e on

e aw

ay. G

uess

whi

ch o

ne is

mis

sing

.

Giv

e ea

ch s

tude

nt a

pic

ture

of

teet

h, to

othb

rush

and

toot

hpas

te. S

ay,

"Hol

d up

the

toot

hbru

sh."

Pra

ctic

e in

sm

alle

r gr

oups

if s

ome

stud

ents

are

not r

ecog

nizi

ng th

e ob

jeC

ts.

Ask

sch

ool n

urse

to g

ive

dem

onst

ratio

n us

ing

larg

e se

t of

teet

h an

d to

othb

rush

.

Let

eac

h st

uden

t pra

ctic

e br

ushi

ng la

rge

teet

h. T

hen

brus

h ow

n te

eth.

Invi

te d

entis

t to

com

e to

roo

m o

r go

to d

enta

l clin

ic f

or d

emon

stra

tion.

Be

sure

that

the

stud

ents

bec

ome

acqu

aint

ed w

ith h

is n

urse

. (M

any

scho

olnu

rses

wea

r st

reet

clo

thes

at s

choo

l.)

Show

how

it is

don

eby

eac

h st

uden

t.

Stim

ulat

e ga

g re

flex

s f

or p

rope

r sp

ittin

g.

Dai

ly p

ract

ice

with

con

stan

t sup

ervi

sion

will

be

need

ed f

or e

ach

step

.

Nam

e- C

ard

Gam

e: M

ake

a ra

ck w

ith e

ach

child

's n

ame

on it

. Put

a n

ail

Und

er e

ach

nam

e. L

et e

ach

stud

ent f

ind

his

own

nam

e an

d ha

ng h

is b

rush

to d

ry.

If to

othp

aste

is n

ot a

vaila

ble,

mak

e yo

ur o

wn:

4 te

aspo

ons

baki

ng s

oda

1te

aspo

on s

alt

few

dro

ps o

f es

senc

e of

pep

perm

int.

Stor

e in

bab

y fo

od ja

r w

ith c

hild

's n

ame

on c

ov.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Mod

els

or p

ictu

res

Mod

els

or p

ictu

res

Pict

ure

of te

eth,

toot

hpas

te a

nd to

othb

rush

for

each

stu

dent

Not

e:Sc

hool

nur

se c

an o

ften

get

indi

vidu

alto

othb

rush

es a

nd to

othp

aste

for

Gro

omin

g B

oxes

. If

not,

your

den

tist

or s

ome

toot

hpas

te c

ompa

nies

will

furn

ish

them

.

Den

tist o

r fi

eld

trip

to d

entis

t's o

ffic

e

Res

troo

m o

r la

vato

ry o

r w

ashs

tand

in r

oom

Seek

hel

p of

phy

sica

l the

rapi

st f

or s

pitti

ng,

suck

ing

and

swal

low

ing

proc

edur

e w

hen

nece

ssar

y

If r

estr

oom

or

was

hsta

nd a

re n

ot a

vaila

ble,

be

sure

mot

her

unde

rsta

nds

proc

edur

e fo

r ca

ring

for

teet

h

Rac

k w

ith c

hild

's n

ame

.N

ail

Bab

y fo

od ja

rs w

ith s

crew

-on

top

Mea

suri

ng s

poon

Bak

ing

soda

, sal

t, es

senc

e of

pep

perm

int,

felt

pen

.35

Beh

avio

ral O

bjec

tives

Cle

anlin

ess

The

chi

ld w

ill b

e ab

le to

:us

e co

rrec

t wor

ds f

orcl

eanl

ines

s ac

tiviti

es

turn

on

wat

er

com

bine

hot

and

col

d w

ater

with

sup

ervi

sion

Act

iviti

es

Play

"V

isit

to D

entis

t." E

ncou

rage

eac

h' c

hild

to o

pen

mou

th s

o "d

entis

t"ca

n se

e in

side

.

Moy

ies

Con

tact

sch

ool n

urse

and

loca

l den

tist f

or s

ugge

stio

ns.

Voc

abul

ary

-Dev

elop

men

t for

Ora

l Lan

guag

e

cold

hot

soap

tow

el (

pape

r)to

wel

(cl

oth)

coug

hsn

eeze

faci

al ti

ssue

droo

l

Bri

ng h

ot p

late

into

roo

m. H

eat a

pan

of

wat

er. L

et th

e st

uden

ts f

eel t

hehe

at a

nd s

team

com

ing

from

the

wat

er.

Fill

a ho

t Wat

er b

ottle

with

the

boili

ng w

ater

.Fe

el th

e bo

ttle.

Tak

e so

me

of r

emai

ni.r

g w

ater

and

put

ice

cube

s in

it. T

ouch

the

ice

cube

sbe

fore

put

ting

them

into

the

wat

er. W

atch

them

mel

t. Pu

t in

mor

e ic

e cu

bes

until

wat

er g

ets

cold

. Put

han

d in

to w

ater

.

Dem

onsi

trat

e co

ugh

and

snee

ze a

nd p

rope

r pr

oced

ure

for

cari

ng f

or e

ach.

Hav

e a

box

of f

acia

l tis

sue

on te

ache

r's d

esk

or o

ther

ava

ilabl

e pl

ace

for

use

by s

tude

nts.

Enc

oura

ge th

em to

use

the

faci

al ti

ssue

.'

Pain

t hot

Wat

er f

auce

t with

red

pai

nt o

r re

d fi

nger

nai

l pol

ish

so s

tude

nts

can

dist

ingu

ish

betw

een

hot a

nd c

old

wat

er. E

xpla

in w

hy,th

is is

don

e to

the

rest

of th

e sc

hool

so

the

stud

ents

will

not

try

to s

crap

e of

f re

d pa

int.

Con

stan

tlyre

min

d a

droo

ler

to d

ose

and

wip

e hi

s m

outh

. Hav

e a

smal

l mir

ror

read

ilyav

aila

ble

to s

how

him

how

he

look

s w

hen

droo

ling.

The

se a

ctiv

ities

mus

t be

prac

ticed

dai

ly u

nder

sup

ervi

sion

. Cal

l atte

ntio

n to

red

pain

t on

hot w

ater

fau

cet.

Show

stu

dent

s ho

w to

mix

wat

er.

Prac

tice

ever

y da

y.

36

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Moc

k de

ntis

t off

ice

Too

thbr

ushe

s w

ith c

hild

's n

ame

ittgo

ldR

ich

Pers

onal

s15

7 Sh

erm

an A

ve.

New

Yor

k, N

ew Y

ork

Act

ual O

bjec

ts'

Pict

u re

s

Hot

pla

te, p

an, w

ater

Hot

wat

er b

,B

oilin

g w

ater

Ice

cube

sPa

n of

hot

wat

er

Box

of

faci

al ti

ssue

Not

e:A

sk e

ach

stud

ent t

o br

ing

in b

ox o

ffa

cial

tiss

ue o

n fi

rst d

ay o

f sc

hool

and

you

will

hav

e en

ough

for

yea

r.

Red

pai

nt o

r fi

nger

nai

l pol

ish

Smai

Lm

irro

r

Was

h ba

sin

or la

vato

ry w

ith h

ot a

nd c

old

wat

er,

Not

e:M

ake

som

e pr

ovis

ion

to h

eat w

ater

ifno

ne is

ava

ilabl

e.It

is im

port

ant t

hat

the

stud

ents

lear

n th

at h

ot w

ater

isne

eded

for

cle

anlin

ess.

Beh

avio

ral O

bjec

tives

use

bar

soap

to w

ash

face

and

hand

s w

ith h

elp

dry

with

tow

el w

ith h

elp.

disp

ose

of to

wel

whe

nre

min

ded

.ap

ply

lotio

n un

der

supe

rvis

ion

cont

rol d

rool

ing

with

hel

p

use

of f

acia

l tis

sue

with

help

cove

r m

outh

whe

n co

ughi

ngor

sne

ezin

g w

hen

rem

inde

d

com

b ha

ir w

ith h

elp

clea

n fi

nger

nails

with

hel

p

Act

iviti

es

Det

hons

trat

e us

e of

rig

ht a

mou

nt o

f so

ap f

rom

soa

p di

spen

ser.

You

may

nee

dto

pra

ctic

e us

ing

liqui

d so

ap f

rom

a b

ottle

be/

ore

usin

g so

ap d

ispe

nser

.D

emon

stra

te w

ashi

ng o

f fa

ce a

nd h

ands

: Std

dent

s w

ash

face

and

i.:in

ds. T

his

shou

ld b

e a

fun

activ

ity, b

ut th

e st

uden

s s

houl

d no

t be

allo

wed

to g

et w

et.

Dem

onst

rate

pro

per

way

to d

ry h

ands

wi h

pap

er to

wel

s. A

lso

use

clot

h to

wel

so s

tude

nts

will

und

erst

and

its u

se a

nd r

e la

cem

ent i

n th

e ho

me.

Alw

ays

have

a w

aste

.bas

ket a

vaila

ble

for

di p

osal

of

pape

r. H

ave

a he

lper

tost

and

by b

aske

t and

rem

ind

stud

ent t

o pi

ck u

p pa

per

if it

doe

s no

t go

into

bask

et.

Use

lotio

n to

dem

onst

rate

dry

ing

hand

:.. U

se lo

tion

to p

ract

ice

rubb

ing

hand

sas

in th

e ap

plic

atio

n 'o

f ba

r so

ap o

r so

ap f

rom

, dis

pens

er.

,

Bri

ng s

mal

l was

hpan

into

roo

m. P

ract

ice

was

hing

and

dry

ing

the

doll'

s ha

nds

and

face

, usi

ng s

mal

l was

h_ c

loth

:

Use

mir

ror

to s

how

chi

ld w

hat i

s,m

eant

by

droO

ling.

Mak

e ch

ild a

war

e of

tong

ue w

ith f

inge

rpla

ys. s

tres

sing

the

need

to k

eep

the-

mou

th c

lose

d.Sh

ow s

tude

nts

how

to li

ck s

ubst

ance

s fr

om li

ps.

Giv

e ch

ild p

opsi

cles

mad

e fr

om c

lear

sou

p. S

how

him

how

to li

ck.,

Dem

onst

rate

use

of

faci

artis

sue.

If

child

can

not b

low

his

nos

e, th

e te

ache

rm

ay m

anua

lly p

ress

his

lips

toge

ther

and

inst

ruct

him

to b

low

. Let

chi

ldpr

actic

e on

dol

l and

sel

f..

Vis

it by

sch

ool n

urse

to ta

lk a

bout

bei

ng il

l and

whe

n to

sta

y at

hom

e.Fi

lmst

rips

(ta

lk w

ith y

our

scho

ol n

urse

reg

ardi

ng a

vaila

ble

ones

.M

ovie

s --

(Se

e sc

hbol

nur

se f

or s

ugge

stio

ns)

Dem

onst

rate

com

bing

hai

r in

fro

nt o

f fu

ll-le

ngth

mir

ror.

Let

eac

h st

uden

t "sh

ow h

ow it

is d

one

."H

ave

pict

ures

of

mes

sy a

nd w

ell-

room

ed h

air

for

disc

ussi

on.

Dem

onst

rate

cle

anin

g fi

nger

nails

. Let

eac

h ch

ild "

show

how

it is

don

e."

Hav

e be

fore

and

aft

er p

ictu

res

of f

inge

rnai

ls. D

ecid

e w

hich

fin

gern

ails

look

nic

er.

uctio

nal A

ids

and

Mat

eria

ls

Liq

uid

soap

with

dis

pens

erB

ar s

oap

'

Was

h ba

sin

or la

vato

ry:

Soap

, pap

er to

wel

:cl

oth

tow

el, t

owel

rac

k

Was

te b

aske

tH

elpe

r

Lot

ion ;'w

ash

clot

h, w

ash

basi

n, s

oap

Smal

l mir

ror

Tal

king

Tim

e pp

. 37-

39,4

2-43

Peam

it bu

ffer

, jel

ly, p

epsi

cles

mad

e fr

omcl

ear

soup

Not

e:C

onta

ct y

our

phys

ical

ther

apis

t for

othe

r id

eas

Faci

al ti

ssue

Dol

l

Not

e:A

sk s

choo

l nur

se to

talk

to g

roup

of

pare

nts

abou

t illn

esse

s an

d en

cour

age

them

to k

eep

child

at h

ome

whe

n ill

Full-

leng

th m

irro

r, c

omb

for

each

chi

ldPi

ctur

es o

f.w

ell-

groo

rne

.1 h

air

Pict

ures

of

'mes

sy, d

irty

hai

r

Fing

erna

il fi

lePi

ctur

e of

fin

gern

ails

, dir

ty a

nd c

lean

37

Beh

avio

ral O

bjec

tives

-

Res

t

The

chi

ld w

ill b

e ab

le to

:us

e su

itabl

e w

ords

for

res

tac

tiviti

es

rest

qui

etly

aft

er m

eals

or

activ

ities

as

dire

cted

by

teac

her

or a

ide

tell

Wha

t tim

e he

goes

to b

ed

Feed

ing

The

chi

ld w

ill b

e ab

le to

:us

e th

e pr

oper

voc

abul

ary

for

feed

ing

was

h ha

nds

with

hel

p

follo

w s

impl

e di

ratio

ns

Act

iviti

es

Voc

abul

ary

Dev

elop

men

t for

Ora

lL

angu

age

rest

slee

pst

illqu

iet

limp

Rea

d po

ems

and

let s

tude

nts

play

the

part

s.A

ct F

inge

rpla

ys.

Sing

son

gs (

See

sugg

este

d m

ater

ials

at e

nd o

f sk

ill a

rea.

)Pr

eten

d yo

u ar

e as

leep

. Pre

tend

you

are

rest

ing.

ShoW

bef

ore

and

afte

r pi

ctur

es.

Play

gam

es w

ith p

ictu

res

such

as: "

Find

the

pict

ure

of th

e bo

y w

ho is

sle

epy,

"or

"Fi

nd th

e pi

ctur

e of

the

girl

who

isha

ppy.

"

Play

"re

st m

usic

" so

the

child

will

be q

uiet

(Se

e su

gges

ted

mat

eria

lsat

end

of

skill

are

a or

use

you

r fa

vori

te r

ecor

ds.)

Play

sto

ry r

ecor

ds. R

ead

a st

ory

your

stu

dent

s en

joy.

-Tal

k ab

out t

hing

s yo

u do

bef

ore

goin

g to

bed

: eat

din

ner,

wat

chfa

vori

tete

levi

sion

pro

gram

, tak

e a

bath

, etc

. (T

he s

tude

nt w

ill n

ot b

e ab

leto

tell

the

actu

al h

our,

but

he

will

bec

ome

awar

e of

the

thin

gs h

e do

es b

efor

e go

ing

to b

ed e

ach

nigh

t.)

Voc

abul

ary

Dev

elop

men

t for

Ora

lL

angu

age

'tray

fork

milk

.ta

ble

napk

insp

oon

food

s se

rved

in s

choo

l caf

eter

ia

garb

age

can.

Tak

e ch

ildre

n to

caf

eter

ia to

mee

t coo

ks,a

nd s

ee f

ood

prep

arat

ion

area

.B

orro

w tr

ay, s

poon

, for

k, a

ndna

pkin

fro

m c

afet

eria

for

nam

e id

entif

icat

ion.

See

Cle

anlin

ess

Act

ivity

-

Voc

abul

ary

Dev

elop

men

t for

Ora

lL

angu

age

get i

n lin

ege

t in

fron

t of

get b

ehin

dpi

ck u

p yo

ur tr

ayw

alk

to th

e ta

ble

say

"tha

nk y

ou"

to c

ooks

/3

38

Inst

ruct

iona

l Aid

s an

dM

ater

ials

Pict

ures

sho

win

g ha

ppy,

stro

ng, w

eak,

sic

kch

ildre

n

Tal

king

Tim

e pp

. 22

and

25R

hym

es f

or F

inge

rs a

ndFl

anne

l Boa

rds

pp..1

14-1

17Pi

ctur

es il

lust

ratin

g th

e w

ords

in v

ocab

ular

yde

velo

pmen

t

Rec

ord

play

erR

ecor

dsSt

oryrecords.

Not

e:M

ake

the

pare

nts

awar

e of

the

need

for

slee

p. I

f th

e ch

ild is

sle

epy

or ir

rita

ble

at s

choo

l, ta

lk w

ith th

epa

rent

s

Eat

ing

uten

sils

Rea

l foo

d as

nee

ded

Pict

ures

as

need

ed

Vis

it to

sch

ool c

afet

eria

Tra

y, n

apki

n, f

ork,

spoo

n

Prac

tice

with

sup

ervi

sion

ever

y da

y.

Beh

avio

ral O

bjec

tives

carr

y tr

ay w

ith a

min

imum

of

spill

ing

sit a

t tab

le w

ith a

min

imum

of u

nnec

essa

ry m

ovem

ent

open

milk

car

ton

suck

liqu

ids

thro

ugh

stra

w

swal

low

with

out d

rool

ing

take

sm

all b

ites

of f

ood

Che

w u

ntil

able

to s

wal

low

easi

ly w

hen

rem

inde

d

Act

iviti

esIn

stru

ctio

nal A

ids

and.

Mat

eria

lsL

ine

up a

nd m

arch

aro

und

room

.Pl

ay "

Follo

w th

e L

eade

r" w

it on

e ch

ild le

adin

g th

egr

oup

to a

spe

cifi

edpl

ace

in th

e ro

om o

r on

the

play

grou

nd.

tine

up f

or w

alki

ng r

aces

in c

lass

room

. At f

irst

this

.will

be

one

line

with

eac

hch

ild c

arry

ing

an o

bjec

t to

the

teac

her

or a

noth

er c

hild

. Lat

ertw

o lin

es c

an b

efo

rmed

with

eac

h ca

rryi

ng a

n ob

ject

to a

'des

igna

ted

plac

e an

d ba

ck.

(The

less

ons

to b

e ta

ught

are

wal

king

and

sta

ying

in li

ne.)

Bor

row

tray

fro

m c

afet

eria

so

each

chi

ld c

an p

ract

ice

carr

ying

a tr

ay b

efor

ego

ing

to lu

nch.

Pla

ce f

ork,

spo

on a

nd m

ilk c

arto

n on

eac

h tr

ay..

Hav

e sn

ack

time

so c

hild

'will

be

able

to s

it at

tabl

e, h

ands

in la

p, a

nd w

ait u

ntil

all'l

iave

bee

n se

rved

bef

ore

eatin

g.U

se s

mal

l tab

les

and

chai

rs f

or "

Tea

Tim

e."

Let

stu

dent

s lin

e up

and

mar

ch.to

tabl

es.

Play

roo

m g

ames

with

silv

erw

are

Nam

e, h

ide,

vis

ual m

emor

y, e

tc.

Play

-with

dol

lhou

se a

nd f

amily

of

peop

le.

Serv

e a

mea

l and

hav

e fa

mily

sea

ted.

Hav

e a

part

y an

d ha

ve f

amily

atte

nd.

Bri

ng m

ilk c

arto

n fr

om c

afet

eria

.T

each

the

wor

d "o

pen"

whe

n sh

owin

gth

e ch

ild h

ow to

ope

n ca

rton

. Stu

dent

s pr

actic

e op

enin

g m

ilk c

arto

n.

Serv

e ju

ice

in r

oom

. Use

pla

stic

str

aws.

If

child

is u

nabl

e to

com

preh

end

the

suck

ing

proc

ess,

pla

ce s

traw

in c

hild

's m

outh

and

gen

tly h

old

nost

rils

clo

sed

for

a se

cond

. The

chi

ld w

ill a

utom

atic

ally

for

brea

th, d

raw

ing

the

liqui

d th

roug

h th

e st

raw

.

See

droo

ling

unde

r C

lean

lines

s A

ctiv

ities

.

Hav

e te

a pa

rtie

s an

d se

rve

crac

kers

. Dem

onst

rate

taki

ng s

mal

l bite

s. L

ater

use

som

ethi

ng h

arde

r th

an c

rack

ers

so th

ey m

ust r

eally

bite

,

Use

sm

all m

irro

r in

Gro

oMin

g B

ox to

wat

ch s

elf

take

bite

s.

Show

chi

ld h

ow-

to b

ite, c

hew

, suc

k, a

nd s

wal

low

in f

ront

of

full

leng

thm

irro

r. L

et h

im r

etur

n to

his

sea

t and

pra

ctic

e w

ith s

mal

l mir

ror.

Hav

e co

nsta

nt s

uper

visi

on s

o ch

ild w

ill n

ot g

et s

tran

gled

or d

evel

op b

ad h

abits

.

Rec

ord

play

er a

nd a

ny g

ood

mar

ch r

ecor

d

Obj

ects

whi

ch c

hild

ren

can

easi

ly c

arry

Tra

y fr

om c

afet

eria

Silv

erw

are,

milk

car

ton

fille

d w

ith s

and

or w

ater

Nap

kins

, jui

ce a

nd c

rack

ers

Smal

l tab

les,

cha

irs

and

doll

dish

es

Rec

ord

play

er a

nd m

arch

mus

ic

Silv

erw

are

Woo

den

fam

ilyR

ubbe

r fa

mily

, tea

set

Dol

lhou

se f

urni

ture

Em

pty

milk

car

ton

Plas

tic s

traw

sJu

ice

Cra

cker

s, c

ooki

es o

r ha

rd c

andi

es

Smal

l mir

ror

Fing

er f

oods

suc

h as

cel

ery,

car

rots

;cr

isp

food

s su

ch a

s ch

ips

and

appl

es

39

Beh

avio

ral O

bjec

tives

eat f

inge

r fo

ods

drin

k m

ilk f

rom

a c

up

use

spoo

n w

ith a

min

imum

of s

pilli

ng

use

fork

som

etim

es

brin

g fo

od to

mou

thra

ther

than

low

erin

ghe

ad to

tray

use

napk

in w

ith h

elp

able

to c

lean

tray

with

help

iden

tify

food

s w

ith h

elp

Act

iviti

es

Pret

end

you

are

a ra

bbit

eatin

g ca

rrot

s.U

se s

mal

l mir

ror

to s

how

chi

ldho

wto

take

sm

all b

ites

and

chew

with

mou

thcl

osed

. Str

ess

"a ta

lkin

g tim

e"an

d"a

qui

et ti

me"

so

child

will

unde

rsta

nd th

at h

e do

esno

t tal

k w

ith f

ood

in m

outh

.R

ead

a st

ory,

stu

mbl

ing

over

wor

ds s

o ch

ild c

anno

t und

erst

and

wha

t is

said

.E

xpla

in th

at th

is is

the

way

you

sou

nd w

hen

talk

ing

with

foo

din

mou

th.

Serv

e ju

ice

in p

aper

cup

'With

out

stra

w.

Go

on f

ield

trip

to d

airy

whe

rem

ilk c

an b

e se

rved

inpa

per

cups

.

Set u

p-m

ock

cafe

teri

a. H

ave

a pr

eten

d lu

nch.

Hav

e a

lunc

heon

incl

assr

oom

.A

sk c

ooks

to p

repa

rean

ext

ra p

ortio

n of

foo

d ch

ildre

nar

e ha

ving

dif

ficu

ltyea

ting:

Fat

this

foo

d in

room

,. de

mon

stra

ting

way

to e

at w

ithou

tsp

illin

g.

Arr

ange

for

spec

ial e

atin

g tim

e w

hen

no o

ne e

lse

will

be

in th

e sc

hool

caf

eter

ia.

Giv

e de

mon

stra

tions

on p

rope

r w

ays

to e

at w

ithou

t spi

lling

too

muc

h:

Prac

tice

hold

ing

up h

ead

and

smili

ng w

hen

eatin

g.T

alk

abou

t the

foo

dsw

e ar

e ea

ting.

Men

tion

why

som

e fo

ods

mus

t be

eate

nsl

owly

3 ke

ep F

rom

spi

lling

).

Dem

onst

rate

cor

rect

use

of

napk

in.

Bor

row

tray

s fr

om c

afet

eria

to p

ract

ice

clea

ning

.In

vite

caf

eter

ia s

uper

viso

rto

roo

m f

ora

dem

onst

ratio

non

pro

per

clea

ning

.Pr

actic

e pu

tting

the

silv

erw

are

on tr

ay s

o it

will

not

fal

l fro

m tr

ay.

Stre

ss w

orki

ng w

ith tr

ay to

min

imiz

esp

ills.

Ask

sch

ool s

ecre

tary

to ty

pea

copy

of

the

scho

ol m

enu

(wee

kor

mon

th)

for

each

stu

dent

. Sen

d th

em

enu

hom

e an

d en

cour

age

pare

nts

to q

uest

ion

child

abo

ut f

oods

he

ate

at s

choo

l.

Tal

k ab

out s

choo

l men

tt ea

chda

y. H

ave

pict

ures

of

food

sfo

r ea

syid

entif

icat

ion.

Hav

e. a

ctua

l foo

ds in

cla

ssro

omfo

r id

entif

icat

ion

whe

neve

rpo

ssib

le.

Play

pic

ture

iden

tific

atio

ni;,

,ine

with

teiR

het

tead

ingm

enu

and

child

ren

find

ing

pict

ures

01

hi 1

eria

and

ask

for

foo

d by

nam

e.

40

Inst

ruct

iona

l Aid

s an

dM

ater

ials

Car

rots

(cu

t in

smal

l 2 in

chst

rips

)Fi

nger

foo

ds

Stor

y ch

ildre

n kn

ow

Pape

r cu

p an

d ju

ice

Tri

p to

air

y

Moc

k ca

fete

ria

Not

e:T

his

will

onl

y be

on

one

or tw

ooc

casi

ons

to p

reve

nt s

tude

nts

from

mak

ing

fun

of T

MH

youn

gste

rs

Reg

ular

caf

eter

ia f

oods

Nap

kin

Tra

ysC

afet

eria

sup

ervi

sor

Scho

ol m

enu

for

each

chi

ld

Supe

rmar

kets

will

giv

eyo

u di

spla

y pi

ctur

esC

onta

ct y

our

loca

l dai

ry c

ounc

ilfo

r pi

ctur

esan

d st

orie

s

Act

ual f

ruits

and

veg

etab

les

Pict

ures

of

food

fro

m d

aily

men

u

Caf

eter

ia s

et u

p w

ith p

ictu

res

of f

oods

inco

ntai

ners

Beh

avio

ral O

bjec

tives

mai

ntai

n ea

ting

skill

s at

hom

e

Dre

ssin

gT

he c

hild

will

be

able

to:

give

the

corr

ect w

ord

for

dres

sing

ski

lls

give

the

corr

ect w

ord

for

fast

erne

rs'u

sed

in d

ress

ing

rem

ove

oute

r ga

rmen

ts w

ithhe

lp

Act

iviti

es

Put f

ood

on tr

ay a

nd c

arry

it to

the

tabl

e.

Play

sto

re a

nd a

sk f

or f

ood

by n

ame.

Go

on a

fiel

d tr

ip to

a v

eget

able

and

fru

it st

and.

Bri

ng f

ruits

,and

veg

etab

les,

.ba

ck to

roo

m f

or ta

stin

g.Sh

ow th

e ra

w f

ruit

or v

eget

able

bef

ore

cutti

ng it

. Ide

ntif

y it.

Let

eac

h ch

ild s

mel

l and

tast

e th

e fo

od.

Gue

ssin

g' G

ame:

Sm

ell o

r ta

ste

the

food

with

out l

ooki

ng a

t it.

Iden

tify

it.U

se a

rtif

icia

l ft O

il' n

nd v

eget

able

s af

ter

child

rec

ogni

zes

the

real

one

s.(B

e su

re y

our

artif

icia

l foo

ds lo

ok a

nd f

eel l

ike

the

real

one

s.)

Hav

e a

mys

tery

box

and

let t

he s

tude

nts

iden

tify

the

food

by

feel

ing.

Dev

elop

mor

e vo

cabu

lary

as

need

ed b

y sc

hool

men

u or

foc

al f

oods

:

Prac

tice

sitti

ng a

t sm

alle

r ta

ble

such

as

you

wou

ld f

ind

at -

hom

e.Pa

ss m

ake-

belie

ve f

oods

.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

butto

nzi

ptie

lace

put o

nta

ke o

ff

The

se w

ords

can

he

Ititi

rnot

t by

(lai

ty P

tilPt

ice

unde

r co

nsta

nt s

uper

visi

on.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

ezi

pper

snap

sbo

ws

hook

and

eye

sbu

ttons

buck

les

.lace

s

The

se w

ords

can

be

lear

ned

by u

sing

dre

ssin

g fr

ames

and

Eta

Bes

t ves

tsw

ith c

onst

ant s

uper

visi

on.

Dre

ss d

olls

with

out

er c

loth

ing.

Prac

tice

with

Mon

tess

ori B

oard

s fo

r bu

ttoni

ng, t

ying

and

zip

ping

. Hav

eov

ersi

zed

trou

sers

for

chi

ldre

n to

pra

ctic

e, p

uttin

g on

and

taki

ng o

ff.

Use

ove

rsiz

ed tr

otis

ets

to f

ind

fron

t and

bac

k of

clo

thin

gan

d to

lear

n to

put t

he le

g in

the

prop

er p

lace

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Tra

y, s

ilver

war

e

Stor

e w

ith e

mpt

y ca

ns in

sto

re-l

ike

setti

ng

Fiel

d tr

ipR

eal f

ruits

and

veg

etab

les

Frui

ts a

nd v

eget

able

s fr

om P

eabo

dy K

it L

evel

Par

e ex

celle

nt;

artif

icia

l foo

ds in

box

;re

al f

ood

in b

ox

Scho

ol m

enu

Tab

le f

or 6

or

8 pe

rson

sD

oll d

ishe

s an

d si

lver

war

eN

ote:

Send

hom

e su

gges

tions

for

Lim

-co

oper

atio

n

Dre

ssin

g Fr

ames

Edu

catio

nal T

each

ing

Aid

sD

ivis

ion

'of

A. D

aigg

eran

d C

ompa

ny, I

nc.

Eta

Bes

t Ves

tsE

duca

tiona

l Tea

chin

g A

ids

Div

isio

n of

A. D

aigg

er a

nd C

ompa

ny, I

nc.

Not

e:T

MH

do

not l

earn

by

obse

rvat

ion,

they

mus

t hav

e da

ily p

ract

ice

Dol

ls, d

oll c

loth

ing

Mon

tess

ori D

ress

ing

Fram

esO

vers

ized

trou

sers

Beh

avio

ral O

bjec

tives

hang

.clo

thin

g in

pro

per

plac

&w

ith s

uper

visi

on

find

ow

n ga

rmen

t with

supe

r.V

isio

n

help

teac

her

with

'dre

ssin

g

put o

n ca

p, s

carf

, or

coat

rem

ove

and

put o

n so

cks

put o

n sh

oes,

but

doe

s no

t-

alw

ays

get t

hem

on

righ

tfe

et

put o

n bo

ots

with

hel

p

put o

n m

itten

s

iden

tify

artic

les

of c

ioth

ing

iden

tify

artic

les

ofof

clo

thin

g

Act

iviti

es

Hav

e pi

ctlit

e of

coa

t ove

r ch

ild's

nam

e on

rac

k. P

ract

ice

putti

ng g

arm

ent o

nco

at h

ange

r an

d ha

ng u

nder

nam

e.

Play

Gam

e: T

ake

off

coat

, han

g co

at o

n co

at. h

ange

r, g

o ba

ck to

roo

m, g

oba

ck to

clo

thin

g ra

ck a

nd f

ind

coat

, pu

t onc

oat,

butto

n or

zip

coa

t, ta

ke o

ffco

at, e

tc.

Fing

erpl

ays

for

dres

sing

up.

.A

s yo

u pu

t on

and-

take

off

clo

thin

g, n

ame

the

clot

hing

.

Play

Pre

tend

Gam

es: T

he w

ind

is b

low

ing.

Wha

t sha

ll I

put o

n m

y he

ad?

How

do

I pu

t it o

n m

y he

ad?

It is

rain

ing.

Wha

t sha

ll I

wea

r?H

ow d

d I

put i

t on?

Hav

e sp

are

sock

s at

sch

ool f

or p

ract

ice.

Tak

e of

f sh

oes.

Put

them

on

agai

n.H

elp

a fr

iend

put

on

his

shoe

s..

Tie

sho

es. f

or a

fri

end.

Lac

e an

d tie

the

laci

ng s

hoe.

Lac

e an

d tie

the

Lac

ing

Fram

e.T

ie o

ld s

hoes

.

Put o

n ow

n bo

ots.

'Put

on

own

mitt

ens.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

cap

scar

fso

cks

shoe

sm

itt e

nsja

cket

boot

sdt

es§

coat

shir

tsc

arf

pant

ssw

eate

r

hold

up

artic

le o

f cl

othi

ng'.

Let

stu

dent

s gu

ess

wha

t it i

s.Pl

ay v

isua

l ii,Z

iliO

ry g

ame:

Hav

e th

ree

artic

le§

of c

loth

ing.

Ask

stu

dent

sto

clo

se e

yes.

Tak

e aw

ay o

ne a

nd a

sk: "

Wha

t is

mis

sing

?" P

lay

sam

ega

me

with

pic

ttire

sof

clot

hing

. Pla

y w

eath

er g

ame:

Tea

cher

say

s, "

Itis

rai

ning

toda

y. W

hat w

ill y

ou w

ear?

" C

hild

sel

ects

clo

thin

g fr

om p

ictu

res.

Tal

k ab

out c

old

wea

ther

clo

thes

.T

alk

abou

t war

m w

eath

er c

loth

es.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ure

of c

oat f

or e

ach

nam

e ca

rdC

oat h

ange

r an

d ra

ck f

or h

angi

ng

Coa

t or

wra

p

Let

's D

o Fi

nger

play

s pp

. 16-

20

Cap

sSc

arve

sC

oats

Sock

s

Ow

n sh

oes

Lac

ing

shoe

Dre

ssin

g Fr

ame

for

laci

ng a

nd ty

ing

Not

e:E

ncou

rage

par

ents

to te

ach

the

child

toid

entif

y ri

ght s

hoe

with

rig

ht f

oot b

ysp

ecia

l mar

king

s on

sho

e. C

arry

ove

rto

sch

ool a

ctiv

ities

Boo

ts

Mitt

ens

Act

ual a

rtic

les

of c

loth

ing

Pict

ures

of

clot

hing

Var

ious

art

icle

s of

clo

thin

g-

Goo

d cl

othi

ng p

ictu

res

Clo

thin

g pi

ctur

esR

eal a

rtic

les

of c

loth

ing

whe

n-po

ssib

le

Beh

avio

ral O

bjec

tives

Act

iviti

es

Tal

k ab

out w

hat w

e w

ear

whe

n it

snow

s.T

alk

abou

t wha

t we

wea

r w

hen

the

win

d bl

ows.

Dre

ss-a

nd u

ndre

ss m

anne

quin

nam

ing

artic

les

of c

loth

ing

and

telli

ng w

hen

you

wou

ld w

ear

each

art

icle

ut.c

loth

ing.

(Thi

s is

ano

ther

goo

d op

port

unity

to r

einf

orce

"T

ake

off"

and

"Pu

t on.

")

cont

inue

dre

ssin

g sk

ills

atho

me

r

Con

tinue

pra

ctic

e at

sch

ool.

.

Enc

oura

ge c

hild

ren

to d

ress

and

und

ress

at h

ome.

Stre

ss th

e im

port

ance

of

getti

ng th

e ch

ild u

p ea

rly

enou

gh to

dre

ss s

elf

and

beco

me

inde

pend

ent_

Enc

oura

ge p

aren

ts to

nam

e ar

ticle

s of

clo

thin

gas

they

help

the

child

dre

ss a

nd u

ndre

ss.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Goo

d cl

othi

ng p

ictu

res

for

each

sea

son

Peab

ody

Lea

rnin

gD

evel

opm

ent K

it L

evel

P

Not

e:H

ave

freq

uent

par

enta

l con

fere

nces

or

send

hom

e no

tes

for

dres

sing

at h

ome

Sugg

est s

uita

ble

clot

hing

whi

ch c

hild

can

man

ipul

ate

Skill

Are

aSe

lf-H

elp

Lev

elIn

term

edia

ted

Beh

avio

ral O

bjec

tives

PFis

onal

Hea

lth a

nd H

ygie

ne

The

chi

ld w

ill b

e ab

le to

:us

e co

rrec

t nam

es f

orar

tidle

s in

Gro

omin

g B

ox

help

mak

e hi

s ow

nG

room

ing

Box

care

for

ow

n G

room

ing

Box

with

hel

p

lear

n th

e na

mes

of

all

artic

les

in h

is b

ox

lear

n th

e us

e of

eac

h ar

ticle

in h

is b

ox

C. A

.9.

0-12

.11

M. A

. thr

u 5.

11

Act

iviti

es

Rev

iew

Per

sona

l Hea

lth a

nd H

ygie

neac

tiviti

es f

or P

rim

ary

Lev

el.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

com

blo

tion

mir

ror

toot

hbru

shto

othp

aste

nail

file

nail

brus

hha

ir b

rush

groo

min

g bo

x

Let

eac

h st

uden

t dec

orat

e hi

s bo

x w

ithw

allp

aper

, con

stru

ctio

npa

per,

pai

nts,

cray

olai

or

any

othe

r m

ater

ials

requ

este

d by

stu

dent

. Put

eac

h ch

ild's

nam

eon

his

box

.

Prac

tice

getti

ng G

room

ing

Box

fro

m s

helf

or c

abin

et w

here

it is

.kep

tco

unt

the

artic

les

in th

e bo

x to

see

if a

ll ar

e th

ere.

Tak

e al

l the

art

icle

s fr

om b

ox. H

old

them

up a

s te

ache

r ca

lls o

ut n

ame.

Put

artic

les

in G

room

ing

Box

. Be

sure

eac

h ar

ticle

is c

lean

.

Play

Nam

e G

ame:

Tea

cher

cal

lsou

t nam

e of

art

icle

and

chi

ld h

olds

itup

.

Var

iatio

n: T

each

er c

alls

out

nam

e of

art

icle

and

chi

ld f

inds

pic

ture

of

it.

Dem

onst

rate

the

use

of a

rtic

leS

inG

room

ing

Box

. Let

stu

dent

dem

onst

rate

in f

ront

of

full-

leng

th m

irro

r.L

et c

hild

use

art

icle

, wat

chin

g se

lf in

little

mir

ror

on in

side

of

Gro

omin

gB

ox

Find

pic

ture

s sh

owin

gus

es o

f G

room

ing

Box

art

icle

s.M

ake

a G

ood

Gro

omin

g B

ook

usin

gth

e pi

ctur

es.

Cov

er w

ith b

utch

er p

aper

Sta

ple

cove

r to

boo

k or

lace

hol

es(m

ade

with

pap

er p

unch

) w

ith c

olor

edya

rn.

Iden

tific

atio

n G

ame:

Tea

cher

says

, "I

am g

oing

to c

omb

my

hair

. Wha

t do

I ne

ed?"

Stu

dent

fin

ds c

omb

or p

ictu

re o

f co

mb,

etc

.

Mat

chin

g G

ame:

Hav

e se

vera

l pic

ture

sof

eac

h G

room

ing

Box

art

icle

.L

etst

uden

ts p

ut m

atch

ing

obje

cts

into

boxe

s.pu

t aw

ay b

ox w

hen

groo

min

g tim

eH

ave

a sp

ecif

ic p

lace

for

box

es to

be

kept

. Pra

ctic

e pu

tting

them

away

.is

ove

r

44

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Art

icle

s in

Gro

omin

g B

oxPi

ctur

es o

f ar

ticle

s in

Gro

omin

gB

ox

Wri

te a

"D

ear

Pare

nts"

lette

r exp

lain

ing

the

purp

ose

of th

e G

ood

Gro

omin

g B

ox a

nd a

skfo

rth

e fo

llow

ing:

Cig

aror

oth

er s

turd

y bo

x, c

omb,

lotio

n, to

othb

rush

, too

thpa

ste,

hair

bru

sh, n

ail

file

, sm

all m

irro

r

Gro

omin

g B

ox w

ith a

rtic

les

Gro

omin

g B

ox w

ith a

rtic

les

Rea

l gro

omin

g ar

ticle

s

Pict

ure

of a

rtic

les

Art

icle

s in

Gro

omin

g B

oxFu

ll-le

ngth

mir

ror

M40

9/fl

ies

Plan

t pap

er, p

aste

, pic

ture

sPa

per

punc

hC

olor

ed y

arn

and

yarn

Gro

omin

g A

rtic

les

Pict

ure

of a

rtic

les

Pict

ures

Box

es

needle.

Shel

f or

cab

inet

for

Gro

omin

g B

ox

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsT

oile

t

The

chi

ld w

ill b

e ab

le to

:us

e pr

oper

voc

abul

ary

take

dow

n cl

othi

ng, .

use

toile

t pap

er w

ithre

min

ding

'

flus

h to

ilet

.re

arra

nge

clot

hing

with

hel

p

was

h ha

nds

disp

ose

of p

aper

. tow

els

N

(See

sug

gest

ed a

ctiv

ities

on

Prim

ary

Lev

el.)

Voc

abul

ary.

Dev

elop

men

t for

(ib

t Lai

lgtia

ge

toile

tto

ilet p

aper

lava

tory

gent

lem

en

iltis

hH

aiti

wom

enla

dies

par:

Was

te b

aske

tso

ap d

ispe

nser

urin

al

Use

rub

bero

id d

oll t

o de

mon

stra

te p

rope

r us

e of

toile

t, ta

king

dow

n cl

othi

ngan

d us

e of

toile

t pap

er.

Let

stu

dent

s sh

ow p

rope

r re

stro

om p

roce

dure

usi

ng d

oll

.

s T

alk

abou

t res

troo

m p

roce

dure

and

why

it is

impo

rtan

t to

flus

h to

ilet.

Mak

e tr

ips

to r

estr

oom

(gi

rls

to G

irls

' Res

troo

man

d bo

ys to

Boy

's R

estr

oom

). D

emon

stra

te f

lush

ing

the

toile

t. C

all a

ttent

ion

to th

e au

tom

atic

flu

sher

on

urin

al in

Boy

s' R

estr

ootn

.

The

sch

ool p

rinc

ipal

, coa

ch, s

choo

l nur

se, s

ecre

tary

, aid

e an

d cu

stod

ian

will

be

will

ing

to h

elp

with

the

dem

onst

ratio

ns.

Tak

e a'

fiel

d tr

ip to

an

area

whi

ch w

ill r

equi

re th

e us

e of

a r

estr

oom

dif

fere

ntfr

om th

e on

e at

hom

e or

sch

ool.

Prac

tice

with

dol

ls, a

gain

pul

ling

up, t

akin

g do

wn,

etc

., of

clo

thin

g

See

Prim

ary

Cle

anlin

ess

Act

iviti

es. A

lso

chill

i on

was

hing

han

ds in

Pri

mar

yT

oile

t Act

iviti

es.

Hav

e ro

le-p

layi

ng in

roo

m s

how

ing

corr

ect w

ay to

was

h ha

nds

and

disp

ose

ofpa

per

tow

el.

Sugg

este

d cl

assi

fica

tion

gam

es-

for

use

with

Toi

let A

ctiv

ities

:C

ut b

athr

oom

pic

ture

s fr

om m

agaz

ines

and

,mak

e a

book

let.

Hav

e ca

rdbo

ard

boxe

s to

rep

rese

nt b

athr

oom

and

kitc

hen.

Plac

e co

rrec

t dol

lfu

rnitu

re in

eac

h ro

om.

Hav

e ca

rdbo

ard

boxe

s to

rep

rese

nt b

athr

oom

and

bed

room

.Pl

ace

corr

ect

doll

furn

iture

in e

ach

room

.Pl

ay a

bove

gam

es u

si,'

pict

ures

of

furn

iture

inst

ead

of 4

011

furn

iture

.

Con

cret

e m

odel

s

Poll

hous

e fu

riitt

urr,

'Pi

ctur

es o

f ba

thro

oms

Pict

ures

of

fixt

ures

Rub

bero

id d

oll a

vaila

ble

from

Chi

ldcr

aft

Toi

let p

aper

Gir

ls' R

estr

oom

Boy

s' R

estr

oom

Hel

pers

Fiel

d tr

ip w

here

com

mun

ity r

estr

oom

will

hav

eto

be

used

.

Dol

ls a

nd d

oll c

loth

ing

Not

e:T

alk

with

par

ents

con

cern

ing

the

boys

'us

e of

zip

pers

in p

ublic

res

troo

ms

inst

ead

of d

ropp

ine

clot

hing

to f

loor

.

Cha

rt w

ith e

ach

child

's n

ame,

day

of

,teek

, and

plac

e fo

r st

ars

Lav

ator

y or

was

h ba

sin

Wat

er, s

oap,

pap

er to

wel

, was

te b

aske

t

Mag

azin

es, p

aste

Pape

r fo

r bo

okle

t, ca

rdbo

ard

boxe

sD

oll f

urni

ture

Pict

ures

of

45

Beh

avio

ral O

bjec

tives

Tee

th

The

chi

ld w

ill b

e ab

le to

:de

velo

p a

voca

bula

ryfo

r th

e ca

re o

f te

eth

find

his

ow

n to

othb

rush

prep

are

his

toot

hbru

sh f

orbr

ushi

ng w

ith s

uper

visi

on

brus

h te

eth

with

sup

ervi

sion

give

pro

per

care

toto

othb

rush

aft

er b

rush

ing

put a

way

toot

hbru

sh a

ndto

othp

aste

Act

iviti

es

Hav

e m

any

pict

ures

of

bath

room

Fix

ture

s. M

atch

ones

that

are

alik

e. C

ut o

utPi

ctur

es o

f al

l ite

ms

that

hav

e to

do

with

bat

hroo

m. P

uton

one

pag

e.In

stru

ct°

Cla

ssif

icat

ion

Gam

es w

ith p

ictu

res

for

nam

ing

and

spee

ch d

evel

opm

ent.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

teet

hto

othb

rush

deca

ybr

ush

toot

hpas

tede

ntis

thu

rtto

otha

che

dent

ist's

off

ice

nurs

e (o

ffic

e)nu

rse

(sch

ool)

Hav

e a

spec

ific

pla

ce to

kee

p to

othb

rush

. Hav

ech

ild's

nam

e on

bru

sh.

Ask

the

scho

ol n

urse

to d

emon

stra

te b

rush

ing

teet

hus

ing

larg

e se

t of

teet

h an

dla

rge

toot

hIjir

ush.

Plan

a tr

ip to

the

dent

ist's

off

ice

to a

cqua

int t

hech

ildre

n w

ith a

clq

ntis

t and

his

offi

ce. L

et d

entis

t dem

onst

rate

pro

per

care

of

teet

h an

d di

scus

s w

hat h

appe

nsw

hen

you

ddn'

t tak

e ca

re o

f te

eth.

Freq

uent

dem

onst

ratio

ns b

y te

ache

r us

ing

larg

ese

t of

teet

h an

d la

rge

toot

hbru

sh.

Play

,:'T

his

is th

e W

ay I

Do.

It"

with

stu

dent

sus

ing

larg

e te

eth

and

toot

hbru

sh.

Use

fa-

leng

th m

irro

r or

sm

all G

room

ing

Box

mir

ror

for

rehf

orce

men

t of

prop

erte

chni

que.

Mak

e m

ixtu

re f

or'b

rush

ing

teet

h if

toot

hpas

te is

not a

vaila

ble

(4 te

aspo

ons

baki

ng s

oda,

1 te

aspo

on s

alt,

a fe

w d

rops

of

esse

nce

Of

pepp

erm

int m

ixed

toge

ther

and

sto

red

in b

aby

food

jar

with

chi

ld's

nam

e on

top

of ja

r.)

Rev

iew

.all

activ

ities

on

prim

ary

leve

l for

chi

ldre

n w

ho s

till h

ave

diff

icul

tybr

ushi

ng te

eth.

Dra

w p

ictu

res

show

ing

prop

er c

are

of te

eth.

Thi

s m

ay b

e in

boo

klet

for

m o

r la

rge

pict

ures

for

bulle

tin b

oard

s.

Occ

asio

nal d

emon

stra

tions

by

teac

her.

Freq

uent

"T

his

is th

e W

ay I

Do

Itby

stu

dent

s.

The

se a

ctiv

ities

are

lear

ned

if th

ere

isa

regu

lar

rout

ine

each

day

and

the

. stu

dent

s ar

e su

perv

ised

to s

ee th

at th

ey f

ollo

w d

irec

tions

.

- 46

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ures

of

bath

room

fix

ture

sPi

ctur

es, p

aper

, sci

ssor

s, p

aste

Inst

ruct

o C

lass

ific

atio

n G

ames

.

Rea

l obj

ects

Pict

ures

rel

ated

to v

ocab

ular

y de

velo

pmen

t

Too

thbr

ush

with

nam

e on

it

Scho

ol n

urse

Lar

ge te

eth

and

toot

hbru

sh

Vis

it to

den

tist's

off

ice

Lar

ge te

eth

Lar

ge to

othb

rush

Mir

ror

Bak

ing

soda

, sal

t, es

senc

t pep

perm

int

Bab

y fo

od ja

r w

ith -

h

Cra

yola

s an

d pa

ints

Beh

avio

ral O

bjec

tives

Cle

anlin

ess

The

chi

ld w

ill b

e ab

le to

:de

velo

p a

clea

nlin

ess

voca

bula

ry

com

bine

hot

and

col

d w

ater

use

care

with

hot

wat

er

was

h ha

nds

and

face

alo

ne

Act

iviti

es

Oth

er a

ctiv

ities

for

car

e of

teet

h:. M

ake

book

let o

f fo

ods

whi

ch c

ause

toot

h de

cay.

Thi

s m

ay b

e m

ade

with

pic

ture

s'fr

om m

agaz

ines

or

stud

ent d

raw

ings

.Pa

ste

onm

anila

pap

er a

nd c

over

with

con

stru

ctio

n pa

per.

Let

chi

ld m

ake

an o

rigi

nal

draw

ing

for

cove

r.

Vis

it a

dent

ist's

off

ice

for

old

teet

h. P

ut a

toot

h in

clo

sed

baby

foo

d ja

r an

d ad

don

e su

bsta

nce

whi

ch c

ause

s de

cay.

Lea

ve f

or s

ever

al m

onth

s an

d no

te d

ecay

. Kee

p a

teac

her-

mad

e re

cord

so

stud

ents

can

rem

embe

r w

hich

foo

d ca

used

the

mos

t and

the

fast

est k

inds

of

deca

y.

Dra

w a

pic

ture

of

visi

t to

dent

ist's

off

ice

for

bulle

tin b

oard

.M

ake

a bo

okle

t to

send

hor

ne_t

o-pa

rent

s sh

owin

g fo

ods

whi

ch c

ause

dec

ay.

The

teac

her

can

type

a s

hort

,Sto

ry f

or s

tude

nts

show

ing

wha

t hap

pene

d w

hen

the

toot

h w

a'si

ilace

d in

this

foo

d su

bsta

nce.

Mak

e a

book

let s

how

ing

food

s w

e ca

n ea

t whi

ch b

uild

str

ong

and

heal

thy

teet

h.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

cold

hot

toile

tsh

oes

snee

zefa

cial

tiss

ueso

apdr

oolin

g

tub

ice

cube

sho

t wat

er b

ottle

lava

tory

pape

r to

wel

clot

h to

wel

was

hclo

thna

il fi

le

was

h ba

sin

.sto

veho

t pla

teto

ngue

dep

ress

orna

il br

ush

tea

kettl

edu

st p

anco

ugh

Mar

k th

e w

ater

fau

cets

with

col

ors:

red

for

hot

, blu

e fo

r 'c

old.

Put

tea

kettl

e or

pan

on h

ot p

late

to h

eat w

ater

. Sho

w th

e ch

ild h

ow to

put

han

d ne

ar th

e st

eam

to f

eel

heat

(su

perv

ise

care

fully

to p

reve

nt b

urni

ng).

, Whe

n th

e w

ater

is b

oilin

g, p

our

som

eof

the

hot w

ater

into

a p

an to

fee

l the

hea

t coi

ning

fro

m it

.

Pour

som

e of

the

boili

ng w

ater

into

hot

wat

er b

ottle

. Fee

l the

bot

tle. B

ring

a p

an o

fic

e cu

bes

into

the

room

. Let

eac

h st

uden

t fee

l the

ice

cube

s. M

ix h

ot w

ater

and

ice

cube

s to

coo

l off

wat

er; S

how

how

to tu

rn o

n ho

t and

col

d w

ater

to g

et th

e ri

ght

tem

pera

ture

for

was

hing

han

ds a

nd f

ace.

Was

hing

: Ins

truc

t stu

dent

s to

pus

h up

sle

eves

, if

long

sle

eves

are

wor

n. I

nser

ta

set s

topp

er in

lava

tory

and

run

hot

and

col

d w

ater

.to d

esir

ed te

mpe

ratu

re.

Moi

sten

han

ds. I

f so

ap d

ispe

nser

is a

vaila

ble,

tell

the

stud

ents

low

man

y tim

es it

shou

ld b

e re

leas

ed. B

ar s

oap

may

be

used

with

inst

ruct

ions

toso

ap p

alm

fir

st a

ndth

en b

ack

of h

ands

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Man

ila p

aper

Con

stru

ctio

n pa

per

Cra

yola

s or

pai

nts

Old

teet

h.B

aby

food

jars

with

lids

Any

sub

stan

ce w

hich

cau

ses

toot

h de

cay

Pape

r an

d cr

ayol

asPa

per

and

pict

ures

of

food

whi

ch c

ause

dec

ay

Shor

t, ty

ped

stor

y ab

out e

ach

food

use

d in

toot

h de

cay

test

sPi

ctur

es f

rom

mag

azin

e, p

aper

'and

pas

te

Act

ual o

bjec

ts w

hene

ver

poss

ible

Col

ored

tape

whi

ch d

oes

not c

ome

off

whe

n da

mp

or f

inge

r na

il po

lish

Hot

pla

tePa

n or

tea

kettl

e an

d w

ater

Hot

wat

er b

ottle

Pan

of I

ce c

ubes

Hot

wat

er, i

ce c

ubes

Hot

and

col

d w

ater

fau

cets

Lav

ator

y or

sin

k in

roo

mSo

ap d

ispe

nser

or

bar

soap

Beh

avio

ral O

bjec

tives

Act

iviti

es

was

h ne

ck a

nd e

ars

with

rem

inde

r an

dsu

perv

isio

n

clea

nlav

ator

y w

ith r

emin

der

and

supe

rvis

ion

bath

e bo

dy w

ith h

elp

Sing

"T

his

is th

e W

ay W

e W

ash.

Our

Han

ds"

duri

ng th

e w

ashi

ng p

roce

ss.

Wet

was

h cl

oth

and

wri

ng o

ut. D

emon

stra

teus

e of

sm

all a

mou

nt o

f liq

uid

or b

ar s

oap.

Rub

fac

e, n

eck

and

ears

with

soap

y w

ash

clot

h. S

how

how

toto

rin

se w

ash

clot

h an

d ca

refu

lly r

inse

face

, nec

k, a

nd e

ars

to p

reve

nt it

chin

gfr

omq(

cess

soa

p.

Dem

on 'g

rate

prop

er w

ay to

dry

,fae

e, n

eck

and

ears

and

han

ds. U

se b

oth

pape

r'and

clo

th to

wel

s.Si

ng "

Thi

s is

the

way

we

was

h ou

r"

as o

ther

was

hing

act

iviti

esar

e.ca

rrie

d.ou

t. Sh

ow h

bw to

use

lotio

n on

fac

e, h

ands

, and

neck

to p

reve

ntch

appi

ng..

Hav

e a

jar

of v

asel

ine

avai

labl

e fo

r st

uden

ts w

ho d

ono

t hav

e lo

tion

or w

ho h

ave

badl

y ch

appe

d an

d cr

acke

d ha

nds

and

lips.

.

Hav

e a

char

t to

reco

rd s

tude

nt's

cle

anlin

ess

whe

n he

arr

ives

at s

choO

l. If

he

aliv

ays

com

es to

sch

ool d

irty

, and

pare

nt c

onfe

renc

es d

o no

t im

prov

e th

eco

hditi

on,ti

Ve-

him

an

oppo

rtun

ity.to

"fr

eshe

n up

" in

the

rest

room

bef

ore

room

'che

ck. S

elec

t a "

nurs

e" to

che

ck e

ach

child

for

cle

anlin

ess.

If

hege

tsa

chec

k m

ark

for

each

day

of

the

wee

k, g

ive

him

a st

ar o

n Fr

iday

. Let

the

stud

ent'

lip('

his

own

flam

e an

dpa

tte o

n th

e st

ar. T

his

char

t may

be

mon

thly

or w

eekl

y.

Show

stu

dent

s th

e co

rrec

tw

ay to

cle

an la

vato

ry w

ith p

aper

tow

el.

Sing

"T

his

is th

e W

ay W

e C

lean

the

Lav

ator

y."

Stud

ents

prac

tice

corr

ect

way

to c

lean

lava

tory

.

Bat

he r

ubbe

roid

doll

in s

mal

l,pl

astic

tub

or w

ash

basi

n.Sh

ow h

ow to

soap

, was

h, r

inse

, and

dry

dol

l.G

ive

each

chi

ld a

n op

port

unity

to.b

athe

dol

l.

Nam

eM

TW

Th

FS

tar

John

Fid

el

Lind

a

Mar

yA

lice

'

Rob

ert

Flo

rinda

0

48

Inst

ruct

iona

l Aid

s an

d M

ater

ials

'Tun

e: "

Her

e W

e G

o R

ound

the

Mul

berr

y B

ush"

Was

h cl

oth

Bar

of

soap

Pape

r to

wel

sC

loth

tow

els

Han

d lo

tion

Jar

of v

asel

ine

Not

e:D

iscu

ss w

ashi

ng a

ctiv

ities

with

pare

nts

and

sugg

est t

hey

enco

urag

e si

mila

r ho

me

activ

ities

. Sug

gest

the

use

of v

asel

ine

topr

even

t cha

pped

and

cra

cked

han

ds,

feet

and

lips

See

char

t bel

ow

Pape

r to

wel

s

Rub

bero

id d

oll

Plas

tic tu

b or

was

hbas

inT

owel

, soa

p, w

ater

, was

hclo

th

Beh

avio

ral O

bjec

tives

czre

.for

fin

gern

ails

Cle

an s

hoes

coni

ol d

rool

ing

use

faci

al ti

ssue

s bu

t may

som

etim

es n

eed

to b

ere

min

ded

disp

ose

of f

acia

l tis

sue

Act

iviti

es

If y

ou h

ave

a ba

thtu

b at

sch

ool,

let e

ach

stud

ent w

ho d

oes

not h

ave

bath

tub

at.

hom

e, ta

ke a

bat

h at

sch

ool.

The

aid

es c

an a

ssis

t with

the

bath

ing.

Coa

ches

will

supe

rvis

e bo

ys in

tub

or s

how

er.

Find

pic

ture

s of

per

sons

- ta

king

a b

ath.

Find

pic

ture

s of

cle

an a

nd d

irty

per

sons

.D

ecid

e w

hich

one

look

s ni

cer.

Cle

anlin

ess

mov

ies

(con

tact

you

r sc

hool

nur

se f

or lo

cal o

r co

unty

mov

ies

avai

labl

e)

Dem

onst

rate

cle

anin

g na

ils w

ith, i

nger

nail

file

. Dem

onst

rate

scr

ubbi

ng o

f. n

ails

with

smal

l bru

sh.

Sing

"T

his

is th

e-w

ay w

e"

as e

ach

activ

ity is

car

ried

on.

Hav

e "T

his

is th

ew

ay I

do

it" d

emon

stra

tion

by e

ach

child

.

Dem

onst

rate

the

use

of a

mat

by

the

door

. Lin

e up

stu

dent

s an

d m

arch

out

side

.R

etur

n to

-roo

m, c

lean

ing

shoe

s on

mat

.D

emon

stra

te u

se o

f to

ngue

dep

ress

or, b

room

and

pap

er to

wel

in c

lean

ing

mud

from

sho

es..G

ive

oppo

rtun

ity f

or lo

ts o

f in

divi

dual

pra

ctic

e on

mud

dy d

ays.

Enc

oura

ge.s

tude

nts

to h

elp

frie

nds

clea

n sh

oes.

Pra

ise

stud

ents

for

cle

an s

hoes

and

clea

n fl

oor.

Hav

e a

room

hel

per.

who

will

sw

eep

up a

ny m

ud b

roug

ht in

on

shoe

s.

Use

ful

l-le

ngth

mir

ror

to b

e su

re c

hild

und

erst

ands

the

mea

ning

of

droo

ling.

Enc

oura

ge a

ll st

uden

ts to

hel

p ot

hers

car

e fo

r th

emse

lves

whe

n dr

oolin

g.

Ask

eac

h st

uden

t to

brin

g in

box

of

faci

al ti

ssue

with

sup

plie

s at

beg

inni

ng o

fsc

hool

yea

r. P

lace

a b

ox o

n te

ache

r's d

esk

or o

ther

des

igna

ted

plac

e fo

r us

eby

all

stud

ents

.

Dem

onst

rate

the

uses

of

faci

al ti

ssue

(co

ughi

ng, s

neez

ing,

dro

olin

g).

Hav

e "T

his

is th

e w

ay 1

do

it" d

emon

stra

tions

by

stud

ents

.

Dem

onst

ratio

n by

teac

her.

"Thi

s is

the

way

I d

o it"

dem

onst

ratio

ns b

y st

uden

ts.

Oth

er s

ugge

sted

act

iviti

es r

elat

ed to

Cle

anlin

ess:

- Pl

ay m

atch

ing

gam

es s

ugge

sted

in P

rim

ary

Cle

anlin

ess

Are

a.Fi

nd p

ictu

res

of b

athr

oom

fur

nitu

re a

nd f

ixtu

res

foun

d in

hom

e an

d sc

hool

.Pa

ste

them

in a

boo

klet

. Nam

e th

e fu

rnitu

re o

r fi

xtur

es f

ound

.Fi

nd p

ictu

res

of a

rtic

les.

fou

nd in

bat

hroo

m. S

ort a

ccor

ding

to c

olor

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:C

onta

ct p

aren

ts w

ho d

o no

t hav

e ba

th-

tubs

and

invi

te th

em td

hav

e a

bath

at

scho

ol. A

sk th

em to

sup

ervi

se th

eir

child

whi

le b

athi

ng a

t sch

ool.

If p

aren

tsre

fuse

to c

ome

to s

choo

l, m

ake

hom

eca

lls a

nd s

end

hom

e no

tes

desc

ribi

ngba

thin

g te

chni

ques

.Pi

ctur

es o

f pe

ople

taki

ng b

aths

Pict

ures

of

clea

n an

d di

rty

peop

le

Fing

erna

il fi

leN

ail b

rush

Mat

for

cle

anin

g sh

oes

Ton

gue

depr

esso

rPa

per

tow

elB

room

Dus

t pan

and

bro

om

Full-

leng

th m

irro

rFa

cial

tiss

ue, a

nd h

elpe

rs

Faci

al ti

ssue

Faci

al ti

ssue

Faci

al ti

ssue

Was

te b

aske

t

Mag

azin

esPa

per,

for

boo

klet

Pict

ures

of

artic

;es

foun

d in

bat

hroo

m

49=

Beh

avio

ral O

bjec

tives

Res

t

The

chi

ld w

ill b

e ab

le to

:.re

spon

d to

sim

ple

rest

dir

ectio

ns

rest

qui

etly

aft

er m

eals

or a

ctiv

ities

with

out

dire

ctio

n fr

om te

ache

r

tell

wha

t tim

e he

goe

s t

'Fee

ding

The

chi

ld w

ill b

e ab

le to

:id

entif

y m

any

of th

efo

ods

serv

ed in

sch

ool

cafe

teri

a

Act

iviti

es

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

rest

slee

pqu

iet

limp

clos

e yo

ur e

yes

pret

end

put.y

our

head

on

your

des

k

Use

fin

gerp

lays

to te

ach

voca

bula

ry.

Set u

p a

regu

lar

rout

ine

for

stud

ents

tofo

llow

: Aft

er r

eces

s,lc

onfe

into

the

room

and

put

you

r he

ad o

n de

sk; o

r,af

ter

lunc

h; c

ome

into

roo

m,'g

et y

our

mat

(O

r go

to y

our

cot)

, res

t qui

etly

on

floo

r.

Play

sof

t mus

ic o

r m

usic

stu

dent

s; e

spec

ially

enj

oyso

they

will

list

en.

Play

sto

ry r

ecor

ds o

r re

ad s

tori

es s

tude

nts

enjo

y,

Tal

k ab

out T

hing

s yo

u do

bef

ore

goin

g to

bed

(ea

ting

dinn

er, w

atch

ing

tele

visi

on, t

akin

g a

bath

, etc

.)°

Enc

oura

ge s

tude

nts

to g

et p

lent

y of

sle

ep. S

how

pic

ture

s of

hap

py a

ndsl

eepy

chi

ldre

n.,

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e,

-fru

itsap

ple

oran

gepe

ach

pear

',-

grap

ele

mon

grap

efru

itlu

nch

ham

hot d

ogfi

sh Itot

rol

lsve

geta

bles

bean

s

'pea

spo

tato

esco

rnle

ttuce

tom

ato

:car

rots

dinn

er.

beef

'ch

icke

nm

usta

rdco

rnbr

ead

spin

ach

milk

brea

dca

keot

her

food

s se

rved

in y

our

scho

ol c

afet

eria

cook

ies

vege

tabl

e sa

lad

frui

t sal

adbr

eakf

ast

mea

tha

mbu

rger

turk

eym

ayon

nais

ebu

nsch

ileto

rtill

ata

mal

epo

sole

span

ish

rice

50 -

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ures

to il

lust

rate

Tes

t con

cept

s(a

ctua

l par

ticip

atio

n be

st f

or d

evel

opm

ent

of th

ese

conc

epts

)

Tal

king

Tim

e pp

. 21,

25

Rec

ord

play

erQ

uiet

rec

ords

(See

Sug

gest

ed M

ater

ials

at e

nd o

f Sk

ill A

rea)

Stor

y re

cord

s, s

tori

es.

......

......

. ,Pi

ctur

es to

illu

stra

te s

leep

Not

e:_E

ncou

rage

par

ents

to g

et c

hild

to b

edfo

r ne

eded

res

t.

Act

ual f

oods

whe

neve

r po

ssib

leG

ood

colo

red

pict

ures

of

food

(bef

ore

and

afte

r co

okin

g)A

rtif

icia

l foo

dsPe

abod

y K

it L

evel

P h

as s

ome

good

art

ific

ial

food

Beh

avio

ral O

bjec

tives

was

h ha

nds

befo

re lu

nch

with

rem

indi

ng

carr

y tr

ay w

ith n

p sp

illin

g

take

sm

all b

ites

eat w

ith m

outh

clo

sed.

with

rem

indi

ng,

use

spoo

nus

e fo

rkus

e kn

ife

to c

ut s

oft m

eat

use

napk

i6w

hen

rem

inde

d

scra

pe tr

ay a

nd r

etur

n to

prop

er p

lace

with

rem

indi

ng

repo

rt s

pills

and

ask

for

help

to c

lean

up

Act

iviti

es

Sec

Cle

anlin

ess

Act

iviG

.'s f

or w

ashi

ng h

ands

.

Set u

p a

moc

k ca

fete

ria

to p

ract

ice

carr

ying

tray

. Bor

row

tray

and

silv

erw

are

twin

caf

eter

ia. C

arry

tray

fro

m o

ne e

nd o

f ro

om to

ano

ther

.

Usi

ng a

larg

e sh

eet o

f br

own

butc

her

pape

r, d

raw

a tr

ay a

nd th

e O

utlin

e of

.erw

are

and

milk

. Let

eac

h st

ride

nt p

lace

the

milk

and

silv

erw

are

on th

epr

oper

out

line.

Exp

lain

that

thes

e ar

ticle

s m

ay b

e pl

aced

in th

e ri

ght p

ositi

onto

pre

vent

spi

lling

.

Dem

onst

rate

pro

per

bitin

g an

d ,:;

hew

ing.

Let

stu

dent

s de

mon

stra

te f

or r

est o

f cl

ass.

Use

sm

all m

irro

r to

wat

ch s

elf

bitin

g an

d ch

ewin

g w

ith m

outh

clo

sed.

Show

and

dis

cuss

pic

ture

s ill

ustr

atin

g ri

ght a

nd w

rong

way

to e

at.

Hav

e te

a-pa

rtie

s to

pra

ctic

e go

od e

atin

g ha

bits

. Dem

onst

rate

rig

ht a

nd w

rong

way

s to

eat

foo

ds (

Perh

aps

a cl

ass

in th

e sc

hool

wou

ld s

end

stud

ents

dow

n fo

ide

mon

stra

tions

):H

ave

a "T

his

is th

e w

ay th

ey d

id it

" de

mon

stra

tion

by T

MH

stu

dent

s sh

owin

gho

w r

egul

ar s

tude

nts

perf

orm

ed.

Stre

ss th

e th

ree

fing

er p

ositi

on f

or h

oldi

ng th

e sp

oon

and

fork

.N

ame

the

kind

S of

foo

d w

e ea

tD

emon

stra

te u

se o

f si

lver

war

epo

ssib

le. H

ave

lots

of

play

per

i

ith a

spo

on; w

ith a

for

k; o

r cu

t with

a k

nife

.is

ing

food

they

hav

e di

ffic

ulty

eat

ing

whe

neve

ric

e ho

ldin

g si

lver

war

e pr

oper

ly.

Hav

e te

a pa

rty

for

dolls

. Sho

w p

rope

r us

e of

nap

kin.

Hav

e a

snac

k pe

riod

, str

essi

ng p

rope

r us

e of

nap

kin.

Set u

p an

are

a in

roo

m (

sim

ilar

to th

at f

ound

in s

choo

l caf

eter

ia)

for

scra

ping

tray

, put

ting

pape

r in

was

tepa

per

bask

et, a

nd s

tack

ing

tray

s to

be

was

hed.

Plan

a f

ield

trip

to a

loca

l caf

eter

ia. A

sk m

anag

er to

sho

w s

tude

nts

whe

reth

ey g

o th

roug

h th

e lin

e to

sel

ect f

ood,

and

wha

t the

y do

with

thei

r tr

ay a

fter

reac

hing

the

tabl

e.

Set u

p a

moc

k ca

fete

ria.

'fel

l one

stu

dent

to s

pill

his

tray

. Ask

ano

ther

chi

ldto

dem

onst

rate

wha

t he

shou

ld d

o. S

elec

t ano

ther

chi

ld f

orcu

stod

ian"

.Se

nd f

or c

usto

dian

to c

lean

up

spill

.

Inst

ruct

iona

l Aid

s an

o M

ater

ials

Moc

k ca

fete

ria

Tra

ys a

nd s

ilver

war

e fr

om c

afet

eria

But

cher

pap

er w

ith o

utlin

e of

tray

.

silv

erw

are

and

milk

Cra

cker

s, c

ooki

esFi

nger

foo

ds

Smal

l mir

ror

Pict

ures

sho

win

g go

od a

nd p

oor

eatin

g ha

bits

Smal

l tab

les

and

chai

rsFi

nger

foo

dsR

egul

ar s

tude

nt d

emon

stra

tions

of

good

and

bad

eatin

g'ha

bits

Spoo

nFo

rkK

nife

Chi

ld-s

ize

tabl

e, te

a se

t, do

lls. n

apki

n, ju

ice,

crac

kers

Tra

ys. g

arba

ge c

an. e

mpt

y m

ilk c

arto

n,si

lver

war

e

Fiel

d tr

ip to

loca

l caf

eter

ia

Moc

k ca

fete

ria

Bro

omM

op a

nd d

ust p

an

Beh

avio

ral O

bjec

tives

clea

n ta

ble

whe

n ea

ting

at h

ome

or a

t roo

m p

arty

whe

n re

min

ded

eat f

rom

ow

n pl

ate

atho

me

and

scho

ol

sit a

t the

tabl

e w

ithgo

od p

ostu

re

dete

rmin

e ed

ible

and

ined

ible

sub

stan

ces

. cho

ose

som

e ne

eded

foo

ds

-52

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Hav

e a

"pre

tend

par

ty.-

Sho

w s

tude

nts

how

to b

rush

cru

mbs

fro

m ta

ble

(with

nap

kin)

into

a w

aste

bas

ket.

Pret

end

you

are

a "m

othe

r" o

r "f

athe

r."

Show

you

r "c

hild

'. ho

wto

take

his

nap

kin

and

brus

h fo

od f

rom

the

tabl

e on

to h

is p

late

.Pr

eten

d yo

u ar

e ,a

wai

tres

s in

a c

afet

eria

.Sh

oi'v

how

to b

eush

foo

d fr

om ta

ble

onto

tray

, usi

ng n

apki

n.E

ncou

rage

goo

d ea

ting

habi

ts s

o. th

at f

ood

is n

ot s

catte

red

or s

pille

d on

the

tabl

e. T

hen

only

a li

ttle

clea

ning

of

the

tabl

ebe

nec

essa

ry.

Tal

k ab

out e

atin

g al

l the

foo

d on

you

r pl

ate

so y

ou w

on't

get h

ungr

y.A

sk f

or a

sec

ondl

ielp

ing

if y

ou a

re s

till h

ungr

y, r

athe

r th

an ta

kefo

odfr

om a

noth

er's

pla

te_

He

mig

ht n

ot h

ave

enou

gh to

eat

ifyo

u ta

ke h

is f

ood.

Ask

oth

er s

tude

nts

in y

our

scho

ol to

dem

onst

rate

rig

ht a

ndw

rong

pos

ture

.L

et T

MH

stu

dent

s de

mon

stra

te c

orre

ct p

ostu

re.

ShoW

rig

ht a

nd w

rong

pic

ture

s. P

rais

e st

uden

ts w

ho s

it pr

oper

ly.

Play

"D

o w

e ea

t thi

s?"

Use

pic

ture

s of

foo

ds. V

aria

tion:

Use

pict

ures

of

food

s an

d to

ys. D

ecid

e w

hich

one

s ar

e ea

ten.

Mak

e ch

art o

f ed

ible

foo

dsna

me

each

foO

d.M

ake

char

t of

ined

ible

thin

gsna

me

each

and

tell

why

we

don'

t eat

it.

Pict

ure

or O

bjec

t Gam

e: L

eade

r ho

lds

up p

ictu

reor

obj

ect a

nd a

sks:

"Do

we

eat i

t?"

If th

e st

uden

t ans

wer

s co

rrec

tly, h

e ho

lds

up n

ext c

ard.

Lea

rn th

e na

mes

of

food

s w

e ea

t. T

he te

ache

r w

illna

me

one

food

and

the

child

will

fin

d it.

Hav

e a

stor

e se

t up.

Sep

arat

e th

eca

ns in

to f

oods

and

clea

ning

pro

duct

s, e

tc.

Let

eac

h st

uden

t get

one

box

and

one

can

fro

m th

e st

ore.

Dec

ide

whe

ther

the

thin

gs a

re e

dibl

e or

ined

ible

.B

uy s

omet

hing

fro

m th

e st

ore.

Hav

e tw

o or

thre

e cl

erks

. The

cle

rk w

hofi

nds

the

can

or b

ox f

or th

e st

uden

t will

sel

l it t

o hi

m. T

hest

uden

t may

buy

the

can

or b

ox if

he

can

tell

whe

ther

it is

edi

ble

or in

edib

le.

Mak

e he

alth

pos

ters

or

book

lets

sho

win

g fo

ods

you

wou

ld e

at f

or e

ach

mea

l.M

ake

a bo

okle

t sho

win

g th

e fo

ods

you

ate

in th

e ca

fete

ria

for

a w

eek.

Hav

e pi

ctur

es o

f si

x or

eig

ht f

oods

. Sel

ect t

he f

oods

you

will

nee

d fo

r on

em

eal.

Tel

l why

you

sel

ecte

d th

e fo

ods.

Vis

it a

frui

t and

veg

etab

le s

tore

. Ask

the

man

ager

if h

e se

tts a

nyth

ing

that

cann

ot b

e ea

ten.

Nap

kin

Was

te. b

aske

tN

apki

nPl

ate

Nap

kin

Tra

yN

ote:

Enc

oura

ge p

aren

ts to

sup

ervi

se e

atin

g,so

goo

d ea

ting

habi

ts w

ill n

ot b

e br

oken

.

Dem

onst

ratio

ns b

y re

gula

r st

uden

ts

Pict

ures

sho

win

g go

od a

nd b

ad p

ostu

re.

Man

y pi

ctur

es o

f fo

ods

Pict

ures

of

toys

Cha

rt o

f fo

ods

Cha

rt o

f in

edib

le s

ubst

ance

s

Pict

ure

or o

bjec

ts

Mod

els

of f

ood

Pict

ures

of

food

Stor

e w

ith m

any

empt

y ca

ns a

nd b

oxes

Not

e:Su

gges

t tha

t par

ents

sen

d ca

ns a

ndbo

xes

for

stor

e so

you

will

get

foo

dsco

mm

on to

eac

h ho

me

Mag

azin

esPa

per

or ta

gbca

rdPa

ste,

sci

ssor

sC

afet

eria

men

uPi

ctur

es o

f fo

ods

Fiel

d tr

ip

Beh

avio

ral '

Obj

ectiv

es

tran

sfer

all

lear

ned

skill

s to

clas

sroo

m p

artie

s an

d ho

me

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mak

e a

book

let s

how

ing

food

s yo

u sa

w o

n fi

eld

trip

(th

ese

may

be

pict

ures

of d

raw

ings

by

stud

ents

).

Oth

er a

ctiv

ities

rel

ated

to e

atin

g: T

alk

abou

t foo

ds w

e at

e fo

r w

ill e

at)

at lu

nch.

Hav

e pi

ctur

es o

f fo

od f

or id

entif

icat

ion.

The

teac

her

will

rea

dth

e fo

od f

rom

the

men

u an

d th

e ch

ild w

ill f

ind

the

pict

ure.

Dec

ide

whi

ch f

oods

are

mea

t, ve

geta

bles

, or

frui

ts.

Tal

k ab

out t

he s

ilver

war

e v.

se to

each

foo

d. F

ind

food

pic

ture

s.Pa

ste

them

on

char

ts f

or la

ter

iden

tific

atio

n. (

It m

ay b

e ne

cess

ary

for

the

teac

her

to d

o so

me

of th

e cu

tting

and

pas

ting

if c

hart

s ar

e to

be

pres

erve

d fo

r la

ter

use.

)

Tak

e sh

oe o

r ci

gar

boxe

s an

d m

ake

a se

para

te b

ox f

or e

ach

of th

e fo

llow

ing:

frui

ts, v

eget

able

s, m

eats

, bev

erag

es, a

nd d

esse

rts.

Pas

te s

ever

al p

ictu

res

onth

e to

p of

eac

h bo

x so

the

stud

ents

can

eas

ily r

ecog

nize

the

cate

gory

.G

ive

each

stu

dent

pic

ture

s of

fif

teen

foo

ds to

pla

ce in

the

prop

er b

ox.

Aft

er h

e ha

s so

rted

the

pict

ures

, let

him

nam

e.,th

em f

or y

ou a

s yo

u ch

eck

to s

ee th

at th

e pi

ctur

es w

ere

plac

ed in

rig

ht-C

ateg

ory.

Col

lect

two

or th

ree

iden

tical

pic

ture

s of

foo

ds. G

ive

each

stu

dent

ten

pict

ures

and

ask

him

tom

atch

the

ones

whi

ch a

re a

like.

,

Play

"So

up S

tone

"a

begg

ar h

as a

sou

p st

one.

The

stu

dent

s ar

e ho

ldin

g ve

geta

bles

nee

ded

for

the

soup

. He

goes

to e

ach

stud

ent a

nd a

sks

if h

e ca

n m

ake

soup

. If

the

stud

ent a

nsw

ers

"yes

" th

ebe

ggar

ask

s hi

m f

or o

ne o

f th

e ve

geta

bles

. If

he is

hol

ding

the

vege

tabl

e,he

giv

es,it

to th

e be

ggar

. If

he is

not

hol

ding

the

vege

tabl

e, th

e be

ggar

mus

tgo

teth

e ne

xt s

tude

nt a

nd c

ontin

ue b

eggi

ng u

ntil

he r

ecei

ves

all t

heve

geta

bles

he

need

s. W

hen

the

nece

ssar

y in

gred

ient

s ha

ve b

een

obta

ined

,ta

ke tu

rns

prep

arin

g th

e ve

geta

bles

for

sou

p. A

fter

the

vege

tabl

es a

reco

oked

, eat

the

soup

with

cra

cker

s. P

ract

ice

good

eat

ing

habi

ts a

nd u

sena

pkin

. Cle

an ta

ble

afte

r ea

ting.

Hav

e cl

assr

oom

par

ties

onsp

ecia

l occ

asio

ns.

Enc

oura

ge p

rope

r ea

ting

habi

ts.

Hav

e "O

pen

Hou

se"

and

invi

te p

aren

ts to

sch

ool c

afet

eria

with

own

child

toob

serv

e hi

s ea

ting

habi

ts.

Pape

rPi

ctur

es

Not

e:.

Ask

sec

reta

ry to

pre

pare

caf

eter

iam

enu

for

each

chi

ld to

take

hom

e. E

ncou

rage

.

pare

nts

to q

uest

ion

child

reg

ardi

ng lu

nch

Silv

erw

are

Food

Pic

ture

sT

agbo

ard

Cig

ar o

r sh

oe b

oxes

Goo

d pi

ctur

es o

f fr

uits

, veg

etab

les,

mea

ts,

beve

rage

s an

d de

sser

tsFi

ftee

n fo

ods

whi

ch c

an b

e ea

sily

sto

red

in th

eab

ove

cate

gori

es

Iden

tical

foo

d pi

ctur

es f

or m

atch

ing

to c

ook

soup

Salt.

wat

er, c

arro

t, po

tato

, cel

ery,

milk

,bo

uillo

n cu

beFo

od p

arer

Kni

fe

Spoo

n

Cra

cker

s

Hot

dri

nk c

ups

or b

owls

Plas

tic s

poon

s, n

apki

ns

Cla

ssro

om ta

ble

Ref

resh

men

ts f

or p

arty

Not

e:T

alk

to p

aren

ts r

egar

ding

eat

ing

skill

spr

actic

ed a

t sch

ool

Enc

oura

ge h

ome

coop

erat

ion

Beh

avio

ral O

bjec

tives

Dre

ssin

g

The

chi

ld w

ill b

e ab

le to

give

cor

rect

nam

e fo

rar

ticle

s of

clo

thin

g an

ddr

essi

ng s

kills

rem

ove

oute

r ga

rmen

tsw

ith h

elp

hang

out

er g

arm

ents

inpr

oper

pla

ce

find

ow

n ou

ter

garm

ent

put o

n ou

ter

garm

ent a

ndw

ork

zipp

er if

sta

rted

put o

n m

itten

s w

ithsu

perv

isio

n

-54

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

eA

rtic

les

of c

loth

ing

boot

sla

cerig

htco

at h

ange

rP

ictu

res

oftlo

thin

gsh

oes

tiele

ftco

at. r

ack

coat

butto

nso

cks

swea

ter

cap

mitt

enbl

ouse

garm

ent

zip

glov

essh

irtpa

nts

scar

fja

cket

jean

sdr

ess

lost

and

foun

d bo

x

Rem

ove

oute

r ga

rmen

t with

supe

rvis

ion.

Mak

e ce

rtai

n th

e ga

rmen

t is

righ

tsi

de o

ut s

o it

will

be

read

y w

hen

need

ed.

Han

g th

e ga

rmen

t on

coat

han

ger.

But

ton

or z

ipga

rmen

t so

it

7.A

not

fal

l off

.H

ang

coat

han

ger

unde

r na

me

card

.

Pret

end

you

are

goin

g'ou

tsid

e. F

ind

your

coa

t, br

ing

it in

to th

e ro

om, p

utit

on, e

tc. P

ract

ice

with

but

ton

and

zipp

er d

ress

ing

fram

es.

Prac

tice

butto

ning

and

zip

ping

ow

n.ga

rmen

ts.

Fing

erpl

ays

"Dre

ssin

g up

"

Out

er g

arm

ents

Coa

tha

nger

Coa

t rac

kS

tude

nt n

ame

card

s pl

aced

abo

ve r

ack.

Ow

n co

atB

utto

n D

ress

ing

Fram

esZ

ippe

r D

ress

ing

Fram

es, o

wn

oute

r ga

rmen

ts

Let's

Do

Fin

gerp

lays

pp. (

6-20

The

follo

win

gpr

oced

ure

may

pro

ve h

elpf

ul in

put

ting

on o

r ta

king

off

Mit

tens

mitt

ens.

Coa

tsI

.T

ake

off r

ight

mitt

en2.

Put

rig

ht m

itten

in r

ight

pO

cket

of c

oat o

r ja

cket

3.T

ake

off

left

mitt

en4.

Put

left

mitt

en in

left

pock

et o

f cu.

:: or

jack

et5.

Tak

eof

f co

at6.

Han

g up

coa

t

Mie

n re

ady

to p

ut o

n m

itten

sI.

Put

on

coat

2.P

ut le

ft ha

nd in

left

pock

et a

ndge

t:f

t mitt

en3.

Put

left

mitt

en o

n le

ft ha

nd4.

Put r

ight

han

d in

rig

ht p

ocke

t and

get

righ

t mitt

en5.

Put r

ight

mitt

en o

n ri

ght h

and

..Not

e:T

his

proc

edur

em

ay b

e us

ed w

ithw

ith g

love

s w

hen

child

lear

nsto

put o

n gl

oves

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

put o

n bo

ots

put o

n sh

oes,

but

may

not b

e ab

le to

tie

them

.tie

sca

rf w

ith h

elp

adju

st c

loth

ing

with

larg

ebu

ttons

reco

gniz

e ow

n cl

othi

ng in

lost

and

fou

nd b

ox

Prac

tice

taki

ng o

ff a

nd p

uttin

g on

ow

n bo

ots.

Prac

tice

taki

ng o

ff a

nd p

uttin

g on

sho

es.

If s

hoes

lace

, tak

e ou

t lac

es a

nd p

ut in

aga

in. M

ake

a ga

me

of f

ollo

win

g,de

velo

ping

rhy

thm

ic m

ovem

ents

: Str

ess

that

the

lace

on

the

righ

tsi

de is

alw

ays

the

lead

er.

I.T

hrea

d la

ce th

roug

h bo

th b

otto

m h

oles

2.Pu

t end

s to

geth

er a

nd p

ull t

o m

ake

both

sid

es:th

e sa

me

leng

th3.

Put r

ight

str

ing

acro

ss a

nd th

read

4.Pi

ck u

p le

ft s

trin

g an

d th

read

acr

oss

5.Pu

t rig

ht s

trin

g ac

ross

and

th;s

acl

6.T

ic h

ow. P

ract

ice

tyin

g bo

w a

roun

d bo

dy u

sing

terr

y cl

oth

belt_

Use

Mon

tess

ori B

oard

s fo

r la

cinn

and

tyin

g.Fa

sten

two

-ns

of c

ontr

astin

g co

lor

to e

dge

of b

olrd

. Tie

bow

.

Use

larg

e pl

astic

bot

tle f

or h

ead

mod

el to

pra

ctic

e. P

lace

the

"hea

d m

odel

"fa

cing

tic

sam

e di

re :t

ion

as th

e ch

ild s

o th

e ty

ing

will

be

mor

e re

alis

tic.

Sugg

est t

ying

sca

rf in

dou

ble

knot

so

it w

ill s

tay

in p

lace

.G

et d

oll r

eady

for

col

d or

win

dy d

ay.

Fast

en a

nd u

nfas

ten

clot

hing

.U

se D

ress

ing

Fram

es w

ith la

rge

butto

ns.

Use

But

toni

ng V

ests

with

larg

e bu

ttons

.

Play

"W

hose

Gar

men

t is

Thi

s?"

Hol

d up

an

oute

r sa

rmen

tan

d le

t stu

dent

iden

tify

own

clot

hing

Pret

endc

oat i

s lo

st. L

ook

in r

oom

"lo

st a

nd f

ound

box

."L

et s

tude

nt id

entif

y co

at in

box

.

Bri

ng o

ld c

loth

ing

from

hom

e.fo

r ro

om "

lost

and

fou

ndbo

x."

Put o

ne o

r tw

o co

ats

into

box

with

the

clot

hing

.Se

e if

stu

dent

can

fin

d hi

s'oW

n co

at a

mon

g th

e cl

othi

ng.

Boo

tsO

wn

shoe

sL

acin

g sh

oe

Ter

ry c

loth

bel

t

Mon

tess

ori D

ress

ing

Fram

eB

oard

with

2 r

ibbo

ns o

f co

ntra

stin

g co

lor

atta

ched

to it

Lar

ge p

last

ic b

ottle

Scar

fD

oll,

doll

clot

hing

Ow

n cl

othi

ngB

utto

n D

ress

ing

Fram

esV

ests

with

larg

e bu

ttons

Stud

ent's

out

er g

arm

ents

Los

t and

fou

nd b

oxSt

uden

t's c

oat

Old

clo

thin

g fr

om h

ome

Seve

ral s

tude

nts'

coa

ts

Skill

Are

aSe

lf-H

elp

Lev

elPr

evoc

atio

nal

Beh

avio

ral O

bjec

tives

Phys

icH

ealth

and

Hyg

iene

The

lear

ner

will

be

able

to:

use

corr

ect n

ames

for

gioo

min

g ai

ds

mak

e ow

n gr

oom

ing

box

with

min

imum

of

help

keep

his

ow

n lo

cker

neat

and

cle

an

C.A

.13

.0-1

6_11

M.A

. thr

u 6.

11

Act

iviti

es

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

eco

mb

groo

min

gna

pkin

s (g

irls

)to

othp

aste

brus

hna

il br

ush

clot

hes

brus

hde

odor

ant

faci

al ti

ssue

fing

erna

il fi

leto

othb

rush

mak

e =

up a

s ne

eded

by

indi

vidu

al y

oung

ladi

es

Rev

iew

act

iviti

es in

Pri

mar

y an

d In

term

edia

tear

ea f

or le

arni

ng a

rtic

les

in G

ood

Gro

omin

g B

ox.

Put s

ever

al a

rtic

les

from

Gro

omin

g B

ox in

topa

per

bag.

Let

stu

dent

s, f

eel t

hem

and

gues

s w

hat i

s in

the

bag.

Mak

e a

"Goo

d G

room

ing

Boo

k."

Cut

pic

ture

s fr

omm

agaz

ines

. Pas

te a

ll th

eth

e co

mbs

on

one

page

, too

thbr

ushe

son

ano

ther

, etc

. Cop

y th

e w

ord

for

each

pag

e fr

om th

e bo

ard.

Cov

er w

ith c

onst

ruct

ion

pape

r an

d an

ori

gina

ldr

awin

g of

a w

ell-

groo

med

per

son.

Show

you

r bo

ok to

the

clas

s an

d te

ll th

em th

ena

me

of e

ach

artic

le p

aste

din

boo

k.

Find

a G

ood

Gro

omin

g B

ox la

rge

enou

ghto

sto

re-a

ll th

e fo

llow

ing

artic

les:

mou

thw

ash

napk

ins

(gir

ls)

toot

hpas

tena

il br

ush

clot

hes

brus

hde

odor

ant

fing

erna

il fi

leto

othb

rush

(

com

bbr

ush

faci

al ti

ssue

mak

e-up

to m

eet i

ndiv

idua

l nee

ds

Let

eac

h st

uden

t dec

orat

e hi

s bo

xas

he

wis

hes.

Hav

e va

riou

s m

ater

ials

ava

il-ab

le f

or h

is s

elec

tion.

Be

cert

ain

each

box

is w

ell

mar

ked

for

easy

iden

tific

a-tib

n.

(Loc

ker

spac

e is

nee

ded

at th

is a

ge le

vel t

o st

ore

addi

tiona

lgr

oom

ing

supp

lies

and

clot

hing

whi

ch m

ay b

e ne

eded

. If

regu

lar

scho

ollo

cker

s ar

e no

t ava

ilabl

e,se

arch

you

r sc

hool

or

seco

nd h

and

stor

e fo

r ol

d ca

bine

ts, f

ile o

r. w

oode

n,or

draw

ers

used

for

sor

ting

or s

tori

ngeq

uipm

ent.

Put n

ame

on h

is s

pace

.)

Stre

ss im

port

ance

of

clea

n an

d ne

at lo

cker

s.H

ave

a ce

rtai

n pl

ace

to s

tore

thin

gs in

you

r lo

cker

. Hav

e lo

cker

che

ck a

ndgi

ve s

ome

kind

of

reco

gniti

on

56

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:E

ncou

rage

teac

hers

to c

onta

ct C

hild

Dev

elop

men

t Cen

ter,

San

ta F

e fo

rpr

ofes

sion

al a

id in

hea

lth c

are.

Act

ual g

room

ing

aids

Pict

ures

illu

stra

ting

good

gro

omin

g

Pape

r ba

gA

rtic

les

from

Goo

d G

room

ing

Box

Pict

ures

of

groo

min

g ai

dsPa

per,

pas

te, c

onst

ruct

ion

pape

r

Lar

ge s

turd

y bo

xA

rtic

les

to ti

ll bo

x

Wal

l pap

er, s

ciss

ors,

con

stru

ctio

npa

per

past

e, m

isce

llane

ous

mat

eria

ls

Reg

ular

sch

ool l

ocke

rs w

ith lo

cks

(Use

key

lock

s; c

ombi

natio

n lo

cks

are

too

conf

usin

g)

Bul

letin

boa

rd s

how

ing

pict

ures

of

"goo

dho

usek

eepe

r."

.B

ehav

iora

l Obj

ectiv

esA

ctiv

ities

Ald

5

shin

e ow

n sh

oes

with

supe

ryis

ion

shav

e w

ith s

uper

visi

on

man

icur

e ow

n-na

ils w

ithsu

perv

isio

n

Pers

onal

Cle

anlin

ess

The

lear

ner

will

be

able

to:

bath

e w

ith m

inim

al s

uper

visi

on

use

deod

oran

t with

sup

ervi

sion

to th

e pe

rson

or

pers

ons

havi

ng th

e ne

ates

t and

cle

anes

t loc

kers

. (T

his

nigh

tbe

a b

ulle

tin b

oard

dis

play

sho

win

g a

pict

ure

of c

hild

.)

Set u

p Sh

oe S

hine

Cor

ner

for

use

duri

ng s

peci

fied

gro

omin

g pe

riod

s.Pr

actic

e sh

inin

g ow

n sh

oes.

Prac

tice

shin

ing

frie

nd's

sho

es.

Hav

e sh

avin

g eq

uipm

ent i

n th

e ro

om f

or d

emon

stra

tion

and

use

(with

supe

rvis

ion)

by

few

who

may

nee

d it.

HaV

e a

scre

en s

o gi

rls-

can

be s

epar

ated

fro

m b

oys

for

unde

rarm

and

leg

'sha

ving

..

Hav

e m

anic

ure

set i

n ro

om f

or d

emon

stra

tion

and

use

duri

ng s

peci

fied

groo

min

g pe

riod

s.If

stu

dent

s ha

ve d

iffi

culty

man

icur

ing

own

nails

, man

icur

e a

frie

nd's

nails

for

pra

ctic

e.

(Rev

iew

voc

abul

ary

from

Pri

mar

y an

d In

term

edia

te a

reas

. Voc

abul

ary

for

this

leve

l will

be

taug

ht a

s th

e ne

ed a

rise

s.)

Mak

e a

bulle

tin b

oard

sho

win

g eq

uipm

ent n

eede

d fo

r a

bath

.D

emon

stra

te g

ivin

g a

doll

a ba

th (

at th

is a

ge le

vel,

you

may

wan

t to

divi

deth

e bo

ys a

nd g

irls

for

spe

cifi

c cl

eanl

ines

s in

stru

ctio

ns).

Dis

cuss

the

impo

rta

:eof

taki

ng a

dai

ly b

ath

or s

how

er.

Giv

e lo

tsof

tim

e fo

r st

uden

ts to

bat

he d

oll.

Tal

k ab

out t

he d

iffe

rent

kin

dsba

ths

(sho

wer

, tub

, spo

nge)

.T

ake

a tr

ip to

the

Boy

s an

d G

irls

P. E

. loc

ker

room

s to

see

the

show

ers.

Ask

the

P. E

. ias

truc

tors

to a

ssis

t you

in g

ivin

g th

e st

uden

ts a

sho

wer

on a

ver

yho

t day

. -

Ask

sch

ool n

urse

to d

iscu

ss im

port

ance

of

freq

uent

bat

hs a

ndus

e of

deo

dora

ntto

pre

vent

bod

y od

or.

Enc

oura

ge th

e us

e of

deo

dora

nts

befo

re c

omin

g to

sch

ool.

(If

ther

e is

anun

plea

sant

odo

r ab

out a

stu

dent

, giv

e hi

m a

n op

port

Uni

ty to

go to

the

rest

room

Not

e:-,

An

inst

ant t

ype

cam

era

:nak

ing

need

ed p

ictu

res

is a

mus

t

Shoe

shi

ning

kit,

sho

e po

lish

Not

e:D

on't

forg

et to

ask

for

sho

e po

lish

whe

n an

org

aniz

atio

n of

fers

sup

plie

s

Shav

ing

equi

pmen

tSc

reen

Man

icur

e se

tN

ote:

In s

tart

ing

Gro

omin

g B

ook

show

w.1

1gr

oom

ed p

eopl

e. A

s ea

ch g

room

ing

area

is.s

tudi

ed, a

dd to

boo

k, p

ictu

res

illus

trat

ing

that

are

a

Pict

ures

of

thin

gs n

eede

d to

bat

hePl

astic

tub,

soa

p, to

wel

, dol

l, w

ash

clot

h

Gir

ls a

nd B

oys

P. E

. sho

wer

sN

ote:

If th

ere

are

no b

athr

oom

fac

ilitie

s in

the

hom

e, in

vite

the

pare

nts

to s

choo

lfo

r sh

ower

s. E

nlis

t hel

p of

par

ents

insu

perv

isin

g sh

ower

s in

P. E

. dep

t.

Scho

ol n

urse

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsto

spo

nge

off

and

to u

se d

eodo

rant

.)

Dis

cuss

cle

anlin

ess

of c

loth

ing.

Sho

wpi

ctur

es o

f pe

rson

s w

eari

ng c

lean

and

.di

rty

clot

hing

. Dec

ide

whi

chpe

rson

s y

tu w

ould

wan

t for

fri

ends

.

sele

ct c

lean

clo

thin

g(w

ith s

ome

supe

rvis

ion)

to w

ear

afte

r ba

thin

g

clea

n up

res

troo

m a

fter

self

with

sup

ervi

sion

use

publ

ic r

estr

oom

s

Get

a p

air

of d

irty

soc

ks..

Put i

na

jar

and

keep

tigh

tly c

lose

d fo

r se

vera

l day

s.T

ake

off

lid a

nd le

t eac

h st

uden

t sm

ell.

Exp

lain

that

dir

t can

not a

lway

s be

wen

. but

can

be

smel

led.

Tal

k ab

out t

he n

eed

for

freq

uent

chan

ge a

ndai

ring

of

clot

hes

.

Smel

l the

soc

ks a

gain

. Exp

lain

that

all

clot

hing

wor

n ne

xt to

the

body

sho

uld

be la

unda

red.

ever

y tim

e it

isw

orn.

Mak

e a

book

let s

how

ing

clot

hing

wor

n ne

xt to

.ski

n. G

ive

reas

ons

why

thes

ecl

othe

s sh

ould

be

chan

ged

ever

ytim

eyo

u w

ear

them

.D

emon

stra

te w

ashi

ng c

loth

es b

y ha

nd.

Let

stu

dent

s br

ing

som

e of

thei

r un

derw

ear

and

sock

s fr

om.h

ome

to w

ash.

Show

pro

per

use

of w

ater

sof

tene

ror

fab

ric

soft

erne

r an

d de

terg

ent.'

Exp

lain

that

it is

eas

ier

to w

ash

clot

hes

that

have

n't b

een

wor

n to

o lo

ng a

ndbe

com

e fi

lthy.

Was

h so

me

drip

-dry

clo

thes

ifyo

u ha

ve a

was

her

and

drye

r:

Show

mov

ies

for

boys

. (Se

e yo

ur s

choo

lnu

rse

for

sugg

estio

ns.)

Show

mov

ies

for

girl

s. (

See

your

sch

ool

nurs

e fo

r su

gges

tions

.)

Tak

e tu

rns

o.ea

ning

res

troo

m.

Tal

k ab

out d

irty

res

troo

ms

you

have

seen

.A

sk s

choo

l nur

se to

com

e in

for

dis

cbss

ion

of d

isea

ses

caus

ed b

y fi

lthy

rest

room

s.Fi

nd p

ictu

res

of c

lean

res

troo

ms.

Men

tion

hoW

pre

tty th

ey a

re..

Dis

cuss

com

mun

ity r

espo

nsib

ility

inus

e of

pab

lic r

estr

oom

s.T

ake

a fi

eld

trip

to a

nea

rby

publ

icre

stro

om. C

ompa

re p

ublic

res

troo

m w

ithsc

hool

res

troo

m. F

ind

out w

ho c

lean

s pu

blic

rest

room

s.D

iscu

ss w

ays

to k

eep

all r

estr

oom

s cl

ean.

Enl

ist c

oope

ratio

n of

sch

ool

nurs

e, c

oach

and

pri

ncip

al in

per

iodi

c ch

ecks

onst

uden

ts in

res

troo

ms

with

out s

uper

visi

on.

(Mak

e ce

rtai

n th

at th

e st

uden

ts u

nder

stan

dth

at r

estr

oom

s ar

e no

t pla

ces

topl

ay. T

his

will

hel

p el

der

stud

ents

und

erst

and

that

they

do

not l

inge

r in

publ

ic r

estr

oom

s to

mak

ene

w f

rien

ds.

pict

ures

of

pers

ons

wea

ring

cle

an a

nddi

rty

clot

hing

Old

pai

r of

dir

ty s

ocks

Jar

with

lid

onst

ruct

ion

pape

r1.

...ita

logs

, pap

er a

nd p

aste

)cks

, und

ercl

othe

s fo

r w

ashi

ng

Fabr

ic s

ofte

ner

rgen

tus

her

and

drye

r

Mov

ies

Mov

ies

Cle

anse

rT

oile

t bow

l cle

anse

rB

rush

Scho

ol n

urse

Pic

tires

of

pret

ty r

estr

oom

s

Pul

rest

room

Fie;

d tr

ip

Scho

ol n

urse

roac

h, p

rinc

ipal

`vot

e:C

aliti

on p

aren

ts to

trai

n bo

ysto

use

zipp

er in

stea

d of

dro

ppin

gpa

nts

tofl

oor

in p

ublic

res

troo

m. T

here

are

:ol m

any

mis

unde

rsta

ndin

gs o

fm

enta

lly r

etar

ded

adul

ts a

nd im

mat

ure

beha

vior

may

be

mis

inte

rpre

ted

Beh

avio

ral O

bjec

tives

The

lear

ner

will

be

able

to:

reco

gniie

som

e,of

the

writ

ten

wor

ds a

nd u

se th

e ot

hers

inor

al la

ngua

ge

care

for

teet

h at

hom

e an

dsc

hool

with

som

e re

min

ding

and

supe

rvis

ion

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Tak

e sm

all-g

roup

s of

stu

dent

s of

a r

estr

oom

. Let

them

take

turn

s go

ing

into

the

stal

l with

the

door

. Str

ess

clos

ing

the

rest

room

doo

r w

hen

usin

gpu

blic

res

troo

m.

Voc

abul

ary

Dev

elop

nien

t for

Sel

f-C

are

and

Ora

l Lan

guag

eto

ilet

boys

ladi

esur

inal

rest

roo

mgi

rlsge

ntle

men

toile

t pap

erla

vato

ryw

omen

soap

napk

ins

(girl

s)sh

ower

men

tub

tow

el (

pape

r, c

loth

)

Mak

e fla

sh c

ards

of t

he w

ords

you

are

teac

hing

the

> :d

ents

to r

ecog

nize

.P

lay

wor

d ga

mes

Hol

d up

car

d an

.A g

ive

clue

s to

v, ,

atth

ew

ord

is.

Let t

he c

hild

who

gue

sses

cor

rect

ly h

old

the

card

. P. w

ords

ove

r-do

ors

Say

"Who

goe

s th

ru th

is d

oor?

" "W

hy?'

'

SC

ilt01

'troo

m

Fla

sh c

alfo

r bo

ys. g

irls,

wom

en. l

adie

s, m

en,

.

gent

lem

en, t

oile

tF

ind

arc:

'or

col

ored

pic

ture

s of

oth

ers

wor

ds

Fla

sh e

Fin

d pi

ctur

es o

n de

ntal

car

e to

be

used

on

bulle

tin b

oard

.P

ictu

res

.w r

enta

l car

eM

ake

char

t for

rec

ord

of s

tude

nts

who

bru

sh th

eir

teet

h be

fore

com

ing

to s

choo

l.C

hart

with

chi

ld's

nam

e, d

ays

of w

eek

Let e

ach

stud

ent f

ind

his

nam

eohe

cor

rect

dat

e an

d pu

t a s

tar.

Ask

sch

ool n

urse

to d

iscu

ss fo

ods

that

cau

se to

oth

dek.

,ly.

Sch

ool

Ask

sch

ool n

urse

to d

emon

stra

te b

rush

ing

teet

h.

Get

old

teet

h fr

om d

entis

t. P

lace

one

toot

h in

a b

aby

'uod

jar

with

a s

ubst

ance

whi

ch w

ill c

ause

toot

h de

cay.

Clo

se ja

r tig

htly

and

leav

e fo

r se

vera

l wee

ks o

rm

onth

s to

not

e ra

te o

f dec

ay.

Vis

it a

dent

ist's

offi

ce. A

sk th

e de

ntis

t to

show

you

how

he

care

s fo

r te

eth.

Tak

e a

field

trip

to a

loca

l den

tal a

ssoc

iatio

n fo

r bu

lletin

hoa

rd p

ictu

res.

Sub

stan

ce V

't'.

h w

ill c

ause

toot

h de

cay

Old

teet

hB

aby

fuoc

with

lid

Den

tist's

utti

ei_-

.E

xcel

lent

itia

be o

btai

ned

from

:,.:

art D

enta

l Ass

n.22

.S

uper

iorS

t.C

h:.Ill

inoi

s

Tak

e fie

ld tr

ip, i

f pos

sibl

e, to

loca

l dai

ry c

ounc

il fo

r bu

lletin

boa

rd p

ictu

res

Nat

i Dai

ry C

ounc

ilan

d st

orie

s.I I

n C

anal

Str

eet

Ask

som

eone

from

the

Den

tal A

ssoc

iatio

n to

vis

it yo

ur r

o.'3

In a

nd ta

lk w

ith th

eC

hica

p, ,

Illin

ois

stud

ents

so

they

can

he

frie

nds

with

sev

eral

den

tists

.-

Dar

t unt

ied

of th

e R

io G

rand

e V

alle

yt3

4 .la

jiso

nN

.E.

Alb

u...3

L.,..

que,

New

Mex

ico

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Film

stri

ps a

bout

den

tists

. (A

sk y

our

scho

ol n

urse

for

sug

gest

ions

.)Fi

lmst

rips

and

Film

s (t

alk

with

you

r de

ntis

t and

sch

ool n

urse

for

sug

gest

ions

)

use

corr

ect w

ord

for

voca

bula

ry r

elat

ed to

ears

, nos

e, m

outh

, eye

s

give

acc

epta

ble

care

tom

outh

with

rem

indi

ngan

d su

perv

isio

n

Voc

abul

ary

Dev

elo

Lan

guag

e

nose

doct

orlip

sey

elas

hes

ears

snee

zeof

fice

wel

lbl

ind

hear

ing

aid

coug

hm

outh

nurs

ese

ede

af

faci

al ti

ssue

tong

ueey

esde

ntis

tau

diom

eter

smel

lte

eth

eyel

idsi

ckho

spita

l

Mak

e fl

ash

card

s fo

r do

ctor

's o

ffic

e, n

urse

, den

tist's

off

ice,

and

hos

pita

l.T

ell

how

the

doct

or, n

urse

, and

den

tist h

elp

them

, hol

ding

up

thes

e w

ords

as

you

talk

.

Mak

e a

bulle

tin b

oard

usi

ng p

ictu

res

of h

ospi

tal,

doct

or, n

urse

, and

den

tist.

Put

the

wri

tten

wor

d un

der

each

pic

ture

.M

at&

fla

sh c

ards

with

wor

ds u

nder

pic

ture

s.

Hav

e a

mys

tery

box

for

eac

h of

fou

r se

nses

. Pas

te a

fla

nnel

hos

e on

fir

stbo

x,fl

anne

l mou

th o

n th

e se

cond

box

, a f

lann

el e

ye o

n th

e th

ird

box

and

afl

anne

l

ear

On

the

four

th. C

olle

ct a

sup

ply

of o

bjec

tsan

d fo

ods

to r

epre

sent

tt,-

con-

cept

s of

sm

ell,

see,

tast

e, a

nd h

ear.

Div

ide

clas

s in

to tw

o sm

all g

roup

s. G

ive

two

mys

tery

box

es to

eac

h gr

oup.

Mix

the

obje

cts

r. th

e bo

xes.

Sor

t int

o co

rrec

t mys

tery

box

.(T

his

proj

ect w

rit n

eed

supe

rvis

ion.

) N

ame

the

sens

e or

gan

used

with

eac

h ob

ject

.W

ork

with

fac

ial p

uzzl

es to

lear

n th

e pr

oper

pos

ition

of

nose

, eye

s, m

oue

and

ears

on

each

per

son.

(Su

gges

ted

puzz

les

are

baby

,sis

ter,

bt%

.,the

r, m

othe

r ta

ttier

,

gran

dmot

her,

and

gra

ndfa

ther

.)Fi

nd la

rge

face

s of

indi

vidu

als.

Cut

out

fac

e an

d pa

ste

on c

ardb

oard

. Cut

into

puzz

le o

f ei

ght o

r te

n pi

eces

. Wor

k th

e pu

zzle

. Ide

ntif

y th

e pa

rts

of th

efa

ce

and

tell

the

use

of e

ach

part

.M

ake

a fe

lt fa

ce f

or u

se o

n fl

anne

l boa

rd. H

ave

rem

ovab

le e

yes,

ear

s, n

ose

mou

th.

Tal

k ab

out u

ses

of m

outh

and

rea

sons

why

it s

houl

d be

kep

t cle

an.

Rem

ind

stud

ents

to b

rush

teet

h at

hom

e to

pre

vent

bad

bre

ath.

Intr

oduc

e m

outh

was

h. D

emon

stra

te g

argl

ing

and

spitt

ing.

Ask

sch

ool n

urse

to r

evie

w c

lean

lines

s ac

tiviti

es f

or m

outh

.Fi

lms

and

film

stri

ps s

ugge

sted

by

scho

ol n

urse

.Pr

actic

e T

his

is th

e w

ay I

do

it" w

hen

snee

zing

and

cou

ghin

g.

Mov

ies

and

film

stri

ps

Mod

els

whi

ch c

an b

e ta

ken

apar

t (of

ten

avai

labl

efr

om H

ealth

and

Sci

ence

teac

hers

)G

ood

pict

ures

of

eyes

, nos

e, m

outh

and

ear

s

Pict

ures

of

doct

or, n

urse

, den

tist,

hosp

ital

FL,

card

s of

abo

ve w

ore

Fo,

yste

ry b

oxes

Seu:

c o

rgan

s m

ade

from

fia

Obj

ects

and

foo

d

oups

Tc

itery

box

es

-4,,,

aila

ble

from

De'

Lea

tititi

g M

ater

ials

Face

s in

col

or f

rom

mag

azin

esC

ardb

oard

Past

:lia

na p

.:w

ith r

emov

ably

Mou

th w

ash

for

each

stu

dent

Scho

ol n

urse

Film

s an

d fi

linst

rips

Faci

al

Beh

avio

ral O

bjec

tives

give

acc

epta

ble

care

toey

es w

ith s

uper

visi

onan

d re

min

ding

give

acc

epta

ble

care

toea

rs w

ith r

emin

ding

and

supe

rvis

ion

give

acc

epta

ble

care

tono

se w

ith r

emin

ding

and

supe

rvis

ion

Act

iviti

es

Exa

min

e m

odel

of

eye.

Tea

ch th

e pa

rts

of th

e ey

e ac

cord

ihg

to th

e ab

ilitie

sof

you

r st

uden

ts.

Dis

cuss

rea

sons

why

we

mus

t tak

e ca

re o

f ou

r ey

es.

Show

how

to r

emov

e m

atte

r fr

om e

ye b

efor

e co

min

g to

sch

ool.

Ask

a p

erso

n w

ho w

ears

gla

sses

to c

ome

to r

oom

and

dem

onst

rate

pro

per

care

of g

lass

es.

Ask

a b

lind

pers

on to

com

e to

sch

ool a

nd b

ring

his

"Se

eing

Eye

Dog

."U

se e

ye c

hart

and

test

vis

ion

of p

liden

ts.

Play

"B

lindm

an's

Blu

fftr

yto

find

som

eone

in th

e cl

assr

oom

whi

le y

ou a

re,.-

blin

dfol

ded.

Blin

dfol

d ea

ch s

tude

nt-a

nd le

t him

try.

to g

uess

wha

t som

ethi

ng is

by

feel

ing

it.B

orro

w B

raill

e bo

oks

fron

t reg

iona

l Bra

ille

soci

ety

to d

emon

stra

te h

ow b

lind

peop

le r

ead.

Bor

row

larg

e pr

int b

ooks

to s

how

how

par

tially

see

ing

pers

ons

read

.(B

ring

all

reso

urce

per

sons

and

mat

eria

ls to

cla

ssro

om to

hel

p ex

plai

n th

atso

me

of th

ese

cond

ition

s m

ight

exi

st f

or u

s if

we

do n

ot ta

ke g

ood

care

of

our

eyes

whi

le w

e ar

e yo

ung.

).F

ilms

and

film

stri

ps s

ugge

sted

by

scho

ol n

urse

.

Exa

min

e m

odel

of

an c

ar.

Dem

onst

rate

pro

per

clea

ning

of

ear.

AsV

nurs

e to

dis

cuss

the

dang

ers

of p

uti.i

ig th

ings

into

you

r ea

rs.

Pret

end

you

do n

ot h

ear

wel

l. A

sk s

tude

nts

to c

lose

eye

s an

d w

hisp

er a

com

-m

and

very

sof

tly. S

ee if

stu

dent

s re

spon

d to

com

man

d. E

xpla

in th

at h

ard

ofhe

arin

g or

dea

f pe

rson

s ca

nnot

alw

ays

hear

sou

nds.

Ask

a h

ard

of h

eari

ng p

erso

n to

com

e t

choo

l-an

d ta

lk w

ith2

stud

ents

.

Invi

te s

omeo

ne w

ho w

ears

a h

eari

ng a

id to

talk

with

the

stud

ent

Use

aud

iom

eter

to te

st h

eari

ng o

f al

l stu

dent

s.H

ave

a sh

ort c

lean

up

time

for

stud

ents

who

do

not c

lean

ear

s be

fore

com

ing

tosc

hool

.Fi

lms

and

film

stri

ps s

ugge

sted

by

scho

ol n

urse

.M

ake

post

ers

show

ing

gabl

es w

e sh

ould

not

pla

y ne

ar s

omeo

ne's

ear

.

Mak

e a

mys

tery

box

. Pla

ce a

num

ber

of o

bjec

ts w

ith d

iffe

rent

odo

r- in

the

box.

Ask

stu

dent

to c

lose

eye

s. H

old

up o

ne o

f th

e ob

ject

s un

der

his

nose

for

iden

tific

atio

n.A

sk n

urse

to s

how

how

to b

low

nos

e w

hen

you

have

a c

old.

Dem

onst

rate

use

of

faci

al ti

ssue

whe

n co

ughi

ng a

nd s

neez

ing.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Mod

e! o

f ey

e

Was

h cl

oth,

war

m w

ater

Pers

on w

ho w

ears

gla

sses

Blin

d pe

rson

Eye

Cha

rtB

lindf

old

clot

h

Blin

dfol

d cl

oth

Obj

ect a

chi

ld r

ecog

nize

sB

raill

e bo

okL

arge

prin

t boo

ks

Film

s an

d fi

lmst

rips

Mod

el o

f ea

rW

ash

clot

h, w

arm

er

Scho

ol n

urse

Har

d of

hea

ring

, res

ourc

e pe

rson

Res

ourc

e pe

rson

who

wea

rs h

eari

ng a

idA

udio

met

erR

estr

oom

Film

s an

d fi

lmst

rips

Post

ers,

pic

ture

s

Mys

tery

box

Art

icle

s or

foo

ds to

sm

ell

Dem

onst

ratio

n by

sch

ool n

urse

Faci

al ti

ssue

62

Beh

avio

ral O

bjec

tives

Act

iviti

esin

stru

ctio

nal A

ids

and

Mat

eria

ls

use

corr

ect w

ords

for

cond

ition

s of

han

dsan

d pr

oper

cos

met

ics

for

them

care

for

han

ds w

ithsu

perv

isio

n

use

corr

ect w

ords

rel

ated

to f

eet a

nd th

eir

care

care

for

fee

t with

sup

ervi

sion

Dis

cour

age

unsi

ghtly

nos

e pi

ckin

g. (

Sugg

est c

hild

kee

p hi

s ha

nds

in h

is la

pif

he

is n

ot w

orki

ng.)

Show

wha

t can

hap

pen

if y

ou.g

et f

acia

l mak

e-up

into

-nos

tril

(sne

ezin

g,bu

rnin

g, s

wel

ling,

etc

)D

isco

urag

e us

e of

mak

e-up

unt

il pr

oper

tech

niqu

esar

e le

arne

d.Fi

lms

and

film

stri

ps s

ugge

sted

by

scho

ol n

urse

.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

hand

sro

ugh

dirt

ylo

tion

vase

line

soft

clea

nch

appe

dcr

eam

Show

pic

ture

s an

d id

entif

y th

e co

nditi

ons

of th

e ha

nds.

The

n as

k, "

Whi

ch p

ictu

re s

how

s ro

ugh

hand

s?"

etc.

Find

pic

ture

s of

rou

gh o

r ch

appe

d ha

nds.

(Rou

ghne

ss m

ay b

e ill

ustr

ated

by

cutti

ng a

han

d ou

t of

sand

pape

r.)

Dis

cuss

cau

ses

of r

ough

ness

and

men

tion

that

itca

n be

pre

vent

ed b

y us

elo

tion

or c

ream

. (If

una

ble

to a

ffor

d lo

tions

or c

ream

s, a

sk p

aren

ts to

prov

ide

vase

line.

)

Dis

cuss

rea

sons

for

hav

ing

clea

n ha

nds

whe

n ea

ting

or h

andl

ing

food

.

Film

s an

d fi

lmst

rips

Pict

ures

sho

win

g va

riou

s co

nd,..

ans

of h

ands

Bot

tle o

f lo

tion,

jar

of c

ream

and

jar

of v

asel

ine

Mag

azin

esH

and

cut f

rom

san

dpap

erof

Lot

ions

Cre

ams

Rev

iew

was

hing

tech

niqu

es a

nd a

pplic

atio

n of

lotio

n.Sh

ow p

ictu

res

of n

ice,

cle

an h

ands

and

dir

ty, r

ough

han

ds.

Des

crib

e th

e ca

re e

ach

set o

f ha

nds

rece

ived

.Sh

ow p

ictu

res

of b

eaut

iful

han

ds w

ith m

anic

ured

fin

gern

ails

.R

evie

w c

are

of f

inge

rnai

ls.

See

that

eac

h st

uden

t has

nec

essa

ry e

quip

men

tto

car

e fo

r hi

s fi

nger

nails

.(T

hese

may

be

artic

les

in o

wn

Gro

omin

g B

oxor

art

icle

s av

aila

ble

from

roo

m'm

anic

ure

set.)

Dem

onst

rate

wha

t rou

gh h

ands

will

do

to d

elic

ate

clot

hing

.

Film

s an

d fi

lmst

rips

sug

gest

ed b

y sc

hool

nurs

e.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

feet

toe

trim

cut

buni

onfo

otto

enai

lco

rnfi

leFi

nd p

ictu

res

of f

eet.

Dem

onst

rate

the

was

hing

of

feet

usi

nga

doll.

Giv

e st

uden

ts ti

me

to w

ash

doll'

s fe

et.

Show

how

to tr

im to

enai

ls.

Pict

ures

of

clea

n ha

nds,

pic

ture

s of

rou

gh,

dirt

y ha

nds

Pict

ures

of

hand

s w

ith m

anic

ured

nai

ls

Mat

eria

ls n

eede

d fo

r na

il ca

re

Sand

pape

r ha

nd, p

air

of h

ose

or o

ther

del

icat

ecl

othi

ngFi

lms

and

film

stri

ps

Pict

ures

of

feet

Flan

nel b

oard

foo

t with

rem

ovab

lepa

rts

Plas

tic p

an, d

oll,

was

h cl

oth,

soap

,w

ater

Scis

sors

Beh

avio

ral O

bjec

tives

use

corr

ect w

ords

for

cond

ition

s of

ski

n an

dits

car

esk

insm

ooth

soap

bat

tub

faci

al ti

ssue

clea

nro

ugh

.to

wel

On

crea

mdi

rty

chap

ped

bath

ing

was

h cl

oth

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Cau

tion

agai

nst b

uyin

g sh

oes

too

smal

l.C

lippe

rsA

sk n

urse

to d

iscu

ss d

isea

ses

of th

e fe

et a

nd h

ow to

pre

vent

them

.Sc

hool

nur

se

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

eR

eal a

rtic

les

whe

neve

r po

ssib

lePi

ctur

es to

illu

stra

te c

ondi

tions

of

skin

care

for

ski

n-w

ith s

uper

visi

on

use

corr

ect v

ocab

ular

y w

hen

disc

ussi

ng m

enst

rual

car

e

care

for

sel

f du

ring

men

stru

alpe

riod

with

rem

indi

ng a

nd h

elp

Loo

k fo

r pi

ctur

es o

f m

ater

ials

use

d in

ski

n ca

re, I

dent

ify

each

mat

eria

l. M

ake

a bo

okle

t fro

m p

ictu

res,

sav

e th

em f

or f

utur

e id

entif

icat

ion

or u

se th

em f

orbu

lletin

boa

rd d

ispl

ay.

Rev

iew

cor

rect

way

to w

ash

hand

s an

d fa

ce, t

hen

show

how

to d

ry h

ands

and

appl

y lo

tion

to p

reve

nt c

happ

ing.

Rev

iew

cor

rect

pro

cedu

re in

taki

ng b

ath.

(St

ress

that

bat

hing

is a

pri

vate

mat

ter

and

shou

ld b

e do

ne w

ith th

e ba

thro

om d

oor

clos

ed.

Dem

onst

rate

cle

ansi

ng o

f sk

in u

sing

cre

am a

nd f

acia

l tis

sue

or c

ream

and

sof

tcl

oth.

Ask

you

r pu

blic

hea

lth o

ffic

er to

vis

it th

e ro

om. A

sk h

im to

bri

ng in

divi

dual

cont

aine

rs f

or g

erm

gro

wth

. (L

et s

tude

ntsi

ouC

h in

side

of

box,

bre

athe

into

the

box,

etc

. Clo

se ti

ghtly

and

wat

ch b

acte

ria

form

.)M

entio

n th

e ne

ed f

or o

wn

tow

el a

nd w

ash

clot

h to

pre

vent

spr

ead

ofge

rms.

Ask

nur

se to

dis

cuss

com

mon

ski

n di

sord

ers

and

how

they

can

be

prev

ente

d.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e an

d U

nder

stan

ding

belt

put o

n be

ltde

odor

ant

put d

eodo

rant

on

napk

inna

pkin

plac

e na

pkin

pro

perl

y, c

hang

e na

pkin

reg

ular

lyba

thin

gw

ash

or b

athe

car

eful

ly d

urin

g th

is ti

me

Wra

p na

pkin

car

eful

ly a

nd p

ut in

was

teba

sket

.Pe

riod

cra

mps

Pict

ures

of

mat

eria

ls u

sed

in s

kin

care

Was

h ba

sin,

str

dp, t

owel

. lot

ion

Was

h ba

sin,

soa

p, to

wel

, dol

l, w

ash

clot

h

Faci

al ti

ssue

, cre

am, c

loth

Publ

ic h

ealth

off

icer

Con

tain

ers,

for

ger

m g

row

th

Scho

ol n

urse

Act

ual a

rtic

les

Not

e:T

alk

with

mot

her

rega

rdin

g pr

oced

ures

prac

ticed

at h

ome.

Ask

mot

her

tore

port

to te

ache

r w

hen

peri

od s

tart

s

Slid

es, C

laus

en a

nd R

oach

Hav

e ea

ch g

irl b

ring

a b

ox o

f na

pkin

s ar

id b

elt t

o sc

hool

to le

ave

in h

er lo

cker

.N

apki

n an

d be

ltL

abel

box

with

gir

l's n

ame

and

plac

e in

lock

er.

Ask

eac

h gi

rl to

bri

nga

chan

ge o

f un

derc

loth

es in

cas

e it

is n

eede

d. L

abel

and

Cha

nge

of u

nder

clot

hes

plac

e in

lock

er.

Ask

nur

se to

talk

with

gir

ls r

egar

ding

per

sona

l hyg

iene

dur

ing

men

stru

al p

erio

d.Sc

hool

Nur

se

Set a

side

an

area

of

the

room

(hi

dden

by

scre

en)

so th

e gi

rls

can

dem

onst

rate

the

Lar

ge d

oll,

napk

ins,

bel

t, w

ater

, was

hclo

th

Act

iviti

es

corr

ect c

are

of s

elf

duri

ng p

erio

d, u

sing

a la

rge

doll.

Enc

oura

ge p

artic

ipat

ion

in s

choo

l act

iviti

es e

xcep

t whe

n sh

e ha

scr

amps

.Sh

ow f

ilms

show

n to

Six

th G

rade

Gir

ls.

Show

oth

er m

ovie

s su

gges

ted

by c

oach

or

scho

olnu

rse

for

boys

.C

heck

all

unpl

easa

nt o

dors

. Tak

e in

divi

dual

gir

l to

rest

room

and

sup

ervi

sew

hile

she

was

hes

prop

erly

, deo

dori

zes

pad,

cha

nges

nap

kin

and

disp

oses

of it

.E

xpla

in th

e od

or to

her

. Men

tion

that

peo

ple

dono

t lik

e to

sm

ell t

his

odor

.R

epea

t thi

s pr

oced

ure

with

eac

h st

uden

t unt

il th

e od

or is

not p

rese

nt.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

hair

trim

dete

rgen

tbe

auty

sch

ool

com

bcl

ean

cut

curl

ers

brus

hhe

alth

ybo

bby

pins

dand

ruff

set

teas

e ha

irdr

yer

For

Gir

ls O

nly

sham

poo

rolle

rsbe

auty

ope

rato

r

Find

pic

ture

s of

wel

l-gr

oom

ed h

air.

Dis

cuss

how

the

hair

was

car

ed f

or.

Mak

e a

bulle

tin b

oard

sho

win

g ha

ir s

tyle

s su

itabl

e fo

ryo

ung

ladi

es. T

ell h

owth

e ha

ir w

as c

ared

for

.Fi

nd p

ictu

res

of a

rtic

les

need

ed to

car

e fo

r ha

ir. P

ut p

ictu

res,

onbu

lletin

boa

rd,

Com

b ha

ir in

fro

nt o

f m

irro

r.A

sk b

eaut

y sc

hool

, to

serd

stu

dent

s to

giv

e de

mon

stra

tions

on s

ham

pooi

ng,

titts

hing

, cur

ling,

etc

.G

et h

air

drye

r fo

r ro

om s

o ha

ir c

an b

e sh

ampo

oed

and

styl

ed e

ach

wee

k.A

sk b

eaut

icia

n to

giv

e de

mon

stra

tion

on c

ombi

ng a

nd b

rush

ing

ofha

ir.

Show

how

to c

lean

com

b-an

d br

ush.

(Pl

ace

both

in b

asin

or la

vato

ry. A

dd a

bout

a te

aspo

on o

f de

terg

ent.

'Tou

r ho

t wat

er o

ver

com

b an

d br

ush.

Let

set

abo

ut 1

5m

inut

es o

r ov

erni

ght.

Bru

sh o

ut s

tubb

orn

dirt

with

old

toot

hbru

sh.)

Mak

e ce

rtai

n th

at e

ach

girl

has

a c

omb

and

brus

h fo

r he

r G

ood

Gro

omin

g B

ox.

Dis

cuss

rea

sons

why

hai

r sh

ould

not

be

com

bed

in p

ublic

pla

ces.

Show

pic

ture

s of

wel

l-gr

oom

ed h

air

and

hair

in c

urle

rs. (

Sugg

est

that

you

ngla

dies

not

leav

e ho

me

whe

n ha

iris

in c

urle

rs.)

Dis

cuss

dan

druf

f an

d w

hat c

ause

s it.

Fin

d pi

ctur

es s

how

ing

dand

ruff

,or

add

it to

dark

clo

thes

usi

ng w

hite

tem

pera

pai

nts.

Set o

ff a

spe

cial

cor

ner

for

hair

gro

omin

g.Pu

t up

a sc

reen

with

sig

n, "

For

Gir

ls O

nly.

"

Dis

cuss

rea

sons

for

get

ting

plen

ty o

f sl

eep.

64

Inst

ruct

iona

l Aid

s an

d M

ater

ials

soap

, was

h ba

sin

Mov

ies

Mov

ies

Supe

rvis

ed m

enst

rual

care

in r

estr

oom

as

need

ed

As

man

y ac

tual

obj

ects

as

poss

ible

Pict

ures

of

the

othe

r ob

ject

s

Pict

ures

of

wel

l-gr

oom

ed h

air

Pict

ures

of

hair

sty

les

suita

ble

for

teen

ager

s

Pict

ures

of

artic

les

used

it h

air

care

Mir

ror,

com

bSt

uden

ts f

rom

bea

uty

scho

o!

Hai

r dr

yer

Bea

utic

ian

Bas

in

Det

erge

ntO

ld to

othb

rush

, com

b, b

rush

Com

bB

rush

Pict

irre

s of

wel

l-gr

oom

ed h

air,

hai

r in

cur

lers

Pict

ures

illu

stra

ting

dand

ruff

Scre

enSi

gn, "

For

Gir

ls O

nly

Not

e!If

stu

dent

s se

em u

nusu

ally

tire

d fo

rpe

riod

s of

tim

e, ta

lk w

ith p

aren

tsco

ncer

ning

sle

ep h

abits

.

4111

Beh

avio

ral O

bjec

tives

Eat

ing

and

Tab

le M

anne

rs

The

lear

ner

will

be

able

to:

use

the

right

voc

abul

ary

for

eatin

g

get r

eady

for

lunc

h w

hen

rem

inde

d

eat a

ll fo

od o

n tr

ay

Act

iviti

es

Bl-i

ng c

lock

to r

oom

. Set

the

cloc

k at

the

time

teen

ager

s sh

ould

ga to

lii!d

and

get

up.

Sho

w p

ictu

res

of h

appy

and

gro

uchy

peo

ple.

Dec

ide

whi

ch o

nes

we

wou

ld w

ant f

or fr

iend

s. A

sk s

choo

l nur

se to

talk

abou

t nee

d fo

r sl

eep.

Sho

w m

ovie

s an

d fil

mst

rips

sugg

este

d by

sch

ool

nurs

e.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

mea

lin

nch

dinn

erbr

eakf

ast

`caf

eter

iare

stau

rant

driv

e-in

fork

spoo

nkn

ifecu

stod

ian

cook

-

vege

tabl

es (

nam

es a

s ne

eded

)fr

uits

(na

mes

as

need

ed)

mea

ts (

nam

es a

s ne

eded

)sa

lads

(na

mes

as

need

ed)

dess

erts

(na

mes

as

need

ed)

Rev

iew

rea

sons

for

havi

ng c

lean

han

ds w

hen

eatin

g.:

Rev

iew

cor

rect

pro

cedu

re fo

rwas

hing

han

ds.

Pra

ctic

e lin

ing

up a

nd s

tayi

ng in

line

whi

le w

ashi

ng h

ands

and

wai

ting

for

othe

rs to

fini

sh.

Giv

e lo

ts o

f opp

ortu

nitie

s fo

r w

ashi

ng h

ands

so

stud

ents

will

form

hab

it of

was

hing

whe

n ha

nds

beco

me

dirt

y.S

tres

s qu

iet t

alki

ng in

line

and

in c

afet

eria

.

Mak

e po

ster

s sh

owin

g a

wel

l-bal

ance

d br

eakf

ast,

lunc

h, a

nd d

inne

r.C

olle

ct p

ictu

res

of fo

ods

eate

n fo

r lu

nch

and

sort

acc

ordi

ng to

frui

ts, v

eget

able

s,m

eat o

r m

ain

dish

, sal

ads,

des

sert

s, d

rinks

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

rock

es o

f hap

py a

nd g

rouc

hy p

eopl

e"S

-...'

:n31

nur

seM

6stie

s

Film

strip

sN

ote:

It is

tim

e to

sta

rt d

evel

opin

g an

und

er-

stan

ding

the

need

for

med

ical

car

e an

dho

spita

ls. V

isita

doc

tor's

offi

ce o

ras

k so

meo

ne fr

om th

e M

edic

al A

ssoc

ia-

tion

to te

ll th

e cl

ass

how

doc

tors

mak

eus

wel

l and

to s

tres

s th

at m

edic

ine

is.ta

ken

unde

r'doc

tor's

ord

ers

only

. Vis

ita

hosp

ital.

if-po

ssib

le. A

sk a

nur

se in

aw

hite

uni

form

to c

ome

visi

t and

talk

abou

t hos

pita

ls a

nd h

ow th

ey c

are

for

us.

Act

ual f

oods

bef

ore

cook

ing

PiC

ture

s of

cho

ked

food

Pic

ture

s of

pla

Ces

to e

at

Lava

tory

or

was

h ba

sin

Soa

p, p

aper

tow

els

Box

labe

led

for

eac'

h ca

tego

ry (

shoe

box

es c

u,do

wn

or h

osie

ry b

o:,..

es m

ake

exce

llent

sto

rage

units

.).

-Pas

te a

pic

ture

and

the

wor

d fo

r ea

ch c

ateg

ory

onto

p of

box

Beh

avio

ral O

bjec

tives

Act

iyiti

es

Invi

te th

e ca

fete

ria

supe

rvis

or to

spe

ak to

you

r cl

ass

and

expl

ain

how

she

plan

s m

eals

.V

isit

your

loca

l dai

ry a

ssoc

iatio

n fo

r ex

celle

nt p

ictu

res

show

ing

the

diff

eren

tfo

ods

we

shou

ld e

at e

ach

day.

Tal

k ab

out-

the

food

s w

e w

ill h

ave

for

lunc

h. S

ee if

foo

ds f

rom

eac

h fo

od g

roup

are

bein

g se

rved

. Exp

lain

that

iv-e

ll-ba

lanc

ed m

eals

kee

p us

wel

l.E

ncou

rage

stud

ents

to e

at a

ll fo

od o

n tr

ay.

Mak

e a

mon

thly

sch

ool l

unch

boo

klet

., Fi

nd p

ictu

res

of th

e fo

ods

you

ate

for

lunc

h. A

t the

end

of

the

wee

k, c

heck

you

r bo

okle

t aga

inst

the

scho

ol m

enu

to s

ee if

you

hav

e ea

ten

prop

erly

.V

isit

the

cafe

teri

a fo

r sh

ort t

ours

, mee

ting

the

cook

s to

lear

n ho

w th

ey p

lan

and

prep

are

the

mea

ls.

Dem

onst

rate

cor

rect

use

of

knif

e.'T

ake

turn

s sh

owin

g yo

ur f

rien

ds h

ow to

cut

with

a k

nife

.B

orro

w a

chu

rn a

nd g

et c

arto

n of

cre

am f

rom

loca

l dai

ry a

ssoc

iatio

n (M

ost

will

don

ate

it.)

to m

ake

butte

r. I

f ch

urn

is n

ot a

vaila

ble

a qu

art j

ar m

ay b

eus

ed. P

ut th

e cr

eam

in a

jar,

scr

ew li

d on

tigh

tly a

nd s

hake

. Whe

n bu

tter

is m

ade,

dra

in o

ff m

ilk a

nd w

ork

out e

xces

s m

ilk u

sing

but

ter

padd

le o

rsp

atul

a. A

dd s

alt t

o ta

ste

and

refr

iger

ate.

(So

met

imes

gra

ndm

othe

rs a

reha

ppy

to v

isit

scho

ol a

nd s

how

the

stud

ents

how

to m

ake

butte

r.)

Nex

t day

, let

gir

ls m

ake.

pan

cake

s fr

om p

anca

ke m

ix. (

Thi

s ca

n be

coo

ked

in e

lect

ric

skill

et o

r ho

t pla

te a

nd s

kille

t, if

sto

ve is

not

ava

ilabl

e.)

Serv

e th

e pa

ncak

es to

the

boys

to b

e ea

ten

with

but

ter

and

syru

p.D

emon

stra

te c

orre

ct w

ay to

cut

but

ter

and

the

panc

akes

.

use

knif

e fo

r cu

tting

in s

awin

g fa

shio

n

iden

tify

and

use

prop

erut

ensi

l whe

n ea

ting

mea

t,so

up, d

esse

rt, e

tc. w

ithre

min

ding

eat a

t a r

easo

nabl

esp

eed

mos

t of

the

time

save

des

sert

unt

il en

dof

mea

l

Mat

chin

g G

ames

:H

ave

set o

f pl

astic

spo

ons,

for

ks a

rid-

kniN

4es.

Find

pic

ture

s of

foo

ds w

e en

joy.

Mat

ch th

e fo

od w

ith th

e co

ii--e

tt--e

atin

gut

ensi

l.Sp

eech

Im

prov

emen

t Gam

e: T

each

er: "

Wha

t silv

erw

are

do y

ou u

se w

hen

eatin

g ic

e cr

eam

?" S

tude

nt: "

I ea

t ice

cre

am w

ith a

spo

on, e

tc."

Mak

e po

ster

s sh

owin

g fo

ods

we

eat w

ith f

ork,

spo

on a

nd k

nife

.Id

entif

y fo

ods

and

silv

erw

are.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Caf

eter

ia s

uper

viso

r

Fiel

d tr

ip to

loca

l dai

ry a

ssoc

iatio

n

Pape

r, p

aste

Mag

azin

esL

unch

men

u"f

our

of s

choo

l caf

eter

ia

Chu

rnC

ream

Spz.

.ula

or b

utte

r pa

ddle

Salt

Sto%

;e o

r el

ectr

ic s

kille

tO

r ho

t pla

te a

nd s

kille

tB

utte

r, s

yrup

Not

e:D

on't

forg

et to

bru

sh-t

eeth

aft

er e

atin

g

Plas

tic s

et o

f si

lver

war

e

Food

pic

ture

s

Car

eful

ly s

uper

vise

eat

ing

habi

ts in

sch

ool c

afet

eria

.R

emin

d st

uden

ts o

f pr

oper

pro

cedu

res

in th

e di

ning

are

a, b

ut n

ot io

the

'poi

ntth

at h

e is

rid

icul

ed b

y ot

her

stud

ents

in d

inin

g ro

om. C

all a

tt.io

n to

bad

eatin

g ha

bits

whe

n yo

u re

turn

to c

lass

room

.

Food

pic

ture

sT

aglx

ird

Set u

p m

ock

cafe

teri

a in

roo

m. M

ake

tray

s us

ing

card

boar

d an

e bu

tche

r pa

per.

Tra

ys d

raw

n on

but

cher

pap

er o

r ca

rdbo

ard

Find

pic

ture

s of

the

food

s fo

r ea

ch m

eal (

enou

gh p

ictu

res

for

each

stu

dent

s).

Pict

ures

of

food

s se

rved

in c

afet

eria

Beh

avio

ral O

bjec

tives

wip

e m

outh

Whe

n ne

cess

ary

with

occ

asio

nal r

emin

ding

scra

pe a

nd r

etur

n ea

ting

uten

sil.

clea

n up

tabl

e af

ter

eatin

g

.re

port

and

cle

an u

p sp

ills

set t

able

Act

iviti

es

Sele

ct tw

o pe

rson

s fo

r co

r.k.

. Let

then

put

the

pict

ures

of

the

food

s on

the

tray

s. L

et e

ach

stud

ent g

et h

is tr

ay a

nd m

arch

to th

e ta

ble.

Tal

k ab

out t

hefo

ods

on tr

ay a

nd w

hich

one

s w

e ea

t fir

st. I

dent

ify

the

dess

ert a

nd le

ave

itun

til a

ll ot

her

food

on

tray

is e

aten

.

(Not

e th

e st

uden

ts w

ho n

eed

prac

tice

in. c

lean

ing

mou

th, c

hew

ing,

etc

.)D

iscu

ss w

ays

to k

eep.

mou

th c

lean

.L

et s

tude

nts

eat f

inge

r fo

ods,

wat

chin

g se

lf in

mir

ror,

so

he w

ill b

e aw

are

ofdi

rty

mou

th. D

emon

stra

te e

atin

g sl

owly

, with

mou

th c

lose

d po

intin

g ou

tth

at th

e fo

od c

anno

t get

on

the

mou

th a

nd f

ace'

if w

e ch

ew w

ith m

outh

clo

sed.

Rem

ind

stud

ents

to u

se n

apki

n fr

eque

ntly

in d

inin

g ar

ea. I

n ro

om lo

ok a

tpi

ctur

es o

f pe

rsO

ns w

ith d

irty

fac

es a

nd c

lean

fac

es.

Dec

ide

whi

ch o

nes

we

wou

ld w

ant f

or f

rien

ds.

Hav

e a

room

che

ck to

see

how

man

y st

uden

ts h

ave

clea

n m

outh

s w

hen

they

retu

rn to

roo

m: G

ive

stud

ents

tim

e to

was

h fa

ce w

hen

brus

hing

teet

h.

Obs

erve

stu

dent

s ins n

cafe

teri

a, n

otin

g ar

ea in

whi

ch th

ey n

eed

prac

tice.

Set u

p m

ock

cafe

teri

a in

roo

m w

ith a

rea

for

scra

ping

tray

s.D

emon

stra

te c

orre

ct w

ay to

scr

ape

tray

for

thos

e ha

ving

dif

ficu

lty.

Dem

onst

rate

clea

ning

tabl

e by

bru

shin

g sp

illed

foo

d on

to tr

ay w

ith n

apki

nbe

fore

leav

ing

tabl

e. P

ut p

aper

on.

tabl

e in

roo

m f

or s

tude

nt p

ract

ice.

(Thi

s w

ill b

e an

exc

elle

nt o

ppor

tuni

ty to

invo

lve

your

sch

ool c

usto

dian

.)In

vite

cus

todi

an to

tell

how

he

keep

s th

e ca

fete

ria

clea

n.G

et a

bro

om, m

op, a

nd d

ustp

an f

or r

oom

use

. Pra

ctic

e sw

eepi

ng f

loor

eac

hda

y an

d m

oppi

ng f

loor

at l

east

onc

e pe

r w

eek.

Lea

rn w

here

mop

is k

ept i

n sc

hool

caf

eter

ia..

Ass

ign

a he

lper

to c

lean

up

any

spill

s at

our

tabl

e du

ring

lunc

h. E

ncou

rage

the

cust

odia

n to

'allo

w s

tude

nts

to h

elp

him

cle

an u

p sp

ills

in th

e ca

fete

ria

(esp

ecia

llygo

od f

or b

oys)

.

Dra

w a

pla

ce s

ettin

g on

but

cher

pap

er.

-Ins

truc

tiona

l Aid

s an

d M

ater

ials

fGir

l Sco

uts

and

Cam

pfir

e G

irls

will

hel

p fi

ndpi

ctur

es.)

Fing

er f

oocs

Mir

ror

Pict

ures

of

clea

n an

d di

rty

face

s

Hel

per

to c

heck

fac

es'

Moc

k ca

fete

ria

with

are

a fo

r sc

rapi

ng tr

ays

Nap

kin

Tra

y, s

mal

l pie

ces

of p

aper

Scho

ol c

usto

dian

Bro

omM

opD

ustp

anN

ote:

Cal

l cus

todi

an b

y na

me

and

be r

es-

pect

ful t

o hi

m a

nd h

is jo

bN

ote:

Cus

todi

an m

ay c

onse

nt to

allo

win

gT

MH

boy

s to

mop

sch

ool c

afet

eria

.If

the

stud

ents

do

a go

od jo

b, th

eym

ay b

e al

low

ed to

cle

an u

p ha

llsan

d pl

aygr

ound

. If

they

are

noi

syin

hal

ls, s

ugge

st th

at te

ache

rs c

lose

clas

sroo

m d

oors

for

sho

rt r

imes

whi

le h

alls

are

bei

ng c

lear

.,--1

Plac

e se

tting

dra

wn

on b

utch

er p

aper

Beh

avio

ral O

bjec

tives

Act

iviti

es

Prac

tice

setti

ng ta

ble

usin

g in

expe

nsiv

e st

ainl

ess

stee

l silv

erw

are

and

plas

tic o

r tn

elm

ac d

ishe

s. (

Vis

it ho

me

to s

ee h

ow f

orm

al th

e ev

enin

gm

eal w

ill b

e. E

ncou

rage

par

ents

to c

onsi

der

this

a d

aily

cho

re-f

or th

eir

child

.)Pr

actic

e se

tting

the

tabl

e w

ithou

t the

dra

wn

plac

e se

tting

.

prep

are

and

cook

sim

ple

mea

ls w

ith h

elp

serv

e m

eals

with

sup

ervi

sion

Car

e of

Clo

thes

The

lear

ner

is a

ble

to:

sele

ct s

easo

nal c

loth

ing

with

'sup

ervi

sion

Mak

e a

bulle

tin b

oafd

usi

ngar

ticle

s ne

eded

for

mea

suri

ng in

gred

ient

s.Pr

actic

e th

e us

e of

mea

suri

ng c

ups

and

spoo

ns m

any

times

bef

ore

tryi

ng to

cook

any

foo

d. U

se in

divi

dual

mea

suri

ng c

ups

to b

egin

. Sel

ect a

rec

ipe

tom

ake

and

trea

sure

ingr

edie

nts

man

y tim

es b

efor

e m

ixin

g: m

easu

re s

ugar

,pu

t bac

k in

to c

onta

iner

; mea

sure

sug

ar a

gain

, put

bac

k in

to c

onta

iner

, etc

.Pl

an s

impl

e lu

nch

to p

repa

re a

nd e

at in

the

room

one

day

per

mon

th. (

Stud

ents

pay

lunc

h m

oney

to r

oom

fun

d to

buy

foo

ds. S

ee S

impl

e M

eal R

ecip

es in

Sugg

este

d M

ater

ials

fol

low

ing

skill

are

a.)

(Mak

e a

sim

ple

reci

pe b

ook

to ta

ke h

ome

so p

aren

ts w

ill k

now

wha

t stu

dent

sha

ve b

een

cook

ing

at s

choo

l. U

se p

ictu

res

and

illus

trat

ions

so

stud

ents

can

unde

rsta

nd it

.) C

onta

ct y

our

scho

ol c

afet

eria

sup

ervi

sor

for

supp

lies

she

can

shar

e w

ithT

ake

a fi

eld

trip

to a

gro

cery

sto

re to

buy

nee

ded

food

s fo

r T

he m

eal.

Coo

k th

e fo

ods

usin

g st

ove,

ele

ctri

c sk

illet

or

hot p

late

.

Hav

e a

room

par

ty a

nd p

repa

re c

hoco

late

milk

with

inst

ant m

ix o

r co

ld d

rink

mix

. Inv

ite a

noth

er r

oom

to a

ttend

.

Prep

are

sand

wic

hes

and

gela

tin d

esse

rt f

or s

peci

al h

olid

ay p

arty

.(B

e su

re th

e fo

ods

you

prep

are

are

sim

ple

and

will

be

good

to e

at.)

Prac

tice

prop

er p

roce

dure

s fo

r se

rvin

g co

okie

s an

d pu

nch

at p

arty

.Pr

actic

e se

rvin

g a

mea

l coo

ked

in lo

om.

Prac

tice

pass

ing

food

at t

he ta

ble.

Hav

e op

en h

ouse

and

invi

te p

aren

ts. P

repa

re a

nd s

erve

ref

resh

men

ts to

the

visi

tors

.

Rev

iew

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e on

Int

erm

edia

te L

evel

with

any

stu

dent

who

is h

avin

g di

ffic

ulty

rem

embe

ring

the

nam

es o

f hi

scl

othi

ng.

Mak

e po

ster

s sh

owin

g ho

t, co

ld, r

ainy

, and

win

dy w

eath

er c

loth

ing.

-Mak

e cl

othi

ng b

ookl

ets

for

each

sea

son.

.

Tal

k ab

out c

loth

ing

we

wea

r fo

r di

ffer

ent w

eath

er c

ondi

tions

.

68

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Stai

nles

s st

eel s

ilver

war

e, p

last

ic o

r m

elm

acdi

shes

Var

ious

mea

suri

ng.c

ups

and

spoo

ns

Mea

suri

ng c

ups

and

spoo

nsIn

gred

ient

s to

mea

sure

Not

e:B

oys

may

hel

p if

they

wis

h. T

his

isa

good

opp

ortu

nity

to s

how

that

mea

ls 1

1111

F. b

e pa

id f

or w

hen

you

eat

out

The

lunc

h m

ay b

e th

e sa

me

pric

e as

caf

eter

iam

eal s

o st

uden

ts m

ay b

e gi

ven

a ch

oice

of

food

with

eac

h in

divi

dual

dis

h be

ing

pric

ed a

s in

publ

ic c

afet

eria

.

Cho

cola

te m

ilk m

ix o

r co

ld d

rink

mix

Bre

ad, s

andw

ich

mea

t ;m

ayon

nais

eG

elat

in

Dis

hes

forI

lerv

ing

Nap

kins

Ref

resh

rnen

tsN

ote:

En

urag

e pa

rent

s to

allo

w s

tude

nts

toep

are

and

serv

e si

mpl

e fo

ods

at,h

om

Post

ers

illus

trat

i\ig

v- r

ious

kin

ds o

f cl

othi

ngPa

per,

pas

te, c

at.o

gs

Beh

avio

ral O

bjec

tives

Act

iviti

es

care

for

ow

n cl

othe

sw

ith s

uper

visi

on

do s

impl

e w

ashi

ng a

ndir

onin

g w

ith s

uper

visi

on

do s

impl

e se

m, i

ng w

ithsu

perv

isio

n

Rev

iew

han

ging

up

garm

ents

whe

n ar

rivi

ng a

t sch

ool.

Dis

cuss

way

s of

car

ing

for

all c

loth

ing.

Do

sim

ple

laun

dry

in la

vato

ry (

brin

g fe

w c

loth

es f

rom

hom

e).

Do

sim

ple

was

hing

in w

ashi

ng m

achi

ne. (

Dev

elop

a v

ocab

ular

y as

nee

ded

for

was

hing

. You

may

wan

t to

teac

h th

e na

mes

of

som

e of

the

new

mat

eria

ls w

hich

can

be

was

hed

and

drie

d in

dry

er.)

Kee

p an

iron

and

iron

ing

boar

d .s

et u

p at

all

times

. Sep

arat

e fr

om r

est

of r

odm

with

scr

een

so it

can

be

used

in c

ase

of a

ccid

ent.

Iron

fla

t mat

eria

ls (

pillo

wca

ses

dish

tow

els,

etc

.)

Set u

p a

sew

ing

corn

er w

ith s

ewin

g m

achi

ne f

or s

impl

e st

itchi

ng.

Enc

oura

ge s

tude

nts

to s

ew o

n, b

utto

ns a

nd s

ew u

p ri

pped

sea

ms.

Do

sim

ple

embr

oide

ry:

Hav

e se

win

g ca

rds

for

stud

ents

who

hav

e di

ffic

ulty

wor

king

with

sm

all

need

le a

nd th

read

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Coa

t Tac

ks, g

arm

ent

Not

e:M

ake

pare

nts

awar

e of

dre

ssin

g sk

ills

prac

ticed

at s

choo

l and

ask

for

coop

erat

ion

at h

ome

Gar

men

ts f

rom

hom

eFa

bric

sof

tene

r, d

eter

gent

Was

hing

mac

hine

Iron

ing

boar

dSt

eam

iron

Not

e:E

ncou

rage

par

ents

to a

llow

stu

dent

slo

was

h an

d ir

on s

impl

e pi

eces

Sew

ing

corn

er w

ith s

ewin

g m

achi

ne;

Nee

dles

, thi

mbl

e, a

ssor

ted

colo

rs o

f th

read

Not

e:M

ake

pare

nts

awar

e of

sew

ing

skill

sta

ught

and

enc

oura

ge th

em to

pro

vide

sim

ilar

activ

ities

at h

ome

Self

-Hel

pSu

gges

ted

Sour

ces

for

Mat

eria

ls a

nd E

quip

men

t

A. D

ai^g

er a

nd C

orm

any,

Inc

.E

duca

tiona

l Tea

chin

g A

ids

Div

isio

n15

9 W

est K

enzi

e St

reet

Chi

cago

, Illi

nois

606

10

Eta

Bes

t Ves

ts f

or D

ress

ing

Skill

sD

ress

ing.

Fra

mes

(la

cing

, hoo

ks a

nd e

ye, l

arge

but

ton,

sm

all b

utto

n,zi

pper

, com

pres

sion

sna

p, b

ow ty

ing,

buck

ling)

Dol

l How

eD

oll F

urni

ture

R. H

. Sto

ne P

rodu

cts

1827

9 L

ever

nois

Det

roit,

Mic

higa

n 48

221

Solid

Map

le a

nd B

irch

dol

l hou

se f

urni

ture

very

stu

rdy

avai

labl

e in

livi

ng r

oom

, bed

room

, din

ing

room

,ki

tche

n an

d ba

thro

omH

elpm

ates

, buc

kle,

but

ton,

zip

with

tie-

on h

ood

Cre

ativ

e.Pl

ayth

ings

Inc

.P.

0. B

ox 3

30Pr

ince

ton,

New

Jer

sey

Dre

ss-M

e D

oll (

for

olde

r ch

ildre

n)B

endi

Bab

y (m

olde

d fo

am r

ubbe

r)D

oll C

loth

esSe

w S

o B

oard

s (M

ason

ite)

with

lace

s

Chi

ldcr

aft E

quip

men

t Co.

155

Eas

t 23r

d St

reet

New

Yor

k, N

ew Y

ork

1001

0

Rub

bero

id d

oll

Chi

ldcr

aft s

tove

Woo

den

fam

ilyC

hild

craf

t ref

rige

rato

rA

lum

inum

Lun

cheo

n Se

tC

hild

craf

t sin

kH

ouse

clea

ning

set

Chi

ldcr

aft c

abin

etK

itche

n ut

ensi

lsT

able

Top

Iro

ning

set

(ir

onon

g bo

ard

with

har

dwoo

dO

pen

top

doll

hou-

seir

on)

Am

eric

an G

uida

nce

Serv

ices

Inc

.

.PU

blis

hers

Bui

ldin

gC

ircl

e Pi

nes.

Min

i.i?.

sota

5501

4

Peab

ody

Dev

elop

men

tal K

it, L

evel

P

Dev

elop

men

tal L

earn

ing

Mat

eria

ls35

05 N

. Ash

land

Ave

nue

Chi

cago

. Illi

nois

6065

7

Ctid

dly

Kitt

y (p

ut to

geth

er p

etsn

aps,

buc

kles

, etc

.)Su

perb

oard

Lac

ing

Car

ds w

ith la

ces

Com

mun

it y

Play

thin

gsR

ifio

n, N

ew Y

ork

1247

1

Dol

l Hou

se (

3 st

yles

)D

oll H

ouse

fur

nitu

re (

6 ro

oms)

Vin

yl d

olls

with

clo

thes

Cha

se d

olts

(fo

r ba

thin

g)Fl

agg

Flex

ible

D01

1 Fa

mily

(5

mem

bers

Alu

min

um K

itche

n Se

tC

hild

-siz

e te

a tr

cor

four

Boo

ks a

nd P

amph

lets

Jone

s, M

ario

n, H

ow T

o T

ell t

he R

etar

ded

Gir

l Abo

ut M

enst

ruat

ion.

Nee

nah,

Wis

cons

in: K

imbe

ily-C

lark

Cor

p.

Gra

yson

, Mar

ion

F., L

et's

Do

Fing

erpl

ays.

Was

hing

ton:

Rob

ert B

. Luc

e In

c., 1

962

Scot

t, L

ouis

e B

ende

r an

d T

hom

pson

, J. J

., T

alki

ng T

ime

St. L

ouis

: Web

ster

Div

isio

n, M

cGra

w-H

ill B

ook

Com

pany

, 195

1

Scot

t, L

ouis

Ben

der

and

Tho

mps

on, J

. J.,

Rhy

mes

for

Fin

gers

and

Fla

nnel

boa

rds.

Lou

is: W

ebst

er D

ivis

ion,

McG

raw

-H

ill B

ook

Com

pany

, 196

0

Car

lson

, Ber

nice

Wel

ls, a

nd G

ingI

vr.!

d, D

avid

R.,

Play

Act

iviti

es f

or th

e R

etar

ded.

Nas

hvill

e: A

bing

don

Pres

s, 1

961-

Clin

e, K

athy

, "A

Sym

bol C

ookb

ook

Prog

ram

,"T

each

ing

Exc

eptio

nal.

Chi

ldre

n.Su

mm

er, 1

969,

pp.

101

-105

Bar

e, C

lair

e, B

oet t

ke, E

lean

or a

nd W

aggo

ner,

1.4

eva,

Sel

-Hel

p C

loth

iag

for

Han

dica

pped

Chi

ldre

n an

d A

dults

.T

he N

atio

nal S

ocie

ty f

or C

ripp

led

Chi

ldre

n an

d A

dults

, Inc

.19

62, 8

4 pp

.

Boo

ks f

or S

tude

nts

in S

choo

l Lib

rary

Doo

rly,

Rut

h K

., O

ur J

imm

yW

estw

ood,

Mas

sach

uset

ts: S

ervi

ces

Ass

ocia

tes

(Box

224

, 020

90)

$3.9

5 an

d 35

4 pb

stag

eT

wo

pare

nts

tell

thei

r ch

ildre

n ab

out t

heir

ret

arde

d br

othe

r. I

llust

rate

dby

ret

arde

d bo

y.

"Hel

lo, K

now

Who

I A

m?"

Inte

rest

ing,

illu

stra

ted

pam

phle

t of

little

ret

arde

d bo

y te

lling

abo

ut r

etar

ded

peop

le. 5

4 pe

r co

pyL

ee C

ount

y A

ssoc

iatio

n fo

r R

etar

ded

Chi

ldre

n25

70 H

anso

n St

reet

Fort

Mey

ers,

Flo

rida

Mus

ic (

Qui

et. a

nd A

ctio

n) B

ooks

and

Rec

ords

Gin

glan

d, D

avid

R. a

nd S

tiles

, Win

ifre

d, M

usic

Act

iviti

es f

or R

etar

ded

Chi

ldre

n: A

Han

dboo

kfo

r T

each

ers

and

Pare

nts.

New

Yor

k: A

bing

don

Pres

s

Gin

n an

d C

ompa

nyT

he K

inde

rgar

ten

Boo

kT

he F

irst

Gra

de B

ook

(enl

arge

d ed

ition

)

Silv

er B

urde

tt C

ompa

nyM

akin

g M

usic

You

r O

wn

KM

akin

g M

usic

You

r. O

wn'

(Fi

rst G

rade

)

May

's M

usic

Com

pany

514

Cen

tral

Ave

nue

S.W

.A

lbuq

uerq

ue, N

ew M

exic

o 87

103

Bow

mar

Rec

ords

and

man

y ot

hers

ava

ilabl

e. (

Wri

te f

orca

talo

g)

Man

ners

Can

Be

Fun

Sum

mit

Indu

stri

esP.

O. B

ox 4

15H

ighl

and

Park

, Illi

nois

Film

s an

d Fi

lmst

rips

Inte

rnat

iona

l Com

mun

icat

ion

Film

sA

Div

isio

n of

Dou

bled

ay a

nd C

ompa

ny, I

nc.

1371

Rey

nold

s M

enu

Sant

a A

na, C

alif

orni

a 92

705

Slee

py H

eads

(sh

ows

that

ani

mal

g an

d ch

ildre

n ne

edpl

enty

of

slee

p)

A T

hous

and

Eye

s (s

how

spr

oper

car

e an

d pr

otec

tion

of e

yes)

Soci

ety

for

Vis

ual E

duca

tion

Inc.

.134

5 D

iver

sey:

Park

way

Chi

cago

, Illi

nois

6061

4

Pers

onal

Cle

anlin

ess

Rec

ord

Film

s

1. W

ashi

ng Y

our

Han

ds a

nd F

ace

2. B

rush

ing

You

r T

eeth

3. W

ashi

ng Y

our

Hai

r4.

Tri

mm

ing

You

r N

ails

San

Mat

eo P

ublic

Sch

ools

San

Mat

eo, C

alif

orni

a Slid

es a

nd le

ache

r's G

uide

- "T

ime

to G

row

Up"

Sara

Cla

usen

and

Ant

oine

tte R

oach

Sim

ple

Rec

ipes

Nat

iona

l Dai

ry C

ounc

ilC

hica

go, I

llino

is

Wri

te f

or "

Coo

king

Is

Fun"

(pi

ctor

ial c

ookb

ook

with

sim

ple

reci

pes)

In s

ettin

g up

rec

ipes

for

coo

king

with

TM

1-1,

rea

d th

e di

rect

ions

-lb-

them

or

set

up r

ecip

e us

ing

pict

ure

of e

ach

step

and

ingr

edie

ntU

sed.

Con

sian

t sup

ervi

sion

isne

cess

ary.

Pean

ut B

utte

r K

isse

s

Mix

1 c

up P

eanu

t But

ter,

1cu

p ja

m a

nd 2

cup

s po

wde

red

Milk

.R

oll i

nto

a lo

g.C

ut in

to r

ound

s or

squa

res,

or

roll

into

bal

ls.

Chi

ll an

d ea

t.

But

ter

Coo

kies

(Dou

gh c

an b

e ro

lled

inw

ax p

aper

and

kep

t in

refr

iger

ator

to s

lice

arid

bak

e as

des

ired

.)C

ream

1/2

.1b.

but

ter

and

4 tb

sp. p

owde

red

suga

r.A

dd 1

tbsp

. van

illa.

1cu

p fl

our,

'' te

aspo

on s

alt a

nd m

ix w

ell.

Add

ano

ther

cup

flo

ur a

nd m

ixw

ell.

Put d

ough

in r

efri

gera

tor

for

10 m

inut

es to

set

.M

ake

smal

l bal

ls o

f do

ugh

arou

nctn

uts

if d

esir

ed. C

ook

in s

low

`ove

n325

0,un

til g

olde

nbr

own.

Whe

n co

ol, p

ut in

pla

stic

hag

with

pow

dere

d su

gar

and

shak

e.

Pean

ut B

utte

r C

ooki

es (

mak

es4

doz.

)

Ble

ntrk

cup

shor

teni

ng a

nd' c

up p

eanu

t but

ter.

Slow

ly a

dd 1

/2. c

up w

hite

suga

r an

d 1/

2 cu

pbro

wn

suga

r. C

ream

wel

l.Si

ft 1

cup

all-

purp

ose

flou

r, 1

/2te

aspo

on s

oda

and%

teas

poon

sal

t.A

dd 1

egg

to th

e sh

orte

ning

and

suga

r m

ixtu

re.

Slow

ly a

dd d

ry m

ixtu

re:

Rol

l int

o ba

lls a

nd p

lace

on b

akin

g sh

eet.

Pres

s ea

ch c

ooki

e w

ith f

ork

to f

latte

n.B

ake

at 3

50°

F.

Oat

mea

l Coo

kies

Sift

3/4

cup

flo

ur, 1

teas

poon

bak

ing

pow

der,

1/2

teas

poon

sal

t,'te

aspo

on c

inna

mon

toge

ther

.C

ream

1/1

cup

sho

rten

ing

and

1/2

cup

suga

? un

til s

moo

th. A

dd 1

egg

to s

hort

enin

gm

ixtu

re.

Alte

rnat

e ad

ding

,dry

mix

ture

and

3tb

sp, m

ilk to

sho

rten

ing

mix

ture

:A

dd 1

/2 c

up r

aisi

ns.

Stir

in 3

4 cu

p oa

tmea

l. D

rop

by te

aspo

on o

n gr

ease

d co

okie

she

et.

Coo

k ab

out 1

2 m

inut

es (

until

bro

wn)

in 3

75°

oven

.C

ool o

n ra

ck a

nd s

tore

in c

lose

dco

ntai

ner.

Sand

wic

h Su

gges

tions

1. M

ix p

eanu

t but

ter

and

jelly

.

2. C

ream

che

ese

and

pine

appl

e:3.

Lun

ch m

eat w

ith m

ayon

nais

e.4.

Lun

ch m

eat w

ith m

usta

rd.

.

5. M

ix p

eanu

t but

ter

and

stra

wbe

rry

jam

Bre

akfa

st

Tas

ty O

atm

eal.

Com

bine

I cu

p m

ilk, 1

cup

wat

er a

nd' t

easp

oon

salt

in s

auce

pan.

Brin

g to

a b

oil:

Slo

wly

add

1 c

up q

uick

coo

king

oat

mea

l and

coo

k fo

r l m

inut

e.R

emov

e pa

n fr

m s

tove

and

cov

er w

ith li

d.Le

t sta

nd fo

r a

few

min

utes

and

add

1/4

cup

of r

aisi

ns.

Fre

nch

Toa

st

Bre

ak o

ne e

gg in

slil

low

bow

l and

bea

tligh

tly.

Add

1/4

teas

poon

sal

t,tb

sp. s

ugar

. Vi c

up .m

ilk a

nd s

tir.

Hea

t but

ter

or m

arga

rine

in s

kille

t.:D

ip a

slic

e of

bre

ad in

egg

mix

ture

and

bro

wn

on b

oth

side

s in

hot

but

te!'

or m

arga

rine.

Eat

with

app

le s

auce

, jel

ly o

r sy

rup.

Sal

ads

(Get

ice

crea

m'c

ups

from

caf

eter

ia a

nd m

ake

indi

vidu

al s

alad

s.)

Lim

egel

atin

and

car

rots

,2. O

rang

e ge

latin

and

car

rots

3. R

ed g

elat

in a

nd fr

uit c

ockt

ail

4. R

ed g

elat

in a

nd m

inia

ture

mar

shm

ello

ws

5. L

ime

gela

tin w

ith c

olor

ed m

inia

ture

mar

shm

ello

ws.

G. C

ream

che

ese

and

gela

tin, b

eat u

ntil

frot

hy. A

dd fr

uit c

ockt

ail.

7. C

abba

ge a

nd a

pple

(fin

ely

chop

ped)

mix

ed w

ith m

ayon

nais

e8.

Put

may

onna

ise

in h

ollo

w o

f pea

r or

pea

ch h

alve

s. T

op w

ith g

rate

d y-

.1lo

w c

hees

e.9.

On

lettu

ce le

af, p

ut p

inea

pple

-slic

e w

ith c

otta

ge c

hees

e an

d ch

erry

in c

ente

r.

Inst

ant D

esse

rts

.1. F

ruit

cock

tail-

with

whi

pped

cre

am2.

Inst

ant p

uddi

ngs

mad

e w

ith 'm

ilk3.

Fro

zen

cook

ies

to b

e sl

iced

and

bak

ed.

4. C

ake

mix

to w

hich

wat

er is

add

ed (

mix

and

pou

r in

cup

cake

fille

rs a

nd b

ake)

A M

eal i

n O

ne

1. H

ot M

eal

;

Gre

ase

skill

et a

nd p

ut in

11/

2 po

unds

grou

nd b

eef,

3 m

ediu

m p

otat

oes

(slic

ed),

.an

d 2

onio

ns s

liced

. Add

sal

t and

pepp

er a

nd c

over

. Coo

k sl

owly

for

2 ho

ur's

.S

erve

with

cat

sup.

2. Q

uick

Mea

lH

eat o

ne c

an o

f mus

hroo

mso

up. S

low

ly a

dd 1

/1 c

up m

ilk. C

ut c

ooke

d ha

m in

smal

l pie

ces

and

add

1cu

p of

ham

tom

ixtu

re. S

easo

n w

ith s

alt a

ndpe

pper

. Ser

ve o

ver

butte

red

toas

t.

N

SOC

IAL

SK

ILL

S

The

impo

rtan

ce o

f he

lpin

g .th

e T

MH

pup

il 'b

uild

a f

ound

atio

n fo

r sk

ills

of s

ocia

l com

pete

nce

cann

ot b

e ov

erem

phas

ized

4n,

revi

ewin

g th

e re

ason

s fo

r fa

ilure

of

man

y T

MH

to m

ake

Satis

fact

ory

life

adju

stm

ents

, res

earc

h in

dica

tes

that

inab

ility

to m

ake'

suita

ble

adju

stm

ents

to g

roup

ituat

ions

at w

ork

and

at p

lay

head

s th

e lis

t.

The

teac

her

mus

t kee

p in

min

d th

e ul

timat

ego

alsi

ofth

e T

MH

pro

gram

, nam

ely,

ach

ieve

men

t of

max

imum

inde

pend

ence

and

'.ec

onom

ic u

sefu

lnes

s, E

ven

on a

pri

mar

y le

vel t

he te

ache

r m

ust i

nitia

te s

kills

, suc

h as

taki

ng d

irec

tions

and

com

plet

ing

wor

k,w

hich

will

eve

ntua

lly e

nabl

e th

e ch

ild to

get

alo

ng o

n th

e jo

b no

mat

ter

how

rem

ote

the

latte

r po

ssib

ility

appe

ars.

The

coac

her

mus

t dev

elop

in th

e st

uden

t a d

esir

e to

be

a co

oper

atin

g m

embe

r of

a g

roup

or

com

mun

ity; d

evel

opan

und

erst

andi

ngfo

r th

e ri

ghts

and

pro

pert

y of

oth

ers;

dev

elop

ski

lls te

cess

ary

to'g

ive

the

stud

ent a

fee

ling

of -

,ecu

rity

.,And

bel

ongi

ngin

gro

up.s

ituat

ions

; and

dev

elop

atti

tude

s an

d re

latiO

nshi

ps r

egar

ding

boy

-gir

l. be

havi

or.

78-

Ski

ll A

rea

Sac

ral

C..1

. 50

dun

S, I

ILe

w:

Prin

iary

TR

ehav

iora

l Obj

ectiv

es

Gro

upR

elat

ions

Aw

aren

ess

ui S

elf

The

-ch

ild w

ill b

e ab

le,1

0.

deve

lop

an a

ccep

tabl

ese

lf-im

age

tell

whe

ther

boy

or g

irl

Ntk

. 2.0

3.11

:Act

iviti

es

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

head

eves

ears

mou

thno

se '

tong

ue

R:1

11

hair

arm

hand

leg

foot

knee

shou

lder

Chi

ld m

ay o

r m

ay n

ot b

e ab

leto

say

thes

e w

ords

on

com

man

d: w

ill b

e ab

leto

poi

nt to

bod

y pa

rt n

amed

.

If yo

u're

hap

py a

ndyo

u kn

ow it

."S

ong

Div

ide

clas

sco

unt b

oys

and

girls

.S

epar

ate

phot

ogra

phs

into

boy

s an

d gi

rls.

Dra

w e

ntire

bod

y on

bro

wn

pape

r: fi

ll in

par

ts, c

olor

.S

epar

ate

boys

and

girl

s, a

nd. p

lace

aro

und

room

.D

raw

sel

f por

trai

t.C

halk

boar

d dr

awin

gs.

Tal

k ab

out b

oy's

clo

theS

, girl

's c

loth

es.

Look

thro

ugh

mag

azin

es.fo

r-gi

llsan

d bo

ys.

Fin

d gi

rl's

clot

hes

and

boy'

s cl

othe

s;m

ake

bulle

tin h

oard

s of

thes

e; m

ake

card

gam

es to

cla

ssify

and

sor

t pic

ture

s,

lost

ruct

iona

likid

s an

d M

ater

ials

Not

e:C

hild

ren

lear

n fr

ont

conc

rete

exp

erie

rke

Act

ual o

bjec

ts a

nd e

xper

ienc

e's

shou

ldt

used

whe

n po

ssib

le: T

heob

ject

s an

dex

perie

nces

sho

uld

be a

par

t of t

he d

ads

plan

. (S

ee S

ugge

sted

Mat

eria

lsat

end

of

skill

are

a.)

Chi

ldre

n le

arn

whe

n pr

esen

ted

with

alte

rnat

ives

. Pro

blem

-sol

ving

situ

atio

nssh

ould

be

pres

ente

d re

gula

rly. S

ocia

lS

kill

is v

ery

impo

rtan

ton

the

job.

Fla

nnel

boa

rd, f

lann

el h

ead

with

sepa

rate

eye

s.no

se m

outh

. Lir

to p

ut o

n an

d ta

ke o

ft.(S

ee p

atte

rn e

nd o

f ski

ll ar

ea)

Ful

l-len

gth

mirr

or o

f goo

d qu

ality

Man

n'e'

quin

pu

Inst

antty

pe p

hoto

grap

hs o

f eac

h ch

ildM

anne

quin

-Pea

body

Lar

tgua

g5 D

evel

opm

ent

Kit.

Leve

l P

(For

con

App

endA

-.on

g se

e B

ody

Imag

e U

nit-

Bro

wn

pape

r, c

rayo

ns, c

isso

rs

Dra

win

g pa

per,

cra

yons

Cha

lk, c

halk

boar

d

. mag

azin

es, s

ciss

ors

Oak

tag

for

char

t or

for

card

gam

es

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and.

Mat

eria

ls

reco

gniz

e na

me

whe

n

calle

d

reco

gniz

e na

me

on

card

reco

gniz

e fa

mily

mem

bers

know

he

is a

mem

ber

of a

tells

nam

es _

ofow

n

fam

ily

noin

t to

com

mun

ithe

lper

s

whe

n na

med

Get

ting

Alo

ng W

ith O

ther

s

The

chi

ld w

ill h

e ab

le to

:pl

ay w

ith o

ne o

ther

chi

ld in

para

llel p

lay

shar

e w

ith r

eTid

ing

and

Gre

et c

hild

-by

nam

e.P

lay

gam

es r

eque

stin

g ch

ild to

do s

omet

hing

whe

n lu

sber

nam

e is

,aile

d or

late

r w

hen

nam

e ca

rd is

held

up.

Mak

e na

me

card

s; p

lace

aro

und

room

for

child

ren

to fi

nd.

Labe

l Gro

omin

g B

ox, h

ange

r, c

hair

and

othe

r ap

prop

riate

obj

ects

with

chi

ld's

nam

e.M

atch

nam

e ca

rds.

Pla

y "D

o W

hat l

Do.

"

Nm

embe

rs o

f fan

uly,

he

sure

you

:,now

nam

es o

f fam

ilym

embe

rs.

Rol

e pl

ayin

g; p

layi

ng in

dol

l cor

ner

with

rub

bero

id m

odel

s.

Voc

abul

ary

for

Ora

l Lan

guag

e.e

velo

pmen

t

mot

her

sist

erdr

iver

gran

dpa

haby

fath

erte

ache

rco

okdo

ctor

polic

eman

brot

her

cust

odia

ngr

andm

apr

inci

pal

firem

an

Hav

e ch

ildre

n po

int t

o pi

ctur

esw

hen

nam

ed.

Put

on

hats

of d

iffer

ent h

elpe

rs.

Hel

p tw

o ch

ildre

n to

a to

y an

d to

nay

tOge

ther

.

Set

up

play

are

asdo

ll co

me:

, ki

tche

n. s

and

box,

etc

.

Nam

e ca

rds

for

each

chi

ld

Oak

tag

nam

e ca

rds

Mag

ic m

arke

r

"Do

Wha

t I D

o" n

ame

card

sD

o w

hat n

ame

on c

ard

held

up

does

Not

e:E

very

two

or th

ree

wee

ks a

not

esh

ould

go

hom

e to

par

ents

indi

catin

gde

sire

d le

arni

ngs

bein

g ta

ught

in th

ecl

assr

oom

and

way

s in

whi

ch th

ese

may

he

rein

forc

ed a

t hom

e.(S

ee

App

endi

x)S

et u

p do

ll co

rner

with

chi

ldre

n an

dte

ache

r-

mad

e fu

rnitu

re; p

aint

edca

rdbo

ard:

or

furn

iture

'scr

oung

ed''

from

par

ents

or

othe

r'sbu

rces

.

Dol

l fam

ily fr

om C

reat

ive

Pla

ythi

ngs

(neg

ro a

nd

whi

te)

lnst

ruct

o fa

mily

kits

Hat

s of

(E

ffere

nt h

elpe

rsLa

rge

pict

ures

of c

omm

unity

help

ers

-- D

avid

CO

Ok

Com

pany

Lang

uage

Mas

ter

card

s w

ith p

ictu

res

of c

om-

mun

ity h

elpe

rs

Hav

e to

y sh

elve

s w

here

chi

ldre

n ca

nhe

lp th

em-

selv

es a

nd r

epla

ce in

pro

per

posi

tion

onsh

elf.

Pre

ston

Cor

p.S

and

and

wat

er ta

ble,

toys

for

play

ing.

furn

iture

. rug

, dis

hes

yU

13eh

avio

ral O

bjec

tives

Act

iviti

es

Let

-stil

ildre

n kn

ow th

atyo

u '.s

ill m

edia

n: d

isut

es.

part

icip

ate

in S

how

ar3

.4-"

:fi

ring

sor

ellu

ng to

talk

abo

ut w

ithgr

oup.

help

oth

eir

child

ren

with

.re

min

ding

Iag

e ch

ildre

n to

rep

ort n

eeds

and

acc

iden

ts.

R...

-spo

nd to

atte

mpt

r.M

ttrite

ate.

u to

take

turn

sto

ys. I

ticyc

l!n,

vag

ons,

etc

.R

hyth

m B

and.

Tak

e tii

rtiS

usin

g .3

itt'e

rent

inst

rnm

ents

.- T

ryto

get

ak:

oss

the

idea

t ha

Hiu

ngs

in s

choo

l at/l

otev

eryo

ne to

use

.

i000

-yo

uic:

' and

"m

ine.

-R

olep

layi

ng w

ith o

bjec

t:, b

elon

ging

to in

divi

dual

chd

dren

and

teac

her.

svith

hel

p

!et:o

p-Ju

te o

wn

prop

erty

Fuld

ow

n',

Gto

cUni

ng B

ox.

help

ikO

nl'il

ng u

l reN

pect

br

oi h

e r

pror

rl'y

,

Tak

ing

Sim

ple

Dir

ectio

ns

Chi

ldab

le tw

tcac

her's

dir

ectio

nsN

,'ocA

bula

ry f

or O

ral 1

.-a_

am:(

11el

opm

ent

,re

snon

in J

imci

zer

:04:

iland

acce

pt r

epri

man

d

Plita

se r

ick

up

put

'.7er

Inst

ruct

iona

l Aid

s an

dM

ater

ials

Seek

hel

p fr

om p

aren

ts. P

.T.A

.an

d ot

her

sour

ces

for

clas

sroo

m e

quip

men

t.T

oy c

ars,

sev

eral

of

each

type

Lar

ge b

lock

sC

reat

ive

Play

thin

gs

Iqs,

tiicy

cles

, wag

ons

Rhy

thm

inst

rum

ents

Mar

chH

opM

ove

over

Not

e:T

hese

are

impo

rtan

t !ea

rnin

gsfo

r ch

ild's

Run

loop

Gut

out

..of

the

way

safe

ty.

I c.

.aC

tict W

iii h

ave

to d

emon

stra

teva

riou

,. ac

tions

le:li

med

and

go

over

then

Not

e:T

his

is p

artic

ular

ly im

port

ant

on th

e jo

t,.c;

aefu

lly I

va))

eac

h ch

l:(1.

Chi

ldsh

ould

be.

sub

ject

ed to

som

ecr

itici

sm s

ituat

ions

so

he le

arns

to ta

keit

with

out "

falli

ng a

part

."M

ake

bulle

tin. b

oard

ofal

l the

se d

irec

-

iCC

Ptch

ange

in/h

ave

clin

d re

spon

dto

tape

d (I

nc.:l

ions

.

rout

ine

tions

. Hav

e pi

ctur

es il

lust

ratin

gth

em.

Mak

ea

tape

rec

ordi

ngT

ape

reco

rder

Beh

avio

ral O

bjec

tives

.1,.;

tor

help

Safe

tyH

orne

and

Sch

ool

Hav

e dt

ild 1

0110

W d

irec

t ;on

,.';

Nto

dtfu

tdtr

y\.T

he l'

arin

et n

i the

Del

l

Act

iviti

esIn

stru

ctio

nal A

ids

tit' M

ater

ials

Rec

ord

LN

enin

tt an

d M

ovnw

.I

duca

nona

i Arw

ates

tg1

`iitC

1 ,;d

1;:f

p

Vtw

alin

:ary

for

Ora

l Lan

guag

e tie

r cl

opm

ent

Si O

PI

ft(

AR

IA V

I11

0\1

htr

1O

LF

01. 1

1ff.

'.\}-

t tiM

T; q

l,;()

: _tk

+.5

up -

anddn

stop

tt-

n.ec

es.s

ary,

t.

SO

rs10

01;1

1Jr:

c,ar

eful

k

n't

11"-

TO

:n1

Jinn

,ref

ullt.

-- %

kith

.W

tt! n

Jo;

1)0\

1I

0I 't

'f!

IvU

' SIM

PI71

1,16

as

poss

iblo

; don

't\r

,1 ;I

nk)h

r If

iern

embe

r w

ords

but

!na

y 1C

1

Co:

1

Scic

skln

g;le

,:ap

s.r

nd o

lf m

ight

hel

p w

ithtin

s

1.?.

;:gul

ar s

c:rn

,I:

\If+

.110

,A'

to

pk)1

,41

Cal

fs,

11.,:

;d. 1

1;r

oti;e

rs

penc

ils a

nd o

ther

and

obl:.

.cts

aw

ay f

rom

c.-

-es

and

ayir

o'rt

.

0:is

tt...,

of

self

and

:kith

5up

ctrv

istr

o.n

alk

,-31

e::::

! or

.4.tp

p;n.

prac

fn:s

.",,.

Tun

::\la

yt;,

on,s

t:. tu

wil:

e tit

,t:p

sre

aht,:

IA

rc I

fttI

LL

hk f

rom

Pre

st,,n

Mak

e f

( aa

dahl

e tw

in1)

1

wai

kIre

bt:

mat

lifi

it:C

t

Bah

ivio

ra)

Obj

ectiv

es

çaik

in h

alts

'A'A

ik to

3nd

10.)

,

st.

away

Fro

m h

ot s

urfa

ces

as s

tove

s, b

e::te

ret

c

II{

peel

in-,

tnba

skyt

on b

us o

ne:in

e w

itit

;n11

$e;

31'-(

1 II

I W

it!,

keep

han

ds in

bits

v.ith

rem

indi

ng

wIg

lor

'n.:5

to -

don

ore

get

.1 g

et o

ff w

ithro

min

duic

CR

ISS

:itte

et W

alt

VIS

lO'-

nd

anne

rs

will

be

,tbl:t

o:

tiviti

es,

biri

perp

lays

-

4.)1

.111

0.,:N

;T:1

1W11

-

KA(.1113

Min

t113

1:: N

itt1:

1",'

An

thin

s 11

131

arC

hot

.ur

phas

ite

and

tact

eN

i;*ae

to ,:

;;, o

n ba

nana

pee

l to

lear

nle

sson

,

Dem

onst

i at ion .

pi a

ctic

eR

ole-

pixy

Hig

-.01

One

Prac

ti:i.

r)om

. sim

ulat

e :A

nn!!

Stet

p'.1

1.k'

SSP.

. dci

utsr

ik p

iaC

t1;:e

cro

ssin

g st

reet

`:is

it po

lice

stat

ion

..hav

etic

e he

lr,

111,

,k,..

doo

r, h

ave

child

ren

get

-1)1

.1V

e- a

roun

d ro

om.

,issi

rig

the

stre

et.

reei

rea

cher

with

"H

i or

FY:

;t',

.!:1

1101

1St1

1:11

,':gh

er 5

)31-

iple

reir

smilc

83

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Rhy

mes

ior

Fing

ers

and

Flan

nelb

oard

(See

Sugg

este

d M

ater

ials

at e

mi o

f sk

flra

rea.

)

llot P

late

, an

Ban

ana

peel

Was

te b

aske

t

Fold

ing

chan

s,

Res

ourc

e pe

rson

polic

eman

Mem

bers

of

s.df

ety

patr

ol

Fiel

d tr

ip to

pol

ice

stat

ion

Fing

erpl

ays

and

Act

ion

Rlw

mes

(Sc

gges

ted

Mat

eria

ls a

t end

of

skill

are

a)fi

tixo,

mak

e st

op s

ign,

str

eet 1

,:ht,

tem

pera

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

for

p..0

k1 u

p to

1.0

min

utes

to s

tory

. p;a

y,

'-" O

t das

iiim

re,

,a,th

hel

p'

mat

eria

ls w

ith h

elp

Tab

le M

anne

rs

Lei

sure

At.t

ivic

ies

The

chi

ld w

ill h

e ab

le to

:iti

v w

ith a

t lea

st o

ne o

ther

1,01

1 w

ith s

uper

visi

oti

find

ti,y

and

by

won

ii

a:.d

dol

ls

"tar

tith

ver

y sh

ort

rwri

ukI

teas

e !e

tieih

as

sear

pro

-

eaC

h

-Slin

o:1S

ays:

' aci

d di

reet

nn-;

tSee

,Se:

:}lin

i

Fing

er p

uppe

tsH

and.

pupp

ets

(mak

e fr

om s

ocks

or

pape

r ba

gs)

Dol

l Fam

ilyPu

ppet

s in

Pea

body

Lan

guag

e D

evel

opm

ent K

it I

(See

Sug

gest

edM

ater

ials

)M

ater

ials

tbr

surp

rise

tun

proj

ect.

Flan

nel b

oard

Mag

netic

hoa

rd s

tory

fig

ures

Inst

ant-

type

tilm

and

cam

era

Free

pla

y, la

ke o

ut a

nd p

ut a

ssa:

c :n

atcr

i,i1s

Be

sure

mor

n is

set

up

so th

at to

ys a

nd e

quip

-m

ent a

re a

cces

sibl

e to

chi

ld

repl

ace

t,,y

whe

n re

min

ded

use

p:,:s

g,ro

und

equi

pmen

tSw

ings

, slid

es. c

hria

nni:

bars

'with

hel

p

panu

and

do

othe

r cr

eativ

esv

ith h

elp

Pota

to p

rim

sT

empe

ra, e

asel

, hi u

shes

Fing

er ;,

,nri

ting,

.L

arge

new

spri

nt

Cut

out

col

lage

Pota

toR

ani1

.---

!n c

uttin

g.C

onst

ruct

ion

pape

r, p

aste

. sci

ssor

s

mod

el c

lay

with

hel

pM

ake

snak

es,

.:ass

, bid

s. e

tc. R

oll n

an,4

..:,a

ping

to g

et f

eel o

f cl

ay.

Cla

y

use

cray

;ms

Dra

w ,,

.,:tU

reS.

Cra

yons

and

dra

win

g pa

per

part

icip

ate

in te

ache

r.di

rect

ed"H

op h

.ra

bbit

"Fly

like

an

au p

lane

.'T

ape

-rec

orde

d di

rect

ions

gam

es w

here

eac

h ch

ildo

esca

rne

thin

g

84

Beh

avio

ral O

bjec

tives

are

for

clas

sroo

mw

ithst

ipeR

isi.

'

able

to s

insi

mpl

e s!

:!!s

Act

iviti

6ho

truc

tiona

l Aid

s an

d M

ater

ials

{lav

e ch

art o

f ch

ildre

n \

resp

onsi

bilo

;es.

17se

pic

-rut

-c o

f ch

ild b

c:,.d

epi

ctur

e ot

he;s

lie I

c re

spob

le to

r

41.a

ke u

p si

mpl

e so

ngs

abot

o

$5-

Gui

nea

pl, J

A).

pIct

ure.

tagb

oard

Set.

rt:c

ords

11;

h:d

prev

;ous

lyab

le to

par

ticip

ate

inR

h!. O

m}

leN

tluol

rhyt

hrn

band

Skill

Are

aSo

cial

C. A

.9.

0 th

ru 1

2.1

iL

evel

Inte

rmed

iate

thru

1,1

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsG

roup

Rel

atio

nsFA

L c

L11

110:

i, el

:4x

bulle

tin b

ind

Phot

ogra

phs

Aw

aren

ess

of S

elf

.lie

child

- w

ill b

e ab

le to

:re

cogn

ize

body

par

tsV

ocab

ular

y fo

r O

ral L

angu

age

1)-e

velo

pmen

tM

irro

rG

room

ing

Box

(se

e Se

ll' -

Hel

p Pr

imar

y)

deve

lop

good

sel

fim

aite

to p

rim

ary

list o

f ho

ds' p

ark

add

they

e w

ords

.hn

ehca

del

,uot

efu

r,y2

t!W

A

Use

t:.7

ror

to lo

ok a

t and

iden

ni,,w

n ho

d pa

rts

and

thos

c of

oth

ers.

ou're

hap

py .i

nd y

ou k

now

"Do

wila

t I D

o-

tell

hill

nam

eR

olc-

y,:a

: :Pa

!in

trod

uctio

ns()

lam

a, iz

atto

ns

fc,x

nani

te n

ame

card

tk.

;,Th

card

), th

is"

Rou

nd g

ames

;cal

l nam

e of

d ih

au

Mir

ror

Rec

ords

Not

e:U

se o

f po

sitiv

e re

info

rcem

ent i

sex

trem

ely

impo

rtan

t. T

he b

ook.

Liv

ing

With

Chi

ldre

n,is

rec

omm

ende

d.(S

ee S

ugge

sted

Mat

eria

ls a

t end

of

skrl-

Nam

e ca

rds

Hir

st. l

ast.

dupl

icat

e)R

ecor

ds, r

ecor

d pl

ayer

reco

gniz

e at

. ,:i-

qabl

ebe

havi

orM

aD :p

pro

blem

sol

utio

ns w

hich

doi

tire

mus

t wor

k th

roug

h.Se

e R

ober

t Sm

ith C

linic

al T

each

ing

for

the

Men

tally

Ret

arde

d (S

ugge

sted

, Ma,

enal

s'at

end

of s

kill

area

)

reco

gniz

es th

at h

e is

par

tof

fam

ilyI

1111

0i-'t

apt

: r5

r.os

sibl

eM

ake

:am

ity b

ot.ik

.c

nam

e m

embe

rs o

f fa

mily

Rev

iew

fam

ily m

embe

rs b

y ge

neri

c an

d sp

eed

nam

e;: i

.e. b

roth

er, J

ohn

Bol

lci i

n 'b

rut t

i.

Dra

win

g pa

per.

cra

yons

, mag

ic m

arke

rs

Inot

h,:r

cous

inh'

iot h

erun

cle

gran

dmot

her

Cre

ativ

e Pl

ayth

ings

fath

ersi

ster

aunt

gran

diat

her

Rub

bero

ld i)

oll F

amily

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal :

4, id

s an

d M

ater

ials

I el

l ,:to

ry o

f th

ings

that

hap

pen

hom

e,W

hat a

ctiV

ities

we

all d

o.W

rite

e tp

erte

nce

char

t and

pos

t with

dra

win

g>m

akin

g ta

m*,

bul

letin

hoa

rd.

:ibie

to g

reet

par

ents

invi

te I

stu

dy to

sch

ool a

ctiv

ityat

sch

ool

show

acc

ept..

hie

beh

avio

r'e

par

ents

arc

at s

choo

l

Film

stri

ps

try

:ear

n th

e Pl

edge

of

Alle

gian

cefi

lmst

rip

on f

lag

form

a c

lose

rel

atio

nshi

pPl

ay Q

at:1

0 sh

owin

g ho

w to

gre

et te

ache

r an

d ho

wto

her

1131

110.

Rec

ord

with

teac

her

to f

oi m

afi

lmst

rip

on g

roup

beh

avio

rbr

idge

bet

wee

p va

.uri

,tt,

01 h

ome

and

scho

ifl

bus

driv

er, v

olun

teer

s,pr

inci

pal.

nurs

e.,

re,:(

igni

za h

iena

mes

desk

and

ret t

un to

it

11N

Csc

hool

mat

eIi1

nd

e,,li

pmen

t coo

pera

to/c

l

nam

e co

mm

unity

hel

pers

Play

illus

t rat

mg

job

of th

ese

scho

ol p

erso

nnel

so c

hild

und

erst

ands

how

-ers

onne

l hel

p hi

m.

Star

t ant

! sl

op a

ll ac

tivir

tCN

on

com

man

d, r

etur

n to

de,

k,

t;"7

Pict

ures

o1

scho

ol p

el)o

rine

l, ty

pes

of c

loth

ing

wor

n by

eac

h

Put a

wns

` ca

refu

lly: c

over

: don

't w

aste

.Pa

ste.

pap

er. h

ooks

. rec

ords

Uni

t on

com

mun

ity h

elpe

rs. I

nvite

them

to c

lass

: bul

letin

boa

rds,

fie

ldL

angu

age

Mas

ter

and

card

sou

tsid

e of

sch

ool

trip

s,

mak

e gi

fts

for

pare

nts

:aki

nit D

irec

tions

he c

hild

will

be

able

to:

follo

wIn

c ; c

a-,e

to tw

o or

thre

e ta

sks

toca

rry

out

Mak

e up

gam

es u

cli a

s."A

lan,

put

the

book

on

my

desk

. Bru

nt m

e th

e re

d pe

ncil.

"

I la

ve c

hiid

rer

lirec

t you

and

eac

h ot

her

to d

o si

mpl

e ta

sk.

Beh

avio

r.ri

l Obj

ectiv

e

follo

v. te

ache

rfti

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

tape

rin

ectio

ns f

or..

to to

lkrs

vT

ape

reco

rder

. tap

e

Cir

cle

ball.

Chi

ldre

n so

in a

cir

cle.

teac

her

calls

chi

ld's

nam

e an

d ro

lls b

all.

Lar

ge r

ubbe

r ba

ll-C

hild

cat

ches

bal

l and

ions

it b

ack

to te

ache

rC

OM

ph,:a

ted

,Aul

d ca

lling

ar

Mel

chi

ld's

nam

e an

dol

hng

ball

to h

inrh

er.

Sit

on c

l,rss

rour

n si

tuat

ions

o th

ateo

n m

ust d

u as

teac

her

com

man

ds.

Film

stri

ps o

n in

tera

ctio

n

.:cce

pt r

epri

man

ds

arrd

.nps

the

bega

n to

tall:

::s

tand

sorn

etin

k-

Safe

ty

I he

chi

ldbe

abl

esl

ay w

ith g

roup

,d to

que

s'do

nsii

he r

.,n

le

S ()

I'

:ree

l( m

eans

go

re..:

mea

ns s

top.

yel

l,,he

car

eful

Pra,

ra,

e %

%or

kin

g in

f2.1

"st

ein

for

tie: -

rips

.4

Not

e:In

volv

e co

unse

lor

in h

elpi

ng p

lan

apr

ogra

m to

hel

p ch

ildre

n ac

cept

criti

cism

with

out w

ithdr

awin

g or

expl

odin

g. T

his

is v

ery

impo

rtan

ton

the

job.

Play

licer

nari

his

me

have

chi

ld s

ell n

ame

and

addr

ess)

:Po

lice

hat,

whi

stle

. tra

ffic

ste

ms

Ask

pol

icem

an to

vis

it cl

ass.

liase

and

addr

ess.

'like

slo

p si

gn

Nta

klig

ht

Polic

eman

Reg

ular

siz

e st

op`,

({tit

Red

, gre

en, y

ello

wce

lloph

ane

Ele

ctri

c lig

ht

yi*

all w

ay.,

befo

reP

pede

stri

an. S

et i;

p st

re&

-+-,

have

,.hd

dren

be

cars

.M

aski

ng ta

pecr

ossi

ng s

tree

tM

odel

s fr

om C

onst

ruct

ive

Play

thin

gs

1.;;\

C!1

1:1:

.sr

lect

c:

prac

tice

ann-

stre

etA

sk s

choo

l par

r,fo

r he

lpPo

lice

visi

t

m d

e,:ig

natc

d ar

ea

;sr:

:co

rrec

t use

Dem

onst

ratio

n.eq

uipr

:.....

Pr-a

cric

.,

Scho

ol p

atro

lR

esou

rce

pers

onpo

licm

an

Not

e:E

nlis

t the

hel

p of

the

coac

h to

sho

wch

ildre

n ho

w to

use

play

grou

nd e

quip

.w

ent.

!ire

dri

p!7

.Act

iviti

cs

Rev

ypr

o,:e

diir

e re

gula

iisi

r ih

iit s

-bri

n dr

fl s

rini

ts,L

tiric

ircr

i kno

w w

hat

to d

o

r.tr

r.it

1,Itt

Dkm

'tIu

uh77

.1a7

,

tA"'7

J.IC

!!).'

i)ei

non.

,1;a

ltor,

prac

tice

Fouc

h,-

"}),

);on

.sq

.tns.

;.

an(I

ptitc

tict.

-n k

now

n

Thv

chi

ld w

1;1

he a

ble

to:

ire

t tea

cher

;thd

1.:ti

est

nncl

II!r

tor :p

kilo

wnt

10;.

.,:ke ,ta

t ul

riea

ei w

hen

tele

phoN

e

Den

toni

tiatio

n,R

cpt J

yttl.

g.Po

ileel

udn.

mho

t) l

bus

cis

.tr

ip o

nci

s

8()

lust

rtic

timm

I

(tet

t LI\,7

7:11

.1r.

Med

ium

e el

ieq

Ic.1

,11c

! ,h

ould

\wik

WO

Obu

s d

sesa

ledi

t \lug

folo

w s

ate(

\ .pr

otte

tlutc

s ill

hi,

!tit

escI

Uio

ri tI

UII

Ipl

Og1

3111

Car

Io ,:

fasv

.00n

i pro

ce4J

ure

Pk:tu

res

1,",

11

Rol

e t)

i..v.

ut.s

sts

I la

ve ..

112,

21,:s

and

par

ties

with

chi

ldre

n

Ilan

gers

Film

stri

ps o

n m

illin

ers

SVI:

conc

ept f

ilms

ind

proj

ecto

r

Nap

kim

,du

nks.

ups

from

pk,

ine

duN

,ts

iinlis

t ,iin

ents

lear

ttill;

ci t

hem

kno

w h

Ow

they

can

hel

p

Beh

avio

ral (

)Het

_iv

es

it:.1

1.1

Itlifo

kti.L

CC

c'al

Rl

t....1

1eS

t,

/abl

e N

'hne

r.

Leis

ure

Tim

e II he

ac

\hal

epi

a\eL

Act

iviti

es

kolc

.pi,;

,. ,itua

t,on

and

gues

ts.

(See

tieft-

Ilelp

t '1;)

I(J

oni

!nst

ruct

iona

l Aid

s an

d \ l

a tc

rials

Arr

ange

for

pate

nts

to ..

.)1n

e III

scl

wol

so

they

HIL

O, b

e in

trc

.PL

C':

li' -

Adi

toy.

She

lves

, man

ipo'

.tiv

es

(Cre

ativ

e P

layt

hing

s;el

Pro

ton

Cor

p.)

(.0,

WI

;UR

I 00

1th

e `,

1i11

(.1(

PN

I).

;,Ila

ildke

rChi

er.

t.1)1

.)-

1.0o

Hok

e; P

oke;

Nto

sica

!

111:

1(i.1

111P

4 r:

1110

f"h;

teac

her

with

,..)

;IC It

c111

01 to

ur m

atch

ing

ot e

ach

nem

. li.

,Mid

ien

deal

1:a

1ds

ud tr

y to

1ii.

J1 tw

o or

tom

of a

kin

d.pi

etw

eson

e ite

m to

it c

.nd.

1:e

."am

ple.

Rec

ords

: fol

low

dire

ctio

ns W

Cre

cord

(S

ee.

Sug

gest

ed M

ater

ials

it c

ud o

f ski

ll ar

ea)

Oak

tag.

guin

n.:e

doi

oth

er d

uplic

ated

pia;

gro

und

eq,n

pmei

ttN

take

and

IR s

t kite

.

;ielp

-;w

iturn

im!..

tem

:V

tide

tme;

cle.

1110

11i

ii

11.

11:1

0iu

ple

IV.1

VI

IC

Sw

im!,

des,

har

rels

, mat

siv

h)

all A

IN fu

r so

me

swim

min

g ac

tivity

ifpo

ssib

le. a

t tel

sch

ool i

f nec

essa

ry

Opp

,!1Ill

s to

ped

al b

icyc

lefr

icyc

le m

ount

ed o

n bo

ard,

hie

s dc

I:ace

aid

oth

er m

oldi

ng a

cts

it ie

s.

Hav

e pu

z.z.

les

avai

labl

e.

Mak

e pu

thol

.der

.

Squ

are

Dan

ce R

.rds

(S

ee S

ugge

oed

Mat

eria

lsat

end

ot

kihI

are

a)

(See

Sug

gest

ed M

a le

t hat

s dt

he e

nd o

f sI a

rea)

Slfo

Puz

zles

Won

derw

eave

Loo

m (

Kar

berc

fait

Co.

)C

ardb

oard

loom

s

3eha

vior

al O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls, d

o si

mpl

e la

cing

and

Hav

e th

ese

avai

labl

e fo

r pr

actic

e.L

acin

g bo

ards

(Pr

esto

n C

orp.

),e

wir

igse

win

g pi

ctur

es

care

for

with

Sini

pLe

draw

ing

with

pain

t, fi

nger

pai

nt,

niak

/si t

ripl

e de

sign

s

cal

::har

t sho

win

g ho

w to

care

tor

pet.

pet n

eeds

.F

ish,

gui

nea

pig,

rab

bit o

r ot

her

gent

le. a

nim

alV

it;..)

is r

espo

nsib

le.

easy

to c

are

for.

Food

, new

spap

er'

Cag

e or

fis

h bo

wl

Ahi

mal

sto

ries

."W

ho's

My

Mot

her"

"Mill

ions

of

Cat

s"A

ndsw

ig,

"Old

Mac

Don

ald"

Fing

er p

aint

ing.

Fing

er p

aini

s, b

utch

er p

aper

(sl

ick

surf

ace

onPa

intin

g on

eas

el.

one

side

)Fi

nger

pai

ntin

g ca

n be

don

e by

moi

sten

ing

pape

ran

d sp

rink

ling

tem

pera

on

itea

sel,

tem

pera

, cra

yons

, pap

er

Col

lalig

pai

ntin

g, p

otat

o pr

ints

.C

olla

ge m

ater

ials

Iron

ing

...m

scr

aps,

leav

es, t

.be

twee

n pi

eces

of

wax

ed p

aper

.Po

tato

es, k

nive

s, te

mpe

ra

Skill

Are

aSo

cial

C. A

.13

.016

.1 I

Lev

elPr

evoc

atio

nal

M. A

. Hut

t_6.

11

Beh

avio

ral O

bjec

tives

Gro

up R

elat

ions

Aw

aren

ess

of S

elf

in R

elat

ion

to H

ome.

Sch

ool.

Com

mun

ity

The

stu

dent

will

, be

able

to:

expr

ess

own

iden

tity

a( 0

,a!l

ize

nam

e an

d ad

dres

s.-

leph

one

num

ber

Act

iviti

es

Voc

abul

ary

fair

Ora

l Lan

guag

e D

evel

opm

ent

My

nam

e is

I liv

e

My

phon

e nu

mbe

r is

Ans

wet

quo

stio

ns:

is y

our

nam

e,W

4re

do

vou

live?

Wha

t sch

ool d

o yo

u go

to'.'

Whe

re d

o vd

u w

ork?

Wha

t is

your

pho

ne-n

omhe

r'

Inst

ruct

iona

l Aid

s aI

:d M

ater

ials

Not

es to

. par

ents

Lan

guag

e M

aste

r. c

ards

with

nam

e an

d ad

dres

son

eac

h on

e

Mak

e I.

D. c

ards

.I

D. c

ards

Man

e :o

le-p

layi

ng s

ituat

ions

may

he

et u

p he

lpin

t: st

uden

t to

show

how

'e.'s

lie w

ould

act

in d

iffe

rent

situ

atio

ns. i

.e. h

cIpm

e m

othe

r at

hom

e. ta

king

..ess

ages

lot t

each

er. r

epor

ting

;icei

deni

s, te

lpt

.);

addr

ess

if lo

st.

Uct

ioil

unity

to d

evel

op r

oles

in C

rent

t VC

dra

lllan

CS.

Vis

its to

clas

sroo

m.

Rol

e -p

lay

-

Giv

e m

any

oppo

rtun

ities

=iii

stu

dent

to in

trod

uue

Invi

te g

uest

s to

roo

m.

Play

"G

uess

Giv

e ad

dres

s an

d/or

pho

ne im

int.

,ee

child

ieco

eniie

s

Phot

ogra

ph p

upils

in c

andi

d a

Hav

e on

ban

d m

any

prop

s to

be

used

with

rol

epl

ayir

g an

d dr

amat

ics.

i.e.

pol

icem

an's

hat

,tr

affi

c si

gnal

s. o

ld c

loth

es, d

ishe

s, te

letr

aine

rC

rativ

e D

ram

atic

sSt

itnw

ix H

ouse

Oak

tag.

mag

ic m

ai k

ers

Con

stru

ctio

n pa

per.

111

111,

inst

ant-

type

cam

era

Mak

e ,;t

hiou

ette

.. co

lor.

iden

tity.

Bro

wn

cray

;th...

paw

l

Cha

r( s

..;io

\kin

g ea

ch s

tude

nt',

..!ph

n e

niti

nhet

.M

atch

tifS

t and

('har

tsN

ame

card

,.

02

Beh

avio

ral O

bjec

tives

rela

te to

com

mun

ityhe

lper

s

'Tak

e D

irec

tions

The

V;s

tude

nt w

ill b

e ab

le to

:to

dir

ectio

n an

dac

cept

dir

ectio

n

take

dir

ectio

n in

inte

ract

ion

with

one

othe

r ch

ilu(t

each

er d

irec

ted)

93

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsSe

t up

blac

kboa

rd s

o th

at m

any

activ

ities

can

be

Ma

t ci I

ng

activ

ities

nam

ew

ith L

ddre

ss,.e

tc.

Vis

its to

cla

ssro

om b

y do

ctor

. nur

se, e

tc.

Film

stri

ps, b

ulle

tin b

oard

s, o

ther

mat

eria

lsT

alk

to p

upits

-in.

clas

s an

d on

fie

ld tr

ips.

rela

ted

to h

elpe

rs

Tea

cher

des

igns

situ

atio

ns w

here

chi

ld m

ust l

iste

n ca

refu

lly to

dir

ectio

nan

d ca

rry

it ou

t, su

ch a

s m

akin

g m

onth

ly c

alen

dar

desi

gn.

"Put

this

blu

e ci

rcle

on

the

red

squa

re."

"Put

the

nest

in th

e tr

ee."

Tea

cher

set

s up

situ

atio

n w

here

two

stud

ents

wor

k to

geth

erto

put

up

aH

ave

nece

ssar

y pr

ops

on h

and

deco

ratio

n, s

et ta

bles

for

par

ty, c

lean

up

or o

t.ler

act

ivity

.

Con

stru

ctio

n pa

per

plus

oth

er m

ater

iitis

for

mak

ing

bulle

tin b

oard

s

follo

w s

ched

ule

set u

pM

ake

char

t of

sche

dule

as

set u

p by

cla

ss.

Cha

rt o

f sc

hedu

leby

teac

her

and

clas

sT

ry to

cor

rela

te m

ith ti

mel

ellin

g fo

r th

ose

who

hav

e so

me

idea

of

time.

Clo

ck, o

akta

g, m

agic

mar

ker,

pic

ture

s or

pho

to-_

grap

hs o

f st

uden

t doi

ng jo

b lis

ted

on s

ched

ule

part

icip

ate

in e

lect

ion

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

Cha

rtof

off

icer

s fo

r cl

ass

Mag

ic m

arke

rs(t

each

er d

irec

ted)

elec

tion

nom

inat

eca

ndid

ate

ballo

tvo

te

Dis

cuss

rol

e of

off

icer

s.N

omin

ate.

Mak

e ba

llots

.H

old

elec

tion.

Cou

nt b

allo

ts.

Post

res

ults

on

chal

kboa

rd.

Post

nam

es a

nd p

hoto

grap

hs o

f of

fice

rs o

n ch

art.

.se

t up

clas

s ru

les

Post

rul

es o

n ch

alkb

oard

.C

hart

with

off

icer

sR

ole-

play

rul

es.

Mag

azin

es(t

each

er d

irec

ted)

Cop

y on

bul

letin

boa

rd.

Phot

ogra

phs

Mak

e or

fin

d pi

ctur

es o

f w

hat r

ules

mea

n (o

r ph

otog

raph

if p

ossi

ble)

atte

mpt

to u

nder

-st

and

and

follo

wru

ler

Rol

e-pl

ay.

Peer

rep

rim

and.

Not

e:'T

each

er s

houl

d at

tem

pt to

des

ensi

tize

stud

ents

to c

ritic

ism

. Thi

s m

akes

itea

sier

to ta

ke c

ritic

ism

-n

the

job.

Bel

qvio

ral O

bjec

tives

Act

iviti

es

follo

w d

irec

tions

of

adul

t sup

ervi

sion

°

able

to c

ontr

ol s

elf

in g

rouP

; i.e

. tem

per,

hype

ract

ivity

, in-

appr

op:ia

te la

ught

er

hand

le p

rope

rty

care

fully

part

icip

ate

in m

oney

mak

ing

proj

ect t

o he

lpot

hers

or

to b

uy s

ome-

thin

g cl

ass

need

s

Safe

ty

The

.stu

dent

will

be

able

to:

lear

n si

mpl

e ru

les

for

cros

sing

str

eet

lear

n sa

fe u

se o

fst

ep la

dder

lear

n pr

oper

sto

rage

of m

ops

In-s

choo

l wor

k ex

peri

ence

:ca

fete

ria,

cus

todi

an, m

esse

nger

, hel

per,

gar

dene

r

Act

out

exa

mpl

es o

f ap

prop

riat

e. a

nd in

appr

opri

ate

beha

vior

.H

ave

pupi

ls c

hoos

e ri

ght o

neph

otog

raph

s or

pic

ture

s.

Rev

iew

car

e of

ow

n pr

oper

ty a

nd th

at o

f ot

hers

:'P

lay

"Who

se is

Thi

s?"

1.H

elp

othe

rsC

hris

tmas

can

dy s

ale

2.C

lass

nee

dde

cide

wha

t is

need

ed, d

evel

op p

roje

ct to

mak

e m

oney

for

it.

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

shou

ld in

clud

e ut

ensi

ls, e

quip

men

t and

oth

er th

ings

that

com

e up

inpr

oble

m s

ituat

ions

Rev

ieW

act

iviti

es u

nder

Saf

ety-

Inte

rmed

iate

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

STO

PW

AL

KD

ON

'T W

AL

K

Bul

letin

boa

rd w

ith p

ictu

res

of s

afet

y-ru

les.

If in

som

e sc

hool

with

you

nger

TM

H, h

ave

them

hel

p yo

unge

r on

es le

arn

abou

t cro

ssin

g st

reet

.T

ake

phot

ogra

phs

of s

tude

nt c

ross

ing

stre

et c

orre

ctly

.

Use

ladd

er to

put

up

deco

ratio

ns, m

ake

bulle

tin b

oard

s, r

each

hig

h ite

ms.

Rol

e-pl

ay.

Idea

of

havi

ng it

ems

out o

f th

e w

ay, s

o fa

lling

ove

r th

em is

avo

ided

.Id

ea o

f ca

re, m

akin

g th

ings

last

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:W

ith c

oope

ratio

n of

adm

inis

trat

ion,

teac

her

shou

ld m

ake

ever

y ef

fort

to e

nlis

t the

aid

of

para

-pro

fess

iona

lsin

the

scho

ol to

hel

p w

ith th

ese

proj

ects

.:S

omg

kind

of

rein

forc

emen

t sho

uld

begi

ven

to th

em.

Palo

mar

es a

nd B

esse

ll H

uman

Dev

elop

men

tT

rain

ing

Prog

ram

.M

agic

Cir

cle

seek

hel

p of

cou

nsel

or f

or g

roup

tech

niqu

es

Chi

ldre

n's

coat

s, h

ats,

boo

ks, e

tc.

Tea

cher

dir

ecte

d!

Not

e:T

each

er s

houl

d be

on

the

aler

t to

crea

tepr

oble

m-s

olvi

ng s

ituat

ions

for

stu

dent

sto

res

olve

: sev

eral

eac

h da

y

Tra

ffic

ligh

tT

raff

ic s

igns

Safe

ty W

orkb

ook

(Sta

nwix

Hou

se)

Safe

ty f

ilmst

rips

Phot

ogra

phs

Step

ladd

er

Mop

s, b

room

, oth

er c

lean

ing

tool

s

94

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsre

cogn

ize

dang

er f

rom

brok

en o

bjec

tS o

n fl

oor

use

elev

ator

, esc

alat

or,

elec

tric

doo

rs

reco

gniz

e da

nger

of

spill

ed f

ood

and

wat

er

reco

gniz

e so

me

pois

ons

iden

tify

som

e po

ison

ous

plan

ts

avoi

d ta

mpe

rihg

with

elec

tric

al o

utle

ts

lear

n to

plu

g ap

plia

nces

in c

aref

ully

obse

rver

ules

for

rid

ing

in c

ar a

nd b

us

reco

gniz

e ho

wco

mm

unity

wor

kers

help

him

Man

ners

The

stu

dent

will

be

able

to:

open

doo

r fo

r gu

est

Cr

!ate

pro

blem

-sol

ving

situ

atio

ns.

Rol

e-pl

aysl

ippi

ng o

n gl

ass:

Film

stri

p on

how

gla

ss c

uts.

inju

ries

fro

mfa

lling

.C

lean

-up

proc

edur

es.

Fiel

d tr

ips

to p

ract

ice.

Cre

ate

prob

lem

-sol

ving

situ

atio

ns.

Rol

e-pl

ay.

Cle

an-u

p pr

oced

ures

.

Rol

e-pl

ayhe

lp to

und

erst

and.

clea

nser

s, a

mm

onia

, iod

ine,

med

icin

es..

Film

s, f

ilmst

rips

, bul

letin

boa

rd.

Film

Dis

cuss

ion

Avo

id m

ixin

g w

ater

and

ele

ctri

city

.

Prac

tice:

iron

toas

ter

. Rev

iew

Int

erm

edia

te O

bjec

tives

Rid

e ci

ty b

usm

any

times

.B

ulle

tin b

oard

on

rule

s of

"Who

Am

l" ?

Hav

e vi

sito

rspo

licem

anfi

rem

anot

hers

as

indi

cate

dW

rite

lette

rs o

f in

vita

tion.

cloc

kw

ashi

ng m

achi

ne

idin

g in

bus

and

car

.

from

dif

fere

nt p

rofe

ssio

ns v

isit

clas

s.nu

rse

libra

rian

Rol

e-pl

ay.

Invi

te g

uest

s, p

aren

ts a

ndre

sour

ce. p

eopl

e.

teac

her

bus

driv

er

- 95

Gla

sses

, pla

tes,

rec

ord

that

may

be

brok

en

Film

stri

psB

room

, dus

tpan

, was

te b

aske

t

Arr

ange

with

sto

re to

allo

wyo

u to

bri

ng c

lass

befo

re o

peni

ng s

o ca

n le

arn

abou

tth

ese

thin

gs

Item

s to

set

up

prob

lem

-sol

ving

situ

atio

nsM

ops,

rag

s, o

ther

equ

ipm

ent

Pict

ures

, film

s, f

ilmst

rips

Hav

e ite

ms

avai

labl

e fo

rte

achi

ng

Not

e:W

ork

with

par

ents

obt

ain

mon

ey f

orbu

s tr

ips

Not

e pa

per

Beh

avio

ral O

bjec

tives

invi

te g

uest

s in

to r

oom

take

wra

ps a

nd f

ind

chai

r

plan

a p

arty

call

gues

ts o

n te

le-

phon

e

plan

ref

resh

men

ts

prep

are

refr

eshm

ents

serv

e re

fres

hmen

ts

clea

n up

rem

ain

seat

ed u

ntil

excu

sed

bid

gues

ts g

oodb

ye

boy

hold

s do

or f

or g

irls

help

you

nger

chi

ldre

n

call

frie

nds

who

are

hoi

nesi

ck

coop

erat

e an

d sh

are

with

othe

rs

Lei

sure

Tim

e

Rec

reat

ion,

Cam

es, a

ndA

ctiv

ities

The

stu

dent

will

be

able

to:

play

gam

es

take

turn

as

lead

er

Act

iviti

esIn

stru

ctio

nal A

iss_

and

Mat

eria

ls

Rol

e-pl

ay. I

nvite

gue

sts.

Hav

e a

part

y fo

r cl

ass.

Invi

te g

uest

s fo

r a

part

y.

Do

this

fir

st f

or c

lass

; the

n fo

r in

vite

d gu

ests

Was

h cu

ps, c

lean

off

tabl

es.

Cle

an u

p tr

ash,

sw

eep.

Rol

e-pl

ay

Use

tele

trai

ner,

use

rea

l tel

epho

ne.

Squa

re d

ance

sR

ound

dan

ces

Car

d ga

mes

Hor

sesh

oes

Bea

nbag

gam

esD

ram

atic

s

Tel

etra

iner

to in

vite

cla

ssm

ates

by

phon

e

Plan

with

par

ents

to h

ave

stud

ents

cal

l hom

eto

invi

te p

aren

ts to

par

tyIn

trod

uce

to te

leph

one

dire

ctor

yM

agni

fyin

g gl

ass

Lar

ge d

ial

Cle

anin

gE

quip

men

t

Squa

re d

ance

'rec

ords

(E

duca

tiona

l Act

iviti

es)

Rec

reat

ionf

tir R

etar

ded

Tee

nAge

rs"S

how

Me"

96

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsac

t pro

perl

y at

libr

ary,

mus

eum

, air

port

, etc

.

part

icip

ate

in s

impl

ere

lays

part

icip

ate

in r

ecre

a-tio

nal a

thel

etic

s

obse

rve

prop

er b

ehav

ior

at m

ovie

s

Art

s an

d C

raft

s

The

stu

dent

will

be

able

to:

do s

ome

crea

tive

draw

ing

pain

ting-

mak

e ob

ject

s of

cla

y,gl

aze

and

fire

wea

ve o

n si

mpl

e lo

om

woo

dbur

ning

able

to c

hoos

eac

tivity

, fin

dm

ater

ials

, see

khe

lp w

hen

need

ed

Fiel

d T

rips

.R

ole-

play

pro

per

beha

vior

bef

ore

goin

g on

trip

.

Swim

min

g, h

ikin

g, b

owlin

g, p

layg

roun

d ac

tiviti

es.

Tri

p to

mov

ies.

Set u

p an

are

a of

the

clas

sroo

m w

here

cre

ativ

e ac

tiviti

esm

ay p

roce

ed.

Itsh

ould

be

poss

ible

to le

ave

unfi

nish

ed p

roje

cts

ther

e.

clea

n up

and

car

e fo

rB

ulle

tin b

oard

with

pro

cedu

res

for

clea

nup

and

car

e of

tool

s.

Not

e:

97

Pare

nts

shou

ld b

e as

ked

to c

ontr

ibut

eif

pos

sibl

e to

thes

eac

tiviti

es. T

hese

are

impo

rtan

t lea

rnin

g ,e

xper

ienc

es f

or th

ese

child

ren.

Par

ents

sho

uld

be a

war

e of

desi

red

beha

vior

s sb

they

can

be

rein

--

fOrc

ed in

fam

ily a

ctiv

ities

.

Pain

t, pa

per,

cra

yons

. wax

pap

er. b

ottle

s

Tis

sue

pape

r, g

laze

s. y

arn.

cla

y, th

read

, lea

ther

,w

ood,

tool

s, s

mal

l kiln

Sim

ple

loom

(Pr

esto

n C

orpo

ratio

n)

-Not

e:T

each

er s

houl

d ac

quir

e a

book

on

art

activ

ities

for

chi

ldre

n. S

he m

ay h

ave

to-a

dapt

thes

e to

abi

litie

sof

TM

H.

The

re a

re m

any

guid

es, s

ome

of w

hich

are

liste

d in

the

Sugg

este

d M

ater

ials

at

end

of s

kill

area

.

Woo

dbur

ning

set

with

car

ds f

or b

urne

d de

sign

s

Too

l rac

k (P

rest

on C

o.)

Beh

avio

ral O

bjec

tives

Mus

ic

The

stu

dent

will

be

able

to:

do s

impl

e da

ncin

g

Pets

liste

n to

mus

ic, r

eact

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mus

ic a

ppre

ciat

ion

to it

Rhy

thm

dan

cing

, dra

mat

ics.

part

icip

ate

in r

hyth

mba

nd

sing

sim

ple

song

s

part

icip

ate

in p

lann

edre

crea

tion

prog

ram

outs

ide

of s

choo

l'

The

stu

dent

will

be

able

to:

tell

wha

t a p

et is

tell

wha

t car

e pe

t,

need

s

Acc

ompa

ny o

n xy

loph

one.

Bul

letin

bO

ard

with

pho

tos

of o

wn

pets

; bri

ng p

ets

if f

easi

ble.

Nam

es o

f pe

ts.

Wha

t dog

eat

eat

s.M

ake

char

t of

this

.W

hat c

spee

ats.

Wha

t bir

d ea

ts.

Wha

t fis

h ea

ts.

Lov

ing

care

.M

ake

bird

fee

ding

sta

tion.

Buy

, fee

d.

Con

cept

Rec

ords

(E

duca

tiona

l Act

iviti

es)

Inst

rum

ents

Xyl

opho

ne

Loc

al A

.R.C

. or

othe

r gr

oup

scho

ol b

e sp

onso

ring

Mat

chin

g ca

rds

Stud

ent's

nam

eki

nd o

f pe

tpe

t's n

ame

Oak

tagn

phot

os o

r m

agaz

ine

pict

ures

, foo

ds o

fpe

ts

Woo

d, h

amm

er, r

iails

, pai

nts

Soci

al S

kills

Sugg

este

d So

urce

s fo

r M

ater

ials

and

Equ

ipm

ent

Am

eric

an G

uida

nce

Serv

ices

, Inc

.Pu

blis

hers

Bui

ldin

gC

ircl

e Pi

nes,

Min

neso

ta55

014

Peab

ody

Lan

guag

e D

evel

opm

enta

l Kit,

Lev

els

P; 1

Bel

l and

How

ell

7-10

0 M

cCor

mic

k R

oad

Chi

cago

, Illi

nois

6064

5 Lan

guag

e M

aste

r

13ow

mar

Rec

ords

avai

labl

e th

roug

h M

ay's

Mus

ic C

o.51

4 C

entr

al A

venu

e, S

.W.

Alb

uque

rque

, New

Mex

ico

8710

3

Cre

ativ

e Pl

ayth

ings

Prin

ceto

n, N

ew J

erse

y

Edu

catio

nal A

ctiv

ities

, Inc

.Fr

eepo

rt, N

ew Y

ork

Rco

rds:

Fern

Tri

pp20

35 E

ast S

ierr

a W

ayD

inub

a, C

alif

orni

a93

618

lnst

ruct

o Pr

oduc

ts C

o.Pa

oli,

Penn

sylv

ania

or th

roug

h U

nive

rsity

Boo

k St

ore

2122

Cen

tral

S.E

.A

lbuq

uerq

ue, N

ew M

exic

oI,

Cre

ativ

e M

usic

for

Exc

eptio

nal C

hild

ren

Sim

plif

ied

Folk

Dan

ce F

avor

ites

Hon

or Y

our

Part

ner

Alb

ums

No.

1,.2

,10

, 11,

14,

26,

30

Lis

teni

ng W

ith M

r. B

unny

Big

Ear

sL

iste

ning

and

Mbv

ing

Mel

ody

Mid

gets

' Mus

ic f

or R

hyth

m B

ands

and

Inst

rum

ents

Neg

ro F

amily

Kit

Whi

te F

amily

Kit

Dra

mat

ic C

hara

cter

Kar

berc

raft

Co.

P.O

. Box

123

Nor

thpo

rt, N

ew Y

ork

Pres

ton.

Cor

pora

tion

71 F

ifth

Ave

nue

New

Yor

k, N

ew Y

ork

1000

3

Perc

eptu

al M

otor

Ski

ll M

ater

ials

and

Gam

es

Soci

ety

for

Vis

ual E

duca

tion

(SV

E)

1345

Diy

erse

y Pa

rkw

ayC

hica

go, I

llino

is 6

0614

Film

stri

ps

Stan

wix

Hou

se30

20 C

hart

ers

Ave

nue

Pitts

burg

h, P

enns

ylva

nia

1520

4

Safe

ty W

orkb

ooks

Boo

ks a

nd A

rtic

les

,Bla

tk, D

olor

es a

nd M

olte

r, B

onni

e Sh

ow M

e (f

ilm a

nd b

ook)

Bow

ling

Gre

en, O

hio:

Bow

ling

Gre

en S

tate

Uni

vers

ity.

Car

lson

, Ber

nice

Wel

ls a

nd G

ingl

and,

D. R

., 'P

lay

Act

iviti

es f

or th

e R

etar

ded

Chi

ldN

ew Y

ork,

New

Yor

k: A

bing

don

Pres

s, 1

961

Col

eman

, Jac

k et

. al.,

Mus

ic f

or E

xcep

tiona

l Chi

ldre

nE

vans

ton.

,. Il

linoi

s: S

umm

y-B

irch

ard

Co.

, 196

7

Dol

l, E

dgar

A.,

The

Mea

sure

men

t of

Soci

al C

ompe

tenc

eC

ircl

e Pi

nes,

Min

neso

ta: A

mer

ican

Gui

danc

e Se

rvic

es, 1

953

Gin

glan

d, D

. R: a

nd S

tiles

, Win

ifre

d, M

usic

Act

iviti

es f

ort t

he R

etar

ded

New

Yor

k, N

eW Y

ork:

Abt

rigd

-onl

YeS

s, 1

965

Jour

nal o

f C

ounc

il fo

r E

xcep

tiona

l Chi

ldre

nE

RIC

Tea

chin

g E

xcep

tiona

l Chi

ldre

n, W

ashi

ngto

n,D

. C.

McI

ntyr

e, B

arba

ra M

., In

form

Dra

mac

tis: A

Lan

guag

e A

rts

Act

ivity

for

the

Spec

ial P

upil

Pitts

burg

h, P

enns

ylva

nia:

Sta

nwix

Hou

se

McN

eice

, Will

iam

C. a

nd B

enso

n, K

. R.,

Thr

ough

The

ir H

ands

The

y Sh

all L

earn

: C'ra

fts

for

the

Ret

arde

d.

Blo

omin

gton

, Illi

nois

: McK

nigh

t and

McK

nigh

t Pub

.C

o.

Nag

le, A

very

and

Lee

min

g, J

osep

h, F

un W

ithN

atur

e cr

aft

New

Yor

k, N

ew Y

ork:

J. B

. Lip

pinc

ott,

Co.

Palo

mar

es, U

vaid

o an

d B

esse

]; H

enry

. Met

hods

in H

uman

Dev

elop

men

tSa

n D

iego

, Cal

ifor

nia:

Hum

an D

evel

opm

ent

Tra

inin

g In

stitu

te, 1

967

Patte

rson

, Ger

ald

and

G u

nion

, M. E

., L

ivin

gW

ith C

hild

ren

Cha

mpa

ign,

Illi

nois

: Res

earc

h Pr

ess,

196

0

Scot

t, L

ouis

e B

ende

r an

d T

hotn

pson

, J. J

..-R

hym

esfo

r Fi

nger

s an

d Fl

anne

lboa

rds

New

Yor

k, N

ewY

ork:

Web

ster

Div

isio

n,M

cGra

w-H

il1; 1

960

Smith

. Rob

ert M

., C

linic

al T

each

ing:

Met

hods

of I

nstr

uctio

n fo

r th

e R

etar

ded

New

Yor

k, N

ew Y

ork:

McG

raw

-I f

ill B

ook

CO

.,19

68

Tra

in M

r H

ands

Tha

t I M

ar W

ork

John

stow

n, P

enns

ylva

nia:

Maf

ex A

ssoc

iate

s

Film

stri

ps a

nd F

ilmlo

ops

PHur

e-St

ory

Stud

y Pr

ints

Soci

ety

for

Vis

ual E

duca

tion

1345

Div

ersi

ty P

arkw

ayC

hica

go, I

llino

is60

614

Get

ting

To

Kno

w M

eT

he C

hild

and

His

Wor

ldSi

ghts

and

Sou

nds

of th

e H

ome

Pers

onal

Cle

anlin

ess

Com

mun

ity H

elpe

rsFa

mili

ar A

nim

als

and

The

ir F

amili

esG

ettin

g A

long

With

Oth

ers

Sugg

este

d So

ngs

for

Prim

ary

Lev

el

WH

ER

E I

S T

HU

MB

KIN

?(t

una

"Fre

re J

acqu

es")

Whe

re is

thum

bkin

: (Pu

t han

ds b

ehin

d ba

ck)

Whe

re is

thum

bkin

?H

ere

I am

; (B

ring

fis

ts f

orw

ard

wig

gle

thum

bs)

Her

e 1

am: (

Wig

gle

thtim

bs)

How

are

you

toda

y. s

ir?

Ver

y w

ell,

I th

ank

you.

(W

iggl

e th

umbs

)R

un a

way

. Run

aw

ay. (

Put h

ands

beh

ind

back

)

2. W

here

is P

oint

er?

(ind

ex f

inge

r)3.

Whe

re is

Tal

l Man

? (m

iddl

e fi

nger

)4.

Whe

re is

Rin

gman

? (r

ing

fing

er)

5. W

here

is P

inki

e? (

little

fin

ger)

IF Y

OU

'RE

HA

PPY

(tun

e "S

he'll

Be

Com

ing

Rou

nd th

e M

ount

ain

Whe

n Sh

e C

omes

")

If y

ou're

hap

py a

nd y

ou k

now

it, c

lap

your

han

ds (

clap

, cla

p)If

you

're h

appy

and

you

kno

w it

, cla

p yo

ur h

ands

-(cl

ap, c

lap)

If y

ou're

hap

py a

nd y

ou k

now

it,

The

n yo

u re

ally

oug

ht to

sho

w it

.If

you

're h

appy

and

you

kno

w it

cla

p yo

ur h

ands

. (cl

ap, c

lap)

your

fee

t3.

Win

k yo

ur e

ye4.

Bou

nce

your

sea

t5.

Sna

p yo

ur f

inge

rs6.

Bow

you

r he

ad7.

Wav

e go

od-b

y (s

ay "

good

-bye

")

8. T

urn

arou

nd9.

Tou

ch y

our

toes

10. T

ouch

you

r he

ad11

. Tou

ch y

our

ears

12. T

ouch

you

r no

se13

. Tou

ch y

our

chin

TH

IS O

LD

MA

N

Thi

s ol

d m

an, h

e pl

ayed

one

;H

e pl

ayed

nic

k, n

ack,

just

for

fun

.N

ick,

nac

k, p

addy

wac

k, m

usic

in th

e ai

r.T

his

old

man

pla

yed

ever

ywhe

re.

Thi

s ol

d m

an, h

e pl

ayed

two:

He

play

ed n

ick,

nac

k on

my

shoe

(po

int t

o sh

oe)

Nic

k, 'n

ack,

pad

dy w

ack.

Mus

ic in

the

air.

Thi

s ol

d m

an p

laye

d ev

eryw

here

.

Sugg

este

d G

ames

HID

E T

HE

BA

SKE

T

1.U

se a

ny s

mal

l art

icle

suc

h as

a li

ttle

bask

et.

_2.

Hal

f of

the

clas

s hi

de th

eir

eyes

3.T

he o

ther

hal

f of

the

clas

s w

atch

whe

re th

e ob

ject

is p

ut.

4.T

he o

bjec

t mus

t be

put i

n si

ght.

No

one

mus

t tel

l whe

re it

is.

5.T

he c

hild

who

hid

es th

e ob

ject

say

s, "

read

y."

6.T

he c

hild

ren

hunt

with

thei

r ha

nds

behi

nd th

eir

back

s.7.

Whe

n th

ey s

ee it

, the

y ta

ke th

eir

seat

s an

d m

ust n

ot te

ll.8.

Whe

n al

l hav

e ha

d tim

e to

fin

d it,

the

firs

tto

take

his

sea

t goe

s an

d ge

ts th

e ob

ject

.9.

The

e+

her

half

of

the

clas

s hi

d th

eir

eyes

and

the

one

that

fou

nd th

e ob

ject

hid

es it

.

DO

G C

HA

SES

KIT

TY

1.T

he c

hild

ken

form

a c

ircl

e.2.

Giv

e tw

o ch

ildre

n ea

ch a

sm

all s

oft o

bjec

t suc

has

a b

dard

era

ser.

3.T

hey

use

two

hand

s to

hol

d th

e ob

ject

:4.

Cal

l one

obj

eCt t

he d

og; t

he o

ther

the

kitty

./

5.W

hen

the

teac

iT s

ays

"Goi

" ea

ch c

hild

pass

es ty

e ob

ject

to th

e ne

xt c

hild

..

6.T

hey

have

t.o

ta e

-the

obj

ect w

ith b

oth

hand

s./

7.T

h _o

bjet

fiito

See

how

fas

t tl

dog

can

cat2

h th

e ki

tty.

DO

WH

AT

I D

O

1.Pr

int o

n ac

ard

"Da,

wha

t (na

me

of C

hild

) do

es."

2.T

he c

hild

who

se n

ame

\is o

n th

e ca

rci.C

omes

up a

nd d

oes

som

ethi

ng.

3.A

lUhe

chi

ldre

n do

wha

t,he

does

(ki

p, c

lap,

jum

p).

4.T

his

a.go

od g

ame

to h

elp\

the

chyd

rec

ogni

ze h

isna

me.

I SA

W

1.H

ave

child

-en

sit

in a

cir

cle

with

one

chi

ld in

the

cent

er.

2.T

he c

hild

in th

e ce

nter

/say

s "O

n m

yw

ay to

sch

ool t

his

mor

ning

I s

awan

d im

itate

s w

hat h

e sa

w.

The

.chi

ldre

n gu

ess

wha

t he

is im

itatin

g. T

he f

irst

to g

uess

cor

rect

ly g

oes

into

the

circ

le.

4.If

no

one

gues

sest

he o

ne in

the

cent

er te

lls w

hat

was

imita

ted

and

choo

ses

som

eone

tore

plac

e hi

m.

DO

TH

IS-D

O T

HA

T(m

oTe

mat

ure

child

reh)

.

The

lead

er s

ays

"Do

this

," a

ll im

itate

him

.2.

If le

ader

say

s "D

o th

at"

thos

e w

ho im

itate

him

mis

s.3.

Thr

ee m

isse

s an

d th

e pl

ayer

is o

ut o

f th

ega

me.

Art

s an

d C

raft

s Po

inte

rs

Alw

ays

brea

k do

wn

proj

ects

into

sim

ple

step

s.

Mov

e ea

ch c

hild

at I

ris

own

rate

rat

her

than

mov

ing

the

clas

s-to

geth

er f

rom

step

to s

tep.

Use

as

little

(or

no)

for

mal

pre

sent

atio

n as

pos

sibl

e. E

xpla

in S

tPO

S as

you

get

to th

em; b

ut e

xpla

in s

impl

y w

hy y

ou d

o ea

ch s

tep

so th

ey c

an t.

;_y

to s

ee th

epr

ogre

ssio

nan

dlo

gic

of th

e pr

oces

s. U

se e

xam

ples

for

pres

enta

tion.

Alw

ays

wor

k to

see

the

child

is s

atis

fied

with

wha

t he

does

.

Prai

se s

ensi

bly,

- or

you

dev

alue

pra

ise.

.

Perm

it th

e ch

ild to

atte

mpt

to d

o th

ings

for

him

self

.as

sum

e th

at h

e ca

n do

thin

gs, b

ut le

nd a

ssis

tanc

e, if

nee

ded.

deci

de f

rom

the

thin

gs h

e ca

n't d

o, w

hat c

an b

e ta

ught

.as

sign

pri

oriti

es a

nd s

eque

nce

to w

hat y

ou w

ant t

o te

ach;

if y

ou h

op f

rom

one

task

to a

noth

er, n

ote

may

b: a

ccom

plis

hed.

Kep

in m

ind

that

the

chan

ge, t

he g

rOw

th-o

f th

e ch

ild's

min

d an

d m

uscu

lar

cont

rol a

re o

f m

ore

impo

rtan

ce th

an-t

he a

rt o

bjec

ts. p

rodu

ced.

It i

s th

e ch

ihrs

.gr

owth

and

sat

isfa

ctio

n yo

u,,s

eek,

.not

a p

rese

nt y

ou a

re s

atis

fied

to h

ave

him

show

his

par

ents

.

Con

stru

ctio

ns

Pape

r

*:P

aper

Mac

kie

Cla

y

Pipe

cle

aner

ani

mal

s, d

olls

*Si

-uff

ect a

nim

als,

clo

th o

r pa

per

Car

dboa

rd b

ox c

onst

ruct

ion

boxe

s, to

ilet p

aper

or

pape

r to

wel

rol

ls, s

hirt

card

boar

d, c

erea

l box

es, e

tc.)

hors

es, a

nim

als

boat

str

ains

rain

spe

ople

'dru

ms

(oat

mea

l box

es)

airp

lane

s

*W

Q6d

con

stru

ctio

ns

Sock

pup

pets

-

Pot h

olde

rg

Peep

Box

sce

nes,

tabl

e to

psc

enes

Mob

iles,

sta

bile

s

Salt

and

flou

r co

nstr

uctio

ns (

bead

s, p

ins,

etc

.)

Yar

n do

lls

Ojo

de

Dio

s

Yar

n pi

ctui

les

Stitc

her'/

Car

dboa

rd p

urse

wea

ving

Pain

ted

ston

es f

or p

aper

wei

ghts

Pain

t,Cha

lk, a

nd C

rayo

n

Cra

yon

Res

ist-

::,

Dra

w a

roun

d se

lf

Stuf

fed

pape

r dr

aWin

g of

sel

f"

Pain

t on

crum

pled

wet

pap

er

Cha

lk o

n w

et p

aper

.

Pain

ted

Mur

al (

best

: bac

kgro

und

pain

ted,

then

eac

hse

para

te f

igur

e or

obj

ect

pain

ted

and

past

ed o

n ba

ckgr

ound

)-

Spon

ge p

aint

ed M

ural

'''ax

pape

r m

ats

Mel

ted

cray

on d

esig

ns b

etw

een

wax

Col

lage

pic

ture

s

Pict

ures

ass

embl

ed f

rom

mag

azin

es

C7

105

* \

Wor

k w

\ 'th

col

or, T

ake

one,

Wha

t thi

ngs

are

of th

is c

olor

? H

ow d

oes

this

col

or\ m

ake

ytfe

el?

Fing

er P

ai-i

ting

Scri

bble

to m

usic

Pain

t or

cray

on to

tell

abou

t exp

erie

nce,

per

son

or p

lace

:

.Cla

y

Pots

(pi

nch.

, coi

l, sl

ab)

Tile

s

Scul

ptur

e 2-

fro

m a

mod

el (

turt

le, k

itten

)m

ake

self

, with

eye

s cl

osed

, kin

esth

etic

ally

feel

ing

clay

Bea

d's

Can

dles

tick

held

ers

Pins

To

fini

sh, p

aint

with

tem

pera

. and

she

llac

Bes

t cla

y is

pow

der

fOrm

as-

ther

e is

no

stor

age

prob

lem

Can

som

etim

es o

btai

n fr

om lo

cal b

rick

com

pany

Prin

t Mak

ing

'Pla

stic

ene

Prin

ts

Mon

opri

nts

-

Tem

pera

on

fold

ed p

aper

(Ror

scha

ch)

prin

ts

Stri

ng p

rint

s

Glu

e dr

op p

rint

s

Pota

to p

rint

s

Rub

bing

ove

r le

aves

, coi

ns, s

cree

n'

Inne

r tu

be p

rint

s

Spat

ter

prin

ts

Fing

er p

aint

piin

ts

Stic

k, s

pool

, etc

, pri

nts

1Pa

per

Wor

k

Wov

en p

aper

mat

s

Tap

er f

low

ers

*,P

aper

bag

mas

k

Pape

r vi

llage

Cut

pap

er m

ural

Pape

r la

nter

ns

Snow

flak

es

Kite

s

Mob

iles

Chr

istm

as, V

alen

tine,

and

oth

er h

olid

ay c

ards

and

dec

orat

ions

Pape

r pl

ate

anim

als

or w

all p

ocke

ts

Pape

r sc

ulpt

ure

anim

als

(sim

ple)

Pape

r do

lls

Mag

azin

e cu

t out

pic

ture

s

Toi

rrpa

per,

pict

ures

Cut

mag

azin

e pi

ctur

e, m

ount

on

woo

d bl

ock

and

shel

lac

Pape

r ch

ains

Pape

r M

ache

Ani

mal

s (i

mag

inar

y,or

rea

l)

Mas

ks o

ver

pape

r ba

gs.

Jew

elry

Pup

pet h

eads

.ove

r ba

lloon

s

To

mak

e pa

per

mac

he, m

ix fl

our

and

wat

er to

thic

k cr

eam

con

sist

ency

. Dip

sm

all s

trip

sof

new

spap

er in

to it

rem

ove

exce

ss a

nd a

pply

to b

allo

on, w

ire h

ange

r or

oth

er m

odel

.W

hen

dry

pain

t and

deC

orat

e.

Don

't e'

pect

per

fect

res

ults

, but

don

't se

ttle

for

disi

nter

este

d sl

oppi

ness

.

Som

e ch

ildre

n ob

ject

to th

e m

ess.

Pla

nnin

g is

eve

ryth

ing

have

to v

isua

lize

resu

lts, s

o th

ere

shou

ld b

e a

mod

el fo

r ev

ery

stag

eof

the

gam

e. R

esul

ts a

re v

ery

satis

fyin

g.

PER

CE

PTU

AL

MO

TO

R S

KIL

LS

The

aut

hors

bel

ieve

that

muc

h em

phas

is s

houl

d be

giv

en to

the

deve

lopm

ent o

f se

nsor

imot

or a

nd p

erce

ptua

l mot

or s

kills

inth

e ed

ucat

ion

of th

e tr

aina

ble

men

tally

han

dica

pped

. Alm

ost w

ithou

t exc

eptio

n th

e T

MH

exh

ibit

poor

coo

rdin

atio

n,po

orpo

stur

e, e

lurn

Sine

ss,la

ck o

f aw

aren

ess

of s

elf

in r

elat

idn

to o

bjec

ts in

the

envi

ronm

ent,

and

othe

r si

mila

r pr

oble

ms.

A p

rogr

amth

at is

dir

ecte

d, a

t an

earl

y ag

e, to

war

d th

e de

velo

pmen

t, of

sen

sori

mot

or a

nd p

erce

ptua

l mot

or s

kills

sho

uld

help

the

TM

Hde

velo

p m

ore

norm

al p

erce

ptio

ns a

nd e

nabl

e-th

em to

dea

l with

thei

r en

viro

nmen

t in

such

a w

ay a

s to

mak

e th

eir

devi

ancy

less

obv

iciu

s. F

or e

xam

ple,

car

eful

ly-p

rogr

amm

ed te

achi

ng o

f ili

e us

e op

layg

roun

d eq

uipm

ent e

nhan

ces

liken

ess

rath

er th

andi

ffer

ence

to th

e no

rmal

chi

ld."

The

aut

hors

are

not

tryi

ng 4

)Pro

rnot

e an

y pa

rtic

ular

neur

olog

ical

lear

ning

theO

ry. T

hey

feel

that

the

curr

icul

um s

houl

d be

wel

l-ro

unde

d, in

volv

ing

cogn

itive

,.aff

ectiv

e, a

nd p

sych

omot

or f

unct

ions

; eac

h pl

ayin

g eq

ually

impo

rtan

t rol

es in

the

full

deve

lopm

ent o

f th

e in

divi

dual

. Whi

le r

esea

rch

has

not p

rove

d th

at s

enso

rim

otor

and

per

cept

ual m

otor

trai

ning

are

dir

ectly

rela

ted

to th

e ac

quis

ition

of

cogn

itive

ski

lls, t

here

is e

vide

nce

that

suc

cess

in o

ne a

rea

enha

nces

the

poss

ibili

ty o

f su

cces

s in

anot

her.

Res

earc

h in

dica

ted

that

the

mot

or a

nd in

telle

ctua

l abi

litie

s of

the

TM

H a

re m

ore

clos

ely

rela

ted

than

in o

ther

grou

ps.'

The

TM

H a

re in

feri

or m

otor

ical

ly to

oth

er g

roup

s of

ret

arde

d ch

ildre

n. C

ratty

2 d

oes

not i

nclu

de D

own'

s sy

ndro

me

child

ren

with

TM

H m

otor

ical

ly, a

s th

e fo

rmer

app

ear

to e

xhib

it m

ore

seve

re m

otor

pro

blem

s, r

equi

ring

spe

cial

pro

gram

min

g,th

an.-

do th

e la

tter.

In r

ecen

t yea

rs, t

here

has

bee

n an

ups

urge

of

inte

rest

in p

hysi

cal a

ctiv

ity p

rogr

ams

for

the

men

tally

han

dica

pped

. His

tori

cally

,pr

ogra

ms

of th

is k

ind

can

be f

ound

in th

e w

ork

of S

egui

n, M

onte

ssor

i, an

d D

oll.

Man

y pr

ofes

sion

als

have

dev

oted

thei

r tim

eto

ste

p-by

-ste

p an

alys

es o

f th

e ki

nds

.of

abili

ties

need

ed in

the

deve

lopm

ent o

f su

ch s

kills

as

loco

mot

ion,

agi

lity,

bal

ance

,rh

ythm

s. a

nd g

arne

, to

nam

e a

few

. Thi

s re

sear

ch h

as m

ade

a si

gnif

ican

t con

trib

utio

n to

pla

nnin

g pr

ogra

ms

for

the

TM

H.

Uni

vers

ities

and

oth

er in

stitu

tions

hav

e de

velo

ped

ther

apeu

tic P

hysi

cal E

duca

tion

prog

ram

s. P

hysi

cal t

hera

pist

s an

d ph

ysic

aled

ucat

ors

are

com

bini

ng k

now

ledg

e an

d sk

ills

to im

prov

e th

ese

prog

ram

s. T

he w

ork

of N

ewel

l Kep

hart

, Bry

ant C

ratty

. and

Eve

lyn

Loe

wan

dahl

sho

uld

be m

entio

ned

alon

g w

ith o

ther

s w

hose

nam

es a

nd w

orks

app

ear

in th

e bi

blio

grap

hy.

The

fol

low

ing

page

s lis

t a n

umbe

r of

sug

geSt

ions

to h

elp

the

clas

sroo

m te

ache

r de

velo

p a

perc

eptu

al m

otor

trai

ning

pro

gram

:-C

autio

n is

alw

ays

in o

rder

whe

n a

child

with

ser

ious

phy

sica

l pro

blem

s is

pla

ced

in y

our

clas

s. B

e su

re th

at h

e is

und

er th

esu

perv

isio

n of

a q

ualif

ied

phys

ical

ther

apis

t and

neu

rolo

gist

or

orth

oped

ic s

urge

on. W

hen

poss

ible

, wor

k cl

osel

y w

ith o

ther

prof

essi

onal

s to

est

ablis

h a

good

per

cept

ual m

otor

trai

ning

pro

gram

. Mak

e a

chec

klis

t for

eac

h ch

ild s

o yo

u ca

n se

e hi

spr

ogre

ss a

nd f

ollo

w h

is d

evel

opm

ent.

1C

rotty

; Bry

ant D

evel

opm

enta

l Seq

uenc

es o

f Per

cept

uaf M

otor

Tas

ks (

Fre

epor

t, N

ew Y

ork:

Edu

catio

nal A

ctiv

ities

, Inc

) p.

2

2Ib

id.

Gen

eral

Pro

gram

Pla

nnin

g

Obt

ain

at le

ast o

ne o

f th

e ac

tivity

boo

kslis

ted

in th

e bi

blio

grap

hy.

,

Plan

act

iviti

es w

ith e

nerg

y le

vel o

f st

uden

tsin

min

d. T

he p

rogr

am is

not

mea

nt to

xha

ust

the

stud

ents

.e

..

Be

sure

that

the

activ

ity is

.at t

hesu

cces

s le

vel o

f th

e gr

oup.

If

it is

not

, sim

plif

y'th

e st

ep's

.i

Use

sim

ple

verb

al in

stru

ctio

ns.

Dem

onst

rate

eac

h, s

tep

as m

any

times

as is

nec

essa

ry. (

Qua

lity

of p

erfo

rman

ce, n

ot s

peed

, is

the

aim

.)

Hav

e pi

ctur

es o

f ea

ch s

tep

if p

ossi

ble,

pho

togr

aphs

may

be

used

.

Dev

elop

a c

heck

list o

f de

sire

d be

havi

ors

and

ratin

gsc

ale

at e

ach

leve

l.

Cra

tty's

dev

elop

men

tal s

teps

are

liste

d at

the

end

of th

e sk

ill a

rea.

Skill

Are

aPe

rcep

tual

Mot

orL

evel

Prim

ary.

Beh

avio

ral O

bjec

tiVes

The

chi

ld w

ill b

e ab

le to

:us

e to

ys p

rovi

ded

for,

lear

n fr

om in

ter-

actio

n w

ith e

nvir

-on

men

t tha

t eye

s,ea

rs, t

ongu

e, n

ose,

hand

s he

lp h

im

man

ipul

ate

vari

ous

obje

cts

Bod

y Im

age

The

chi

ld w

ill b

e ab

le to

:id

entif

y bo

th p

arts

list

edir

i'yoc

abul

ary

C. A

.5.

0-8.

11M

. A. 2

.0-3

.6

Act

iviti

es:..

Man

ipul

ativ

e to

ys tt

houl

d be

ava

ilabl

e fo

r us

e ea

ch d

aypl

astic

bot

tles

with

diff

eren

t kin

ds o

f ca

ps.

Opp

ortu

nitie

s fo

r ex

plor

ing

the

envi

ronm

ent:

wal

ks, f

eelin

g ob

ject

s in

roo

m,

hold

ing

and

man

ipul

atin

g ob

ject

s.

Eng

age

vari

ous

sens

es w

ith d

iffe

rent

sm

ells

, tas

tes,

noi

ses,

sig

hts,

fee

lings

. Use

teac

her-

mad

e sm

ellin

g, ta

stin

g, n

oise

, etc

., se

ts.

Giv

e ch

ild a

s m

any

expe

rien

ces

as p

ossi

ble,

with

obj

ects

he

can

man

ipul

ate,

take

apar

t and

put

bac

k to

geth

er. N

. C. K

epha

rt b

elie

ves

that

one

feas

on c

hild

ren

deve

lop

lear

ning

pro

blem

s is

lack

of

prac

tice

with

obj

ects

enc

ount

ered

in e

very

-da

y lif

e. (

N. C

. Kep

hart

, The

Slo

w L

earn

er in

the

C7a

ssro

otn,

Dri

ffiL

Srns

orim

otor

Tra

inin

g A

ctiv

ities

See

bibl

iogr

aphy

)

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

head

arm

sha

nds,

fing

ers

legs

feet

eyes

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:M

ai6

.-,e

nsor

imot

or a

. tiv

ities

nee

d to

he in

clud

ed ti

t thi

s au

,C

reat

ive

Play

thin

gsm

anip

ulat

ive

toys

Som

e of

the

sugg

este

d pr

ogra

ms-

may

nee

d to

be a

dapt

ed-t

o th

e ne

eds

of 1

1),!

TM

Hsu

ch a

sSR

A's

Det

ect T

actil

e. T

he m

ater

ial i

s us

eful

but

the

pi o

r ..m

s of

use

will

hav

e to

be

adap

ted.

Sand

box

Wat

er p

lay

Sing

le C

ono.

:pt P

roje

ctor

Eye

gate

Sen

sory

Film

Loo

ps

.Scr

ew o

n bo

ttle

caps

Tak

e ap

art p

erco

lato

rPu

sli,o

n 11

Erg

noa

-.he

rN

estin

g bo

wls

and

blo

cks

Ope

n an

d cl

ose

draw

ers

and

door

s on

cup

boar

dsM

yqlo

n: lr

t lip

'

Peab

ody

Lan

guag

e D

evel

opm

ent K

Lev

el P

Man

nequ

in

Cra

tty, L

oew

enda

hl, G

etm

an. B

lack

see

refe

renc

es in

Sug

gest

ed M

ater

ials

at

ofsk

ill a

rea.

Sens

ory

Kit

read

ing

deve

lop-

nen'

Uni

t (Se

e M

ersh

on in

Sug

gest

ed M

Is a

ten

d of

ski

ll ar

ea)

Det

ect V

isua

l, D

etec

t Tac

tile

Beh

avio

ral O

bjec

tives

to q

iid§:

tion

poin

ting

iden

tify

part

s in

mir

ror

com

plet

e fl

anne

lor

oth

er s

impl

efi

gure

of

man

colo

r in

out

line

of b

ody

mad

e by

teac

her

play

Sim

on S

ays

resp

ond

to d

irec

tions

on r

ecor

d or

tape

fit p

arts

of

head

on

flan

nel b

oard

cor

rect

ly

draw

fac

e w

ith h

elp

act o

ut f

inge

r-pl

ays

conc

erne

d w

ith b

ody

part

s

on c

omm

and

(with

hel

p)cl

ap h

ands

, clo

se e

yes

1 3

Act

iviti

esin

stru

ctio

ttal

Mat

eria

lsE

ars,

nos

e, m

outh

, ton

gue,

teet

h"W

here

is y

our

?"

( la

ve c

hild

poi

nt to

par

tson

sel

f an

d ot

hers

. Tea

cher

-Mad

e ga

mes

Tak

e-a-

part

Man

nequ

in, P

eabo

dy, f

lann

elor

oth

er. H

ave

child

put

on

mis

sing

par

t.-P

uzzl

escu

t up

mag

azin

e pi

ctur

e of

pers

on o

r ph

otog

raph

s of

cla

ssm

embe

rs m

ount

ed o

n ca

rdbo

ard

and

mad

ein

to p

uzzl

eS.

Hav

e ch

ild li

e do

wn

onpa

per,

dra

w a

roun

d hi

m, h

ave

him

col

or c

loth

es,

put i

n ey

es, e

ars,

etc

. Pos

t aro

und

room

with

nam

e ca

rd.

Sim

on S

ays

touc

h yo

ur h

ead,

eye

s, e

tc.

Rev

iew

dir

ectio

ns o

n re

cord

or

tape

car

eful

ly; h

ave

child

res

pond

to o

neat

a ti

me.

Hav

e ea

ch c

hild

put

pie

ces

inpr

oper

pla

ce.

Hav

e ch

ild m

ake

circ

le f

or f

ace;

put o

n ey

es, e

ars,

nos

e, m

outh

, hai

r in

righ

t pla

ce.

"I h

ave

two

eyes

to s

ee w

ith

Hav

e ch

ild r

elat

e on

e bo

dy p

art

to a

noth

er.

Mak

e up

gam

e, c

hild

ren

can

dire

ct.

(

See

SRA

's I

iiqui

sitiv

r G

ames

in S

ugge

stM

ater

ials

at e

nd o

f sk

illar

eaG

ymna

stic

mat

'4 x

6 a

t lea

st

Full-

leng

th, g

ood

qual

ity m

irro

r

Flan

nel b

oard

and

fig

ures

Not

e:[v

alua

te 'e

arni

ngs

by k

eepi

nga

chec

k-lis

t for

eac

h ch

ild (

clip

boar

dor

cha

rt).

Rat

ing

Scal

e m

aybe

dev

elop

ed a

lso

(See

Sug-

gest

ed M

ater

ials

at e

nd o

f sk

ill a

rea)

(See

Bod

y Im

age

Uni

t in

App

endi

x)

Bro

wn

pape

rM

agic

mar

kers

Pain

t or

cray

ons

Man

y ac

tiviti

es li

sted

in. P

. A. S

. S.

Get

man

, the

Phy

siol

ogy

of R

eadi

ness

(se

esu

gges

ted

mat

eria

ls)

If c

an't

find

a s

low

eno

ugh

reco

rd, m

ake

owl)

tape

giv

ing

inst

ruct

ions

.

Flan

nel b

oard

Flan

nel h

ead

with

sep

arat

eey

es, e

ars,

nos

e,m

outh

hai

r

Use

han

d m

irro

r to

exa

min

eow

n fa

ce, w

here

eyes

are

, etc

.D

raw

ing

pape

r, c

rayo

ns, m

agic

mar

ker

Fing

erpl

ays

and

Act

ion

Rhy

mes

(Se

e Su

gges

ted

Mat

eria

lsat

end

of

. ski

ll ar

ea)

Obs

erve

clo

sely

to s

ee w

ho n

eeds

mor

e pr

actic

e

Beh

avio

ral O

bjec

tives

with

eye

s op

en a

nd c

lose

d,to

uch

hand

to n

ose,

ear

, foo

t,fi

nger

to h

ead,

leg,

etc

.

use

fing

ers

toco

mpl

ete

puzz

les,

pegb

oard

des

igns

danc

e to

son

gsdi

rect

ing

use

ofbo

dy p

arts

(te

ache

rdi

rect

ed w

ith h

elp)

com

plet

e si

mpl

ese

nten

ces

rela

ting

to f

unct

ion

of b

ody

part

s le

arne

d (t

each

erdi

rect

ed)

lie s

upin

e on

mat

and

Mov

e bo

dy p

arts

on

dire

ctio

n (t

each

erm

ay h

ave

to to

uch

part

s sh

e w

ishe

k ch

ildto

mov

e fo

r so

me

time

befo

re h

e w

ill b

e ab

le to

do it

on

com

man

d)i.e

. pas

sive

mov

emen

ts

roll

acro

ss f

loor

with

hel

pcr

awl

wal

kru

n

mak

e pa

per

foot

prin

ts

cut o

ut f

ootp

rint

s

Act

iviti

es

Loo

by L

opH

okey

Pok

ey

I se

e w

ith m

yI

hear

with

my

I ea

t with

my

I cl

ap w

ith m

y

"Lif

t leg

s""S

it up

""L

ift h

ead"

"Lif

t arm

s""W

ave

hand

s"T

each

er m

ay h

ave

to a

ctiv

ate

child

's p

erce

ptua

l mot

or in

volv

emen

t thr

ough

pass

ive

and

assi

stiv

e m

ovem

ent a

s he

dev

elop

s hi

s ow

n ab

ilitie

s.

Cra

wl a

roun

d ro

pe p

atte

rns

on a

ll fo

urs.

Wal

k on

rop

e, h

oop.

Seal

wal

k --

wal

k on

han

ds w

ith le

gs d

ragg

ing.

Follo

w th

e le

ader

.A

ltern

ate

craw

l and

wal

k.

Dra

w a

roun

d ch

ildre

n's

feet

on

heav

y br

own

pape

r.

Hel

p ch

ild.c

ut o

ut f

ootp

rint

s.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

.

Pegb

oard

sPu

dres

Rec

ords

(Se

e Su

gges

ted

Mat

eria

ls a

t end

of

skill

area

). o

r te

ache

r-m

ade

tape

s m

ay h

ave

to b

em

ade

so d

irec

tions

will

be

give

n sl

owly

eno

ugh

Lis

teni

ng a

nd M

ovin

g (E

duca

tiona

l Act

iviti

es.

Inc.

)

Chi

ld m

ay b

ring

sho

riS

espe

cial

ly g

irls

who

can

put t

hem

on

unde

r th

eir

dres

ses

to u

se w

ith th

isty

pe o

f ac

tivity

.A

ny p

rofe

ssio

nal a

ssis

tanc

e av

aila

ble

from

aph

ysic

al e

duca

tor

trai

ned

in th

erap

eutic

P. E

.-

or a

phy

sica

l the

rapi

st s

houl

d be

wel

com

ed.

Scho

ol s

yste

ms

wou

ld b

enef

it fr

om h

avin

gph

ysic

al th

erap

ist a

s a

cons

ulta

nt.

Mat

Rop

e, h

oop

Use

clo

th to

tie

ankl

es to

geth

erL

adde

r.M

aski

ng ta

pe, c

olor

ed c

onst

ruct

ion

pape

r

Bro

wn

pape

rM

agic

mar

kers

, cra

yons

Scis

sors

- 11

4 -

Beh

avio

ral O

bjec

tives

follo

w f

ootp

rint

patte

rns

on f

loor

Posi

tion

in-S

pace

The

chi

ld w

ill b

e ab

le to

:to

uch

body

par

ts to

othe

r ob

ject

s w

ithhe

lp

Act

iviti

es

Plac

e fo

otpr

ints

aro

und

on f

loor

so c

hild

can

fol

low

pat

tern

.

Hel

p ch

ild to

uch

hand

to c

hair

, hea

dto

wal

l, fo

ot to

doo

r, e

tc.

115

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:K

eep

a re

cord

of

desi

red

beha

vior

san

dch

ild's

acc

ompl

ishm

ents

. (Se

e Su

gges

t-ed

Mat

eria

ls a

t end

of

skill

are

a}-t

ell f

ront

, bac

k, to

pSi

mon

say

s;.

Rec

ord

of h

ead,

sid

es o

fto

uch

side

to ta

ble.

Tea

cher

-mad

e ta

pese

lf w

ith h

elp

fron

t to

tabl

eto

p of

hea

dto

p of

hea

d to

wal

lfr

ont t

o fl

oor,

etc

.on

mat

side

on

mat

back

on

mat

, etc

.

resp

ond

to m

ove-

Ben

d to

the

fron

t.T

each

er-m

ade

tape

s ar

e us

eful

aft

er d

irec

tions

men

t dir

ectio

nsT

ouch

sid

e of

foo

t...-

.fr

om te

ache

r ar

e un

ders

tood

with

hel

p:Po

int-

to s

ide

mov

e si

dew

ays,

for

war

d, b

ackw

ard,

jum

p, e

tc.

Put c

olor

e'd

tape

on

hand

s.C

olor

ed ta

peO

ne c

olor

for

eac

h ha

nd.

.

On

mat

, rol

l to

left

sid

e w

ith h

elp,

rig

ht s

ide

with

hel

p.

begi

n to

un

er-

stan

d le

ft a

nA

cigh

t (B

ryan

t-C

ratty

p. 1

9; 2

0Fe

els

TM

H c

an r

aly

iden

tify

left

and

ri

but t

hat t

his

may

be

chan

ged

with

exp

osur

eto

per

cept

ual m

otor

trai

ning

tech

niqu

es.)

revi

ew b

ody

part

s on

teac

her-

mad

e ch

eckl

ist

Giv

e di

rect

ions

or

plan

oth

er s

ituat

ions

so y

ou c

an te

ll ho

w w

ell c

hild

ren

Tea

cher

-des

igne

d te

stin

g si

tuat

ion

and

chec

k-ha

ve le

arne

d th

e bo

dy im

age

and

posi

tion

in s

pace

mat

eria

lS.

list.

Mig

ht u

se f

lann

el b

oard

and

fig

ures

plu

sso

me

body

mov

emen

t.Fl

anne

l boa

t'd a

nd f

igur

es(

Beh

avio

ral O

bjec

tives

Bal

ance

The

chi

ld w

ill b

e ab

le to

:w

alk

forw

ard

wal

k ba

ckw

ard

-

wal

k si

dew

ays

wal

k in

pat

tern

set

by'o

ther

skn

eel °

tipto

e

use

equi

pmen

tw

ith h

elp

wal

k up

and

dow

nst

airs

, one

at a

tim

eor

alte

rnat

ing

feet

wal

k on

rop

e, h

oop

use

wal

king

bea

mw

ith h

elp

roll

acro

ss m

at

roll

acro

ss s

egm

ent o

ffl

oor

to o

bjec

t rol

l acr

oss

floo

r to

obj

ect

roll

acro

ss f

loor

inba

rrel

with

hel

p

do e

xerc

ises

as

dire

cted

by te

ache

r

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Plan

act

iviti

es e

ither

teac

her-

dire

cted

in p

erso

n or

on

tape

, and

/or

reco

rddi

rect

ed.

Wal

k on

pat

tern

s ta

pedi

or c

halk

ed o

n fl

oor.

Play

fol

low

the

lead

er.

Play

exa

gger

ated

tipt

oeil

wal

king

gam

es.

Intr

oduc

e eq

uipm

ent.

Lea

d ch

ildre

n th

roU

gh u

se o

f eq

uipm

ent

..eng

age

help

of

aide

and

/or

ifth

and

six

th g

rade

rs in

the

scho

ol o

r un

iver

sity

stud

ents

.

Chi

ld s

houl

d be

enc

oura

ged

to u

se a

ltern

atin

g fe

et o

n st

eps.

Lea

d th

roug

hac

tivity

.

Wal

k on

dif

fere

nt p

atte

rns

of r

ope.

(*N

......

/W

alk

on h

oop.

Play

"lo

ok o

ut f

or th

e al

ligat

ors,

don

't fa

ll in

."

Plac

e ob

ject

at i

ncre

asin

g di

stan

ce f

rom

the

child

. See

if h

e ca

n, o

rien

t his

body

to o

bjec

t.

Tea

cher

will

pro

babl

y ha

ve to

hel

p th

e ch

ildre

n th

roug

h th

is a

ctiv

ity.

Stan

d, b

end

with

arm

s do

wn,

eta

.

Not

e:M

ake

chec

klis

t of

desi

red

activ

ities

;ke

ep r

ecor

d fo

r ea

ch c

hild

. Sup

er-

visi

on w

ill h

ave

to b

e gi

ven

at a

ll tim

esat

this

age

. An

aide

is v

ery

valu

able

tote

ache

r w

ith th

ese

activ

ities

Equ

ipm

ent n

eede

d:w

alki

ng b

eam

, wib

blei

-, ta

pe a

nd p

aper

, mat

,tw

ist b

oard

, dol

lie o

r sc

oote

r bo

ard,

bou

ncin

gtu

be, t

ram

polin

e, s

tair

step

s, b

arre

l, ra

ck b

oard

(mos

t ava

ilabl

e fr

orii

Pres

ton

Cor

pora

tion)

Rop

eH

oop

Bal

ance

bea

m

Bar

rel m

ay b

e pu

rcha

sed

or p

ossi

bly

obta

ined

from

jani

tori

al s

uppl

yho

use.

Loe

wen

dahl

, Cra

tty, B

lack

, Get

man

, Fro

stig

See

refe

renc

es in

the

bibl

iogr

apity

; eac

h on

eha

s m

any

sugg

este

d ac

tiviti

es.

116

Beh

avio

ral O

bjec

tives

copy

pos

es th

atte

ache

c--a

cts

out

play

sta

tue

imita

te f

airy

,el

epha

nt

use

play

grou

ndeq

uipm

ent w

ith h

elp

mov

e le

gs in

bicy

cle

mov

emen

tw

ith h

elp

oper

ate

mou

nted

tric

ycle

with

hel

p

Vis

ual M

otor

Coo

rdin

atio

n

The

chi

ld w

ill b

e ab

le to

:ro

ll ba

ll to

ano

ther

-

child

in c

ircl

e

roll

ball

to c

erta

insp

ot o

n w

all

thro

w b

all

thro

w b

all t

o an

othe

rch

ild

deve

lop

coor

dina

tion

by p

layi

ng m

any

gam

esan

d do

man

y ac

tiviti

esin

volv

ing

visu

al-m

otor

coor

dina

tion

I I

7

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Han

ds in

air

, han

ds to

flo

or, o

ne h

and

up, o

ne h

and

dow

n, e

tc.

Mar

ch in

cir

cle

to m

usic

, sto

p m

usic

, fre

eze

in p

ositi

on w

hen

mus

ic s

topp

ed.

Hav

e ch

ildre

n im

itate

dif

fere

nt k

inds

of

wal

klig

ht, h

eavy

.

Out

door

act

iviti

es, t

each

er h

elps

.O

n m

at, h

ave

child

pra

ctic

e.

Mov

ing

legs

alte

rnat

ely.

Aid

e or

old

er c

hild

mov

e le

gs in

des

ired

mov

emen

t.

Let

chi

ld u

se m

ount

ed tr

icyc

le. H

ave

aide

or

olde

r ch

ild m

ove

child

's le

gsth

roug

h m

ovem

ent.

Cir

cle,

rol

l bal

l gam

es.

May

nee

d he

lp f

rom

teac

her

or a

ide.

Cat

chin

g is

not

nec

essa

rily

invo

lved

at t

his

leve

l; de

pend

s on

chi

ld.

Plan

for

a g

reat

dea

l of

prac

tice

with

thes

e ki

nds

of g

ames

. Ove

rlea

rnin

gm

ayen

able

som

e T

MH

chi

ldre

n to

- pl

ay th

ese

gam

es w

ith m

ore

able

chi

ldre

n.

Hav

e pi

ctur

es o

f ac

tion

as w

ell;

see

if c

hild

can

follo

w

Rec

ord

or ta

pe E

duca

tiona

l-A

ctiv

ities

Mar

ches

AL

No.

11

Rad

io C

orpo

ratio

n of

Am

eric

aD

ance

a S

tory

Seri

es, D

ance

Rec

ords

Rec

ord

or ta

pe

Play

grou

nd e

quip

men

tM

at

Tri

cycl

e m

ount

ed o

n bo

ard

Not

e:E

nlis

t coU

nsel

or in

adm

inis

teri

ngFr

ostig

Vis

ual P

erce

ptio

n T

est.

See

Sugg

este

d M

ater

ials

at e

nd o

f sk

illar

ea.

.

Bas

ketb

all o

r So

c'C

erba

ll. r

Sift

vol

leyb

all

Rin

g T

oss

gam

eH

orse

shoe

gam

eB

ean

bag

gam

ePe

gboa

rds,

larg

e pe

gs

.,Beh

avio

ral O

bjec

tives

Act

iviti

es' i

nstr

uctio

nal A

ids

and

:via

teri

als

eye-

hand

Fift

h an

d si

xth

grad

ers

may

-he

enl

iste

d to

hel

p w

ith s

ome

of th

ese

lear

ning

sas

it w

ill b

e ne

cess

ary

to s

uppl

y co

ntin

uous

hel

p an

d su

perv

isio

n at

this

leve

l.

part

icip

ate

inch

alkb

oard

activ

ities

Mat

ch a

ctua

lob

ject

s

mat

ch o

bjec

tsdr

awn

on b

oard

mat

ch o

bjet

sdr

awn

on W

ork-

shee

ts

follo

w d

ots

eye-

foot

:

Dra

w li

ne. S

tay

betw

een

two

lines

dra

wn

on b

oard

.Fo

llow

dot

s. 0- gree

n.

.re

dgo

-sta

rtm

op

Cop

y pa

ttern

s.

Mat

chin

g

gree

nst

art -

goO

red

stop

Be

sure

to e

nfor

ce _

left

to r

ight

mot

ion

of e

yes

and

hand

s.

Tea

cher

-mad

e w

orks

heet

s

Cyl

inde

r bl

ocks

Squa

re p

egbo

ard

Geo

met

ric

Inse

rts

Lac

ing

Boa

rds

and

othe

r M

onte

ssor

i typ

e eq

uip-

men

t may

be

mad

e or

pur

chas

edPa

rque

try

(DL

M a

nd P

rest

on C

orpo

ratio

n)

Cha

lkC

olor

ed m

aski

ng ta

peC

onst

ruct

ion

pape

r

Obj

ects

pur

chas

ed in

dim

e st

ore

two

of e

ach

Wor

kshe

ets

Pape

r an

d cr

ayon

Pape

r an

d pe

ncil

Ki*

bal

l bac

k an

d fo

rth

two

child

ren.

Bal

lFe

illow

line

s w

ith f

eet.

Follo

w f

oots

teps

.

Wal

king

bea

m.

Stra

ddle

wal

k ta

pe o

n fl

oor.

Push

bea

n ba

g to

num

bers

on

floo

r.

Wal

king

bea

mT

ape

Bea

n ba

g

-- 1

18

119=

Beh

avio

ral O

bjec

tives

'A

ctiv

ities

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Aud

itory

Mot

or

The

chi

ld w

ill b

e ab

le to

:re

spon

d to

sig

nal

Go

over

rop

e he

ld b

y tw

o ch

ildre

n, in

itiat

ing

step

to ju

mpi

ngro

pe.

Swin

g ro

pe a

roun

d, c

hild

ren

jum

p ov

er it

.C

ircl

e, k

ick

ball

five

or

six

child

ren

sitti

ng in

cir

cle.

Hop

ping

..

Buz

zing

res

pons

e., d

rum

min

g or

xyl

opho

ne.

Cla

ppin

g ha

nds,

Sta

mpi

ng f

eet i

n re

spon

se to

sou

nds

teac

her

mak

es in

iitat

ing

rhyt

hms.

Tea

cher

-mad

e or

man

ufac

ture

d ca

rds

for

child

ren

to o

bser

ve a

nd r

espo

ndto

,w

itcl

appi

ng o

r po

intin

g to

rig

ht c

ard

afte

r te

ache

r M

akes

sou

nds

on d

rum

or, y

loph

one

or o

ther

.

Buz

zer

boar

dD

rum

, xyl

opho

neM

elod

y be

lls

Aud

itory

Dyn

amic

Res

earc

h Pe

rcep

tual

Mot

orD

evel

opm

ent C

ards

(Se

e Su

gges

ted

Mat

eria

ls a

ten

d of

ski

ll ar

ea)

cy

Skill

Are

aPe

icep

tual

Mot

orL

evel

Inte

rmed

iate

Beh

avio

ral O

bjec

tives

Bod

y Im

age

The

chi

ld w

ill b

e ab

le to

:na

me

body

par

ts

plac

e pa

rts

ofm

anne

quin

puz

zle,

flan

nel o

r ot

her

corr

ectly

mod

el f

ace

incl

ay

com

plet

e si

mpl

edr

awin

g of

man

on c

halk

boar

dfo

llow

dir

ectio

nson

rec

ords

beco

me

awar

e of

body

sur

face

s

mov

e bo

dy p

arts

on c

omm

and

exhi

bit p

oise

inw

alki

ng in

to r

oom

,ac

ross

roo

m, a

ndth

roug

h do

or

Rev

iew

Pri

mar

y O

ral V

ocab

ular

y

elbo

wsh

ould

erw

rist

ankl

e

C. A

. 9.1

0712

.11

M. A

. thr

u 5.

11

Act

iviti

es

neck

hips

Rev

iew

fla

nnel

or

PLD

K M

anne

quin

. Rev

iew

fla

nnel

fac

e, p

hoto

grap

hpu

zzle

s.

4 Hel

p ch

ild p

lace

fea

ture

s in

cla

y fa

ce.

Dra

w m

an w

ithou

t var

ious

par

tsha

ve c

hild

fill

in.

Loo

by L

ooH

okey

Pok

eySq

uare

Dan

ces

Tra

mpo

line

jum

ping

. (Se

e al

so P

rim

ary)

wai

st

Act

iviti

es d

irec

ting

child

to m

ove:

legs

, arm

s, "

Ang

els

in th

e Sn

ow"

(Kep

hart

)

Prac

tice.

Rol

e pl

ay.

Dis

cuss

eac

h ot

her's

per

form

ance

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:C

heck

list

be s

ure

to k

eep

reco

rd o

fch

ildre

n's

acco

mpl

ishm

ents

.R

evie

w a

ctiv

ities

und

er p

rim

ary

as in

dica

ted

bych

ildre

n's

need

s.E

valu

ate

leve

l by

teac

her-

mad

e-te

st o

r ot

her

per-

cept

ual M

otor

dev

elop

men

t tes

t. (K

epha

rt,

Cra

tty, o

r ot

her)

Man

nequ

in p

uzzl

eD

etec

t Vis

ual;

Det

ect T

actil

eFa

ce w

ith s

epar

ate

feat

ures

Inst

ant t

ype

cam

era

Car

dboa

rd f

or m

ount

ing

Whi

te g

lue

Cla

yPa

int

can

dot i

n fi

rst t

hen

leav

e of

f co

mpl

etel

y

Cra

tty R

ecor

ds

Tra

mpo

line

Mat

Full-

leng

th m

irro

r

-121

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lssi

t cor

rect

ly

gree

t gue

sts

take

pri

de in

-sel

mov

e si

dew

ays

back

war

dfo

rwar

dju

mp

upbe

nd d

own

copy

ges

ture

s of

teac

her

copy

ges

ture

s in

pict

ure

wal

k th

roug

h ho

op

Posi

tion

in S

pace

The

chi

ld w

ill b

e ab

le to

:re

late

bod

y pa

rts

toob

ject

s in

the

envi

ron-

men

t

rela

te o

bjec

ts to

body

mov

e th

roug

hob

stac

le c

ours

e

mov

e bo

dy w

ithtr

unk

fixe

d

The

se a

ctiv

ities

sho

uld

b.e

done

slo

wly

so c

hild

kno

ws

exac

tly w

hat i

sex

pect

ed o

f hi

m.

Tea

cher

sta

nds/

sits

in v

ario

us

Hol

d up

pic

ture

s of

peo

ple

in

posi

tions

, chi

ldre

n im

itate

.

vari

ous

posi

tions

, chi

ldre

n im

itate

.

Wal

k ov

er a

nd u

nder

obj

ects

.W

alk

arou

nd o

bjec

ts.

Mak

e ob

stac

le c

ours

e, r

unni

ng a

roun

d ob

ject

s.

Tou

ch v

ario

us p

arts

of

body

to o

bjec

ts:

side

to ta

ble

arm

to c

hair

side

to m

at

Whe

re is

the

chai

r? I

n fr

ont,

back

, bes

ide?

Lif

ting

and

mov

ing

obje

cts.

Obs

tacl

e co

urse

. Go

thro

ugh

hoop

, und

er ta

ble,

etc.

Forw

ard,

sid

eway

s, b

ack.

Tie

in w

ith g

room

ing,

sel

f-he

lp, a

nd s

ocia

lsk

ills

units

Tap

e of

teac

her's

voi

ce (

also

oth

er v

oice

wou

ldbe

goo

d)

Pict

ures

of

activ

ities

Hoo

p

Bry

ant C

iatty

Fros

tig P

rogr

am f

or th

e D

evel

opm

ent o

f V

isua

lPe

rcep

tion

Rob

ert V

alet

t, T

he R

clue

ut,,,

,,,,t

01. L

earn

ing

Dis

abili

ties

Bar

rel,

chai

rs, t

able

s, e

tc.,

for

obst

acle

s

Tap

e of

dir

ectio

ns a

s w

ell a

s te

ache

r-di

rect

edT

ram

polin

eM

at

Prep

ositi

on c

ards

with

pic

ture

s re

pres

entin

gm

eani

ng o

f "i

n fr

ont o

f,"

etc.

, wou

ld b

e us

eful

Hoo

p

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

mov

e lim

bsB

end

and

stra

ight

en a

rms,

(el

bow

s).

Ben

d an

d st

raig

hten

legs

, (kn

ees)

.

mov

e le

ft a

nd r

ight

Lif

t lef

t arm

.1

body

par

ts w

ith h

elp

Lif

t rig

ht le

g:;

I

Tou

ch le

ft h

and,

rig

ht h

and,

left

sfoo

t, ri

ght f

oot.

Thr

ow b

all w

ith le

ft h

and.

Bal

ance

Wal

king

The

chi

ld w

ill b

e ab

le to

:w

alk

forw

ard

wal

k ba

ckw

ard

wal

k3si

dew

ays

(on

and

off

beam

)w

alk

fast

wal

k sl

oww

alk

arou

nd o

bjec

tsw

alk

with

par

tner

wal

k si

ngle

file

Wal

k up

and

dow

nst

airs

with

alte

rnat

efe

et

use

equi

pmen

t, so

me

with

hel

p; s

ome

alon

e

do e

xerc

ises

; tea

cher

-di

rect

ed o

r re

cord

-di

rect

ed

Col

or c

ue le

ft s

ide

red

dot,

band

aro

und

wri

stan

d an

kle

or o

ther

cue

mea

ning

left

Hav

e ch

ildre

n pa

rtic

ipat

e in

a n

umbe

r of

indi

vidu

al a

nd g

roup

wal

king

Wal

king

bea

mga

mes

and

act

iviti

es.

"Did

You

Eve

r Se

e a

Las

sie?

"(S

ee S

ugge

sted

Mat

eria

ls a

t end

f sk

ill a

rea.

)

Tap

eR

ope

Hoo

pSt

air

step

sT

ape

of d

irec

tions

:w

alk

fast

wal

k sl

owA

dd m

usic

to ta

pe a

fter

chi

ldre

n on

n dt

, thi

sta

ped

dere

ctitl

;,

Enc

oura

ge c

hild

to u

se e

quip

men

t on

his

own;

giv

e he

lp w

hen

nece

ssar

y,Se

e Pr

imar

y-B

alan

ce

"Hea

d, S

houl

ders

, Kne

es a

nd T

oes"

(See

Sug

gest

ed M

ater

ials

at e

nd o

f sk

ill a

rea.

)"S

imon

Say

s"

Arm

s ou

tstr

etch

ed, p

alm

s up

, ben

d el

bow

s an

d to

uch

fing

ers

to to

p of

sho

ulde

r.B

ring

elb

ows

forw

ard

and

touc

h to

geth

er, r

aise

, mov

e to

sid

es a

nd b

ack

as f

aras

pos

sibl

e.

follO

W-s

impl

eR

ound

dan

ces

to r

ecor

d or

tape

.T

each

er m

ay h

ave

to s

low

rec

ord

dow

nre

tdi

rhyt

hms

Lis

teni

ng a

nd M

ovin

g R

ecor

d, a

nd o

ther

sM

arch

und

er b

ridg

e m

ade

by tw

o ch

ildre

n. ;

Edu

catio

nal A

ctiv

ities

Dru

mW

alk,

run

, hop

(sk

ip if

can

).

Beh

avio

ral O

bjec

tives

follo

w c

reat

ive

rhyt

hms

ride

tric

ycle

oper

ate

mec

hani

cal

exer

cise

r

use

play

grou

ndeq

uipm

ent

Vis

ual M

bior

Coo

rdin

atio

n

The

y ch

ild w

ill b

e ab

le to

:ro

ll ba

ll in

cir

cle

gam

e

kick

bal

l in

circ

le g

ame

thro

w a

nd c

atch

bal

l

visu

al tr

acki

ng

Vis

ual D

iscr

imin

atio

n Sk

ills

The

chi

ld w

ill b

e ab

le to

:pl

q pi

nes

visu

al m

otor

coo

rdin

a-tio

n

Act

iviti

es

Play

ele

phan

t, bu

tterf

ly, t

rain

, bal

l,fl

oatin

g, s

ad, h

appy

, ska

ting,

etc

.

Act

ive

mov

emen

t.Pa

ssiv

e m

ovem

ent,

teac

her

help

ing

thos

e fo

rw

hom

it is

nec

essa

ry.

Out

side

act

iviti

esch

ildre

n m

ay n

eed

som

e he

lp b

ut in

depe

nden

t act

ivity

is g

oal.

Mig

ht m

ake

this

a r

hyth

mga

me

with

tape

of

mus

ic w

ith te

ache

r's v

oice

."R

oll t

he B

all"

'to

And

yto

Jam

esto

Ann

to M

ike,

etc

."K

ick

the

Bal

l"

See

ball

thro

win

g ev

alua

tion

in P

re-v

ocat

iona

l.

Wat

ch b

all g

oing

bac

k an

d fo

rth

with

out

mov

ing

head

.Fo

llow

pic

ture

s on

wor

kshe

ets.

Tel

lna

mes

in s

eque

nce.

(See

Fun

ctio

nal A

cade

mic

s.)

Lac

ing,

sim

ple

wea

ving

.N

imbl

e.M

ake

or b

uy b

ean

bag

gam

e. H

elp

to k

eep

scor

e. R

elat

e to

num

ber

lear

ning

.

Kic

kbal

lst

andi

ng u

p in

cir

cle.

Hop

scot

ch o

n fl

oor

of c

lass

room

.Ju

mpi

ng r

ope.

123

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Allo

w th

ese

to d

evel

op s

low

lyso

chi

ld r

eally

gets

the

idea

. Hav

ing

one

rhyt

hm w

ell d

one

isbe

tter

than

man

y po

orly

don

e

Tri

cycl

e

Mec

hani

cal e

xerc

iser

Play

grou

nd e

quip

men

t

Tap

e

Soft

vol

leyb

all

Soft

ball

Med

ium

siz

ed r

ubbe

r ba

ll

Susp

enda

ble

ball

Pict

ure

card

s

Nim

ble-

Chi

ldcr

aft

Bea

n ba

gQ

uoit

Gam

es

Rop

eB

all

Dub

noff

Sch

ool P

rogr

am1/

Lev

e1/1

Sequ

entia

l Per

cept

ual M

otor

Tog

chi

ngR

esou

rces

Exe

rcis

es

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsA

udito

ry M

otor

Ski

lls

Aud

itory

Seq

uenc

ing

Follo

w d

rum

bea

t seq

uenc

e by

jum

ping

or

othe

r ac

tivity

.D

rum

sFo

llow

xyl

opho

nese

quen

ces

with

ano

ther

xyl

opho

ne.

Xyl

opho

nes

Stud

ent r

espo

nd to

teac

her

buzz

on a

noth

er b

oard

.B

uzze

r bo

ards

'Pic

k ou

t buz

zer

card

atte

r te

ache

r ha

sbu

zzed

.B

uzz

corr

ect s

ound

s fr

om b

uzze

r ca

rd.

follo

w s

impl

edi

rect

ions

Skill

Are

aPe

rcep

tual

Mot

orL

evel

Pre-

Voc

atio

nal

Beh

avio

ral O

bjec

tives

Bod

y Im

age

and

Self

Con

cept

Posi

tion

in S

pace

The

stu

dent

will

be

able

to:

nam

e bo

dy p

arts

tell

func

tion

ofbo

dy p

arts

know

that

hea

rt,

lung

s, s

tom

ach,

kidn

eys

are

vita

lor

gans

exhi

bit p

oise

inw

alki

ng. i

nto

room

,.

gree

ting

gues

ts,..

.,si

tting

, sta

ndin

g

Bal

ance

The

stu

dent

will

be

able

to:

'sta

nd o

n on

e fo

otey

esop

en, c

lose

d, a

nd w

ithar

ms

at s

ide

C. A

. 13.

016

.11

M. A

. thr

u6.

1 1

Act

iviti

es

Tea

cher

-dev

ised

eva

luat

ion

activ

ity to

rev

iew

lear

ning

s fr

om p

revi

ous

leve

ls.

Rev

iew

wor

k sh

ould

be

unde

rtak

enas

nee

ded

for

indi

vidu

al c

hild

ren.

Show

wha

t to

do w

ith f

eet.

Mak

eup

sen

tenc

es a

bout

it.

wal

kI

wal

k w

ith m

y fe

et.

kick

I ki

ck w

ith m

y fe

et.

earn

ings

sho

uld

be ti

ed in

with

sel

f-he

lp s

kills

on p

rope

r di

et.

Lea

rnin

g ab

out m

enst

ruat

ion

See

Self

Hel

p Sk

ill A

rea.

Vis

it ot

her

clas

sroo

ms

in b

uild

ing.

Giv

est

uden

ts o

ppor

tuni

ty to

wal

k, s

it,st

and

in v

ario

us s

ituat

ions

.D

emon

stra

te p

rope

r w

ay to

sta

nd in

line

,in

bac

k of

roo

m, e

tc.

Tie

in w

ith S

ocia

l Ski

lls A

ctiv

ities

.

Exe

rcis

es f

or im

prov

ing

post

ure,

Bal

ance

is im

port

ant t

o ot

her

task

s su

chas

thro

win

g an

d ca

tchi

ng.

Plan

man

y ac

tiviti

es f

or c

hild

to d

evel

op b

alan

ce.

1 25

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:A

t thi

s le

vel t

hese

act

iviti

es s

houl

dbe

gin

to f

use

with

thos

e in

oth

er s

kill

area

s.Fo

r ex

ampl

e, s

elf-

conc

ept s

houl

dre

late

to g

room

ing,

soc

ial s

kills

at p

lay

and

onth

e jo

b. G

ames

and

Dan

ces

com

bine

seve

ral s

kill

area

s. r

quip

men

t lis

ted

onot

her

leve

ls s

houl

d be

ava

ilabl

eto

teac

her

eith

er in

cla

ssro

om o

rgy

m. A

ppro

pria

tedr

ess,

i.e.

sho

rts

for

girl

s if

nece

ssar

y

Bal

ls a

nd o

ther

obj

ects

for

stu

dent

sto

dem

on-

stra

te f

unct

ions

Pict

ures

of

vari

ous

body

mov

emen

ts

Stet

hosc

ope.

Be

sure

to e

nlis

t par

ents

in th

ese

!ear

ning

sSl

ides

, boo

klet

, on

men

stru

atio

n

Dra

win

gs o

r ot

her

illus

trat

ions

on d

esir

edbe

havi

ors

Bul

letin

boa

rdO

bsta

cle

cour

se

Mir

ror

Not

e:T

he a

im h

ere

is to

em

phas

ize

liken

esse

sto

nor

mal

stu

dent

sH

elp

TM

H to

app

ear

as n

orm

alas

pos

sibl

e in

agr

oup

Fros

tig P

rogr

amM

ove,

Gro

w, L

earn

Fros

tigFi

fty

Vig

orou

s Ph

ysic

alA

ctiv

ities

Cra

tty

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

stan

d on

one

foo

t with

arm

s fo

lded

hop

on r

ight

foo

t

hop

on le

ft f

oot i

npa

ttern

acr

oss

tape

Put m

aski

ng ta

pe o

n fl

oor.

Mas

king

tape

- w

alk

on b

eam

Wal

king

act

iviti

es.

Wal

king

bea

m

wal

k ar

ound

rop

e or

Cro

ss le

gs; w

alk

arou

nd r

ope;

wal

k ov

er s

tick

whi

le w

atch

ing

obje

ctR

ope,

stic

ka

stic

kac

ross

roo

m.

get u

p an

d do

wn

onH

ave

stud

ent p

ract

ice

getti

ng u

p an

d do

wn

from

sitt

ing

posi

tion

onM

atm

atm

at.

jum

p ah

ead,

bac

k,la

tera

lly(h

alf

turn

)

play

end

uran

ce g

ames

do R

hyth

ms

and

Dan

ces

Rop

e cl

imb.

Wal

l pus

h.T

owel

pul

l.St

retc

hing

. Fee

t tog

ethe

r, h

old

each

oth

er's

wri

sts,

pul

l and

rot

ate.

Rop

e fr

om c

eilin

g

Tow

el

Vis

ual M

otor

The

stu

dent

will

be

able

toca

tch

and

thro

w b

all

Thr

ow b

all i

nto

2' x

2' s

quar

e fr

om 1

5' a

way

.B

all,

3" d

iam

eter

Shou

ld b

e ab

le to

hit

3/5

times

.

Bou

nce

ball

to s

tude

nt, s

houl

d be

abl

e to

cat

ch 3

/5 ti

mes

som

etim

esB

all,

8" d

iam

eter

5/5.

(C

ratty

p. 6

1)

If s

tude

nt c

an d

o ab

ove,

pra

ctic

e th

row

ing

with

sm

all b

all d

irec

tly to

stu

dent

.

Cat

ch s

win

ging

bal

l.Su

spen

dabl

e ba

ll ac

tiviti

esN

imbl

e.N

imbl

eC

reat

ive

Play

thin

gs

Beh

avio

ral O

bjec

tives

Act

iviti

es

play

gam

es in

volv

ing

eye-

hand

, eye

-foo

tco

ordi

natio

n

mod

el in

cla

y

fing

erpa

int

hand

-eye

trac

king

conn

ectin

g do

ts

Aud

itory

-Mot

or

The

stu

dent

will

be

able

to:

follo

w in

stru

ctio

ns b

yte

ache

r, o

n ta

pe, o

nre

cord

Dod

ge b

all.

Kic

k ba

ll.C

atch

.Q

uoit

Gam

es.,

Mak

e pe

gboa

rd p

atte

rns.

Plac

ew

enly

on

pape

r w

ith p

aint

and

pai

nt b

rush

.

Cha

lkbo

ard

activ

ities

.

Fros

tig p

rogr

am.

Hav

e st

uden

ts p

lan

own

gam

es, d

ance

s.L

iste

n to

rec

ords

, fol

low

inst

ruct

ions

.

127

Inst

ruct

iona

l Aid

sic

rial

s

Dod

ge h

illK

ick

hall.

Dub

noff

Pro

gram

Vis

ual M

otor

DL

M c

ards

- p

egbo

ard

patte

rnPe

gboa

rdD

LM

ligh

ted

pegb

oard

Cla

y (C

oord

inat

e w

ith a

rt a

ctiv

ities

Soci

alSk

ills)

Fing

erpa

ints

Pain

t and

pai

nt b

rush

Cha

lkbo

ard

Fros

tig (

See

bibi

liogr

aphy

)

Path

way

Sch

ool P

rogr

amE

ye-h

and

Coo

rdin

atio

nE

xerc

ises

Tea

chin

g R

esou

rces

Song

s, d

ance

s, g

ames

on

reco

rds

Tea

cher

-mad

e ta

pes

of d

irec

tions

Perc

eptu

al -

Mot

orSu

gges

ted

Mat

eria

ls a

nd E

quip

men

t

Am

eric

an G

uida

nce

Serv

ices

Publ

ishe

rs B

uild

ing

Cir

cle

Pine

s, M

inne

sota

550

14

Peab

ody

Lan

guag

e D

evel

opm

enta

l Kit,

Lev

els

P, 1

Chi

ldcr

aft

- -1

55 E

ast 2

3rd

Stre

etN

ew Y

ork,

New

Yor

k10

010

Silly

Cyc

leN

imbl

eT

wis

t Boa

rd

Dev

elop

men

tal L

earn

ing

Mat

eria

ls35

05 N

. Ash

land

Ave

nue

Chi

cago

,Illi

nois

606

57

Edu

catio

nal A

ctiv

ities

P. 0

. Box

392

Free

port

, New

Yor

k

Fift

y V

igor

ous

Phys

ical

Act

iviti

es (

card

s)by

Bry

ant C

ratty

Folle

tt E

duca

tiona

l Cor

pora

tion

1010

Wes

t Was

hing

ton

Blv

d.C

hica

go, I

llino

is 6

0607

Mov

e, G

row

, Lea

rn (

activ

ity c

ards

)by

Mar

iann

e Fr

ostig

Inst

ruct

o Pr

oduc

ts C

o.16

35 N

orth

55

Stre

etPh

ilade

lphi

a, P

enns

ylva

nia.

Perc

eptio

n R

esea

rch

Ass

ocia

tes

LaP

orte

, Tex

as

Susp

enda

ble

Bal

l Act

iviti

es

Prog

ram

s to

Acc

eler

ate

Scho

ol S

ucce

ssM

inne

apol

is, M

inne

sota

554

40

Plas

tic g

eom

etri

c fo

rms

Pres

ton

Cor

pora

tion

71 F

ifth

Ave

nue

New

Yor

k, N

ew Y

ork

1000

3

pedo

met

erau

tom

atic

tim

erve

lco

tape

mat

bala

nce

boar

dw

alk

on n

umbe

r ki

tba

lanc

e be

am s

etba

rrel

, rac

k an

d bo

ard

boun

cing

tube

coas

ter

sled

and

sea

tpa

rque

try

bloc

kscy

clin

der

bloc

kssq

uare

peg

boar

dtr

ampo

line

wib

ller

tric

ycle

mou

nted

on

boar

dM

onte

ssor

i mat

eria

ls; l

acin

g bo

ards

, etc

.

Scie

nce

Res

earc

h A

ssoc

iate

s25

9 E

ast E

rie

Stre

etC

hica

go, I

llino

is 6

0657

pegb

oard

puzz

les

pipe

rin

g to

ssru

bber

quo

it ga

mes

bean

bag

gam

esru

bber

hor

sesh

oe g

ame

suct

ion

dart

gam

egy

m s

coot

er b

oard

hand

dyn

amom

eter

stet

hosc

ope

stop

wat

chge

omet

ric

inse

rts

sort

ing

box

exer

cycl

esk

at s

coot

erri

de-a

-rol

ler

bala

ncin

g bo

ard

Det

ect T

actil

e by

Leo

nard

N. G

ould

Inqu

isiti

ve G

ames

: Dis

cove

ring

How

to L

earn

, by

Her

bert

A. S

prig

le

Tea

chin

g R

esou

rces

100

Boy

lsto

n St

reet

Bos

ton,

Mas

sach

uset

ts 0

2116

Dub

noff

Pro

gram

Fair

bank

sC

heve

s

.Chr

onal

ozic

al A

ge, 1

4721

Equ

ipm

ent n

eede

d fo

r ga

mes

:

Boy

sG

irls

soft

ball

bow

ling

indi

an b

all

badm

into

nba

sket

ball

soft

ball

socc

er (

use

soft

vol

leyb

all)

bask

etba

llre

lays

dodg

ebal

lso

ftba

ll ho

ckey

socc

erbo

wlin

gki

ckba

llki

ckba

llsh

uffl

eboa

rdte

nnis

with

pin

g-po

ng p

addl

esri

ng to

ssan

d te

nnis

bal

lho

rses

hoes

wre

stlin

gch

ecke

rsfo

llow

the

lead

erdo

min

oes

punc

hing

bag

boxi

ngbi

ngo

croq

uet

bean

bag

gam

esho

rses

hoes

red

light

tum

blin

gst

oop

tag

golf

pra

ctic

e ho

le, c

lub,

bal

lpu

zzle

sch

ecke

rsdo

min

oes

bing

o

Bib

liogr

aphy

Perc

eptu

al M

otor

Boo

ks a

nd P

amph

lets

Bel

gan,

Fra

nk A

. A M

otor

Per

cept

ual D

evel

opm

enta

l Han

dboo

k of

Act

iviti

es f

or S

choo

ls a

nd P

aren

ts.

La

Port

e, T

exas

: Per

cept

ion

Dev

elop

men

t Res

earc

h A

ssoc

iate

s, 1

966

Bla

ck, D

olor

es a

nd M

otte

r, B

onni

e Sh

ow M

e (f

ilm a

nd b

ookl

et)

Bow

ling

Gre

en, O

hio:

Bow

ling

Gre

en S

tate

Uni

vers

ity.

Bra

ley,

Will

iam

T.,

Kon

ichi

, G. a

nd L

eedy

, Cat

heri

ne D

aily

Sen

sori

mot

or T

rain

ing

Act

iviti

es.

New

Yor

k, N

ew Y

ork:

Edu

catio

nal A

ctiv

ities

, Inc

. 196

8

Car

lson

, Ber

nice

Wel

ls a

nd G

ingl

and,

D. R

. Pla

y A

ctiv

ities

for

the

Ret

arde

d C

hild

New

Yor

k, N

ew Y

ork:

Abi

ngdo

n Pr

ess,

196

1

Cra

tty, B

ryan

t' M

ovem

ent,

Perc

eptio

n, a

nd T

houg

ht.

y

Palo

Alto

, Cal

ifor

nia:

Pee

k Pu

blic

atio

ns, 1

969

Fran

kel,

Max

G.;

Hap

p, F

, Will

aim

, and

Smith

, Mau

rice

P.,

Func

tiona

l Tea

chin

gof

the

Men

tally

Ret

arde

d. C

harl

es C

., T

hom

as P

ublis

her:

Spri

ngfi

eld,

Illi

nois

, 196

9.

Fros

tig, M

aria

nne

and

Hom

e, D

avid

The

Fros

tig P

rogr

am f

or th

e D

evel

opm

ent

of V

istia

l Per

cept

ion.

Chi

cago

, Illi

nois

: The

Fol

lett

Publ

ishi

ngC

o., 1

964

Fros

tig, M

aria

nne

Dev

elop

men

tal T

est o

f V

isua

l Per

cept

ion,

3rd

Edi

tion.

Palo

Alto

, Cal

ifor

nia:

Con

sulti

ng P

sych

olO

gist

Pres

s, 1

963

Get

man

, G. N

. and

Kan

e, E

. R. T

he P

hysi

olog

yof

Rea

dine

ss.

, Min

neap

olis

, Min

neso

ta: P

rogr

ams

to A

ccel

erat

e Sc

hool

Suc

cess

,In

c., 1

964

Har

dy, D

onal

d W

. et.

al. T

each

ing

Thr

ough

Sens

ory

Mot

or E

xper

ienc

es.

John

stow

n, P

enns

ylva

nia:

Maf

ex A

ssoc

iate

s,19

69

Kep

hart

, New

ell C

. The

Slo

w L

earn

er in

the

Cla

ssro

om.

Col

umbu

s, O

hio:

Cha

rles

E. M

erri

ll, I

nc.,

1960

Loe

wen

dahl

, Eve

lyn

Exe

rcis

es f

or th

e M

enta

llyR

etar

ded.

Swar

thm

ore,

Pen

nsyl

vani

a: A

. C. C

raft

, Inc

.19

67

Rob

bins

, Fer

ris,

and

Edu

catic

;.al R

hyth

mic

s fo

r M

enta

lly H

anic

appe

dC

hild

ren.

New

Yor

k, N

ew Y

ork:

Hor

izon

Pre

ss P

ublis

hers

,19

65

Val

ett,

Rob

ert T

he R

emed

iatio

n of

Lea

rnin

gD

isab

ilitie

s.Pa

lo A

lto, C

alif

orni

a: F

earo

n Pu

blis

hers

,19

67

Cra

tty, B

ryan

t Dev

elop

men

tal S

eque

nces

of P

erce

ptua

l Mot

or T

asks

.N

ew Y

ork,

New

Yor

k: E

duca

tiona

l Act

iviti

es, I

nc. 1

967

Tho

rne

Film

s In

c.12

29, U

nive

rsity

Ave

nue

Bou

lder

, Col

orad

o 80

302

Aid

s fo

r T

each

ing

the

Men

tally

Ret

arde

d (e

spec

ially

for

teac

hers

)Ph

ase

AM

otor

Tra

inin

gPh

ase

BIn

itial

Per

cept

ual T

rain

ing

Phas

e C

Adv

ance

d Pe

rcep

tual

Tra

inin

gPh

ase

DIn

tegr

ated

Mot

oiPE

:cep

tual

Tra

inin

gPh

ase

ESh

elte

red

Wor

ksho

p

Edu

catio

nal A

ctiv

ities

, Inc

.Fr

eepo

rt, N

ew Y

ork

Maf

ex A

ssoc

iate

s11

1 B

aron

Ave

nue

John

stow

n, P

enns

ylva

nia

1590

7

Vis

ual P

erce

ptio

n Fi

lmst

rips

Mar

ch R

ecor

dsR

ope

Skip

ping

Rec

ords

Soci

al P

erce

ptua

l Tra

inin

g K

it fo

r C

omm

unity

Liv

ing

Too

ties

132

SIX

TE

EN

DE

VE

LO

PME

NT

AL

/ST

EPS

IN

TH

EFO

RM

AT

ION

OF

TH

E B

OD

Y I

MA

GE

AN

D ,T

I# B

OD

Y'S

POSI

TIO

N I

N S

PAC

E'

i.ID

EN

TIF

ICA

TIO

N O

F B

OD

Y P

LA

CE

S (F

RO

NT

BA

a.T

ouch

the

fron

t of

your

bod

yb.

Tou

ch th

e to

p of

your

hea

dC

.T

ouch

ypu

r si

de

2.B

OD

Y-P

LkN

ES

IN R

EL

AT

ION

TO

OB

JEC

T&

a.T

ouch

the

wal

l with

gou

t bac

kb.

Lie

on

the

mat

on

your

s;d

e

3.O

BJE

CT

S IN

RE

LA

TIO

N, T

O B

OD

Y P

LA

NE

S.

, SID

ES,

TO

P, B

OT

TO

M)

a.W

here

is th

e ba

llin

fro

nt o

f yo

u, b

ehin

dyo

u, o

r by

yot

side

?b.

-

Is th

e ba

llthy

you

r fe

et o

r by

your

hea

d?c

Is th

e ch

air

to y

our

side

,- to

your

bac

k, o

r to

you

rfr

ont?

4.B

OD

Y P

AR

T I

DE

NT

IFIC

AT

ION

(L

IMB

S,E

TC

.)a.

Whe

re a

re y

our

feet

?to

uch

your

fee

tb.

Whe

re is

you

r ar

m?.

.. t

ouch

you

r, s

houl

der

c.W

here

is y

our

leg?

touc

h yo

ur k

nee

5.M

OV

EM

EN

TS

OF

TH

E B

OD

Y.

A.

TR

UN

K M

OV

EM

EN

T W

HIL

E F

IXE

Da.

Ben

d fo

rwar

d to

war

d th

e fr

ont

b.B

end

to th

e si

de; b

end

to th

e ot

her

side

c.B

end

slow

ly b

ackw

ards

B.

GR

OSS

MO

VE

ME

NT

S IN

RE

LA

TIO

N T

O B

OD

Y P

LA

NE

S.a.

Whe

re is

you

r si

de?

Can

you

mov

e si

dew

ays?

b.L

et's

try

forw

ard

back

war

dan

d si

dew

ays

mov

emen

tsc.

How

can

you

jum

p up

?

C.

LIM

B M

OV

EM

EN

TS.

'a.

Wha

t can

you

do

with

your

arm

s? .S

trai

ghte

n ar

ms.

..b

end

arm

s..

.. lif

tar

ms

at y

Our

sho

ulde

r, tu

rn y

our

arm

s (r

otat

e th

em b

oth

way

s).

..

..

b.W

hat c

an y

ou d

o w

ithyo

ur le

gs?

Stra

ight

en le

gs...

bend

one

leg

at y

our

knee

cL

ift o

ne le

g at

you

r hi

p1

Cra

tty, B

ryan

t Dev

elop

men

tal S

eque

nces

of P

erce

ptua

l-Mot

or T

asks

Edu

catio

nal A

ctiv

ities

, Inc

., F

reep

ort,

New

Yor

k, 1

967

Rep

rodu

ced

with

per

mis

sion

of t

he p

ublis

hers

.

6.L

AT

ER

AL

ITY

OF

BO

DY

"a.

Tou

ch y

our

left

leg

b.T

ouch

you

r ri

ght a

rmc.

Clim

b th

is la

dder

usi

ng y

our

left

Ica

and

left

arm

fir

std.

Tou

ch y

our

righ

t ear

LA

TE

RA

LIT

Y I

N R

EL

AT

ION

TO

OB

JEC

TS.

a.Pl

ace

your

left

sid

e ne

ares

t the

cha

ir"b

..Pu

t you

r le

ft lo

ot o

n th

e bo

xc.

Go

up to

the

wal

l-an

d pu

t you

r ri

ght .

side

nea

rest

the

wal

l. no

w m

ove

and

touc

h th

ew

all w

ith y

our

left

sid

e

8..

STA

TIC

OB

JEC

TS

RE

LA

TE

D T

O L

AT

ER

AL

ITY

.a.

Is th

at b

ox b

y yo

ur r

ight

sid

e?b.

Is th

at s

tick

touc

hing

you

r ri

ght o

r le

ft f

oot?

c.W

hich

arm

is n

eare

st th

e ba

ll'

9.L

AT

ER

AL

ITY

AN

D M

OV

ING

OB

JEC

TS.

a.Y

ou s

tand

stil

l and

i'll

mov

e ar

ound

you

. You

tell

me

whe

re I

am

. Whe

n am

Ine

ares

t you

r ba

ck, n

eare

st y

our

left

, and

nea

rest

you

r ri

ght?

b.N

ow I

'll m

ove

a lit

tle f

aste

r. Y

Ou

tell

me

whe

re '1

am

now

c.St

and

still

and

tell

me

whe

re th

e ro

lling

bal

l is

Is it

to y

our

left

, you

r ri

ght,

your

bac

k, o

r yo

ur f

ront

"

10.

MO

VIN

G B

OD

Y'S

LA

TE

RA

LIT

Y I

N R

EL

AT

ION

TO

OB

JEC

TS.

a.Y

ou w

alk

arou

nd th

is c

hair

and

tell

me

whe

re th

e ch

air

is in

rel

atio

n to

you

.

b.U

sing

two

chai

rs a

roun

d w

hich

to w

alk

a fi

gure

-eig

ht, w

alk

arou

nd th

e ch

airs

and

tell

me

whe

re y

ou a

re. W

hen-

are

your

left

and

rig

ht s

ides

of

your

bod

y ne

ar th

e ne

ares

tch

air"

1 I.

TH

E L

EFT

AN

D' R

IGH

T O

F O

BJE

CT

S (P

ER

SON

AL

RE

FER

EN

CE

SY

STE

M).

a.Po

int t

o th

e le

ft s

ide

of th

e ta

ble

b.Po

int t

o th

e t:1

,40.

sid

e of

the

chai

rc.

Show

me

the

righ

t and

left

sid

es o

f th

e pa

per

In s

teps

12:

16, t

he c

hild

is n

ot m

ovin

g,-b

ut is

ask

ed to

mak

e ju

dgm

ents

of

obje

cts,

ano

ther

'sbo

dy p

arts

, or

mov

emen

ts.

'134

12.

STA

TIC

DIR

EC

TIO

NA

LIT

Y W

ITH

OT

HE

R P

EO

PLE

(PR

OJE

CT

ION

IN

TO

AN

-O

TH

ER

'SR

EFE

RE

NC

E S

YST

EM

).a.

(Per

son

oppo

site

chi

ld)

Show

me

my

left

arm

b.T

ouch

my

righ

t elb

owc.

Tou

ch m

y le

ft e

ar w

ithyo

ur le

ft h

and

13.

LA

TE

RA

LIT

Y O

F O

TH

ER

PE

OPL

E I

N R

EL

AT

ION

TO

STA

TIC

OB

JEC

TS.

a.W

hich

sid

e of

my

body

is n

eare

st th

e ch

air?

b.A

s I

wal

k ar

ound

the

figu

re e

ight

(th

e,tw

o ch

airs

) te

llm

e w

hich

sid

e of

the

obje

ct is

near

est t

o m

e?

14.

RE

LA

TIO

N O

F ST

AT

IC O

BJE

CT

S T

OL

AT

ER

AL

ITY

OF

OT

HE

R P

EO

PLE

.a.

(Tea

cher

mov

es c

hair

to a

sta

tic p

ositi

on)

Whe

re is

this

cha

ir in

rel

atio

n to

me?

Is it

at m

y le

ft o

r at

my

righ

t?b.

Whe

re is

the

ladd

er in

rel

atio

n to

me?

15.

MO

VIN

G O

BJE

CT

S IN

RE

LA

TIO

N T

O O

TH

ER

S'L

AT

ER

AL

ITY

.a.

Tel

l me

whe

re th

e ba

ll is

as

itm

oves

aro

und,

my

body

Is it

to 'm

y ri

ght,

my

left

, my

fron

t, or

my

back

?b.

Whe

re is

the

mov

ing

rope

? Is

it to

my

fron

t, m

y ba

ck, m

y le

ft, o

r m

y ri

ght?

.

16.

LA

TE

RA

LIT

Y O

F O

TH

ER

S' M

OV

EM

EN

TS.

a.T

ell"

me,

am

I w

alki

ng to

my

left

or

my

righ

t?b.

Whi

ch w

ay a

m I

mov

ing'

?

9C1

CO

MM

UN

ICA

TIO

N S

KIL

LS

Spe

ech

is a

form

of c

omm

unic

atio

n bu

t com

mun

icat

ion

neec

i'not

be

spee

ch. T

he te

ache

r of

the

trai

nabl

e m

enta

lly h

andi

-ca

pped

chi

ld m

ust k

eep

this

in m

ind

as s

he a

ttem

pts

to h

elp

the

child

dea

l with

his

env

ironm

ent i

n a

mea

ning

ful w

ay.

The

re a

re m

any

mod

es o

f com

mun

icat

ion.

Ges

ture

and

faci

al e

xpre

ssio

n ar

e im

port

ant o

nes.

to b

e en

cour

aged

in th

e yo

ung

TM

H W

hose

spe

ech

will

be

slow

in d

evel

opin

g. lf

a ch

ild u

nder

stan

dsla

n0ag

e sp

oken

to h

im, h

e m

ay b

e ab

le to

res

pond

with

a co

rrec

t mot

or r

espo

nse.

The

refo

re, l

iste

ning

ski

lls m

ust b

e en

cour

aged

and

a r

ecep

tive

lang

uage

voc

abul

ary

deve

lope

d. T

his

can

be d

one

even

whe

n sp

eech

pro

duct

ion

is im

prob

able

. The

chi

ld th

en le

arns

to li

sten

to-a

nd to

follo

w d

irect

ions

. He

may

lear

n to

use

a c

omm

unic

atio

n bo

ard

if ne

cess

ary.

He

lear

ns to

follo

w d

irect

ions

whi

ch h

elps

at h

ome

and

on th

e jo

b.

Spe

ech

prod

uctio

n sh

ould

con

tinue

to b

e en

cour

aged

. eve

n in

the

olde

r ch

ild, s

ince

lim

ited

verb

al e

xpre

ssio

n m

ay d

evel

op.

Sha

ping

of s

peec

h so

unds

and

wor

ds th

roug

h us

e of

beh

avio

r m

odifi

catio

n pr

inci

ples

is e

ncou

rage

d. T

he te

ache

r ac

cept

s an

yap

prox

imat

ion

of a

sou

nd o

r w

ord

and

with

pos

itive

rei

nfor

cem

ent (

extr

insi

c or

intr

insi

c re

war

ds)

she

shap

es it

into

inte

lligi

ble

spee

ch. T

his

may

be

a ve

ry lo

ng p

roce

ss a

nd s

he s

houl

d no

t bec

ome

disc

oura

ged.

The

re is

not

hing

mor

e fr

ustr

atin

g to

a c

hild

than

not

bei

ng a

ble

io m

ake

his

need

s kn

own,

not

bei

ng u

nder

stoo

d; a

nd n

otbe

ing

able

to c

omm

unic

ate.

The

Der

n ch

ild e

ncou

nter

s su

ch fr

ustr

atio

n m

ore

ofte

n th

an o

ther

chi

ldre

n no

t onl

y be

caus

e of

his

leve

l of i

ntel

ligen

ce b

ut a

lso

the

phys

ical

ano

mal

ies

whi

ch s

o of

ten

bese

t him

. It

is o

ften

nece

sicr

ry to

wor

k w

ith th

ese

phys

ical

abn

orm

aliti

es b

efor

e or

in .c

onju

nctio

n w

ith th

e la

ngua

ge p

rogr

am. C

onsu

ltatio

n an

d he

lp fr

om a

phy

sici

an o

rph

ysic

al th

erap

ist i

s en

cour

aged

whe

n th

e ch

ild a

ppea

rs to

hav

e ph

ysic

al p

robl

ems.

Tea

cher

s in

New

Mex

ico

mus

t kee

p in

Min

d th

at th

e ch

ild m

ay c

ome

from

a S

pani

sh s

peak

ing

hom

e. T

he c

hild

may

hav

e so

me

rece

ptiv

e la

ngua

ge in

Spa

nish

. If t

hepa

rent

s sp

eak

Eng

lish,

they

sho

uld

be e

ncou

rage

d to

spe

ak b

oth

lang

uage

s to

the

child

.

Tea

cher

s ar

e en

cour

aged

to w

ork

clos

ely

with

spe

ech

ther

apis

ts in

the

deve

lopm

ent o

f the

ir co

mm

unic

atio

n pr

ogra

m. T

here

are

man

y di

ffere

nt. t

echn

ique

s fo

r ap

proa

chin

g a

child

's p

robl

ems.

,1/4

,pee

ch th

erap

ists

can

giv

e th

e te

ache

r pr

ofes

sion

al a

dvic

ean

d en

cour

agem

ent;

whe

n on

e m

etho

d do

es n

ot a

ppea

r to

he

achi

evin

g de

sire

d re

sults

ano

ther

may

be

trie

d.:

CO

MM

UN

ICA

TIO

NG

OA

LS

OF

TH

E P

RO

GR

AM

The

goa

l of

com

mun

icat

ion

prog

ram

for

the

TM

H is

to a

ssis

t him

in d

evel

opin

g ev

eryd

ay c

omm

unic

atio

n sk

ills.

For

the

nonv

erba

l chi

ld th

is w

ould

incl

ude

a w

ell d

evel

oped

list

enin

g pr

ogra

m s

o th

at th

e ch

ild u

nder

stan

ds w

hat i

s sa

id to

him

and

can

resp

ond

with

app

ropr

iate

ges

ture

s or

oth

er m

otor

res

pons

e. F

or th

e ch

ild w

ho w

ill le

arn

to s

peak

, the

list

enin

g pr

ogra

msh

ould

be

exte

nded

to in

clud

e en

cour

agem

ent o

f ap

prox

imat

ions

of-

sou

nds

and

wor

ds a

nd a

wel

l str

uctu

red

prog

ram

of

func

tiona

l lan

guag

e le

arni

ngs;

em

phas

ing

oral

lang

uage

and

som

e re

adin

g an

d w

ritin

g re

late

d to

pro

ject

ive

voca

bula

ry. T

his

prog

ram

sho

uld

incl

ude

lear

ning

to:

a.Id

entif

y, s

elf

(sta

rt w

ith f

irst

nam

e an

d on

Voc

atio

nal P

rep

leve

l kno

w n

ame,

add

ress

, pho

neca

rry

IDca

rds

as w

ell)

b.M

ake

need

s kn

own

c.L

iste

n to

oth

ers;

list

en to

fol

low

inst

ruct

ions

for

gam

es a

nd a

ctiv

ities

d.L

earn

to u

se Y

es, N

o, H

ello

, Goo

dbye

, Tha

nk Y

ou, P

leas

e, E

xcus

e M

e, Y

ou're

Wel

com

ee.

Gre

et g

uest

ssa

y go

odby

ef.

Res

pond

to s

afet

y di

rect

ion.

,I

ion'

t (ou

ch W

ait,

Sit

c,in

ie h

ere

g.M

ake

safe

ty p

hone

cal

ls to

pol

ice,

doc

tor,

lire

stat

ion

h.Pa

rtic

ipat

e in

Rol

e Pl

ayin

g or

Cre

ativ

e D

ram

a in

cla

ssro

omi.

Hel

p yo

unge

r ch

ildre

n w

ithou

t bul

lyin

gj.

En-

gage

in c

onve

rsat

ion

with

sup

ervi

sor

and

fello

w w

orke

rs'

k.U

se a

ppro

pria

te to

ne o

f vo

ice

in g

roup

situ

atio

ns1.

Ask

dir

ectio

ns

Skill

Are

aC

omm

unic

atio

nL

evel

Prim

ary

Beh

avio

ral O

biec

tivek

Lan

guag

e fo

r L

iste

ning

The

chi

ld w

ill b

e ab

le to

:un

ders

tand

wha

t tea

cher

say

sas

list

ed b

elow

and

res

pond

with

sui

tabl

e ge

stur

e

Ges

ture

The

chi

ld w

ill b

e ab

le to

:po

int t

o pe

ople

, obj

ects

or p

ictu

res

to m

ake

need

skn

own

shak

e he

ad o

r us

e ot

her

sign

al f

or y

es a

nd n

osi

no

C. A

.5.

08.

11M

. A. 2

.03.

6

Act

iviti

es

Tea

ch c

hild

to u

se te

ache

r-m

ade

indi

vidu

al c

omm

unic

atio

ns b

oard

to w

hich

chi

ldm

ay p

oint

to m

ake

need

s kn

own

or to

giv

e ye

s-no

ans

wer

s. S

houl

d in

clud

e pi

ctur

eof

wat

er, f

ood,

toile

t, ap

pare

l, an

d ot

her

nece

ssar

y ite

ms.

Shap

e ch

ild's

beh

avio

r, i.

e.,a

ccep

t any

app

roxi

mat

ion

of d

esir

ed b

ehav

ior

and

rein

forc

e it

posi

tivel

y. I

f yo

u w

ish

child

to s

hake

hea

d ba

ck a

nd f

orth

for

"N

o"ac

cept

gen

eral

ized

sha

king

and

rei

nfor

ce it

with

"go

od g

irl"

; con

tinue

this

eac

hda

y un

til d

esir

ed b

ehav

ior

is a

chie

ved.

Tea

ch c

hild

to u

se b

uzze

r fo

r ye

s-no

ans

wer

s; r

ing

buzz

er o

nce

for

yes,

twic

e fo

rno

, or

wor

k ou

t ow

n sy

stem

. Tea

ch c

hild

to s

hake

or

nod

head

for

yes

-no

answ

ers.

Pla

y "D

o yo

u w

ant (

a)"

(dog

, bre

ad, c

andy

, etc

.)

1Hom

me,

Llo

yd C

ontin

genc

y M

anag

emen

t in

the

Cla

ssro

om.

Cha

mpa

ign,

Illin

ois:

Res

earc

h P

ress

, 196

82

Pat

ters

on, G

eral

dan

d G

ullio

n, M

. Eliz

abet

hLi

ving

With

Chi

ldre

n.-C

ham

paig

n, Il

linoi

s: R

esea

rch

Pre

ss, 1

968

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:I

he a

tmos

pher

e in

the

clas

sroo

m s

houl

dbe

con

duci

veco

mm

unic

atio

n.T

each

er s

houl

d be

pre

pare

d to

acc

ept

wha

teve

r at

tem

pts

the

child

ren

mak

e to

com

mun

icat

e by

ges

ture

or

othe

r m

eans

.Sh

e sh

ould

be

fam

iliar

with

beh

avio

rsh

apin

g te

chni

ques

so

that

atte

mpt

s to

spea

k ar

e en

cour

aged

and

may

deve

lop.

,1,2

Pra

ise

each

eff

ort.

The

teac

her

shou

ld w

ork

clos

ely

with

asp

eech

ther

apis

t and

cou

nsel

or. A

nPx

aniln

atio

n of

the

child

's s

peec

hm

echa

nism

is m

ade

and,

som

e m

easu

reO

f ps

ycho

ligui

stic

leve

l is

take

n th

roug

had

min

istr

atio

n of

suc

h te

sts

as th

e Pe

a-bo

dy P

ictu

re V

ocab

ular

y T

est a

nd T

heIl

linoi

s T

est o

f Ps

ycho

lingu

istic

Abi

lity.

If th

e ch

ild is

not

spe

akin

g te

ache

rsh

ould

kno

w a

t wha

t lev

el c

hild

isre

ceiv

ing

lang

uage

so

she

can

prog

ram

acco

rdin

gly.

unic

atio

n B

oard

Kno

wle

dge

of b

ehav

ior

shap

ing

tech

niqu

es u

sed

in o

pera

nt c

ondi

tioni

ng.

DL

M b

uzze

r bo

ard

Oth

er b

uzze

r or

bel

l

/-14

0

141

Beh

avio

ral O

bjec

tives

Act

iviti

esin

stru

ctio

nal A

ids

arid

Mat

eria

ls

take

adu

lt by

han

dto

sho

w w

hat h

ene

eds

iden

tify

at le

ast f

ive

obje

cts

and

pict

ures

of th

e ob

ject

s us

ing

the

abov

e m

etho

ds

to w

ave

good

bye

smile

in g

reet

ing

follo

w d

irec

tions

as

show

n by

teac

her

follo

w d

irec

tions

with

pict

ure

- im

itate

teac

her's

ges

ture

imita

te te

ache

r ac

tion

Tea

ch c

hild

to ta

ke te

ache

r or

oth

er a

dult

by,h

and

to s

how

adu

lt w

hat h

ene

eds.

Use

suc

h si

mpl

e ac

tiviti

es w

ith d

irec

tions

suc

h as

"ta

ke m

e to

the

tabl

e."

Hav

e ch

ild ta

ke te

ache

r's h

and

and

lead

her

to ta

ble.

Tea

ch c

hild

to lo

ok a

t adu

lt or

oth

er h

elpe

rm

aint

ain

eye

cont

act.

Use

pic

ture

s on

the

com

mun

icat

ion

boar

d of

the

wor

ds w

hich

will

hel

p ch

ildan

d te

ache

r co

mm

unic

ate.

Hav

e th

e ch

ild s

how

you

by

poin

ting,

res

pond

toye

s-no

que

stio

ns, a

nd in

oth

er w

ays

indi

cate

that

the

obje

cts

and

pict

ures

of

the

obje

cts

mea

n so

met

hing

to h

im.

Set u

p ga

me

whe

reby

a c

hild

leav

es th

e ro

om w

ith th

e te

ache

r; a

ll w

ave

good

bye.

As

they

com

e ba

ck in

, sm

ile in

gre

etin

g. M

ay s

ay "

hi"

if th

ey h

ave

lear

ned

this

.

Tea

cher

mod

els

lang

uage

for

chi

ld. T

he c

hild

may

not

be

able

to r

epea

t the

nam

eof

the

obje

ct o

r ac

tion

poin

ted

to, b

ut te

ache

r sh

ould

say

(m

odel

) th

e w

ord

for

him

eac

h tim

e he

poi

nts.

Tea

cher

indi

cate

s. b

y do

ing

wha

t she

exp

ects

of

the

child

suc

h as

han

ging

up

coat

, put

ting

away

toys

. Chi

ld r

espo

nds

by d

oing

task

; acc

ept a

ppro

xim

atio

nsan

d sh

ape

beha

vior

.

Tea

cher

may

use

pic

ture

inst

ead

of a

ctio

ns.

Tea

cher

rec

ites

and

acts

out

her

ow

n 'In

got d

ays

til o

nes

from

it v

atic

ty o

f bo

oks

som

e of

whi

ch a

re li

sted

at t

he e

nd o

f 'th

isre

spon

d w

ith g

estu

res

used

. by

teac

her.

Tea

cher

-mad

e ac

tion

gam

es to

teac

h su

ch w

ords

as:

sit

wal

kru

nju

mp

stan

dho

p

Use

Spa

nish

wor

ds if

app

ropr

iate

bend

touc

hcl

aptu

rnsh

ake

put

Not

e:R

emer

nber

that

the

child

is ju

st a

sfr

ustr

ated

by

not b

eing

abl

e to

mak

ehi

s ne

eds

know

n as

teac

her

is in

not

unde

rsta

ndin

g hi

m. B

e al

ert t

o m

ean-

ingf

ul g

estu

res

and

requ

ests

for

hel

p.O

BSE

RV

Vl L

N

Obj

ects

suc

h as

sm

all t

oile

t, sm

all t

able

, foo

d,dr

ink,

clo

thin

g, to

yis

Pict

ures

of

sam

e ob

ject

s

Not

e:M

ake

cons

tant

use

of

posi

tive

rein

forc

e-m

ent o

f al

l atte

mpt

s to

com

mun

icat

e.

Kee

p la

ngua

ge S

IMPL

E, S

LO

W, a

nd D

IRE

CT

.U

se th

e sa

me

wor

ds a

nd m

aint

ain

eye

cont

act.

For

exam

ple,

don

't sa

y w

ater

one

day

and

dri

nkth

e ne

xt. D

ecid

e on

one

wor

d an

d st

ick

to it

until

chi

ld h

as m

aste

red

it an

d ca

n ac

cept

ano

ther

wor

d fo

r si

mila

r co

ncep

t. A

s ch

ild m

atur

es, s

ub-

stitu

te w

ords

may

be

used

.

Tea

cher

sho

uld

cont

inue

talk

ing

(mod

elin

g) f

orch

ild. E

ven

thou

gh th

e ch

ild c

anno

t spe

ak, h

e is

liste

ning

. Par

ents

sho

uld

be h

elpe

d to

dev

elop

sim

ple

spee

ch m

odel

s fo

r th

eir

child

. Als

o, th

eysh

ould

kno

w th

at r

ecep

tive

lang

uage

mus

t be

pres

ent b

efor

e ch

ild w

ill b

e ab

le to

say

wor

ds.

Pict

ures

of

activ

ity

llipm

elbo

ard

and

felt

olijo

ctN

Aet

ion

Rily

niei

iR

hym

es f

or F

inge

r H

ays

and

Flan

nilb

oarc

l

Tap

e an

d re

cord

er to

mak

e sa

me

dire

ctio

ns a

-,te

ache

r gi

ves

in c

lass

room

, on

tape

for

chi

ldre

nto

fol

low

Pict

ures

of

actio

nA

llow

chi

ld ti

me

to a

bsor

b w

hat i

s sa

id. B

e su

rehe

is li

sten

ing.

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

play

imita

tive

gam

es

Exp

ress

ion-

Fac

ial

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

smile

know

that

it m

eans

happ

y

reco

gniz

e fr

own

reco

gniz

e cr

ying

know

that

they

mea

n no

t hap

py

follo

w s

impl

edi

rect

ions

Spee

ch f

or S

afet

y

The

chi

ld w

ill b

e ab

le to

:un

ders

tand

and

res

pond

to n

o

show

I.D

. car

d

liste

n to

and

disc

rim

inat

e so

me

soun

ds in

the

envi

ronm

ent

Tea

cher

say

s or

sin

gs d

irec

tions

. Chi

ldre

n im

itate

them

.

Tea

cher

-dem

onst

ratio

ns o

f ha

ppy

face

; not

hap

py f

ace.

Film

stri

pspi

ck o

ut h

appy

exp

ress

ion;

not

hap

py e

xpre

ssio

n.

Pict

ures

with

var

ious

exp

ress

ions

.Id

entif

y ph

otog

raph

s as

hap

py; n

ot h

appy

.

Voc

abul

ary

for

follo

win

g di

rect

ions

:

sit d

own

stan

d up

cloS

e th

e do

orop

en th

e do

or

Use

Spa

nish

wor

ds if

app

ropr

iate

Voc

abul

ary

for

Safe

ty:

com

e he

recl

ap y

our

hand

s.

turn

aro

und

stam

p yo

ur f

eet

NO

DO

N'T

Don

't to

uch

Wai

tC

ome

here

Mak

e I.

D. c

ard.

Sho

w c

hild

that

it te

lls h

is n

ame,

add

ress

, and

pho

ne n

umbe

r.B

e su

re h

e ca

rrie

s it

with

him

.

Whe

n te

ache

r as

ks "

Wha

t is

your

nam

e ?

", c

hild

pul

ls o

ut I

.D. c

ard.

If

child

can

say

part

of

nam

e ha

ve h

im a

ttem

pt to

do

so.

Chi

ldre

n hi

de e

yes.

Tea

cher

mak

es s

ound

, chi

ld p

icks

wha

t mad

e so

und

from

obje

cts

on'ta

ble

as b

ell,

drum

, Cla

ppin

g, r

hyth

m in

stru

men

ts, t

alki

ng:

Phot

ogra

phs

of th

e ch

ildre

n do

ing

all t

hese

spee

ch a

ctiv

ities

will

hel

p co

mpr

ehen

sion

and

enco

urag

e la

ngua

ge d

evel

opm

ent.

Failu

re to

deve

lop

rece

ptiv

e la

ngua

ge m

ay in

dica

te a

phas

ia;

furt

her

diag

nost

ic s

tudi

es s

houl

d be

req

uest

ed b

yth

e te

ache

r.

Not

e:T

each

ers

faci

al e

xpre

ssio

ns g

ive

mea

ning

to s

ound

s in

spe

ech

deve

lopm

ent.

Proj

ecto

r an

d fi

lmst

rips

Pict

ures

Tea

cher

-mad

e pu

zzle

s of

var

ious

fac

ial e

xpre

ssio

nsH

andm

irro

rC

lose

ups

of

teac

her

and

child

ren

with

var

ying

expr

essi

ons.

Tap

e re

cord

ing

of s

impl

e di

rect

ions

teac

her

mad

e

I. D

. Car

dSo

me

pare

nts

may

wan

t chi

ld to

wea

r 1.

D.

brac

elet

or

othe

r id

entif

icat

ion

Rhy

thm

inst

rum

ents

Mod

el o

f ai

rpla

ne, c

arT

each

er-m

ade

tape

.it s

ound

'sPi

elili

es o

f in

stru

men

ts. d

oor.

han

ds e

lapp

im!.

ci.

Beh

avio

ral O

bjec

tives

clap

han

ds, c

lap

in p

atte

rn,

stam

p fe

et, s

tam

pin

pat

tern

do s

impl

e fi

nger

pla

ysan

d ac

tion

rhym

es

Spee

ch R

eadi

ness

The

chi

ld w

ill b

e ab

le to

:sh

ow p

rogr

ess

in:

brea

th c

ontr

ol

143

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mak

ing

nois

es o

f an

imal

s or

oth

er th

ings

sho

wn

in a

film

stri

p.Fi

lmst

rips

Peab

ody

Lan

guag

e D

evel

opm

ent K

it L

evel

Pau

dito

ry s

ectio

ns

Tea

cher

dem

onst

rate

s; c

hild

ren

imita

te.

"1 h

ave

two

eyes

to s

ee w

ith''

(See

. Bod

y Im

age

Uni

t in

App

endi

x.)

"Her

e's

a B

all\

for

Bab

y."

"Whe

re is

TIn

imki

nr

"Ope

n T

hem

, Shu

t The

m (

hand

s)O

pen

The

m; S

hut T

hem

Giv

e a

Litt

le C

lap

Ope

n T

hem

, Shu

t The

mO

pen

The

m, S

hut T

hem

Lay

The

m in

you

r L

apC

reep

The

m, C

reep

The

mC

reep

The

m, C

reep

The

mR

ight

up

to y

our

chin

Ope

n up

you

r lit

tle m

outh

But

do

not l

et th

em in

.""O

pen

The

m, e

tc."

Tea

cher

-mad

e au

dito

ry p

erce

ptio

n ca

rds

Aud

io D

ynam

ic R

esea

rch

Aud

itory

Per

cept

ion

Car

ds

Gol

den

Boo

k of

Fin

ger

Play

s an

d A

ctio

n R

hym

esFl

anne

l boa

rd a

nd f

igur

es

Hav

e ch

ildre

n pa

rtic

ipat

e in

: bre

athi

ng a

ctiv

ities

:L

arge

bow

l or

pan

of w

ater

to b

low

obj

ects

inou

t, st

op o

n si

gnal

acro

ssSt

raw

sB

low

ing

activ

ities

:So

ap b

ubbl

e pi

pes

blow

pin

g po

ng b

all o

r ot

her

light

obj

ect A

cros

s w

ater

or

Bow

lta

ble;

lips

onl

yor

with

str

aw la

ter

Pape

rPi

ng p

ong

balls

blow

soa

p bu

bble

sC

otto

n.C

andl

esbl

ow u

p ba

lloon

sFa

cial

tiss

ueFe

athe

rs

Beh

avio

ral O

bjec

tives

lip c

ontr

ol

tong

ue c

ontr

ol

Rec

ogni

tion

of B

ody

Part

s

The

chi

ld w

ill h

e ab

le to

:po

int t

o pa

rts

of b

ody

whe

n na

med

nam

e so

me

part

s of

body

whe

n po

inte

d to

Ora

l Lan

guag

e D

evel

opm

ent

The

chi

ld w

ill b

e ab

le to

:na

me

fam

iliar

obj

ects

(if

unab

le to

say

ful

l nam

e of

obje

ct, w

ill a

ttem

pt in

itial

soun

d or

,syl

labl

e)

Act

iviti

es

blow

out

can

dles

Hav

e a

part

y w

ith th

esea

ctiv

ities

.H

elp

child

exa

min

e hi

s lip

s an

d yo

urs

in m

irro

r.Pu

cker

ing

to b

low

a k

iss.

Stre

tch\

lips

in s

mile

.Fo

rm li

ps in

to "

0."

"Jon

atha

n Jo

e ha

s a

mou

th li

ke a

n '0

."

Hum

min

g.So

unds

(an

imal

)m

-rn-

m-m

oob

-b -

b -b

ah

App

licat

icin

of

cold

aro

und

lips.

Play

Sim

on S

ays

"ton

gue

in"

"ton

gue

out."

Plac

e pe

anut

but

ter

on li

ps in

var

ious

pla

ces

(cor

ners

, upp

er, l

ower

). H

ave

child

lick

it of

f.

Lic

king

play

kitt

y dr

inki

ng m

ilk.

Eat

ice:

crea

m c

ones

.

Play

gam

es::

'Whe

re is

you

r he

ad?"

and

"Wha

t is

this

?"Po

int t

o he

ad, h

air,

eye

s, e

ars,

and

sp

on.

Play

"H

okey

-Pok

ey "

" w

ith b

ody

part

s th

at a

re k

now

n.

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent ca

rsc

hool

mam

ma

wat

erdo

llha

tte

ache

r's n

ame

milk

atte

mpt

coat

peg

ball

puzz

lem

itten

str

ike

dadd

ysh

irt

bath

room

pan

tsdr

ess

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Bal

loon

sPa

per

bags

Har

mon

ica

Han

d m

irro

r

A. A

. Miln

e"W

hen

We

Wer

e V

ery

You

ng"

Mod

els

of a

nim

als

Pict

ures

of

anim

als

Film

s, f

ilmst

rips

Pops

icle

sre

gula

r or

mad

e of

con

som

me

Han

d m

irro

r

Pean

ut b

utte

r, je

lly, h

oney

, or

othe

r su

bsta

nce

whi

ch c

hild

will

wan

t to

lick

off.

Lol

lipop

sD

ish

of.m

ilk

Ice

crea

m c

ones

Man

nequ

in-P

eabo

dy L

angu

age

Dev

elop

men

t Kit,

Lev

el P

Lar

ge p

icrt

ule

dict

iona

ry w

ith o

ne p

ictu

reto

pag

e -:

3'ca

n be

mad

e up

as

char

t rac

k.m

ade

up a

s ch

art r

ack

Not

e:T

each

er s

houl

d ch

eck

child

ren

on u

nder

-st

andi

ng o

f w

ords

so

that

mor

e em

phas

isca

n be

pla

ced

on v

ocab

ular

y de

velo

pmen

tif

nec

essa

ry.

Act

ual o

bjec

ts, m

odel

s, p

ictu

res

of w

ords

to b

eta

ught

Not

e:T

each

er s

houl

d re

mem

ber

that

the

goal

144

145

Beh

avio

ral O

bjec

tives

.A

ctiv

ities

Inst

ruct

iona

l Aid

s an

d M

ater

ials

'man

ipul

ate

obje

cts

and

nam

e th

em

use

Lan

guag

e M

aste

rw

ith s

uper

visi

on

reco

gniz

e ac

tion

wor

ds

Vis

ual D

iscr

min

atio

n

The

chi

ld w

ill b

e ab

le to

:di

scri

min

ate

bysh

ape

disc

rim

inat

e by

colo

r

nam

e up

.,to

five

colo

rs

Use

Spa

nish

wor

ds if

app

ropr

iate

The

se w

ords

can

te a

dded

to th

e w

ords

, nee

d or

wan

t:

need

wan

t

All

conc

epts

sho

uld

be le

arne

d by

act

ual e

xper

ienc

e w

ith o

bjec

ts, t

hen

go to

mod

els

and

pict

ures

.

Lan

guag

e M

aste

r w

ith c

ards

usi

ng p

ictu

res

with

inst

ruct

or ta

pe r

eady

to g

o,so

that

all

child

nee

ds to

lear

n is

how

to r

un c

ard

thro

ugh.

Sens

ory

stim

ulat

ion

feel

ing

obje

cts.

Bal

l, pe

gs, e

tc.

Hav

en m

yste

ry b

ox w

ith o

bjec

ts f

or c

hild

tona

me

or f

eel:

doll,

bal

l, et

c.

Bod

y Im

age

Voc

abul

ary

and

activ

ities

in P

erce

ptua

l Mot

or S

ectio

n w

illre

late

Felt

and

Flan

nelb

oard

wel

l to

voca

bula

ry b

uild

ing

and

spee

ch a

ctiv

ities

.Fu

ll le

ngth

mir

ror

of th

e T

MH

com

mun

icat

ion

prog

ram

isto

hel

pth

e ch

ild a

chie

ve f

unct

iona

l lan

guag

e. H

isar

ticul

atio

n m

ay n

ever

be

norm

al d

ue to

phy

sica

llim

itatio

ns. E

ncou

rage

atte

mpt

s at

lang

uage

.

Not

e:B

ehav

ior

mod

ific

atio

n te

chni

ques

suc

has

thos

e us

ed a

t the

Mon

terr

ey I

nstit

ute

can

be a

dapt

ed to

enc

oura

ge s

peec

h.

Lan

guag

e M

aste

r an

d ca

rds

Mak

e w

ord

boxe

s fo

r ea

ch c

hild

with

car

d W

ith p

ictu

re o

f ea

ch w

ord

child

has

Wor

d bo

xes

in r

ecep

tive

and/

or e

xpre

ssiv

e vo

cabu

lary

. Tak

e ph

otog

raph

of

each

chi

ld;

put

Car

ds a

nd p

ictu

res

on b

ox w

ith,h

i's n

ame

so c

hild

easi

ly id

entif

y hi

s bo

x by

pic

ture

. -E

ach

time

(cat

alog

s)ch

ild le

arns

Ord

, put

pic

ture

on

card

and

pla

ce in

wor

d bo

x.Ph

otog

raph

s

1 i \R

unJu

ipp

Hop

Wal

kT

each

er d

emod

stra

tion

of p

ictu

res

of a

ctiv

ity.

Pres

ent t

rian

gle,

cir

c) k, s

quar

e fo

rm b

oard

.H

ave

child

put

rig

ht S

liapg

info

rms.

Mat

ch c

ircl

es, s

quar

es, t

rian

gles

by

shap

e an

d co

lor.

\C

lass

ify

by s

hape

, siz

e, c

olor

; not

nec

essa

ry to

nam

e

Red

, blu

e, g

reen

, yel

low

, whi

te.

Roj

o, a

zul,

verd

e, a

mar

illo,

bla

nco

Jean

Utle

y"W

hat's

Its

Nam

e?"

8x10

car

ds w

ith p

erso

n do

ing

activ

ity

Segu

in f

orm

boar

dP.

A.S

.S. p

last

ic s

tenc

ilsD

.L.M

. ste

ncils

Col

or b

oard

Judy

Co.

Mat

chin

g ga

mes

/L

angu

age

mas

ter

card

s w

ith c

olor

wor

d's

on th

eta

pe, c

olor

on

card

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsus

e up

to f

our

prep

ositi

ons

in f

ollo

win

g di

rect

ions

resp

ond

to f

irst

nam

e

say

his

firs

t nam

e

Tac

tile

Dis

crim

inat

ion

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

obje

cts

bfe

elin

g t

Inou

tup

dow

nG

o up

- th

e st

airs

;C

ome

dow

n th

e st

airs

.G

o in

the

room

.G

o ou

t the

doo

r.U

se la

rge

boxe

s, s

teps

and

oth

er p

fopg

to h

elp

child

dev

elop

und

erst

andi

ngof

the

conc

ept..

Com

e w

hen

calle

d; d

o w

hat h

e is

sup

pose

d to

do.

Rol

l bal

l and

cal

l nam

e.C

hild

cat

ches

and

rol

ls b

ack

to te

ache

r.

Play

Tra

in G

ame:

Hav

e tr

ain

go s

loW

ly a

s st

uden

t pas

ses

mir

ror,

ask

, "W

hoD

o I

See?

"C

hild

ans

wer

s si

mpl

y, "

Joi-

m."

Feel

ing

obje

cts,

iden

tifyi

ng o

bjec

ts b

y si

ght a

nd f

eelin

g; id

entif

ying

obj

ects

by f

eelin

g on

ly.

..=

Hav

e du

plic

ate

obje

cts

to 'm

atch

with

Mys

tery

box

, with

one

item

chi

ld k

now

s.H

ave

him

fee

l it a

nd g

uess

wha

t itis

.

Spec

ial E

duca

tiOn

Mat

eria

ls C

ente

r pr

epar

ed c

ards

for

pre

posi

tion;

bloc

ks; L

angu

age

Les

sons

(Se

e Su

gges

ted

Mat

eria

lsat

end

of

skill

are

a)Pr

esto

n C

o.

Bal

l

Full

leng

th m

irro

r

Mys

tery

box

with

hol

e in

top

for

hand

, or

mys

tery

bag

Not

e:U

se o

f ta

ken

rein

forc

emen

t to

stim

ulat

esp

eech

sho

uld

not b

e ov

erlo

oked

.

Firs

t Gra

de S

ong

Boo

kG

inn

and

Com

pany

Skill

Are

aC

omm

unic

atio

nL

evel

Inte

rmed

iate

Beh

avio

ral O

bjec

tives

Lis

teni

ng

The

chi

ld w

ill b

e ab

le to

:fo

llow

sim

ple

rhyt

hms

imita

te s

impl

e rh

ythm

follo

w s

impl

e di

rect

ions

on r

ecor

d

show

par

t of

room

whe

re a

ctiv

ities

occ

ur

poin

t to

corr

ect p

ictu

res

whe

n ac

tivity

,is n

amed

follo

w le

sson

as

set u

pin

lang

uage

dev

elop

men

tki

t

nam

e so

unds

or

poin

tto

pic

ture

s of

sou

ndhe

ard

on ta

pe

C.A

.9.

10-1

2.11

MA

. thr

u5.

11

Act

iviti

es

Tea

cher

pla

ys s

impl

e rh

ythm

on d

rum

, chi

ld r

epea

ts o

n dr

umor

by

clap

ping

. Chi

ld is

abl

e to

wal

k to

sim

ple

rhyt

hm.

Patte

r,: d

irec

tions

on

bOdy

imag

ese

quen

ces.

(C

ratty

Sec

App

endi

x)

Rev

iew

ges

ture

act

iviti

es f

rom

Pri

mar

yL

evel

if th

ey a

re s

till n

eces

sary

.

Hav

e ro

om s

et u

p so

that

ther

ear

e ar

eas

such

as

stor

e, d

ress

up,

sci

ence

that

will

stim

ulat

e sp

eech

. Pla

y "S

how

me

whe

re y

ou p

lay

stor

e, w

here

the

balls

are

" et

c.

Hav

e pi

ctur

es o

f ch

ildre

n do

ing

thin

gs.

Not

hing

enc

oura

ges

conv

ersa

tion

as m

uch

as th

is. P

lay

"Sho

w m

e th

epi

ctur

e w

here

Lar

ry is

jum

ping

, Jea

n is

thro

win

g ba

llet

c.

If s

he w

ishe

s, te

ache

rca

n us

e le

sson

s as

indi

cate

d ih

Pea

body

Lan

guag

eK

it. T

hese

, may

nee

d ad

aptin

gto

the

grou

p.

Mak

e so

unds

of

:ca

tdu

ck,

hors

ebe

lldo

gco

wpi

gdr

umT

each

er m

ay m

ake

tape

or

use

one

alre

ady

deve

lope

d.Pl

ay g

ame

to li

sten

for

sou

nds.

Clo

seey

es a

nd te

ll w

hat i

s he

ard.

l47

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:R

evie

w a

nd a

dd to

con

trol

of

artic

ulat

ors

as o

utlin

ed u

nder

Prl

mar

y.C

omm

unic

a-tio

ns. W

ork

with

spe

ech

ther

apis

ton

this

and

on

lang

uage

dev

elop

men

tpr

ogra

m. T

ry to

hav

e Il

linoi

s T

est o

fPs

ycho

lingu

istic

Ahi

litie

s ad

min

iste

red.

Dru

mM

elod

y be

lls.

Buz

zer

boar

d

Lis

teni

ng a

nd M

ovin

g R

ecor

ds

Com

mun

icat

ions

.boa

rdB

uzze

r ho

ard

Mat

eria

ls to

mak

e se

ctio

ns o

f roo

m r

ealis

tic a

ndco

nduc

ive

to s

peec

h'

Inst

ant-

type

cam

era

Peab

ody

Lan

guag

e D

evel

opm

ent K

its, L

evel

P.L

evel

1

Lan

guag

e L

esso

ns (

See

Sugg

este

d M

ater

ials

aten

d of

ski

ll ar

ea)

Tap

e, ta

pe r

ecor

der

Rec

ords

, Rec

ord

play

erR

hyth

m b

and

inst

rum

ents

"W' ,

) Sa

id lt

"T

ea,.

_F-m

ade

tape

s"L

iste

ning

With

Mr.

Bun

ny B

ig E

ars"

(Bow

mar

)

Beh

avio

ral O

bjec

tives

.

nam

e C

lass

mat

es ta

lkin

gin

cla

ss o

ron

tape

or

reco

rd

liste

n to

act

ion

wor

dan

d do

it

obey

sim

ple

com

man

ds

act l

ike

cert

ain

anim

als

gues

s w

hat a

nim

al o

ther

cliil

d is

pre

tend

ing

to b

e

liste

n to

nur

sery

rhy

mes

repe

at r

hym

es w

ith te

ache

r

fill i

n w

ord

to c

ompl

ete

rhym

e

follo

w fi

nger

pla

ys a

nd a

ctio

nrh

ymes

follo

w d

irect

ions

in s

impl

ega

mes

Act

iviti

es

Blin

dfol

d ch

ild: h

ave

anot

her

child

sta

nd b

ehin

d hi

nt a

nd w

hisp

er. B

lindf

olde

dch

ild id

entif

ies

whi

sper

er.

Voc

abul

ary

for

Rec

eptiv

e La

ngua

ge

jum

pst

and

hop

sit

gros

s m

otor

act

iviti

es

Pic

k up

the

book

.B

ring

it to

me.

Ope

n th

e do

or.

Get

you

r co

at.

Tur

n on

the

light

.C

lose

the

win

dow

s.

wal

kru

nw

alk

back

war

dw

alk

side

way

s

Tea

cher

dem

onst

rate

s; a

ctin

g ou

t ani

mal

beh

avio

rs: d

og, c

at, e

leph

ant.

etc.

Pla

y: "

Gue

ss 'W

ho I

Am

."U

se p

ictu

res

of a

nim

al th

at c

hild

oan

poi

nt to

if h

e ca

nnot

say

nam

e.

Pic

k tw

o or

thre

e 'm

iser

y rh

ymes

chi

ld s

houl

d kn

ow; r

ead

them

alo

ud; p

lay

tape

or

reco

rd o

f the

m; s

how

pic

ture

s th

at d

escr

ibe

rhym

e. T

hese

mus

t be

revi

ewed

man

y tim

es.

Hav

e ch

ildre

n w

liu'd

re a

ble

to -

repe

at r

hym

es w

ith te

ache

r an

d on

tape

rec

orde

r.

Giv

e in

com

plet

e lin

e as

:M

ary

Had

a L

ittle

Chi

ld w

ill g

ive

or s

how

teac

her

corr

ect w

ords

,

Pic

k tw

o or

thre

e of

thes

e fo

r ch

ildre

n w

ho le

arn

wel

l. M

ese

can

be in

ters

pers

edw

ith o

ther

act

ivite

s w

hich

are

not

so

diffi

cult.

Pla

y -D

id Y

ou E

ver

Sr:

o a

Lass

ie?"

Tea

cher

sin

gs a

nd d

emon

stra

tes

actio

n;he

lps

each

chi

ld in

divi

dual

ly to

go

thro

ugh

actio

ns.

The

n ha

s w

hole

gro

up d

o it.

"The

Nam

e T

rain

." T

each

er is

eng

inee

r, m

arch

esro

om m

akin

g no

ise

like

trai

n: c

all:

lian!

C7

of c

hild

ren

to jo

in th

e tr

ain.

Late

r. c

hild

may

he

engi

neer

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pith

tire

s of

act

ion

wor

ds in

cas

e th

ey a

rc n

eede

dC

ram

Wal

king

bea

m a

nd o

ther

equ

ipm

ent

If th

e ch

ild is

abl

e to

follo

w th

ese

dire

ctio

ns, t

hete

ache

r kn

ows

that

the

child

is u

nder

stan

ding

lang

uage

eve

n th

ough

he

may

not

be

prod

ucin

git.

"th

ese

unde

rsta

ndin

gs s

houl

d be

dev

elop

edw

ith th

e ho

pe th

at th

e ch

ild m

ay b

e ab

le to

expr

essh

imsc

lf ve

rbal

ly a

t a la

ter

stag

e. E

x-pr

essi

on th

roug

h ge

stur

e, fa

cial

exp

ress

ion

and

mov

emen

t sho

uld

he e

ncou

rage

d.

Pic

ture

s of

ani

mal

s

Big

Boo

k of

Nur

ser:

.... R

hym

es

Tap

e an

d ta

pe r

ecor

der

Fla

nnel

hoa

rd a

nd fi

gure

sP

ictu

res

of a

urse

y rh

yme

char

acte

rs fu

r ch

ild to

pick

if h

e ca

n't s

ay n

ame

Gol

den

Boo

k of

Fin

ger

Pla

ys-a

nd A

ctio

n R

hym

eF

inge

rpla

ys a

nd F

lann

el b

oard

Act

iviti

esN

ote:

Tak

e ph

otog

raph

s of

chi

ldre

n do

ing

finge

rpla

ys.

Not

e:T

each

er s

houl

d ac

quai

nt p

aten

ts w

ithgo

als

of c

omm

ti)ic

at io

n pr

ogra

m.

I n

man

y ho

mes

,Ithe

chi

ld d

oes

not h

ay..;

to s

peak

bec

ause

ha

need

s ar

e an

t ici

na-

ted.

hel

p pa

rent

s to

und

erst

and

lila'

they

are

hel

ping

thei

r ch

ild b

y m

akin

ghi

m a

sk b

y ge

stur

e or

wor

ds fo

r hi

sw

ants

.14

8

Beh

avio

ral O

bjec

tives

answ

er s

impl

e qu

eStio

nsab

out s

tory

exch

ange

gre

etin

g

follo

w s

impl

e di

rect

ions

like: cl

ap h

ands

clap

han

ds in

pat

tern

stam

p fe

etst

amp

feet

in,p

atte

rn

open

the

door

clos

e th

e do

or

liste

n to

sho

rt n

urse

ryrh

ymes

and

sto

ries

sequ

ence

up

to 4

,f)i

ctur

eS o

f nu

rser

yrh

yme

or s

tory

fing

erpl

ays

role

pla

y ve

ry s

impl

est

ory

or r

hym

e w

ithhe

lp o

f pi

ctur

es (

with

or w

ithou

t ver

balis

ing)

exhi

bit e

xpre

ssiv

e be

havi

orap

prop

riat

e to

the

stor

y

149

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsT

ell s

hort

sto

ry a

nd th

en a

sk q

uest

ion

that

can

be a

nsw

ered

with

one

wor

d:or

poi

nt to

pic

ture

that

ans

wer

s qu

estio

n.

Say

"Ili"

or

"Hel

lo-

on c

ut e

rim

_...

ssro

om.

Lis

ten

to e

ach

child

say

som

ethi

ng, t

hen

play

"W

ho S

aid

It?"

by

blin

dfol

ding

child

and

hav

ing

him

gue

ss w

ho:s

talk

ing.

Mal

:e n

oise

of

som

ethi

ng s

how

n in

film

stri

p; h

ave

child

iden

tify

by n

amin

g or

poin

ting

to o

bjec

t or

pict

ure.

Tea

cher

dem

onst

rate

. Chi

ldre

n im

itate

.-C

ards

with

act

ions

on

them

; tea

cher

dem

o-st

rate

s, c

hild

lear

ns to

fol

low

patte

rn.

Shor

ten

nurs

e;y

stor

ies

to c

hild

ren'

sat

tent

ion-

span

. Hav

e ch

ildre

n sh

ow w

ithpi

ctur

es w

jia-1

hap

pene

d in

the

stor

y.Fo

r ex

ampl

e:H

ave'

four

larg

e pi

ctur

es o

f "T

he T

hree

Bea

rs"

stor

y. G

oldi

lock

s go

ing

into

the

Mou

se, .

eatin

g th

e po

rrid

ge, s

leep

ing

in th

ebe

d, b

ears

com

e ho

me.

See

if c

hild

ren

can

sequ

ence

pic

t' re

s ag

ains

t wal

l or

chal

kboa

rdas

a g

roup

. Go

to s

mal

ler

sNue

ncin

g w

hen

:hey

app

ear

read

y.

Tea

cher

sho

uld

pick

cer

tain

rhy

mes

and

have

chi

ldre

n re

peat

and

act

out

oft

en.

The

Thr

ee B

ears

as

abov

e.

Film

stri

p on

gre

Blin

dfol

dC

hild

ren

talk

ing

Film

stri

ps

Aud

io D

ynam

ic R

esea

rch

Aud

it(,-

: Per

cept

ion

Car

dsB

ui>

o,ir

dD

LM

Lis

teni

ng T

ime

Rec

ords

(B

owm

ar)

Song

s fo

r C

hild

ren

with

Spe

cial

Nee

dsR

ecor

dsan

d ho

ok (

Bow

mar

)St

ory

pict

ures

for

seq

uenc

ing,

8x1

0or

larg

erW

e R

ead

Pict

ures

We

Rea

d M

ore

Pict

ures

Scot

t, Fo

resm

an a

nd C

oJu

dy C

o.-S

ee-Q

ueen

Fing

er P

lays

and

Act

ion

Rhy

mes

Tal

king

Tim

e

Flan

nel b

oard

and

fig

ures

(se

e B

ody

Uni

tan

dfa

ce p

atte

rn-A

ppen

dix)

Inst

ruct

o bo

dy m

asks

for

dra

mat

ics

Bas

ic C

once

pts

Thr

ough

Dan

ce-B

ody

Imag

e(C

arr

and

Jerv

,v R

ecor

ds f

or S

peci

alE

duca

tion

-B

owin

ar)

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

play

hou

seE

ncou

rage

play

ing

hous

e by

hav

ing

a co

rner

of

the

room

set

up

for

this

Lis

teni

ng w

ith M

r. B

unny

Big

Ear

s R

ecor

dpu

rpos

e; h

ave

old

clot

hes

and

othe

r pr

ops

hand

y.B

owm

arO

ld c

loth

es, r

ugs,

tabl

e se

tting

and

oth

er p

rops

whi

ch m

ay b

e br

ough

t int

o dr

amat

ic p

lay

,tell

life

expe

nenc

eT

ell s

omet

hing

that

hap

pene

d to

fam

ily.

Dul

ls, c

loth

ing

for

dolls

Inst

ant t

ype

cam

era

and

film

noth

ing

stim

ulat

esin

tere

st a

nd s

peec

h m

ore

than

pic

ture

s of

them

-se

lves

in a

ctio

n.

part

icip

ate

in a

part

y at

sch

ool

Hav

e a

part

y; h

ave

child

ren

gree

t eac

h ot

her

whe

n th

ey c

ome

to th

e pa

rty.

Gre

et g

uest

s,w

ho c

ome

to th

e ro

om.

Tak

e pi

ctur

es.

Hav

e pu

ppet

s ta

lk to

eac

h ot

her.

use

firs

t and

last

Cal

l fri

ends

on

toy

tele

phon

e, o

n te

le tr

aine

r.na

mes

of

frie

nds

none

mem

bers

of

Arr

ange

with

par

ents

for

chi

ld to

cal

l the

m f

rom

sch

ool t

o in

vite

to c

lass

fam

ilypa

rty

or f

or o

ther

rea

son.

Col

d-m

ix d

rink

, coo

kies

, nap

kins

Inst

ant t

ype

cam

era

and

film

Han

d pu

ppet

s

Toy

tele

phon

eT

ry to

get

"te

letr

aine

r" f

rom

tele

phon

e co

mpa

ny.

The

y w

ill d

emon

stra

te p

rope

r us

e of

pho

ne a

ndsh

ow m

ovie

.

tell

sim

ple

fam

ilyT

ell a

bout

fam

ily. D

raw

pic

ture

s of

fam

ily.

Dra

win

g pa

per,

expe

rien

ceN

ame

them

.T

each

er m

ust h

ave

corr

ect f

amily

info

rmat

ion.

desc

ribe

par

ty o

rot

her

activ

ity a

tho

me

role

pla

y sc

hool

even

ts

role

pla

y fa

mily

even

ts

role

pla

y si

mpl

e"N

.st

ory

crea

te s

impl

e pl

ay

Mak

e a

book

let a

bout

thin

gs f

amily

doe

s to

geth

er. D

raw

pic

ture

s, te

ll cl

ass

abou

t the

m.

Aft

er h

avin

g th

e pa

rty,

ask

the

child

ren

to p

rete

nd th

ey a

re h

avin

g a

part

y an

dac

t it o

ut; r

ole

play

oth

er s

choo

l eve

nts.

Tak

e pi

ctur

es, a

nd a

ct o

ut e

vent

.

If p

ossi

ble,

hav

e ph

otog

raph

s of

fam

ilies

.

Act

out

sim

ple

stor

y to

ld b

y te

ache

r.

Enc

oura

ge c

hild

ren

to m

ake

up o

wn

stor

y.T

ape

and

tape

rec

orde

r

Beh

avio

ral O

bjec

tives

Safe

ty W

ords

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

wor

ds a

nd b

e ab

leto

giv

e pr

oper

res

pons

e

role

pla

y pr

otec

tive

voca

bula

ry

Ora

l Lan

guag

e D

evel

opm

ent

The

chi

ld w

ill b

e ab

le to

:le

arn

20 w

ords

or

mor

e

use

wor

ds in

sim

ple

sent

ence

s

Vis

ual D

iscr

imin

atio

n

The

chi

ld w

ill b

e ab

le to

:m

atch

by

shap

es, c

olor

,si

ze

mat

chin

g pa

ttern

s on

pegb

oard

s an

d fr

.:im

card

to p

egbo

ard

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Voc

abul

ary

for

Ora

l and

Rea

ding

Dev

elop

men

t

hot

don'

t wal

kpc

ison

boys

keep

off

stop

wai

tex

itgi

rls

polic

ego w

alk

tele

phon

dang

erw

omen

push

doct

or, M

.D.

Mat

ch p

ictu

res

%;,.

..:a

rds:

hav

e ch

ildre

n dr

aw p

ictc

res

to il

lust

rate

wor

ds;

deve

lop

card

file

fur

eac

h ch

ild w

ith p

ictu

res

and

wor

ds o

n L

angu

age

Mas

ter

card

s.(c

ards

mad

e w

ith ta

gboa

rd a

nd s

urpl

us ta

pe)

Hav

eac

t out

wha

t the

y w

ould

do

as te

ache

r pu

lls o

ut c

ard.

Voc

abul

ary

for

Ora

l Lan

guag

e D

evel

opm

ent

hat

shir

tm

ilksp

oon

chai

rdr

iver

coat

shoe

sw

ater

knif

esc

hool

penc

ildr

ess

sock

sm

eat

fo.-

kbu

scr

ayon

pant

sun

derw

ear

tray

tabl

ete

ache

rpa

per

I ne

ed c

oat.

I ne

ed w

ater

.

Hav

e ch

ildre

n m

atch

obj

ects

acc

ordi

ng to

sha

pe, c

olor

, siz

e.R

evie

w c

olor

wor

ds.

Try

Fro

stig

Pro

gram

on

thos

e ne

edin

g it.

Mak

e pa

ttern

s on

one

peg

boar

d. H

ave

child

cop

y on

ano

ther

. Sta

rt w

ithve

ry s

impl

e pa

ttern

. I la

ve c

hild

cop

y pa

ttern

fro

m c

ard

on p

egbo

ard.

151

Not

e:D

evel

opm

ent o

f vo

cabu

lary

for

Nel

l.p

rote

ctio

n in

TM

H is

impo

rtan

t asp

ect

of c

ornm

unic

etio

ns p

rogr

am,

Pict

ures

of

wor

dsFl

ash

card

sx1

0 L

angu

age

Mas

ter

card

s w

ith p

rote

ctiv

ew

ord

and

pict

ure

of w

ord.

Tea

cher

tape

s w

ord

on L

. M. t

ape.

Not

e:C

heck

oth

er s

kill

area

s fo

r w

ords

for

oral

lang

uage

dev

elop

men

t.L

angu

age

Mas

ter

card

s w

ith p

ictu

re o

fw

ord

and

reco

rded

wor

d on

the

tape

.C

hild

nee

d on

ly le

arn

to p

ut c

ard

into

slot

.

Indi

vidu

al w

ord

boxe

s w

ith c

hild

's p

hoto

grap

hon

fro

nt. T

agbo

ard

with

pic

ture

s of

wor

dsch

ild k

now

s fi

led

in in

divi

dual

box

.

SRA

Det

ect V

isua

lFr

ostig

Pro

gram

Form

s in

var

ying

sha

pes,

siz

es a

nd c

olor

s.

Pegb

oard

, peg

s

DL

M p

egbo

ard

card

s to

mat

ch p

atte

rns

to p

eg-

boar

dSR

A L

esso

n Pl

an (

ST

endi

x)

Beh

avio

ral O

bjec

tives

play

mat

chin

g ga

me

sim

ple

asso

ciat

ion

gam

e

Tac

tile

Dis

crim

inat

ion

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

com

mon

obj

ects

by to

uch

reco

gniz

e gr

oss

oppo

site

s

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

iden

tify

obje

ct b

y na

me.

Mat

ch w

ith s

imila

r ob

ject

. Exa

mpl

e: h

at, c

oat.

Hat

and

coa

t.Sh

irt a

nd p

ants

.

Kno

w h

ard-

soft

, wet

-dry

, hot

-col

d, e

tc.

Ada

pt s

ome

of D

etec

t Tac

tile

Prog

ram

to c

lass

. Hav

e ch

ildre

n gu

ess

by f

eelin

git

wha

t you

hav

e in

mys

tery

bag

or

box.

Tra

cing

act

iviti

es. S

et u

p w

ord

card

s (p

rote

ctiv

e or

oth

er).

Clip

trac

ing.

pape

rov

er it

and

hav

e ch

ild tr

ace

wor

d.

DL

M a

ssoc

iatio

n ca

rds

Det

ect T

actil

e

Skill

Are

aC

omm

unic

atio

nL

evel

Pre-

voca

tiona

l

Beh

avio

ral O

bjec

tives

Lis

teni

ng

The

chi

ld w

ill h

e ab

le to

:fo

llow

two

sim

ple

dire

ctio

ns

iden

tify

pupi

ls' v

oice

sfr

om ta

pe r

ecor

der

follo

w r

hyth

ms

and

dire

ctio

ns o

n re

cord

s

part

icip

ate

in s

impl

efo

lk d

anci

ng

part

icip

ate

in r

hyth

mba

nd

lear

n to

rec

ota

onL

angu

age

Mas

ter

liste

n to

que

stio

n an

dan

swer

by

usin

g L

angu

age

Mas

ter

use

sent

ence

up

to s

ixw

ords

colo

r to

mus

ic

C. A

.13

.0-1

6.11

M. A

. thr

u 6.

11

Act

iviti

es

Dir

ectio

ns G

ame

Cal

l chi

ld's

nam

e; g

ive

him

two

dire

ctio

ns. H

ave

othe

rch

ild, :

nm

onito

r hi

s be

havi

or a

nd te

ll if

they

thin

k he

fol

low

edth

e di

rect

ions

.. If

not

, set

if a

noth

er c

hild

is a

ble

to d

o it.

"Put

the

book

on

the

chai

r."

"Bri

ng m

e th

e pe

ncil.

""P

ut a

gre

en p

aper

bal

l on

this

cha

ir."

"Giv

e B

obby

the

book

."

Iden

tify

soun

ds w

ith e

yes

clos

ed.

Iden

tify

voic

es o

n ta

pe.

I-la

ve c

hild

ren

liste

n to

tape

and

late

r re

cord

s.T

each

er d

emon

stra

tes

actio

ns th

endo

es w

ith in

divi

dual

chi

ldre

n; th

en w

ithgr

oup.

Mak

e si

mpl

e co

stum

es w

hen

folk

dan

ces

have

bee

nle

arne

d; p

ut o

n pr

ogra

m f

orot

her

clas

sroo

ms.

Tea

cher

sho

ws

child

how

to li

sten

for

que

stio

non

tape

; the

n ho

w to

tape

his

resp

onse

.

Mak

e up

gam

e us

ing

pict

ure

card

s.' H

ave

child

hol

dup

car

d an

d na

me

it. L

ater

have

him

nam

e it

by u

sing

a s

ente

nce.

"T

his

isa

dres

s."

To

incr

ease

sen

tenc

ele

ngth

, add

adj

ectiv

e to

des

crib

e pi

ctur

e. "

Thi

sis

a r

ed d

ress

."

Lis

ten

to m

usic

and

usi

ng p

aint

bru

Sh, c

rayo

ns, o

r m

agic

mar

kers

mak

e dr

awin

gto

mus

ic.

1

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Mas

king

Tap

e, c

onst

ruct

ion

pape

r, b

ooks

, pen

cils

,an

d ot

her

obje

cts

for

teac

her

tous

e to

set

up

dire

ct io

ns.

Tap

e re

cord

erT

each

er-m

ade

tape

s at

chi

ldre

n's

leve

lto

get

them

ised

to id

ea

Asi

c C

once

pts

Thr

ough

Dan

cePo

sitio

n in

Spa

ceB

owm

at

Sim

plif

ied

Folk

Dan

ce F

avor

ites

Bow

mar

'unt

il, m

elod

y be

lls, r

hyth

m b

and

:ngu

age

Mas

ter

Tap

ed c

ards

Pack

of

pict

ure

card

son

e pi

ctur

e to

a c

ard

Peab

ody

Lan

guag

e D

evel

opm

ent K

it, L

evel

1, 2

Eco

nom

y Pi

ctur

es C

ards

Rec

ord,

rec

ord

play

er, p

aint

brus

h, p

aint

s,cr

ayon

s,ni

ag,

arke

rs

Beh

avio

ral O

bjec

tives

liste

n to

sto

ry (

teac

her-

tape

d on

tape

rec

orde

rw

ith h

eads

et)

sequ

ence

sto

ry p

ictu

res

iden

tify

fam

iliar

sou

nds

by p

oint

ing

to p

ictu

rean

d/or

nam

ing

Vis

ual D

iscr

imin

atio

n

The

stu

dent

will

be

able

to:

tell

sam

e an

d di

ffer

ent i

tem

s

tell

alik

e ite

ms

Sper

:kin

g

The

stu

dent

will

be

able

to:

say

wor

d or

sig

n fr

ompi

ctur

e

read

wor

dm

atch

wor

d to

pic

ture

act o

ut w

ord

Act

iviti

esIt

t:tru

ctio

nal A

ids.

and

Mat

eria

lS.

HaV

e ch

ildre

n lis

ten

to s

tory

. (Fr

om p

ictu

.ho

ok if

des

ired

)

Hav

e ch

ildre

n se

quen

ce p

ictu

res

abou

t the

sto

ry.

Tea

cher

-mad

e ta

pes

of f

amili

ar c

lass

room

sou

nds

can

be u

sed

to p

lay

"Wha

t's:

my

nam

e?"

I

.

Chi

ldre

n ar

e as

ked

to id

entif

y so

unds

.Sa

me

can

be d

one

with

man

ufac

ture

d ta

pes

and

pict

ure

card

s.

Do

penc

il an

d pp

er a

ctiv

ities

, inv

olvi

ng s

hape

, col

or a

nd s

ize

disc

rim

inat

ion.

Mat

ch a

ll ite

ms

that

are

alik

e; c

hair

s, tr

ees,

etc

.

Voc

abul

ary

for

Ora

l Lan

guag

e an

d. R

eadi

ng

Exi

tPu

llK

eep

Out

info

rmat

ion

Up

No

Tre

spas

sing

Gen

tleni

ca

Dan

ger

Ope

nW

alk

Stai

rsD

own

Ent

ranc

eW

omen

Push

Clo

seD

on't

Wal

kE

leva

tor

One

Wdy

Men

Lad

ies

(See

als

o Fu

nctio

nal A

cade

mic

s)

Put p

ictu

re o

n bu

lletin

boa

rd; h

ave

stud

ents

tell

you

wha

t act

ion

the

pict

ure

show

s; m

atch

wor

d to

pic

ture

.R

ever

se p

roce

dure

., pu

t wor

d on

bul

letin

boa

rd, r

ead

it, m

atch

with

pic

ture

.

Giv

e ea

ch c

hild

pic

ture

or

wor

d; h

ave

.him

act

it o

ut.

HeA

set

Tap

cs (

teac

her-

mad

e an

d ot

hers

), ta

pe r

ecor

der

13(y

Seq,

..enc

e pi

ctur

es (

teac

her-

mad

e1)

EN

ISe

quen

tial P

ictu

res

I an

d II

Ass

t:..la

tion

Pict

ure

Car

ds 1

,11,

Ill

Bul

.,-er

Boa

rd P

atte

rn C

ards

Aud

.tory

Fam

iliar

Sou

nds

Pict

ure

card

and

rec

ord

Aud

i:my

Tra

inin

g R

hyth

m B

and

Fern

Tri

pp20

35 E

ast S

ierr

a W

ayD

im 'a

, Cal

ifor

nia

936

I8

DL

MSa

me

and

Dif

fere

nt L

angu

age

Exp

ress

ion

Car

ds:la

tex

----

Dev

elop

ing

Shap

e D

iscr

imin

atio

nD

evel

opin

g C

olor

Rec

ogni

tion

and

Safe

ty A

war

e-ne

ss ,LM

Ass

ocia

tion

Car

ds

rte:

Be

sure

to-w

ork

with

spe

ech

ther

apis

ton

spe

ech

impr

ovem

ent f

or th

o.,e

rho

still

can

not b

e un

ders

tood

.

Di 1

Func

tiona

l Sig

nsSE

MC

--

wor

ds a

nd p

ictu

res

Tc

',lad

e si

gns

Fe n

Tri

ppC

omm

unity

Sig

ns

Put t

ape

on w

ord

card

s an

d pi

ctur

e ca

rds:

use

witi

: Lan

guag

e M

aste

r

Beh

avio

ral O

bjec

tives

role

pla

y w

ith w

ords

mak

e up

sim

ple

play

lear

n pa

rts

reco

rd o

dtap

e re

cord

er

give

pla

y fo

r cl

ass

part

icip

ate

in a

tele

phon

eco

nver

satio

n

take

sim

ple

mes

sage

s

requ

est i

nfor

mat

ion

on p

hone

mak

e an

em

erge

ncy

phon

e ca

ll

role

pla

y in

terv

iew

s in

pers

on

tell

how

to lo

ok o

njo

b

tell

how

to a

ct o

njo

b

nam

e fa

mili

ar it

ems

inst

ore

ask

for

item

he

can'

tlo

cate

Act

iviti

esln

stru

ctio

n:tl

Aid

s an

d M

ater

ials

Wha

t hap

pens

if y

ou d

o no

t do

wha

ta

sign

tells

you

?N

o T

resp

assi

ngW

alk

etc.

Hav

e st

uden

ts m

ake

up a

sto

ry a

bout

som

e ac

tivity

they

ate

inte

rest

ed in

or

som

e st

ory

they

hav

e re

ad.

Mak

e up

sho

rt p

arts

for

eac

h ph

iyer

.

Hav

e st

uden

ts g

o th

roug

h pl

ay o

n ta

pe; r

epla

y it

for

prac

te.

Put t

he p

lay

on f

or r

est o

f cl

ass.

Hav

e st

uden

t cal

l fri

end

and

ask

him

to v

isit;

be

sure

to s

tEco

min

g to

the

poin

t and

not

dra

ggin

g ou

t the

con

vers

atio

n.

Tea

ch s

tude

nts

how

to w

rite

pho

ne n

umbe

rsso

the

pare

nt o

r ot

her

pers

on m

ayre

turn

cal

l.Fi

nd o

ut w

hat t

ime

the

mov

ie s

tart

s; w

hen

an a

ppoi

ntm

ent i

s. e

tc.

Cal

l fir

e de

part

men

t, po

lice,

doc

tor

to r

epor

t an

enie

rgen

cy.

Tea

cher

or

othe

r st

uden

t sho

uld

be in

terv

iew

er; s

impl

e in

form

atio

n sh

ould

begi

ven

such

as

nam

e, a

ddre

ss, p

hone

num

ber,

are

you

in s

choo

l?C

an y

ou d

o?

(act

ivity

that

job

requ

ires

)Pr

actic

e m

aint

aini

ng e

ye c

onta

ct.

Cal

l for

app

oint

men

t.

Dis

cuss

goo

d gr

oom

ing

and

its r

elat

ions

hip

tosu

cces

s on

the

job.

Dis

cuss

ple

asan

t dis

posi

tion,

val

ue o

f a s

mile

.

Doi

ng w

hat t

he b

oss

tells

you

.H

ave

stud

ents

inte

ract

in m

ock

wor

ksho

p si

tuat

ion.

Lea

rnin

g to

take

cri

ticis

m. H

elp

stud

ent l

earn

fro

m m

ista

kes.

Vis

it sh

elte

red

wor

kShb

p.H

ave

boss

com

e to

talk

to c

lass

.

Tak

e a

fiel

d tr

ip to

loca

l sup

erm

arke

t.L

earn

nam

es; s

ee h

ow m

any

item

s st

uden

tsca

n na

me

on s

helv

es.

Hav

e ch

ild a

sk s

tore

em

ploy

ee f

or it

em h

e ca

n't f

ind.

Wor

dca

rds

Put o

n L

an',

lear

ning

: p;,

Ii;

,Ias

tev

Car

ds to

rei

nfor

cew

ith ta

pe r

ecor

der

and

tape

Clo

thes

t'n

es if

nee

ded.

If th

ere

is a

pl

qic

in th

e ro

om, a

rran

ge w

ith.

pare

nts

and

so s

tude

nts

mak

e re

alca

lls T

etet

rain

er .P

hone

Co.

Not

e pa

dN

ote:

If p

arch

,w

ish

stud

ents

to ta

ke m

essa

ges,

a sp

ecia

l pad

sho

uld

he s

et u

p sh

owin

g in

-,fo

rma

tior,

.itir

ents

wis

h to

hav

e ta

ken

such

as n

am--

3 ph

one

num

ber.

.Pr

ops

desk

, cT

elep

hone

Tel

etra

iner

Avi

d Fi

lmst

rips

an,

-',...

cord

s on

Job

s, J

obA

ttitu

des

Set u

p m

ock

wor

1;1;

,.,T

able

with

sor

ting.

- M

oilin

g or

cou

ntin

g jo

bse

t-up

Soci

al P

erce

ptua

lT

rain

ing

Kit

for

Con

:,it

y L

ivin

g (E

duca

tiona

lA

ctiv

ities

)

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

ask

bus

driv

er f

or d

irec

tions

Arr

ange

with

bus

com

pany

for

cla

ss to

mee

t bus

dri

ver,

ask

for

dir

ectio

nsto

get

on

righ

t bus

.

ask

polic

eman

for

hel

pH

ave

polic

eman

vis

it ro

om; h

ave

stud

ents

talk

to h

im.

Spin

It

Spee

ch a

nd L

angu

age

Mat

eria

ls, I

nc.

P. O

. Box

721

Tul

sa, O

klah

oma

7410

1

Am

eric

an G

uida

nce

Serv

ices

, Inc

.Pu

blis

hers

Bui

ldin

gC

ircl

e Pi

nes.

Min

neso

ta 5

5014

Bel

l and

How

ell

7100

McC

orm

ick

Roa

dC

hica

go.,

Blin

ois

6064

5

Edu

catio

nal A

ctiv

ities

P. 0

. Box

392

Free

port

, New

Yor

k

Inst

ruct

s) P

rodu

cts

Co.

1635

Nor

th 5

5th

Stre

etPh

ilade

lphi

a, P

enns

ylva

nia

May

's M

usic

Com

pany

514

Cen

tral

S. W

.A

lbuq

uerq

ue, N

ew M

exic

o

Stan

wix

Hou

se30

20 C

hart

ers

Ave

nue

Pitts

burg

h, P

enns

ylva

nia

1520

4

CO

MM

UN

ICA

TIO

N

SUG

GE

STE

D M

AT

ER

IAL

S A

ND

EQ

UIP

ME

NT

Peab

ody

Lan

guag

e D

evel

opm

enta

l Kit,

Lev

els

P. 1

Lan

guag

e M

aste

r

Who

Sai

d It

Ern

est S

iege

l, et

11. (

reco

rds)

Soci

al P

erce

ptua

l Tra

inin

g K

itB

arba

ra E

dmon

son,

et a

l.R

ecor

dR

hyth

ms

and

Song

s fo

r E

xcep

tiona

l Chi

ldre

nR

ecor

dH

appy

Tim

e L

iste

ning

Rec

ord

Lis

teni

ng to

Mr.

Bun

ny B

ig E

ars

Soci

al P

erce

ptua

l Tra

inin

g,fo

r C

omm

unity

Liv

ing

Cut

out

s fo

r ac

ting

Mel

ody

bells

Dru

m

Info

rmal

Dra

mat

ics:

A L

angu

age

AA

ctiv

ity f

or th

e Sp

ecia

l Pup

ilB

arba

ra M

cInt

yre,

Ph.

D.

Wor

d M

akin

g Pr

oduc

tions

Salt

Lak

e C

ity, U

tah

Rev

ised

Wor

d M

akin

g C

ard

Set

Com

mun

icat

ion

Boa

rds

(it n

eces

sary

)Fl

anne

l Boa

rd a

nd f

igur

es (

grou

p an

d in

divi

dual

purc

hase

d or

teac

her-

mad

e)Po

laro

id c

amer

a an

d 'fi

lmG

rafl

ex S

tudy

Mat

ein

divi

dual

film

stri

p vi

ewer

Obj

ects

pur

chas

ed in

loca

l sto

res

or b

roug

ht f

rom

hom

e

Boo

ks a

nd A

rtic

les

Dol

l. E

dgar

A. T

he M

easu

rem

ent *

Soci

al C

ompe

tenc

e.C

ircl

e Pi

nes,

Min

neso

ta: A

mer

ican

Gui

danc

e Se

rvic

es, 1

953

Qun

n, L

loyd

"Pe

abod

y Pi

ctur

e V

ocab

ular

y T

est"

Cir

cle

Pine

s, M

inne

sota

: Am

eric

an G

uida

nce

Serv

ices

Gol

den

Boo

k of

Fin

gerp

lays

and

Act

ion

Rhy

mes

Hom

me,

Llo

yd C

ontin

genC

y M

anag

emen

t in

the

Cla

ssro

om.

Cha

mpa

ign,

Illi

nois

:R

esea

rch

Pres

s; 1

968

Kir

k, S

amue

l and

Kir

k, W

inif

red

The

Illi

nois

Tes

t of

Psyc

holin

guis

tic A

bilit

ies"

Urb

ana,

Illi

nois

: Uni

vers

ity o

f Il

linoi

s Pr

ess

Palo

mar

es, U

val d

o an

d B

esse

ll, H

en:)

, Met

hods

in H

uman

Dev

elop

men

t"Sa

n D

iego

, Cal

ifor

nia:

Hum

an D

evel

opm

ent T

rain

ing

Inst

itute

, 196

0

Patte

rson

, Ger

ald

and

Gul

lion.

NI.

Eliz

abet

h br

ing

With

Chi

ldie

n.C

ham

paig

n, I

llino

is:

Res

earc

h Pr

ess.

196

8

Scot

t, L

ouis

e B

ende

r an

d T

hom

pson

, J. J

. Rhy

mes

for

Fin

gers

and

nan

nelb

oard

s:N

ew Y

ork,

New

Yor

k: W

ebst

er D

ivis

ion.

McG

raw

-Hill

, 196

0

Mol

loy,

Jul

ia 'T

rain

able

Chi

ldre

nN

ew Y

ork,

New

Yor

k: T

he J

ohn

Day

Com

pany

, 196

3

Edu

catio

nal R

ecor

d Sa

les

157

Cha

mbe

rs S

tree

tN

ew Y

ork,

New

Yor

k 10

007

Cla

ssro

om R

hyth

ms

Ani

ma!

Rhy

thm

sM

achi

ne R

hyth

ms

LA

NG

UA

GE

DE

VE

LO

PME

NT

SE

RIE

S

NO

. 1: P

RE

POSI

TIO

NS

The

Spe

cial

Edu

catio

n M

ater

ials

Cen

ter

1420

Edi

th N

. E.

Alb

uque

rque

, New

Mex

ico

Jane

Blu

men

feld

and

Bev

erly

Vog

el

Lan

guag

e D

evel

opm

ent

A C

oope

rativ

e Pr

ogra

m o

f th

eU

nive

rsity

of

New

Mex

ico

and

the

Alb

uque

rque

Pub

lic S

choo

ls

Tod

ay w

e he

ar a

gre

at d

eal a

bout

com

mun

icat

ion.

Are

we

liste

ning

whe

n so

meo

ne te

lls u

s so

met

hing

? A

re w

e ab

le to

res

pond

in a

mea

ning

ful w

ay to

wha

t has

bee

n sa

id?

Com

mun

icat

ion

invo

lves

sen

sitiv

ity b

etw

een

part

icip

ants

, and

it a

lso

invo

lves

unde

rsta

ndin

g of

wha

t is

bein

g sa

id s

o th

at p

rope

r re

spon

se m

ay b

e gi

ven.

Mis

unde

rsta

ndin

gs o

ften

occ

ur b

ecau

se c

once

pts

are

bein

g us

ed in

dif

fere

nt w

ays

with

dif

fere

nt m

eani

ngs

give

n to

them

. For

this

rea

son,

lang

uage

dev

elop

men

tan

impo

rtan

t rol

e in

the

art o

f co

mm

unic

atio

n.

The

re a

re th

ree

gene

ral a

spec

ts o

f la

ngua

ge d

evel

opm

ent w

hich

are

usu

ally

con

side

red:

nam

ely,

art

icul

atio

n or

the

abili

ty to

form

the

phon

emes

of

a la

ngua

ge c

orre

ctly

; con

cept

dev

elop

men

t or

the

build

ing

of a

voc

abul

ary

in th

e la

ngua

ge; a

ndst

ruct

ure

of la

ngua

ge o

r th

e kn

owle

dge

of h

ow to

use

the

wor

ds in

a m

eani

ngfu

l way

.

The

Spe

cial

Edu

catio

n M

ater

ials

Cen

ter

is c

once

rned

with

eac

h on

e of

thes

e as

pect

s of

lang

uage

dev

elop

men

t and

hop

es to

prod

uce

seve

ral b

ookl

ets

whi

ch w

ill b

e he

lpfu

l to

the

clas

sroo

m te

ache

r in

pla

nnin

g th

e la

ngua

ge p

rogr

am. T

he p

rese

ntpu

blic

atio

n is

the

firs

t in

the

SEM

C's

Lan

guag

e D

evel

opm

ent S

erie

s. I

t rel

ates

spe

cifi

cally

to c

once

pt d

evel

opm

ent a

nd th

est

ruct

ure

of la

ngua

ge in

the

som

ewha

t am

bigu

ous

area

of

prep

ositi

ons.

It g

rew

out

of

need

in th

e Sp

ecia

l Edu

catio

n cl

assr

oom

for

grea

ter

unde

rsta

ndin

g of

pre

posi

tions

and

how

to u

se th

em.

I.Pr

epos

ition

s

Eng

lish

Span

ish

Eng

lish

Span

ish

for

para

betw

een

entr

ein

enbe

hind

detr

ason

sobr

e, e

nbe

fore

dela

nte

in f

ront

of

en f

rent

eam

ong

entr

ebe

side

at la

dow

ithco

nup do

wn

arri

baab

ajo

toa

SUG

GE

STE

D W

AY

S T

O M

AK

E T

HE

PR

EPO

SIT

ION

CA

RD

S M

OR

E U

SEFU

L

--Fo

r ea

sier

han

dlin

g an

d st

orag

e, th

e pr

epos

ition

car

ds c

ome

toyo

u 'w

ith h

oles

pun

ched

in th

em. T

hey

may

be

take

n ou

t of

the

enve

lope

in.w

hich

they

arr

ived

and

pla

ced

in a

loos

elea

f no

tebo

ok. H

opef

ully

, fut

ure

Lan

guag

e D

evel

opm

ent S

erie

s w

illco

me

in th

e sa

me

form

, rea

dy f

or in

clus

ion

in y

our

note

book

.

iYou

may

wis

h to

mou

nt th

e se

ries

on

card

boar

d fo

r fu

rthe

r du

rabi

lity.

Any

kin

d of

car

dboa

rd w

ill d

o, b

ut s

hirt

car

dboa

rdm

ay b

e th

e ch

eape

st a

nd m

ost r

eadi

ly a

vaila

ble.

If

you

like,

you

can

pun

ch h

oles

in th

e ca

rdbo

ard

and

use

both

car

dboa

rdan

d no

tebo

ok. C

ards

may

then

be

lam

inat

ed.

Exp

erie

nce

has

show

n th

at th

e ca

rds

wor

k be

tter

if th

e do

g in

the

pict

ure

card

s an

d th

e le

tters

in th

e w

ord

card

sar

eM

Ico

lor.

Perh

aps

you

can

find

tim

e to

add

the

colo

r yo

urse

lf s

ince

pri

ntin

g co

sts

prev

ente

d ou

r ad

ding

it. A

mar

king

pen

is u

sefu

l for

this

,pur

pose

, alth

ough

cra

yon

will

do.

The

dog

mig

ht b

e or

ange

or

brow

n. T

he w

ords

may

be

any

brig

ht c

olor

_

II.

Sugg

este

d L

esso

ns

Firs

t les

sons

with

the

use

of p

repo

sitio

ns s

houl

d be

with

act

ual o

bjec

ts. A

plan

for

teac

hing

con

cept

s in

and

On

is p

rese

nted

belo

w. I

t sho

uld

be r

emem

bere

d th

an in

.Spa

nish

the

wor

d E

nm

ay m

ean

eith

er in

or

on a

nd th

e cl

ues

to th

e sp

eake

r an

dlis

tene

r ar

c co

ntex

tual

. The

re a

re tw

o w

ords

whi

chth

ey m

ust l

earn

to u

se p

rope

rly

for

the

sing

le c

once

pt E

n.

SAM

PLE

LE

SSO

NS

111-

11-O

n

In Mat

eria

lsre

frig

erat

or c

arto

n la

rge

enou

gh f

or c

hild

to g

et in

to; s

tool

or

larg

e bl

ock

need

edsm

all b

ox w

ith s

ever

al s

mal

l toy

s in

it:

pigg

y ba

nk p

ictu

res,

pre

fera

bly

hum

orou

s,de

mon

suat

ing

conc

epts

Proc

edur

eH

ave

a ch

ild g

et in

the

box.

Whi

le h

e is

in th

e bo

x th

e te

ache

r is

say

ing

"Ala

n is

inth

e bo

x."

"Whe

re is

Ala

n?"

"He

is in

the

box.

" T

he te

ache

rde

scri

bes

each

chi

ld's

act

ions

, som

etim

es s

hew

ill g

et a

n an

swer

tohe

r qu

estio

n, if

not

, she

sho

uld

answ

er it

her

self

with

out i

nsis

ting

that

the

child

ren

doso

. The

chi

ld f

eels

wha

t in

mea

ns.

ON

From

the

gros

s in

volv

eMen

t in

the

conc

ept,

the

child

pro

ceed

s to

a g

ener

aliz

ing

of th

eco

ncep

t to

anyt

hing

that

is in

som

ethi

ng e

lse.

Thi

s is

don

eth

roug

h th

e us

e of

the

smal

l box

with

toys

and

with

any

oth

er o

bjec

tsth

at a

re r

eadi

ly a

vaila

ble

in th

ecl

assr

oom

. The

teac

her

shou

ld a

lway

s be

on th

e al

ert t

o us

e ob

ject

s in

the

child

's e

xper

ienc

e. I

mag

inat

ion

and

crea

tive

thou

ght a

re r

equi

rem

ents

her

eas

in a

ll te

achi

ng. F

rom

act

ual

obje

cts

the

teac

her

proc

eeds

to p

ictu

res.

If

she

is a

n ar

tist,

she

is in

! If

not

, she

sho

uld

try

to f

ind

inte

rc-t

ing

and

hum

orou

s pi

ctur

es if

pos

sibl

e.A

gain

ther

e is

muc

h di

scus

sion

of

in in

term

s of

sel

f ta

lk o

r pa

ralle

l tal

kon

the

part

of

the

teac

her.

Tha

t is,

she

fir

stde

scri

bes

the

pict

ure

hers

elf,

ask

s qu

estio

ns a

ndm

,re

ceiv

eso

me

answ

ers.

A g

ood

deal

of

vari

ety

is n

eede

dbe

caus

e re

petit

ion

is im

port

ant a

nd v

arie

tyke

eps

the

repe

titio

n fr

ombe

com

ing

bori

ng. T

he te

ache

rca

n m

ake

an "

IN B

OO

K"

of p

ictu

res

cont

aini

ngpi

ctur

es o

f th

e co

ncep

t.

Con

vers

atio

nin

pla

ying

and

wor

king

with

the

child

ren,

teac

her

and

aide

sho

uld

be o

n th

e al

ert

to u

seco

ncep

ts d

urin

g no

rmal

cla

ssro

om c

onif

ersa

tion.

Gam

es .L

1. S

et u

p a

num

ber

of in

situ

atio

ns. O

nepe

rson

is "

it" a

nd p

lace

s hi

mse

lf o

r so

met

hing

inso

met

hing

. The

,won

who

des

crib

es w

hat

he is

doi

ng g

ets

to d

o so

met

hing

. 2. "

Wha

tis

in m

y ha

nd?"

"Whi

ch h

and

is it

,in?

"

Act

iviti

esA

boo

klet

can

be

mad

e on

all

conc

epts

so

that

chi

ld c

an ta

ke th

is h

ome

to r

einf

orce

mem

ory

ofth

em. P

aren

ts s

houl

d be

ale

rted

as to

wha

t the

boo

k is

abo

ut a

nd h

ow to

use

it.

Hav

e ea

ch c

hild

get

on

the

stoo

lor

blo

ck. D

escr

ibe

his

actio

ns. D

o th

e sa

me

with

"oth

er o

bjec

ts a

roun

d th

ero

om. B

e su

re th

at y

ou d

escr

ibe

wha

t eac

h ch

ild is

doin

g_ a

nd th

en a

sk w

hat h

e is

doi

ng. W

hoev

eran

swer

sth

e qu

estio

n an

d in

wha

teve

rw

ay a

s lo

ng a

s he

indi

cate

s so

nic

idea

of

the

conc

ept

on s

houl

d be

pos

itive

lyre

info

rced

with

"G

ood

boy"

, or

wha

teve

r ot

her

com

men

t the

teac

her

wis

hes

tous

e. in

gen

eral

, the

sech

ildre

n ar

e so

eag

er to

lear

n ab

out

new

thin

gs th

at th

ere

shou

ld b

e no

nee

d fo

r ex

trin

sic.

rein

forc

emen

t

such

asc

M a

nd M

s. I

mag

inat

ive

and

inte

rest

ing

pres

enta

tions

will

incr

ease

the

child

's a

ttent

ion

to th

e ta

sk:

Aft

er g

ross

invo

lvem

ent w

ith th

e co

ncep

t, ha

ve a

num

ber

of s

mal

l ite

ms

that

the

child

pLce

On

a bo

x or

othe

r ob

ject

, A n

umbe

r of

inte

rest

ing

pict

ures

can

be

pres

ente

d fo

r th

e ch

ild to

des

crib

e as

he

wis

h4s.

If

teac

her

does

not

get

goo

d re

spon

se s

he s

houl

d m

ake

one

hers

elf

with

o,..t

com

men

t. C

ontin

ual p

oSiti

vere

info

rcem

ent o

f w

hate

ver

resp

onse

" th

e ch

ildre

n do

mak

e se

ems

to p

ay o

ff b

ette

r th

an tr

ying

to f

orce

are

spon

se.

Con

vers

atio

nte

ache

r an

d ai

de s

houl

d be

on

the

aler

t to

use

the

conc

ept.

in th

e cl

assr

oom

and

wat

ch f

orop

port

uniti

es to

sup

port

the

child

's n

atur

al u

se o

f th

e co

ncep

t.G

ames

teac

her-

mad

e ga

mes

suc

h as

"i s

ee s

omet

hing

big

on

the

tabl

e."

(blo

ck o

r ot

her

obje

cav

ing

been

plac

ed th

ere

) "W

hat i

s it?

" an

swer

s sh

ould

be

expa

nded

as

"I s

ee a

blo

ck o

n th

e ta

ble.

"A

ctiv

ities

"On

Boo

k" in

divi

dual

boo

ks, c

hild

ren

can

mak

e bu

lletin

boa

rd w

ith p

ictu

res

of c

once

pt I

Nan

d O

N.

Five

or

Oth

er N

umbe

r C

once

pt

Mat

eria

lsac

tual

ly a

nyth

ing

that

ena

bles

teac

her

to p

rese

nt ,h

e co

ncep

t con

cret

ely.

is a

ll ri

gliL

Alc

aila

teri

als

used

inne

eded

this

pre

sent

atio

n w

ere

"Fiv

er li

ttle

chic

kens

pla

ced

in a

sm

all g

lass

con

tain

er.

Tap

e re

cord

erPi

ctur

esN

late

rial

to m

ake

"fiv

e" p

ictu

res

Cla

y

Proc

edur

eA

sk th

e ch

ildre

n to

gue

ss w

hat i

s in

the

jar

ey c

an s

ee s

omet

hing

col

ored

but

can

not s

ee a

ny f

orm

. Tak

ech

icke

ns o

ut o

ne b

y on

e an

d lin

e th

em u

p. C

ount

t u

cl-k

keri

s, h

ave

the

child

ren

coun

t with

you

in u

niso

n.D

o th

e sa

me

with

any

num

ber

of o

ther

item

s. L

et c

hild

ren

ll'ol

d_fi

ve th

ings

and

cou

nt th

em.

If y

ou h

ave

a ta

pe r

ecor

der,

any

of

the

sess

ions

can

be

reco

rded

for

inst

ant p

lay-

back

. The

chi

ldre

n lik

e to

hear

them

selv

es a

nd th

is is

one

way

to e

ncou

rage

indi

vidu

al c

ount

ing

and

gene

ral

_.

Pict

ures

with

live

thin

gs in

them

, as

muc

h va

riet

y as

pos

sibl

e sh

ould

be

avai

labl

e to

the

teac

her.

Chi

ldre

nca

n m

ake

own

pict

ure

to p

ut in

thei

r bo

oks.

Con

vers

atio

nm

any

in th

is g

roup

are

fiv

e ye

ars

old

whi

ch c

an h

` di

scus

sed.

Cha

irs,

toys

ari

d ot

her

thin

gsar

ound

the

room

can

be

put i

n gr

oups

of

five

. Tea

cher

can

use

this

at

and

snac

k tim

es a

lso.

Gam

esm

usic

al c

hair

s w

ith f

ive

chai

rs a

nd li

ve c

hild

ren

to s

tart

with

. "H

ow m

any

do y

ou s

ee?"

alte

rnat

eon

e an

d tw

o th

ings

with

fiv

e th

ings

; ask

chi

ldre

n to

tell

how

man

y th

ey s

ee.

Act

iviti

es .m

ake

piot

ure.

as n

oted

abo

ve. M

ake

thin

gs w

ith p

lay

dk:u

gh o

r cl

ay f

or c

hild

ren

to ta

ke h

ome

toco

up t.

Har

d an

d S

oft

Har

d

Mat

eria

lsne

eded

met

al tr

uck,

mar

bles

, any

har

d to

ys, s

mal

l roc

ks, e

tc. P

oste

r m

ade

ofha

rd a

nd s

tilt t

hing

sth

e on

e us

e: in

this

pro

gram

was

a "

Har

d an

d S

oft B

ird"

mad

e of

pin

s, n

ails

,bu

ttons

, cot

ton,

feat

hers

and

sof

t mat

eria

l.P

ictu

res

of c

ards

, pla

nes,

and

oth

er th

ings

that

feel

har

d. R

ocks

,bu

ttons

, cot

ton

and

clot

h to

mak

e a

hard

and

soft

pict

ure.

Pro

cedu

rere

view

wha

t fin

gers

do

from

bod

y im

age

prog

ram

T c

hild

ren

dono

t.hav

eth

is b

ackg

roun

d, d

evel

op a

shO

rtle

sson

-on

how

our

fing

ers

can

tell

us th

ings

. How

we

know

wha

t obj

ects

feel

like

: One

way

to d

o th

is is

topl

ay `

-"S

eein

g w

ith o

ur fi

nger

s."

In th

is g

ame

seve

ral o

bjec

tsar

e sh

own

to th

e ch

ild,"

then

he

is b

lindf

olde

dan

d ha

nded

one

of th

e ob

ject

s to

gue

ss w

hat i

t is

by fe

elin

git.

Afte

r th

e ch

ildre

.n b

ecom

e pr

ofic

ient

at t

his

they

can

be

give

n an

unk

now

n ob

ject

and

.ask

edto

gue

ss w

hat i

tis

. Whe

n th

e te

ache

r is

sur

e th

at th

ech

ildre

n re

mem

ber

or h

ave

deV

elop

ed a

n un

ders

tand

ing

of th

eco

ncep

t of f

eel,

she

pres

ents

the.

obje

cts

repr

esen

ting

the

conc

ept h

ard.

She

mak

es u

p si

mpl

e se

nten

ces

such

as "

The

ric

k fe

els

hard

." "

How

doe

sth

e ro

ck fe

el?"

. Aga

in s

he s

houl

d an

swer

her

self

until

the

child

ren

star

t ans

i, lg

. spo

ntan

eous

ly. B

y th

istim

e sp

onta

neou

s re

spon

ses

shou

ld b

e co

min

g re

gula

rly b

utno

t nec

essa

rily

from

all

the

child

ren.

The

latte

rm

ay n

eed

mor

e in

divi

dual

hel

p in

inte

rnal

isin

g th

e co

ncep

t and

sho

uld

be n

oted

by

the

teac

her

and

aide

.

Use

all

conc

rete

exa

mpl

es th

at c

an b

e fo

und.

Pre

sent

pic

ture

s of

anim

als,

car

s, b

lock

s, e

tc. A

sk c

hild

ren

to-

fell

you

the

ones

that

will

feel

har

d.

Sof

t

Mat

eria

lsco

tton,

sof

t mat

eria

l, fe

athe

rs, p

illow

s, a

nyth

ing

that

feel

s'so

ftne

eded

Pic

ture

s, p

oste

rs, m

ater

ials

to m

ake

colla

ge

Pro

cedu

resa

me

as fo

r ha

rd, e

licit

resp

onse

s w

here

pos

sibl

e, a

fter

wor

d is

lear

ned,

com

pare

har

d an

d so

ft.LO

ok a

t har

d an

d so

ft ite

ms,

feel

them

, tel

l wha

t the

y fe

ellik

e. T

hese

item

s sh

ould

be

left

on ta

ble

for

child

ren

to w

ork

with

them

selv

es la

ter

on.

The

teac

her

repo

rts

that

a g

ood

deal

of h

andl

ing

of o

bjec

ts le

ftby

the

inst

iuct

or h

as o

ccur

red

and

that

con

vers

atio

nsgo

on

abou

t the

m.

Pos

ter

conc

erne

d w

ith h

ard

and

soft

also

mak

es g

ood

grou

p or

indi

vidu

al c

onve

rsat

ion

piec

e. If

pre

ttyfe

athe

rs a

nd o

ther

inte

rest

ing

hard

and

sof

t ite

ms

are

plac

edon

it, i

t can

be

pres

ente

d to

the

grou

p an

d ha

vech

ildre

n te

ll w

hich

par

t is

hard

, whi

ch s

oft.

Gam

esbl

indf

old.

and

giv

e so

me

item

to c

hild

.whi

ch is

har

dor

soft,

hav

e hi

m g

uess

whi

ch it

is. S

ee w

hoca

nna

me

the-

mos

tha

rd th

ings

in th

e ro

om; s

ame

for

soft

thin

gs.

Act

iviti

esus

ing

rock

s,-b

utto

ns, c

otto

n, m

ater

ial a

nd a

ny o

ther

item

s th

e te

ache

r ha

sbe

en a

ble

to a

cqui

re.

t chi

ldre

n m

ake

colla

ge w

ith c

rayo

ns, p

aint

s, e

tc.,

and

hard

and

sof

t ite

ms.

Tea

cher

s, a

s al

way

s, w

ill a

dapt

this

less

on p

lan

to th

eir

own

clas

sroo

m r

athe

r th

an u

sing

it in

a ri

gid

man

ner.

Sim

ilar

plan

s m

ay b

e de

velo

ped

for

each

con

cept

; act

iviti

es m

ay b

e ch

ange

das

the

age

and

abili

ty le

vel o

f-c

lass

es c

hang

e.

Res

earc

h on

lear

ning

pat

tern

s of

the

slow

or

reta

rded

stu

dent

indi

cate

s th

at p

ictu

res

do r

einf

orce

the

lear

ning

of

conc

epts

for

thes

e ch

ildre

n ev

en m

ore

than

for

the

child

with

nor

mal

inte

llige

nce.

The

teac

her

isur

ged

to s

uppl

emen

t the

pic

ture

4 pr

esen

ted

in th

is b

ookl

et w

ith o

ther

s w

hich

she

mak

es h

erse

lf o

r fi

nds

inm

agaz

ines

.

If y

ou w

ish

furt

her

help

with

lang

uage

dev

elop

men

t in

your

cla

ssro

om, p

leas

e co

me

to th

e SE

MC

to b

row

seth

roug

h th

e m

ater

ials

whi

ch w

e ha

ve a

vaila

ble.

The

y ar

e th

ere

for

you

to b

orro

w. O

ur c

onsu

ltant

s ar

eav

aila

ble

for

disc

ussi

ons

on c

urri

culu

m d

evel

opm

ent o

r fo

r co

nstr

uctio

n of

mat

eria

ls f

or c

lass

room

use

.

- 591

- 99I

L9I -

I

cht)--,

I

1

a

'p.r--

t--

-

-

6l| -

i

Z8I -

- £81 -

7. rTh,

'' 4 ) f ",,

/............"/ ---- -`^.----_......., ...--..... \............."-'''..

.'

/~\ //," s

-- ^-.N.....1

r 1

\ i ,

-- 581 -

/

C---00--.

i

I

- 06;-

I6I -

A- 1

ee. I "---

e"

IY,*. , ,

'

A e_ft ;

r

°

_

^ ..m"1,

,

Ii , . ,q1't ALM te4

FUN

C :J

NIA

L 'A

CA

DE

MIC

SK

ILL

S.0

The

Fun

ctio

nal A

cade

inie

Kno

wle

dge

Skill

Are

a is

a c

ontr

over

sial

one

in th

e tr

aini

ng o

f th

e T

MH

. It h

as lo

ng b

een

the

opin

ion

of m

any

educ

ator

s th

at th

e T

MH

Tra

inin

g Pr

ogra

m m

ust b

elim

ited

toon

e of

sur

viva

l lea

rnin

gsrt

eces

sary

for

fut

ure

inst

itutio

nal,

plac

emen

t or

shel

tere

d liv

ing.

How

ever

, som

e T

MH

per

sons

hav

e sh

own

the

abili

ty to

acq

uire

lim

ited

acad

emic

skill

s...w

hich

hav

e be

en u

sefu

l and

sat

isfy

ing

to th

em. T

he a

utho

rs f

eel t

hat t

his

skill

are

a sh

ould

be

a pa

rt o

f an

y T

MH

prog

ram

.

;.

In th

is C

urri

culu

m G

uide

, the

Fun

ctio

nal A

cade

mic

KnO

wle

dge

Are

a in

clud

es r

eadi

ng, p

enm

ansh

ip a

nd n

umbe

r ex

peri

ence

sas

nee

ded

by th

e in

divi

dual

to p

artic

ipat

e in

a h

appi

er_a

nd s

afer

hom

e an

d_ c

omm

unity

and

to w

ork

in a

she

ltere

d w

orks

hop

or a

ctiv

ity c

ente

r. W

hile

the

area

of

read

ing

cann

ot b

e co

nsid

ered

the

mos

t im

port

ant,

it is

pro

babl

y th

e ar

ea m

ost u

sed

and

mos

t abu

sed.

i.Sin

ce it

is g

ener

ally

' acc

epte

d th

at c

hild

ren

with

an

I.Q

. bel

ow 5

5 w

ill n

ot r

ead

read

ily, t

he a

utho

rs b

elie

ve th

atre

adin

g ac

tiviti

es s

houl

d be

lim

ited

to n

ames

, dir

ectio

ns, a

ndla

bels

whi

ch h

ave

mea

ning

and

pra

ctic

al v

alue

to th

e st

uden

ts.

NuM

erou

s op

port

uniti

es m

ust b

e pr

ovid

ed s

o an

indi

vidu

al c

an a

chie

ve th

e de

gree

of

"rea

ding

" of

whi

ch h

e is

cap

able

.In

som

e,ra

re in

stan

ces,

old

er tr

aina

bles

, who

hav

e re

ache

d th

eir

optim

um m

enta

l Mat

urity

and

hav

e be

entr

aine

diii

an

exce

ptio

nal p

rogr

am f

or m

any

'yea

rs; m

ay r

ead

a fe

w w

ords

or

sent

ence

s. I

t is

com

mon

for

som

e st

uden

tsto

mem

oriz

e_ w

ords

or s

tori

es a

nd r

ecite

them

with

ver

y lit

tle u

nder

stan

ding

. How

ever

, if

a ch

ild b

egin

s to

rea

d w

ords

or

sent

ence

s w

ith.c

ompr

ehen

sion

, a c

ompi

ete

re-e

valu

atio

n sh

ould

be

requ

este

d to

det

erm

ine

if th

e st

uden

t has

bee

npl

aced

in th

e w

rong

prog

ram

..

.'

..

..

..

,.\

.,

,.

Alth

ough

wri

ting

man

y nu

mbe

r sk

ills

may

be

beyo

nd th

e ca

pabi

lity.

lim

itS. o

f m

o'r

of th

ese

stud

ents

, lea

rnin

gop

port

imiti

eS m

ust b

e pr

ovid

ed to

dev

elop

som

e lim

ited

skill

s w

hich

may

be

help

ful-

to th

erh.

he. a

utho

r's a

gree

. tha

t wri

ting

Wor

ds o

ther

than

nam

e, a

ddre

ss a

nd p

ertin

ent i

nfor

mat

ion

need

ed f

or e

mpl

oym

ent

very

lim

ited

valu

e. A

t the

sam

e tim

e,w

e be

lieve

- th

at a

ny n

umbe

r le

arni

ng th

e T

MH

can

ach

ieve

is v

alua

ble,

but

they

do

not a

dvoc

ate.

the

teac

hing

- of

num

bers

whi

ch th

e ch

ild c

anno

t und

erst

and

or u

se. T

he s

choo

l env

iron

men

t, w

hich

is th

e id

eal.p

lace

to te

ach

skill

s fo

r da

ilyliv

ing,

no,

mus

tt b

ea

"Wri

ting'

and

Num

ber

Fact

ory"

mer

ely

to s

atis

fy a

few

par

ents

who

insi

st o

n tr

aditi

onal

aca

dem

ic tr

aini

ngfo

r th

eir

ycrs

.

Such

act

iviti

es a

s th

ese

desc

ribe

d in

the

Gui

de, m

ust b

e ta

ught

in a

rel

dxed

, but

str

uctu

ral,

clas

sroo

ni a

tmos

pher

e in

whi

ch th

e.st

uden

t:fee

ls f

ree

to p

artic

ipat

e: T

he te

ache

r m

ust b

ear

in m

ind

that

man

y di

scip

line

prob

lem

sar

e ca

used

by

activ

ities

inW

hich

the

TM

H c

hild

ren

cann

ot s

ucce

ed o

r ca

nnot

und

erst

and.

Rat

her

than

;for

ce a

chi

ld to

par

ticip

ate

in s

omet

hing

that

has

.

no m

eani

ngfo

rhim

, it i

sbet

ter

to f

orge

t the

"ac

adem

ics"

and

con

cent

rate

on p

erso

nal s

killi

or

soci

al c

ompe

tenc

ies

heed

ed to

mak

e hi

m a

mor

e ad

equa

te in

divi

dual

in h

ispo

st-s

choo

l env

iron

men

t.

Skill

Are

aFu

nctio

nal A

cade

mic

LeV

elPr

imar

y

Beh

avio

ral O

bjec

tives

Rec

eptiv

e an

d E

xpre

ssiv

e. L

angu

age

Nam

ing

The

chi

ld w

ills

be a

ble

to:

use

corr

ect n

ames

for

per

sons

and

obje

cts

in s

choo

l and

hom

e en

viro

nmen

t

give

his

fir

st a

nd la

stna

me

nam

e fa

mily

mem

bers

:m

othe

r, f

athe

r, s

iste

r,et

c.

Kno

wle

dge

Act

iviti

es

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

fath

erm

othe

rsi

ster

brot

her

.

baby

past

e

hom

efa

mily

penc

ilpa

per

desk

cook

pain

tssc

isso

rs(R

evie

w C

omm

unic

atio

n

scho

olcr

ayon

scr

ayol

aste

ache

rta

ble

Cha

irfi

rst a

nd la

st n

ame

Skill

Are

a fo

r su

gges

tionS

prin

cipa

lci

gar

box

scho

ol n

urse

cust

odia

nse

cret

ary

pain

t bru

shes

;

in s

peec

h de

velo

pmen

t.)

194

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Act

ual o

bjec

ts a

nd p

erso

ns w

hene

ver

poss

ible

..

'Cir

cle

gam

es f

or a

ll-st

uden

ts.

'Fi

rst n

ame

card

for

eac

h ch

ild.

Mak

e fi

rst n

ame

card

s fo

r' :e

ach

child

.H

old

up c

ard

and

ask,

"W

hose

nam

eis

this

?"..

Whe

nith

ild r

espo

nds,

let h

im h

old

card

.Pu

t all

stud

ent n

ame

card

s in

car

d po

cket

s.C

all e

ach

child

and

let h

im f

ind

Car

d. p

ocke

tsan

d ho

ld h

is. n

ame

card

.Pu

t chi

ld's

nam

ecar

d at

des

k or

tabl

e w

here

you

wan

t him

to s

it.(T

ape

the

Nam

e ca

rdca

rd to

the

tabl

e) L

et h

im f

ind

his

nam

e. W

hen

child

has

lear

ned

to r

ecog

nize

Tap

ehi

s fi

rst n

ame,

pla

y so

me

gam

es w

ith f

lash

car

ds w

ith f

irst

and

last

nam

es.

Firs

t and

last

nam

es f

lash

car

ds(S

ee S

ocia

l Ski

lls A

ctiv

ities

)

Use

woo

den

fam

ily f

or id

entif

icat

ion.

Use

sim

ple

com

man

d:. "

John

, ple

ase

find

the

fath

er, e

tc."

.

Col

lect

col

orfu

l pic

ture

s sh

owin

g fa

mily

fun

.'-S

ay, "

Who

is th

row

ing

the

ball?

" .e

tc.

Woo

den

Fam

ilyJu

dy ,C

ompa

nyC

olor

ful p

ictu

res

of f

amily

fun

Loc

ate

a. f

amily

set

whi

ch c

an s

it, s

tand

, etc

: ;Se

tup

the

doll

hous

e w

ithD

oll h

ouse

with

fur

nitu

refu

rnitu

re a

nd e

ncou

rage

, the

stu

dent

s to

pla

y w

ith th

e fa

mily

.L

iste

n to

the

Fam

ily w

hich

can

sit,

sta

nd, e

tc.

child

's p

lay

voca

bula

ry to

lear

n hi

s vo

cabu

lary

nee

ds.

Lea

rn th

e Fa

mily

Fin

gerp

lays

.R

hym

es f

or F

inge

rs a

nd F

lann

elbo

ard

pp:7

8-86

'Beh

avio

ral O

bjec

tives

'

iden

tify

obje

cts

and

pers

ons

in h

ome

envi

ronm

ent

:iden

tify

Ow

n st

reet

sign

with

hel

p

iden

tify

pers

ons

and

obje

cts

in s

choo

l

.Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

'Ass

ocia

te n

ames

With

peo

ple.

Ask

par

ents

to s

uppl

y pi

ctur

es o

f al

l fam

ilym

embe

rs o

r m

ake

a ho

me

call

and

take

inst

ant-

type

pic

ture

s of

eac

h fa

mily

mem

ber.

Mak

e "F

amily

Boo

k,"

past

ing

pict

ures

of

one

faM

ily o

n ea

ch p

age.

Cov

er th

epi

kes

with

cle

ar p

last

ic a

nd li

brar

y ta

pe s

o th

e bo

oks

can

be h

andl

ed b

yst

uden

t to

find

his

fam

ily in

the

book

. Let

him

iden

tify

each

per

son

by n

aive

.M

ake

anot

her

fam

ily b

ook

usin

g pi

ctur

es f

rom

mag

azin

es o

r dr

awin

gs b

yst

uden

ts. H

ave

one

page

for

eac

h fa

mily

mem

ber

show

ing

wha

t he

'doe

s ea

chda

y. S

hOw

you

r bo

ok to

the

clas

s id

entif

ying

eac

h fa

mily

mem

ber

and

telli

ngw

hat h

e do

es.

/Id

entif

y ob

ject

s, in

roo

m th

at a

re f

ound

at h

ome

by G

uess

ing

Gam

es.

Find

piC

ture

s O

f ob

ject

s yo

u ha

ve a

t-ho

me.

..

..

,Mak

e so

me

city

str

eets

with

bla

Ck

or b

row

n co

nstr

uctio

n pa

per

on a

larg

eta

ble.

Mak

e sm

all s

tree

t sig

ns'fo

r ea

ch s

tude

nts'

s ho

me

addr

ess.

Atta

chst

reet

sig

ns to

sm

all s

tick

whi

ch h

as b

een

stuc

k in

mod

elin

g cl

ay.''

Let

each

chi

ld ta

ke a

toy

car

or tr

uck

and

driv

e to

his

str

eet s

ign.

Rep

eat t

hena

mec

of th

e st

reet

sig

n.

Mak

e bu

lletin

boa

rd w

ith p

ictu

res

of p

rinc

ipal

, sec

reta

ry, a

ide,

nur

se,

cust

odia

n., c

ook'

s an

d an

y te

ache

rs th

e st

uden

ts m

ay c

onta

ct.

Play

"Fi

nd th

e'"

on th

e bu

l:Ain

boa

rd. I

dent

ify

the

pers

on,w

ithhi

s jo

b., A

Sk p

erso

ns (

who

se p

ictu

res

are

on b

ulle

tin b

oard

) to

vis

it cl

ass-

room

so

stud

ents

can

bec

ome

acqu

aint

ed w

ith th

em.'

Rea

d st

orie

s ab

out s

choo

i per

sonn

el. A

sk, "

Wha

t is

his

'nam

e?"

Pret

end

you

are

one,

of

the

scho

ol p

erso

nnel

. Sho

w w

hat y

ou w

ould

do,

.T

ell

wha

t you

r na

me

is (

sam

e as

per

son

you

are

pret

e-qd

mg

to b

e). T

our

the

scho

ol p

lant

and

see

whe

re e

ach

pers

on (

on b

ulle

tin b

oard

) w

orks

.D

raw

pic

ture

s O

f pe

rson

s an

d th

ings

you

saw

on

the

tour

.M

ake

a sc

hool

boo

k. D

raw

a p

ictu

re o

f,ea

ch p

erso

n (f

rom

bul

letin

boa

rd)

wor

king

.-

Stap

le b

ook'

toge

ther

to ta

ke h

ome

to s

how

par

ents

. Tea

cher

may

wri

te' p

erso

n's.

nam

e at

top

of p

age

so p

aren

ts c

an e

ndou

rage

use

of

nam

es a

tho

me.

..-

Play

iden

tific

atiO

n ga

me

with

obj

ects

. Say

, "Fi

nd th

e ta

ble

"or,

"W

hafh

asfo

ur le

gs?"

.;

Find

pic

ture

s of

obj

ects

in c

lass

room

.

Mak

e ch

arts

sho

win

g ob

ject

s w

hich

you

may

wis

h to

use

in te

achi

ng.

t-ty

pe c

amer

aPi

ctur

e of

eac

h fa

mily

mem

ber

Pape

r, c

lear

pla

stic

, lib

rary

tape

, pic

turd

s O

f ea

chfa

mily

mem

ber

Pict

ures

Dra

win

gsPa

per

Obj

ects

fou

nd in

hom

ePi

ctur

es o

f ho

me

obje

cts

Stre

ets

from

.bla

ck o

r br

own

pape

rSt

reet

sig

ns f

or s

tude

nt's

hom

e ad

dreS

sPo

psic

le o

r ic

e cr

eam

stic

ksM

odel

ing

clay

Smal

l car

or

truc

k

Not

e:M

ake

pict

ures

with

inst

ant t

ype

cam

era

Pict

ures

of

scho

ol p

erso

nnel

Stor

ies

of s

choo

l Per

sonn

el

Tou

r of

sch

ool p

lant

Pape

r, c

rayo

las

Scho

ol b

ook

Stud

ent's

dra

win

gs

Obj

ects

in c

lass

room

Pict

ures

of

clas

sroo

m o

bjec

ts

Cha

rts

with

rea

l obj

ects

or

pict

ures

of

clas

sroo

mob

ject

s

)95

Beh

avio

ral O

bjec

tives

Act

iviti

es

Follo

win

g C

omm

ands

The

chi

ld w

ill b

e ab

le to

:lis

ten

to a

nd r

espo

ndto

sim

ple

com

man

ds

Res

pond

to A

ctio

n W

ords

Die

Chi

ld.w

ill b

e ab

le to

:re

spon

d to

and

use

som

eac

tion

wor

ds

Find

two

iden

tical

pic

ture

s of

obj

ects

.Pa

ste

one

in a

box

alo

ng w

ithse

vera

l oth

er o

bjec

ts.

Giv

e th

e ch

ild th

e bo

x an

d id

entic

al o

bjec

ts to

'm

atch

.(R

eal o

bjec

ts m

ay b

e us

ed w

ith o

ne o

bjec

t bei

ng. s

tapl

ed to

the

box.

)So

rt p

ictu

res

into

cat

egor

ies

(toy

s. p

eopl

e).

Nam

e th

e ob

ject

s. a

fter

sort

ing.

Sort

toys

and

'pla

y pe

ople

into

cat

egor

ies

(toy

s, p

eopl

e). N

ame

the

obje

cts

afte

r so

rtin

g:-

Sort

obj

ects

(ba

lls o

r ba

lloon

s) a

ccor

ding

'to

colo

r.N

ame

the

obje

ct a

nd th

e co

lor.

Sam

e ac

tivity

with

pic

ture

s.

Put.

seve

ral o

bjec

tS a

n ta

ble.

Ask

stu

dent

s to

clo

se e

yes:

Tak

e aw

ay.

one

obje

ct. G

uess

whi

ch o

ne is

gon

e.Sa

me

activ

ity w

ith.p

iPtu

res.

Dra

w p

ictu

res

of th

ings

you

-see

at s

choo

l.D

raw

pic

ture

s of

toys

you

play

With

at s

choo

l.

Giv

e si

mpl

e co

mm

ands

suc

h as

, "C

lose

the

door

," e

tc.

Play

Act

ion

Gam

es: "

-Put

you

r ha

nd o

n yo

ur h

ead,

" "P

utyo

ur h

and

unde

rth

e ch

air;

" et

cPl

ay I

dent

ific

atio

n G

ames

. Giv

e si

mpl

e co

mm

and

such

as,

"B

ring

the

big

ball

to m

e "

or, "

brin

g th

e re

d ba

ll to

me.

"Pl

ay r

ecor

ds w

hich

giv

e di

rect

ions

for

mar

chin

g, w

alki

ng, c

lapp

ing,

etc

.Pl

ay "

EX

erci

se G

ame.

" A

ppoi

nt a

lead

er a

nd in

stru

ct e

very

one

to f

ollo

w th

ele

ader

.In

stru

ct th

e le

ader

to r

un a

roun

d th

e ro

om, h

op a

roun

d th

ero

om, e

tc.

Act

ion

song

s (a

lso

see

Sugg

este

d M

ater

ials

at e

nd o

f sk

ill a

rea)

._

Lea

rn F

inge

rpla

ys.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e.

/..ju

nipe

r- -

,:sk

ip'w

ork

stan

dgo

run'

;,ho

pIt

com

epu

t

fing

erpl

ays.

' (pp

. 1.0

8-11

3)Pl

aPlE

ollo

w th

e L

eade

r."

Inst

ruct

the

lead

erto

hop

, ski

p, e

tc.

Follo

w d

irec

tions

. 'R

un to

the

door

." "

Star

vi u

p."

"Sit

dow

n."brin

g

196

Inst

ruct

iona

l:Aid

s. a

nd M

ater

ials

.

two

iden

tical

Ten

cils

, tw

o id

entic

alsc

isso

rs, e

tc.

Pict

ures

of

toys

,

Play

. r..o

ple

Smal

l toy

sR

eal o

bjec

ts o

r to

ys,in

a v

arie

ty o

f co

lors

Col

ored

pic

ture

s of

-obj

ects

iii-

room

t

Smal

l obj

ects

on

tabl

e

Pict

ures

of

obje

cts

Chi

ld's

dra

win

gC

hild

's d

raw

ing

Toy

s fo

r id

entif

icat

ion

Rec

ords

(Se

e Su

gges

ted

Mat

eria

ls a

t end

of

skill

area

)L

eade

r.

Mus

ic A

ctiv

ities

for

Ret

arde

d C

hild

ren

pp. 6

2,-

90 Rhy

mes

for

Fin

ger

and

and

Flan

nelli

oard

spp

. 108

- 1'

3.

Pict

ureS

illu

stra

ting

'act

ion

conc

epts

you

wis

h to

teac

h

(

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Safe

ty

The

chi

ld w

illbe

abl

e to

:us

e si

mpl

e sa

fety

voc

abul

ary

for

own

prot

ectio

n

obse

rve

sim

ple

safe

ty

Atte

ntio

n Sk

ills

The

chi

ld w

ill b

e ab

le to

:si

t qui

etly

and

list

en d

urin

gsl

:ort

libr

ary

peri

ods

o

Sing

and

act

out

cre

ativ

e ac

tivity

with

rec

ords

.Pl

ay P

rete

nd G

ames

. "Pr

eten

d yo

u ar

e a

rabb

it. H

op a

roun

d th

e ro

om."

"-Pr

eten

dYot

rare

.a c

log.

Wal

k ar

ound

the

rdom

."._

Loo

k at

act

ion

pict

ures

sho

win

g:fu

n at

sch

ool.

Dis

cuss

the

pict

ures

ant

i tel

lw

hat e

ach

pers

on is

doi

ng.

Tal

k ab

Ou'

t fun

thin

gs y

ou d

o 'a

t hom

e..D

raw

pic

ture

s of

fun

thin

gS y

ou_d

o at

hom

e..

Tel

l the

cla

ss a

bout

you

r pi

ctur

e.

,.

Safe

ty V

ocab

ular

y fo

rOra

l Lan

guag

e_

STO

PW

AL

Kfi

rebu

rnB

EW

AR

E o

f D

OG

.

GO

-i

fun

,hot

.'K

EE

P O

UT

i.

any

othe

r sa

fety

wor

ds p

ertin

ent t

o ow

n ar

ea. P

lay

actio

n ga

mes

. Put

on

good

mar

chin

g or

Oth

er f

ast r

ecor

d. H

old

up r

un s

igh:

Lat

er h

oldu

p st

opsi

gn.:

Play

this

oft

en u

sing

'sto

p:, g

o, r

un, w

alk.

Sing

Saf

ety

Song

s (W

hat D

o Y

OU

.Do?

)

Play

Gue

ssin

g G

ames

. Fin

d th

e pi

ctur

e of

_som

ethi

\-tg

that

will

bur

n or

..

.

"Wha

t wor

d te

lls w

hat w

e db

with

our

fee

t?"

Prac

tice

tJ-.

,,ng

"ST

OP"

and

"G

O"

sign

s..Se

t up

stre

ets

with

sm

all-

cars

and

truc

ks. H

ave

a po

licem

an to

hol

d up

"ST

OP"

and

"G

O"

sign

s. T

ake

stud

ents

out

of

gam

e w

ho d

o no

t obe

yru

les.

Prac

tice

wal

king

up

and

dow

n st

airs

.U

se w

oode

n "w

orn

step

s m

any

times

eac

h da

y by

giv

ing

sim

ple

com

man

ds.

Dis

cuss

rea

sons

we'

d()

not r

un u

p an

d do

wn

stai

rs.

Tal

k ab

out t

he ti

mes

we

run

(pla

ying

gam

es).

Tal

k ab

out t

he ti

mes

we

wal

k (f

ire

drill

s).

Con

tact

sch

bol l

ibra

rian

for

a r

egul

ar w

eekl

y lib

rary

per

iod.

Prel

end

you

are

in th

e lib

rary

_ T

hey

sit q

uiet

ly w

ith h

ands

in la

ps o

r.on

top

of_d

esks

witi

lete

ache

r re

ads

a st

ory

or p

lays

sto

ry r

ecor

d:

Rec

ords

to T

he K

inde

rOrt

en B

ook

pp. 8

.32

Pape

r sa

ck -

pupp

-ets

rpak

e th

is g

ame

mor

ere

alis

tic.

Scho

ol f

tin p

ictu

res

Hom

e fu

n pi

ctur

esPa

per,

foi-

dra

win

g

STO

P an

d G

O s

igns

Flas

h ca

rd w

ith-B

EW

AR

E o

f D

OG

on

itO

ther

pic

ture

s to

deve

lop

safe

ty c

once

pts

Mak

ing

Mus

ic Y

our

Ow

nSi

lver

Bur

dett

Com

pany

'N

ote:

Tal

k w

ith p

aren

ts r

egar

ding

haz

ards

inco

mm

unity

. Bui

ldyo

ur v

ocab

ular

y an

dw

ords

aro

und

thes

e ha

zard

s.

STO

P an

d G

O s

igns

Stre

ets

mad

e fr

onr-

pape

rSm

all c

ars

and

truc

ksPo

licem

anST

OP

and

GO

sig

ns

Not

e:A

sk p

aren

t to

mak

e so

me

woo

den

step

sfo

r ro

om p

ract

ice.

Pict

ures

to il

lust

rate

sim

ple

safe

ty r

ules

.

Stor

yR

ecor

d an

d re

cord

pla

yer

197

Beh

avio

ral O

bjec

tives

Penm

ansh

ip

The

chi

ld W

ill b

e ab

le to

:de

velo

p a

voca

bula

ry f

orpe

nman

ship

`Act

iviti

es

Tak

e th

e st

uden

ts to

libr

ary

prog

rIm

s fo

r th

ere

gula

r st

uden

ts.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Can

guag

eq ;

chal

kch

alkb

oard

mai

d(do

tpa

per

penc

illin

eci

rcle

desi

gnw

rite

iden

tific

atio

n G

ame.

: Giv

e ea

ch s

tude

nta

penc

il an

d ch

alk.

Say

, "H

old

up.y

our

penc

il.''

The

n a'

sk, "

Wha

t do

we

use

to w

rite

on

pape

r?"

etc.

Hid

e a

penc

il. S

ay"F

ind

the

red

penc

il:"

Whe

n pe

ncil

is f

ound

, ask

,"W

hat d

id y

ou f

ind?

"

use

one

hand

pred

omin

antly

hold

cha

lk a

nd/o

r'la

rge

cray

olas

or

begi

nner

's p

enci

lco

rrec

tly.

mak

e si

mpl

e m

otio

nsw

ith c

halk

, lar

gecr

ayol

as a

nd b

egin

ner's

.pe

ncil

Play

pai

ntin

g so

ngs

on c

ecor

d pl

ayer

. Put

the

pain

tbr

ush

in th

e pr

oper

han

d be

foi,e

,.....

-rhe

beg

ins

pain

ting.

.

/Pl

ay g

ames

that

req

uire

the

use

of o

ne h

and.

,Giv

e in

divi

dual

inst

ruct

ion

for

play

,be

ing

cert

ain

that

eac

h ch

ild u

se' h

is d

omin

ant h

and.

.

--

.

Man

y in

divi

dual

cha

lkbo

a,rc

ises

with

con

stan

t sup

ervi

sion

. Hol

d ch

alk.

in_

plac

e un

til h

e L

earn

s to

hne

. Nev

er le

t chi

ld w

ork

alon

e un

til h

e ca

nho

ld c

halk

pro

perl

y.In

divi

dual

scr

ibbl

ing

on i

rint

with

cra

yola

s or

beg

inne

r's p

enci

l with

cons

tant

sup

ervi

sion

.

Mak

e ch

alk

mar

ks o

n bo

arnd

with

out h

elp.

,M

ake

lines

on

boar

d w

ith a

nd w

ithou

t hel

p.M

ake

circ

ular

mov

emen

ts o

n bo

ard

with

and

with

out

help

.

198

InSt

ruct

iona

l Aid

s m

id M

ater

ials

Not

e:'

Hol

d fr

eque

nt c

onfe

renc

es w

ith th

esc

hool

libr

aria

n an

d m

ake

hr

awar

e of

your

nee

ds a

nd th

e st

uden

ts' a

bilit

ies.

Giv

e he

r a

list o

f yo

ur u

nits

and

ski

ll.ar

eas

so th

at s

he c

an o

rder

sui

tabl

e bo

oks,

film

s an

d fi

lmst

rips

. Sug

gest

the

nam

esof

inte

rest

ing.

and

wel

l-w

ritte

n bo

oks

onm

enta

l ret

arda

tion

for

prof

essi

onal

libra

ry. (

See

Sugg

este

d M

ater

ials

at e

ndof

ski

ll ar

ea.)

Sug

gest

boo

ksor

pam

phle

tsto

rea

d to

stu

dent

s or

for

them

to r

ead.

,(Se

e Su

gges

ted

Mat

eria

ls a

t end

of

skill

area

.)

A-c

tual

obje

cts

and

draw

ings

Penc

ilC

halk

Not

e:O

bser

ve s

tude

nts

in e

very

day

situ

atio

ns,-

Mak

e.no

te o

f th

e ch

ild's

han

d do

min

ance

.Pa

per,

pai

nts

Rec

ord

play

er, m

usic

Indi

vidu

al in

stru

ctio

n

Cha

lkbo

ard

Cha

lk

,L

arge

new

spri

nt.

Penc

il or

cra

yola

s

Cha

lkbo

ard

Cha

lk

Beh

avio

ral O

bjec

tives

Num

ber

Con

cept

s

;,The

chi

ld m

ay b

e ab

le to

:us

e th

e co

rrec

t wor

d in

deve

lopi

ng n

umbe

rco

ncep

ts

lear

n th

e co

ncep

tsof

num

bers-l---to

reco

gniz

e an

d w

rite

the

num

bers

1 to

5

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Usi

ng la

rge

piec

es o

f ne

wsp

rint

, let

the

child

scr

ibbl

e w

ith la

rge

cray

olas

.Pr

actic

e st

ayin

g on

the

pape

r.Pr

actic

e dr

awin

g lin

es b

etw

een

dots

: (T

his

shou

ld b

e pr

actic

ed o

n ch

alk=

boar

d an

d la

ter

Iran

sfer

red

to_l

arge

pie

ces

of n

ewsp

rint

.)T

race

ove

r la

rge,

sim

ple

desi

gn w

ith te

ache

r-K

elp.

Cov

er d

esig

n w

ith c

lear

plas

tic s

o it

can

be k

ept c

lean

.T

ract

: ove

r sa

ndpa

per

nam

e w

ith f

inge

r.,

Tra

ce o

ver

nam

e (c

over

ed w

ith c

lear

pla

stic

) w

ith b

egin

ner's

pen

cil.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

Num

bers

1 to

5 f

ollo

w th

e le

ader

coun

tbi

gsm

all

little

dow

nup

;um

bers

pegs

cale

ndar

tall

_one

arge

days

of

wee

k'

bloc

ksbe

ads

behi

ndsh

ort

in f

ront

of

Cou

ntC

ount

Cou

ntC

ount

Cou

ntC

ount

Cou

nt

firs

tla

stm

ore

befo

reaf

ter

few

the

boys

.th

e gi

rls.

the

chai

rs in

the

circ

le.

tfh

chai

rs a

roun

d on

e ta

ble.

your

cra

yola

s.th

e sc

isso

rs a

t you

r ta

ble.

flan

nel b

oard

obj

ects

.

man

y

Put n

umbe

rs 1

to 5

on

flan

nel b

oard

.C

ount

obj

ects

in th

e ro

om a

nd f

ind

the

num

ber

sym

bol.

Mat

ch n

umbe

r sy

mbo

ls a

nd o

bjec

ts O

n ch

arts

.

Dra

w o

bjec

ts to

mat

ch n

umbe

rs. L

et e

ach

stud

ent c

hoos

e a

num

ber,

iden

tify

it an

d dr

aw th

at m

any

obje

cts

on h

is p

aper

.T

race

num

bers

with

fin

ger

(mad

e fr

om s

andp

aper

).T

race

num

bers

with

pen

cil (

whi

ch h

ave

been

cov

ered

with

cle

ar p

last

ic).

Wri

te n

umbe

rs in

seq

uenc

e w

ith h

elp.

Sele

ct a

fla

nnel

boa

rd n

umbe

r. I

nstr

udi t

he c

hild

to ju

mp,

hop

, etc

, tha

tnu

mbe

r of

tim

es.

L

New

spri

ntL

arge

cra

yola

sC

halk

boar

d, c

halk

Lar

ge c

rayo

las

Lar

ge d

esig

nC

lear

pla

stic

Sand

pape

r. n

ame

Nam

e co

vere

d w

ith c

lear

pla

stic

Beg

inne

r's p

enci

l

Pict

ures

illu

stra

ting

num

ber

conc

epts

Aid

s -f

or c

oil

ngR

oom

cal

enda

r

Not

e:-

Cou

nt f

rom

left

to r

ight

and

touc

h ea

chth

ing

you

coun

t for

'con

cret

e st

imul

atio

n.

Box

of

cray

olas

Scis

sors

Flan

nel c

ut o

uts

Not

e:T

hese

can

be

any

kind

s of

obj

ects

you

are

teac

hing

.

Flan

nel b

oard

Felt

num

bers

I to

5C

hart

s w

ith d

iffe

rent

, obj

ects

, 1-5

, pos

ted

on th

emFe

lt nu

mbe

rsPa

per,

pen

cil,

cray

olas

Sand

pape

r nu

mbe

rsN

umbe

rs c

over

ed w

ith c

lear

pla

stic

Flan

nel B

oard

num

bers

199-

Beh

avio

ral O

bjec

tives

Act

iviti

es

corr

ectly

use

som

e of

the

follo

win

g w

ords

:

big

and

little

larg

e an

d sm

all

tall

and

shor

t

firs

t and

last

-

befo

re a

rid

afte

r

Mak

e ch

arts

rep

rese

ntin

g nu

mbe

rs l

to 5

. Use

obj

ects

whi

ch y

ouar

e tr

ying

tote

ach.

Hol

d up

one

of

the

char

ts. A

sk th

e.ch

ild to

fin

d th

e te

lt nu

mbe

r th

atte

lls h

ow m

any

obje

cts

are

on th

e ch

art.

Use

peg

s an

d pe

g bo

ard

for

coun

ting.

Say

,'"Fi

nd 4

red

peg

s. P

ut th

emon

you

rpe

g bo

ard.

Cou

nt th

em."

Use

con

cret

e ob

ject

s an

d w

ritte

n nu

mbe

r sy

mbo

ls to

geth

er. "

Show

me

four

bead

s._

Now

sho

w m

e th

e nu

mbe

r 4.

"Pl

ace

larg

e nu

mbe

rs in

cor

rect

seq

uenc

e.

Lea

rn c

ount

ing

Fing

erpl

ays.

Play

Num

beri

te f

or te

achi

ng s

eque

nce,

sym

bol,

coun

ting,

and

gro

upin

g. T

his.

gam

e ha

s 10

woo

den

piec

es w

ith n

umbe

rson

eac

h. A

lso

hole

, for

col

ored

pegs

to s

how

num

bers

and

gro

upin

gs. T

he p

iece

s fi

t tog

ethe

r w

hen

sequ

ence

is c

orre

ct.

Mea

sure

eac

h ch

ild w

ith ta

pe m

east

ilake

a c

ardb

oard

mar

ker

with

eac

h ch

ild's

nam

e to

rec

ord

his

heig

ht--

--C

orri

pare

two

stud

ents

.C

ompa

re th

e te

ache

r an

d,a

stud

ent.

Hav

erna

ny la

rge

and

smal

l obj

ects

in r

oom

. Com

pare

dol

l hou

se f

urni

ture

and

real

fur

nitu

re:

Com

pare

larg

e bl

ocks

and

sm

all b

lock

s. J

rl s

e M

onte

ssor

i Cyc

linde

rs D

ecre

asin

gin

Dia

met

er a

nd H

eigh

t.

Mon

tess

ori w

oode

n cu

bes

(10)

to s

how

cub

es f

rom

larg

e to

sm

all.

Mak

e gr

aded

cir

cles

, squ

ares

and

tria

ngle

s fr

om c

onst

ruct

ion

pape

r. F

ind

larg

eon

e or

sm

all o

ne.

Ref

er to

car

dboa

rd m

arke

rs e

n w

all.

Dec

ide

who

is ta

ll an

d w

ho is

sho

rt.

Lea

rn T

all a

nd S

mal

l Fin

gerp

lays

.

Com

pare

siz

es o

f st

uden

ts.

Com

pare

teac

her

and

stud

ents

.U

se M

onte

ssor

i Cyl

inde

rs D

ecre

asin

g in

Hei

ght o

nly.

Play

"Fo

llow

the

Lea

der.

" Sa

y, "

Mar

y is

the

lead

er to

day.

She

is f

irst

." "

Tor

nis

at t

he e

nd o

f th

e lin

e. H

e is

last

." /

Fly

Nam

e G

ame.

Ask

; "W

hat i

s fi

rst n

ame?

': "W

hat i

s la

st n

ame?

"Pi

Num

ber

Gam

e. P

ut n

umbe

rs 1

to 5

on

ed0.

of c

halk

boar

d. S

ay, "

Wha

tbe

y.om

eS b

efor

e.

?" "

Wha

t num

ber

com

es a

fter

200

Inst

ruct

iona

l Aid

s an

d-M

ater

ials

Cha

rts

mad

e w

ith I

to S

obj

ects

Felt

num

bers

Pegs

and

peg

bb'a

rd...

-

Mag

hetic

boa

rdM

agne

tic n

umbe

rsC

olor

ed b

eads

Lar

ge th

ree

dim

ensi

on n

umbe

rsL

et 's

Do

Fing

erpl

ays

pp. 6

0.74

Rhy

mes

for

Fin

gers

and

nan

nelb

oard

spp

. 4.8

-57

Num

beri

te a

yaila

bie

from

Jud

y C

ompa

ny

Tap

e m

easu

reC

ardb

oard

mar

kers

with

eac

h ch

ild's

min

e on

it-

Lar

ge a

nd s

mal

l obj

ects

Dol

l hou

se, f

urni

ture

, rea

l fur

nitu

reL

arge

and

sm

all b

lock

sM

onte

ssor

i Gra

ded

cylin

ders

dec

reas

ing

indi

amet

er a

nd h

eigh

tM

onte

ssor

i woo

den

cube

sL

arge

and

'sm

all e

cnst

ruct

ion

oper

cir

cle

squa

res

and

tria

ngle

s

Rhy

mes

. for

Fin

gers

and

Fla

nnel

:boa

rds`

p. 9

8

-. M

onte

ssor

i Cyl

inde

rs d

ecre

asin

g in

hei

ght

Beh

avio

ral O

bjec

tives

Act

iviti

es

in f

ront

of

and

behi

nd

up a

nd d

own

one

and

mor

e

few

and

man

y.

Mon

ey

The

chi

ld m

ay b

e ab

le to

:bu

y th

ings

at P

lay

Stor

ew

ith m

oney

Tim

e-

Get

it li

ne. C

omm

and

stud

ents

to w

alk

in f

ront

of

or b

ehin

dG

ive

sim

ple

com

man

ds li

ke, "

Wal

k be

hind

the

chai

r,"

or, "

Stan

d be

hind

the

chai

r."

-

Hav

e se

t of

woo

den

step

s m

ade,

of

thre

e or

fou

r st

eps

with

a h

andr

ail.

Lea

rn f

inge

rpla

ys.

Go

dow

n th

e st

eps.

Wal

k up

the

step

s:G

ive

sim

ple

com

man

ds: "

Hol

d yo

ur h

and

up h

igh,

" an

d "P

utyo

ur h

and

dow

n."

Giv

e si

mila

r co

mm

ands

usi

ng th

e na

mes

of

obje

cts

you

are

teac

hing

.U

se c

olor

ed b

lock

s or

bea

ds. P

lace

one

blo

ck in

fro

nt o

f th

e, c

hild

, poi

ntto

o it

and

say,

"O

ne b

lock

." T

hen

add

seve

ral m

ore

bloc

ks a

nd s

ay, "

Mor

ebl

ocks

:"

Inst

ruet

ioni

l Aid

s an

d M

ater

ials

Woo

den

step

s w

ith h

andr

ail

Let

's D

o Fi

nger

play

s pp

. 76,

78,

79

Put f

wo

filo

ckso

nlo'

ne s

ide

of ta

ble.

Say

"Fe

w b

lock

s:"

Put t

hree

or f

our

bloc

ks o

n th

e 01

1ier

sid

e of

the

tabl

e. S

ay, "

Man

y bl

ocks

.PH

ave

daily

Ora

etic

e w

ith ,a

var

iety

of

obje

cts.

/-Se

t up

stor

e w

ith s

tore

keep

er. H

ave

cans

of

food

with

pic

ture

s on

them

.Fi

nd c

an o

f fo

od.-

--T

ell s

tore

keep

er w

hat i

t is.

He

will

sel

l it t

o st

uden

t for

a pi

e e

o m

oney

-.--

-Use

rea

l mon

ey.

The

chi

ld w

ill.b

e ab

le to

:..id

entif

y a

cloc

k an

d kn

owit

tells

tim

e

iden

tify

a ca

lend

ar a

ndI

-fi

nd th

e nu

mbe

rs a

ndda

ys o

f th

e w

eelc

on it

Prob

lem

Sol

ving

/

The

chi

ld w

ill b

e4bl

e'to

:sO

lVe

'sim

ple

num

ber

prob

lem

s

Obj

ects

in r

oom

Blo

cks

or b

eads

Not

e:D

o no

t put

the

sam

e nu

mbe

r of

blo

cks

in f

ront

of

the

child

eac

h tim

e or

he

will

get t

he id

ea th

at m

ore

is a

num

ber.

_N

ote:

.T

hese

con

cept

s ar

e ve

ry h

ard

to te

ach.

---

aye

stud

ents

pla

y w

ith to

y cl

ocki

.PO

int t

o nu

mbe

rs o

n cl

ock

and

coun

t

Hav

e la

rge

Judy

clo

ck to

set

for

pla

y.tim

e, lu

nch

time,

etc

.

Hav

e a

room

cal

enda

r. F

ind

date

s or

put

up

date

eac

h da

y.

Hav

e fl

ash

card

s w

ith d

ays

of. t

he w

eek.

Stu

dent

s m

ay n

ot le

arn

thew

ritte

nw

ord,

but

will

be

awar

e of

the

nam

es O

f th

e da

ys o

the

wee

k.Pu

t up

a ca

rd s

how

ing

the

day

of th

e w

eek

at th

e be

ginn

ing

of th

e sc

hool

day

.Fi

nd it

on

the

cale

ndar

.

Var

iety

-of

obje

cts

Stor

e.C

ans

with

pic

ture

sN

icke

l, di

me,

-pen

ny

Toy

clo

cks

Lar

ge c

lock

, Jud

y C

ompa

ny

Thi

s m

ay b

e te

ache

r-m

ade

or o

btai

ned

from

.M

ilton

Bra

dley

or

othe

r ed

ucat

iona

l mat

eria

lsco

mpa

ny -

Flas

h ca

rds

for

the

days

of

the

wee

k

Send

a c

hild

to 'a

pla

y st

ore

to b

uy. s

omet

hing

With

out m

oney

. Not

e ho

w h

ege

ts th

e ne

eded

mon

ey.

201

Beh

avio

ral O

bjec

tives

Act

iviti

es\

Ask

a c

hild

to c

ount

bal

ls w

hen

ther

e ar

e no

bal

ls in

the

room

. Not

e if

lie

loO

tcs

for

balls

, ask

s fo

r th

em o

r ju

st s

tand

s.T

ell '

child

to w

rite

num

bers

,bu

t do

'nO

t-gi

ve h

im a

pen

cil:

See

if h

e w

ill a

sk f

oron

e or

will

just

sit

at ta

ble.

Shap

es a

nd S

izes

The

chi

ld f

nay

be a

ble

to:

use

corr

ect w

ords

for

som

e sh

apes

Col

or D

iscr

imin

atio

n

The

chi

ld m

ay b

e ab

le to

:.:re

cogn

ize.

and

iden

tify.

-co

lors

by

nam

e.

'Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

circ

lere

ctan

gle

shap

esq

uare

rou

.<

colo

r w

ords

as

need

ed.

Hol

d up

sha

pe. I

dent

ify

the

shap

e.Fe

el th

e sh

ape.

Fin

d so

met

hiiig

'in-t

hero

om w

hich

is s

hape

d lik

e th

atM

anip

ulat

e fo

rm b

oard

s. (

See

Sugg

estid

Mat

eria

lsat

end

of

skill

are

a.)`

Inst

euct

iona

lAid

s an

d M

ater

ials

Ava

ilabl

e ba

lls (

out-

of s

ight

)

Wri

ting

pape

rPe

ncils

(ou

t of

sigh

t)\

202

The

teac

her

will

dec

ide

wha

t,Sci

ence

and

Soci

alSt

udie

s A

ctiv

ities

are

nee

ded

iom

eet t

hein

divi

dual

nee

ds o

f he

r st

uden

t,'

Var

ious

sha

pes

in M

any

size

s an

d cd

ors

..

Show

chi

ld a

sha

pe. A

sk h

im to

fin

dion

elik

e it

in a

box-

by f

eelin

g.Pa

ste

pre-

cut,s

hape

s on

pap

er. I

dent

ify

the

shap

e's.

Indi

vidu

al a

ctiv

ities

with

geo

met

ric

inse

ts. U

seeg

g 'c

arto

ns f

or s

ortin

g sh

apes

.

Sort

lirg

e an

d sm

all o

bjec

ts a

ccor

ding

to s

hape

.So

rt r

ound

and

squ

are

Obj

ects

usi

ng b

oxes

.

Mak

e ra

ised

fig

ures

and

sha

pes

on c

ardb

oard

car

ds w

ith s

and,

fel

t, an

dsa

ndpa

per.

Blin

dfol

d a

child

and

let h

im f

eel

the

shap

e an

d id

entif

yit

The

n fi

nd a

noth

er s

hape

on

the

tabl

e_lik

e it

Tra

ce o

ver

geom

etri

cpa

ttern

s m

ade

by te

ache

r.

Not

e:In

trod

uce

only

one

sha

pe'a

t a ti

me.

Do

not i

ntro

duce

ano

ther

unt

il ch

ildca

n re

mem

ber

the

nam

e of

the

shap

e.B

oxid

entic

al s

hape

s to

see

and

fee

t

Mon

tess

ori c

abin

et w

ith d

raw

ers

to h

old

in"e

tsE

duca

tiona

l Tea

chin

g A

ids

Div

isio

n O

f A

.ua

igge

rla

ndC

o.<

Lar

ge a

nd s

mal

l obj

ects

of

seve

ral s

hape

sR

ound

and

squ

are-

obje

cts_

Box

es f

or s

ortin

gSh

apes

and

fig

ures

mad

e of

san

d, f

elt,

sand

pape

r,

Geo

met

ric

desi

gns

Voc

abul

ary'

Dev

elop

men

t for

Ora

ltang

uage

red

Gbl

ueye

lloW

gree

npu

rple

-or

ange

Iden

tify

colo

rs o

f cl

othi

ng.

-

Tel

l wha

t col

ors

you

are

wea

ring

eac

h m

orni

ng.

Che

ck to

see

who

els

e is

- w

eari

ng th

esa

me

colo

rs.

blac

kbr

own

-

Man

y co

lore

d ob

ject

s:C

rayo

las

Clo

thin

g

Beh

avio

ral O

bjec

tives

mat

ch d

iffe

rent

col

ored

obje

cts

Vis

ual M

emor

y

The

chi

ld w

ill b

e ab

le to

:de

velo

p vi

sual

mem

ory

Act

iviti

es

Fill

pegb

oard

with

one

_ co

lor

pegs

.Id

entif

y th

e co

lor.

\.Peg

boar

d, c

olor

ed p

'egs

Fing

er p

aint

with

one

col

or. W

hen

pict

ure

is d

ry, p

ress

with

, war

m ;i

ron.

Dra

wFi

nger

pai

nts

a' la

rge

squa

re o

r ci

rcle

,on

the,

pap

er w

ith f

elt p

en. S

tude

nt w

ill c

ut a

roun

d=W

arm

iron

line

of f

elt p

en.

,Fel

t pen

Mak

e la

rge

colo

r w

heel

. Giv

e ea

ch,c

hild

sev

eral

cir

cles

of

cOlo

redp

aper

. PO

int

to a

col

or-o

n th

e w

heel

and

ask

stu

dent

to id

entif

y co

lor.

The

n fi

nd a

cir

cle

ofth

e sa

me

colo

r. C

owit

circ

les

if h

e ha

s m

ore

than

one

of

his

colo

r.M

ali'e

a la

rge

clow

n fo

r bu

lletin

boa

rd. G

ive

each

chi

lda

shee

t or

cons

truc

tion

pape

r w

ith tw

o ba

lloon

s dr

awn

with

bla

ck f

elt p

en. H

elp

stud

ents

cut

out

the;

ballo

ons

and

iden

tify'

col

or.

.Put

one

bal

loon

on

bulle

tin b

oard

. Atta

ch a

str

ing

to th

e ba

lloon

and

anc

hor

-

it,to

the

clow

n's

hand

. Sav

e' th

e ot

her

ballo

on f

or m

atch

ing

gam

es w

ith th

ecl

own'

s ba

lloon

s. G

ive

each

stu

dent

a w

hite

she

et o

f co

nstr

uctio

npa

per.

'Hel

phi

m d

raw

2 r

ound

cir

cles

on

his

pape

r. L

et h

it-4

choo

se a

col

or f

or h

is b

allo

ons.

Col

or a

nd c

ut o

ut b

allo

Ons

. Atta

ch o

n lo

ng s

ting

`to

ballo

on a

nd h

ang-

from

ceili

ng. T

ake

the

rem

aini

ng b

allo

ons

and

put i

n:a

box.

Let

eac

h ch

ild c

hOos

er-

a ba

lloon

and

fin

d th

e m

atch

ing

ballo

on h

angi

ng &

dm c

eilin

g.

Fish

Mat

achi

ng G

ame:

Cut

out

fis

h fr

om c

onst

ruct

ion

pape

r. P

ut, o

ne f

ish;

ofea

ch c

olor

, on

a ta

ble.

Atta

ch p

aper

clip

s to

the

back

s of

"th

e re

st o

f th

e fi

sh.

Put t

he f

ish

in a

pon

d (b

ox o

r w

aste

bas

ket)

and

fis

h ou

t' w

ith p

ole,

str

ing

and

mag

net.

,

Nam

e, th

e co

lor

of th

e fi

sh c

augh

t., M

atch

it w

ith a

fis

h on

the

'tabl

e.M

atch

cra

yola

s (s

ave

old

cray

olas

).

Play

-B

allo

ons.

" Pr

epar

e fe

lt ba

lloon

s of

man

y co

lors

. As

teac

her

read

s`po

em,

she

Sele

cts

a ch

ild to

,fir

id th

e co

lor

and

take

bal

loon

aw

ay.

IIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Lar

ge c

olor

whe

elSm

alle

r co

lore

d ci

rcle

s m

ade.

fro

m o

nstr

uctio

npa

per

Lar

ge c

low

n-"

Bal

loon

s dr

awn

from

con

stru

ctio

npa

per

Scis

sors

Stri

ng

Whi

te c

onst

ruct

ion.

pap

eL

id.f

rom

cof

fee

can

Cra

yola

sSc

isso

rs'

Fish

mad

e fr

om c

onst

ruct

ion

pape

rB

ox, p

ole,

str

ing,

mag

net,

pape

r cl

ips

Mis

cella

neou

s cr

ayol

as

Plac

e th

ree

obje

cts

on th

e ta

ble.

tone

obj

ect.

Tal

king

Tim

e p.

109

Felt

ballo

ons

Stri

ngFl

anne

lboa

rd

Ask

stu

dent

s to

clo

se th

eir

eyes

: Tak

e aw

ay6

Gue

ss w

hich

one

is m

issi

ng.

1.4

Seat

all

stud

ents

in a

cir

cle.

, Ask

sui

dent

s to

".",

clos

e th

eir

eyes

. Ask

one

stud

ent

to'g

o ou

t of

the

room

. Ask

the

othe

ci s

tude

i4S

to g

uess

who

is m

issi

ng.

Seat

all

child

ren

in a

cir

cle.

' Blin

dfol

d on

e ch

ild. A

sk a

noth

er c

hild

-to

goou

tsid

e.-

Rem

ove,

the

blin

dfol

d an

dlet

him

gue

ss w

ho is

not

ther

e.

-Thr

ee o

bjec

ts'

Tab

le

Stud

ents

in c

ircl

e

Blin

dfol

d

Beh

avio

ral O

bjec

tives

Vis

ual S

eque

ncin

g

The

chi

ld w

ill b

e ab

le to

:ar

rang

e st

ory

pict

ures

in s

eque

nce

arra

nge

obje

cts

inSe

quen

ce

Seno

r), T

rain

ing

The

chi

ld w

ill b

e ab

le to

:de

velo

p .a

voc

abul

ary

for

sens

ory

trai

ning

....

...,

Rea

d a

stor

y to

the

stud

ents

.-.'

Rea

d th

e sa

me

:sto

ryse

quen

tial p

ictu

res.

,.

IA

sk a

Stu

dent

to f

ind

the

corr

ect p

ictu

re.a

syo

u re

ad th

e st

ory.

.A

rran

ge th

ree

stor

y. p

ictu

res

in .s

eque

nce.

I,

,

Tak

e pi

ctur

e st

orie

s fr

om o

ld w

orkb

ooks

. Pas

teon

car

dboa

id. A

rran

ge th

epi

ctur

ei in

seq

uenc

e.

,Mak

e ba

lls f

rom

col

ored

con

stru

ctio

n pa

per'.

Mak

e sq

uare

s fr

om c

olor

ed c

onst

ruct

ion

pape

r.U

sing

egg

car

tons

, put

all

the

balls

in th

eto

p/ro

w a

nd a

ll th

e sq

uare

s in

the

''bot

tom

row

.-

Mak

e fo

ur c

ircl

es.o

f se

vera

l dif

fere

nt c

olor

edco

nstr

uctio

n pa

per.

Mak

e a

row

for

eac

h co

lor.

Use

larg

e ro

und

and

squa

re b

eadS

for

str

ingi

ng.

Usi

ng e

gg c

arto

ns p

ut a

ll th

e ro

und

bead

son

the

top

row

. Put

all t

he s

quar

ebe

ads

on th

e bo

ttom

row

.D

raw

a s

quar

e on

the

chal

kboa

rd. L

ettw

o st

uden

ts w

ork

on th

e ch

alkb

oard

with

you

As

you

draw

one

line

, ins

truc

t-th

em to

dra

wa

line

until

a s

quar

eis

for

med

.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lai

suag

e

_nos

eey

esm

ell-

see

Fing

eipl

ays

The

Chi

ld f

rom

-Top

-to.

_Toe

."L

earn

as

need

ed.

,

iden

tify

the

func

tion

of th

e se

nory

org

ans

mou

thta

ste

hand

feel

ear

hear

Mak

e up

ow

n ac

tion

gam

es..

Tou

ch "

You

r no

se."

"C

lose

your

eye

s,"

etc.

Mak

e a

mys

tery

box

for

eac

h Se

nsor

y A

rea

Put a

rtic

les

foun

d in

the

room

whi

ch c

an b

e us

ed in

eac

h bo

x. L

et th

e st

uden

tsfi

nd th

e ar

ticle

s an

d de

cide

'in

to w

hich

box

they

bel

ong.

Usi

ng f

ive

ciga

r bo

xes,

-pa

ste

aney

e, e

ar, n

ose,

mou

th o

r ha

nd o

n th

e to

p of

each

box

. Fill

the

boxe

s w

ith a

rtic

les

whi

ch w

illde

mon

stra

te, t

he' f

unct

ion

of, e

ach

body

' par

t'.

,Ins

truc

tiona

l Aid

s an

d 'M

ater

ials

Stor

ySt

ory

with

seq

uent

ial

Thr

ee p

ictu

re s

tory

Old

wor

kboo

ks'

Car

dboa

rd, p

aste

Col

ored

pap

er b

alls

Col

ored

pap

erqu

ares

Egg

car

tons

Four

cir

cles

of

red

pape

rFo

ur c

ircl

es 'o

f ,b

lue

pape

rFo

ur c

ircl

es o

f gr

een

pape

r

Rou

nd b

eads

Squa

re b

eads

Egg

: car

ton

Cha

lkC

halk

boar

d

,Mod

els

Pict

ures

Let

's D

o Fi

nger

play

s pp

. 3-1

4

Mys

tery

box

es°A

rtic

les

appr

opri

ate

for

each

box

Five

cig

ar b

oxes

Felt

eye,

ear

, nos

e, m

outh

, han

dA

rtic

les

for

boxe

s

Beh

avio

raA

ctiv

i tie

s

Mix

the

artic

les

from

two

boxe

s. P

ut th

e ri

ght a

rtic

les

in th

e ri

ght,

box.

Use

box

es f

dr id

entif

icat

ion,

sor

ting

and

gues

sing

gam

es.a

s ne

eded

by

indi

vidu

al s

tude

nts.ts.

Aud

itory

Dis

crim

inat

ion

The

"ch

ild w

ill b

e ab

le to

:lis

ten

and

resp

ond

to n

ame

and

sim

ple

soun

ds

.rec

ongi

ze s

ome

soun

ds

disc

rim

inat

e be

tWee

n.so

me

soun

ds

imita

te s

ome

soun

ds

liste

n qu

ietly

fors

hort

per

iods

.of

tim

e

Cal

l chi

ld's

nam

e. R

epea

t unt

il he

res

pond

s ei

ther

by

spee

ch.,

glan

ce o

r 's

mile

.R

epea

t nam

e an

d gi

ve s

impl

e .v

erba

l Com

man

d"S

top"

or,

"W

alk.

".T

eadh

er-m

ade

tape

cal

ling

one

child

's n

ame

and

,,;w

ing

sim

ple

com

man

d:In

stru

c t.

stud

ents

to f

ollo

w: d

irec

tion

s- g

iven

on!

tape

.In

stru

ct s

tude

nts.

to f

ollo

w s

ound

s M

ade

by te

ache

r. (

Clo

se e

yes

and

turn

head

tow

ards

1-o

und)

.

-Lis

teni

ng G

ame.

Ins

truc

t stu

dent

s to

clo

se e

yes

or b

lindf

old

one

child

.B

ounc

e a

ball.

or-

ring

a b

ell.

Ask

kst

uden

ts to

iden

tity

Soun

d.

Tea

cher

and

one

chi

ld s

ay, "

Goo

d M

orni

ng."

Dec

ide

whi

ch v

oice

was

the

child

's.

Rec

ord

seve

ral v

oice

s w

ith ta

pe r

ecor

der.

Iden

tify

voic

es.

LiS

ten

to e

cord

s or

tape

s O

f di

ffer

ent s

ound

s. I

mita

te th

e so

unds

alo

ng.w

ithth

e re

cord

or

tape

:T

each

er-m

ade

soun

ds: c

ryin

g an

d la

u lin

g; y

ellin

g an

d w

hisp

erin

g; s

ingi

ng a

ndw

hist

ling:

,,com

mon

sch

ool n

oise

s, c

o-i

on h

ome

nois

es, c

omm

on c

omm

unity

nois

es. S

tude

nts

imita

te s

ound

s m

ade

by te

ache

r.Pl

ay' S

c6tt

Fore

sman

Rec

ords

, and

imita

te a

nd id

entif

y so

unds

.T

ake

fiel

d tr

ip to

a f

arm

and

imita

te n

oise

am

ade

by f

arm

ani

mal

s.T

ake

fiel

d tr

ip to

a z

oo a

nd im

itate

sou

nds

mad

e by

zoo

ani

mal

's.

Play

"So

unds

of

Our

Env

irbn

men

t" r

ecor

ds..

Imita

te s

ound

s:

Hol

d up

ani

mal

car

ds. I

mita

te s

ound

mad

e by

ani

mal

.

Play

"L

iste

ning

Gam

e."

Ask

stu

dent

s to

clo

se e

yes.

Play

mus

ic, r

ing

bells

, etc

. Ask

stu

dent

s to

iden

tify

Mak

e au

dito

ry b

ox. P

ut a

rtic

les

for

liste

ning

insi

de.

eyes

..Sel

ect o

ne, s

tude

nt to

cho

ose

nois

e m

aker

and

gues

s W

hat n

oise

mak

er w

as c

hose

n.U

nit f

inge

rpla

yi f

or p

artic

ipat

ion%

Uni

t sto

ries

for

list

enin

g.U

nit m

usic

for

list

enin

g.

Say,

"W

hat d

o I

hear

?"so

undi

.A

sk s

tude

nts

to c

lose

_op

erat

e it.

Let

stu

dent

s

- Inst

ruct

iona

l Aid

s an

d M

ater

ials

Sens

ory

trai

ning

box

es

Tap

e re

cord

erT

ape_

Obj

ects

to m

ake.

noi

seB

lindf

old

Tap

e re

cord

erT

ape

Rec

ords

or

tape

s of

com

mon

sou

nds

ScO

tt Fo

resm

an a

nd C

o.C

omm

on H

ome

Soun

dsC

omm

on S

choo

l Sou

nds

Com

mon

.Com

mun

ity S

ound

s

Fiel

d ,;t

rip

to f

arm

Fiel

d tr

ip to

zoo

Peab

ody

Lan

guag

e D

evel

opm

ent K

it L

evel

PR

ecor

ds 6

-10

Ani

mal

pic

ture

sA

nim

al c

ards

fro

m P

eabb

dy L

angu

age

Dev

elop

men

tK

it L

evel

P'

Cig

ar b

ox w

ith f

elt.e

ar p

aste

d to

lid

of b

ox

Uni

t fin

gerp

layS

Uni

t sto

ries

Uni

t mus

ic

Beh

avio

ral O

bjec

tives

,Vis

ual D

iscr

imin

atio

n

The

chi

ld w

ill b

e ab

le to

:us

e hi

s ey

es ,t

o-lo

cate

obje

cts

in h

is-

envi

ronm

ent

,mat

ch c

olor

s an

dsh

apes

acc

ordi

ngto

siz

e

Play

, "Fo

llow

the

Lig

ht. "

, Hav

e th

e ro

om d

arke

ned:

. Fla

sh a

bea

m a

roun

dth

e ro

om a

nd a

sk th

e st

uden

ts to

fol

low

with

eye

s.A

ttach

a r

ound

obj

ect t

o a

stri

ng.

may

)ch

ild to

fol

low

the

obje

ct w

ithey

es w

ithou

t 'm

ovin

g he

ad. I

t ma}

/ be

nece

ssar

y to

hol

d ch

ild's

hea

d be

twee

nha

nds

until

hen

nder

stan

ds w

hat y

ou m

ean.

(See

act

iviti

es u

nder

Sha

pes

and

Col

ors.

)D

raw

car

dboa

rd c

ircl

es u

sing

cof

fee

can

lids.

Hel

p st

uden

ts c

ut o

ut c

ircl

es:

Pain

t cir

cles

; one

of

each

of

the

Seve

ral c

Olo

rs.

Mat

ch c

ardb

oard

cir

cle

with

art

icle

s of

clo

thin

g th

e st

uden

ts w

ear.

Hav

e ob

ject

s (o

ne b

ig a

nd o

ne li

ttle)

, in

room

.

Ask

'stu

dent

s to

"Fi

nd th

e bi

g."-

or,

"Fi

nd th

e lit

tle."

Ide

ntif

yob

ject

and

siz

e.U

se s

hape

inse

t boa

rds.

Use

inse

t puz

zles

.Fi

ll pe

g bo

ard

with

ondc

olor

.M

ake

char

t with

dif

fere

nt s

hape

s an

d co

lors

' pas

ted

on it

.

Tac

tile

Dis

crim

inat

ion

The

chi

ld w

ill b

e ab

le to

:us

e co

rrec

t wor

ds f

orso

me

shap

es a

nd c

olor

s

iden

tify

som

e co

mm

onob

ject

s by

touc

h

Hav

e du

plic

ate

shap

es o

f sa

me

colo

r to

mat

ch.

Find

iden

tical

pic

ture

s of

the

sam

e ar

ticle

you

wis

h to

iden

tify.

Pas

teon

ear

ticle

in li

d of

box

. (A

long

With

pic

ture

s-of

oth

er a

rtic

les.

)- U

se s

econ

dpi

ctur

e fo

r m

atch

ing.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

(Thi

s w

ill b

e a

listo

of s

hape

s an

d co

lors

you

wis

h to

teac

h. I

t may

incl

ude

som

eco

mm

ands

nee

ded

for

play

ing

gam

es)

Rev

iew

voc

abul

ary

for

colo

rs, s

hape

s, a

nd s

igns

.

Flas

h lig

htD

arke

ned

room

-

Rou

nd o

bjec

t atta

ched

to s

trin

gl.a

nd m

ount

ed o

nbo

ard

or c

eilin

g1, it ',

Car

dboa

rd, c

offe

e ca

nhd,

sci

fsor

s, te

inpe

rapa

ints

Man

y bi

g an

d lit

tle o

bjec

ts c

if th

e sa

me'

kin

d

Shap

e in

set b

oard

sIn

set p

uzzl

esPe

gs, p

eg b

oard

'. C

hart

with

con

stru

ctio

rf!p

aper

sha

pes

in v

arie

ty o

fco

lors

Dup

licat

e sh

apes

Box

esId

entic

al p

ictu

res

Act

ual s

hape

s an

d co

lors

Ask

stu

dent

to c

lose

eye

s. T

ake

a fe

athe

r or

pen

cil a

nd ti

ckle

his

han

ds a

nd f

ace

to m

ake

him

aw

are

of th

e to

uch

sens

atio

n.Pl

ay;'`

Gue

ss W

hat I

tIs.

" Pu

t One

obj

ect i

n 'a

pape

r ba

g: L

et e

ach

child

fee

l the

obje

ct w

ithou

t loo

king

at i

tG

uess

wha

t is

in th

e ba

g.

Feat

her

or p

enci

l

Pape

r ba

gA

ssor

ted

obje

cts

j4ou

wan

t stu

dent

to le

arn

toid

entif

y

Beh

avio

ral O

bjec

tives

iden

tify

som

e co

mm

onob

ject

s by

text

ure

Act

iviti

esIn

stru

ctio

nal-

Aid

s an

d M

ater

ials

Put b

ig a

nd li

ttle

obje

cts

in p

aper

bag

. 'A

sk s

tude

nt to

fee

l bot

h ob

ject

s an

d ge

tth

e sm

all o

nefo

r yo

u.

Tak

e a

wal

k ar

ound

the

scho

olgr

ound

and

touc

h th

ings

like

dir

t, tr

ees,

sid

ewal

k,et

c. T

alk

abou

t the

se th

ings

and

dec

ide

whe

ther

they

are

rou

gh, s

moo

th, e

tc.

Col

lect

a n

urrf

ber

of s

ubSt

ance

s w

hich

are

har

d, s

oft,

shar

p, s

ticky

, etc

. (T

in p

ie__

pans

and

bab

y fo

od ja

rs, m

ake

exce

llent

con

tain

ers)

Plac

e nu

mbe

r-O

f di

ffer

ent :

text

ures

on

floo

r (c

arpe

t sam

ples

, san

dpap

er, e

tc.)

.B

lindf

old

child

and

let h

im w

alk

on o

ne o

f th

em. R

emov

e bl

indf

old

and

ask

stud

ent t

o fi

nd, t

extu

re h

e- w

alke

d on

.

'fag

Lar

ge a

nd s

mal

l obj

ects

Wal

k ar

ound

sch

oolg

roun

d

Subs

tanc

es to

illu

stra

te to

uch

sens

atio

nsB

aby

food

jars

Tin

pie

pan

s --

Mat

eria

ls o

f di

ffer

ent t

extu

re s

uita

ble

to w

alk

onbl

indf

old

207

Skif

f A

rea-

. Fun

cti O

nal A

cade

mie

KhO

w.L

evel

7 I

nter

med

iate

Beh

aviO

Ri 0

-,.:L

§W

Rev

Vtiv

e zi

ad E

xpre

saiV

eV

age

Voc

abul

ary

Dev

elop

men

t

The

chi

ld w

ill, b

e ab

le to

:us

e co

rrec

t nam

es f

orpe

rson

s an

d ob

ject

s in

scho

ol a

nd h

orne

env

ir-

onm

ent:

iden

tify

self

with

ful

lna

me

asso

ciat

e fa

mily

mem

bers

with

nam

e(f

athe

rJo

hn.M

artin

ez)

iden

tify

obje

cts

(by

use)

and

pers

ons

in h

ome

and

scho

ol e

nvir

onm

ent

C. A

.9.

0-12

.11

M. A

. thr

u 5.

11

.Act

iviti

es, (R

evie

w C

omm

uniC

atio

n Sk

ill A

rea

for

Sugg

estio

nsin

Spe

ech

deve

lopm

ellI

J

Dev

elq,

ent

for

Ora

l Lan

guag

e

..fir

st a

nd la

st_n

ames

fail

r's-n

arne

mot

her's

nam

esi

ster

's n

ame

brot

her's

nam

e=.;-

prin

cipa

l's n

aive

cust

odia

n's

nam

ese

cret

ary'

s na

me

Var

ious

fur

nitu

re f

ound

:in h

ome

(as

need

ed)

scho

ol p

urse

'S ti

rint

esc

hool

aid

e's

natii

efl

owel

s.

nam

e of

sch

ool

nam

e of

str

eet (

scho

ol lo

catio

n)na

me

of s

tree

t (lio

rne

loca

tion)

chai

rsde

skta

ble

wi!

iSt4

Npa

ste

penc

iltr

ees

gras

s

Mak

e fl

ash

card

s fo

r id

entif

icat

ion

of f

irst

and

lost

nam

es.

Mak

e sc

hool

bui

ldin

g fo

r bt

illet

in b

oard

.W

rite

Stu

dent

s' W

allie

s on

sm

all c

ards

. Whe

n st

uden

t ide

ntif

leS

own

nam

e, p

lace

nam

e ca

rd in

sch

ool b

uild

ing.

IPu

t all

stud

ents

.' na

rue

card

s on

cha

rt h

olde

r. A

sk s

vitd

ent

to c

lose

cm

Tak

Q,a

lay

one

card

. Gue

sS w

hOse

nam

e is

mis

sing

.

Play

- N

ame

Gam

e:W

ho is

the

fath

er a

t you

r ho

use?

" St

uden

t rep

lies,

"M

yfa

ther

.is J

ohn

Mar

tinez

"V

aria

tion:

-"W

ho w

ashe

s di

shes

at

your

hou

se?"

"M

y_si

ster

, Mar

y, w

ashe

sdi

shes

at m

y ho

uSe.

" A

sk p

aren

ts, t

o se

nd p

ictu

res

Of

fam

ilym

embe

rs o

rm

ake

hom

e ca

lls a

nd m

ake

pict

ures

of

fam

ily'm

embe

r§.-

Use

pho

tos

for

voca

bula

ry d

eVel

opm

ent.

..

Mak

e lif

e ek

peiie

nte

char

ts r

elat

edlo

fam

ily.

Enc

oura

ge s

tude

nts

to te

ll ab

out f

amily

act

iviti

es u

sing

nam

es o

f fa

mily

rn. e

mbe

rs.

Ass

ocia

te n

ames

with

per

sons

:T

alk

abou

t the

peo

ple`

*ho

wor

k at

sch

ool a

nd te

llho

w th

ey h

elp.

us.-

Iden

tify

obje

cts

usin

g re

al o

bjec

ts.

208

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Inst

ant t

ype

pict

ures

of

pers

ons

Act

ual o

bjec

tsPi

ctur

es o

f fu

rnitu

ie a

nd o

bjec

ts

Flas

h ca

rds

with

fir

st a

nd la

st n

al:s

-

Con

stru

ctio

n pa

per

Scho

ol b

uild

ing

.Sm

all -

nam

e ca

rds

Nam

e4ca

rds

Cha

rt h

olde

r

Fam

ily p

ictu

res

Cha

rt r

ack

and

prim

ary

pape

r

Inst

ant t

ype

pict

ures

of

peop

le e

mpl

c\ d

by

scho

ol. R

eal o

bjec

ts y

ou w

ant t

o te

ach

Beh

avio

ral O

bjec

tives

iden

tify

hom

est

reet

sig

n

iden

tify

scho

olst

reet

sig

ns

Follo

win

g C

omm

ands

The

chi

ld w

ill b

e- a

ble

to:

I;

liste

n an

d re

spon

d to

,co

rnm

ands

.

Act

iviti

es

Iden

tify

obje

cts

usin

g pi

ctur

es o

f ob

ject

s.Id

entif

y ob

ject

s fr

om c

hart

s (m

ay b

e re

al o

bjec

ts o

r, p

ictu

res)

.T

ake

a w

alk

arou

nd th

e sc

hool

gro

und

to id

entif

y ho

mes

, str

eets

, sch

oolg

roun

d,tr

ees,

flo

wer

s, e

tc.

Dra

w p

ictu

res

of th

ings

you

_saw

on

wal

k ar

ound

sch

oolg

roun

d. T

ell c

lass

abo

utyo

ur p

ictu

re.

Dfa

w p

ictu

res

of p

eopl

e w

ho li

ve a

t hom

e. I

dent

ify

them

byname-a-r

id te

ll w

hat

they

do

each

day

.D

raw

pic

ture

s of

peo

ple

who

wor

k of

the

scho

ol. I

dent

ify

them

by

nam

e an

d te

ll---

--.._

wha

t the

y do

.(

Arr

ange

with

you

r bu

s dr

iver

for

a to

ur o

fklie

lfO

me

com

mun

ities

of

your

stu

dent

s:R

etur

n to

sch

ool a

nd ta

lk a

bout

the

colg

rbly

the

hom

es a

nd th

e io

catio

n of

them

.D

raw

a m

ural

shO

win

g th

e ho

mes

(w

i0ea

ch s

tude

nt d

raw

ing

his

own

hom

e). M

ake

smal

l str

eet s

igns

and

: pas

te th

em n

ear

each

KO

me.

Let

eac

h st

uden

t fin

d hi

s st

reet

sign

and

iden

tify

it.If

th4r

oorn

'is la

rge

enou

gh s

et o

ff o

ne a

rea

for

stre

ets.

Mak

e st

reet

s fr

om b

lack

of b

row

n pa

per.

Let

eac

h st

uden

t mak

e hi

s ho

use

on b

utch

er'p

aper

, cut

ting

itou

t Let

eac

h st

uden

t' pl

ace

hii h

ome

on o

ne o

f th

e st

reet

s. M

ake

a sm

all s

tree

tsi

gn a

nd-p

lace

it b

y th

e ho

use.

Dra

w.b

uild

ings

loca

ted

near

the

scho

ol. M

ake

stre

ets

ftgm

bla

ck o

r br

own

col.

stru

ctio

n pa

per.

Put t

he b

uild

ings

on

a st

reet

. Set

up

stre

et s

igns

. Ide

ntif

y st

reet

s.

Giv

e si

Mpl

e co

mm

and

usin

g ch

ild's

nat

he.

(Var

y'th

e ga

me

by=

cal

ling

the

child

's n

ame

and

givi

ng th

e co

mm

and:

The

n gi

vean

othe

r co

mm

and

and

call

the

child

's.n

ame

last

)Pl

ay r

ecor

ds w

hich

giv

e si

mpl

e di

rect

ions

tObe

fol

low

ed.

Play

exe

rcis

e; r

ecor

ds w

ith s

tude

nts

follo

win

g di

rect

ions

. A r

ecor

d pl

ayer

with

slow

spe

ed is

ess

entia

l unt

ilchi

ld le

arns

to p

ay a

ttent

ion

and

follo

w d

irec

tions

.Pl

ay m

usic

al c

hair

s (u

sing

sea

sona

l obj

ects

in a

ll ch

airs

exc

eplO

rre)

.St

uden

ts m

arch

to m

usic

. Whe

n m

usic

sto

ps a

ll st

uden

ts s

it do

wn.

..The

stu

dent

who

isiit

t'ing

in c

hair

with

out a

n ob

iect

goe

s to

the

cent

er o

f th

e ci

rcle

and

draw

s a'

pape

r fr

om th

e bo

xl T

he te

ache

rth

e di

rect

ion

and

the

child

mus

t fol

low

it,.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

,

Pict

ures

of

you

wan

t to

teac

hR

eal o

bjec

ts a

nd p

ictu

res

Wal

Lab

out s

choo

l gfo

und

Pape

r, c

rayo

las

New

spri

nt, c

rayo

las

or p

aint

s.

New

spri

nt, c

rayo

las

or p

aint

s

BuS

triptogo by every student's home,

Mur

alSt

reet

sig

ns

Bro

wn

and

blac

k co

nstr

uctio

n pa

per

stre

ets

But

cher

pap

er h

omes

Stre

et s

igns

Bla

ck o

r br

own

cons

truc

tion

pape

r st

reet

sB

uild

ings

dra

wn'

on

butc

h,er

pap

er.

See

Sugg

este

d M

ater

ials

at e

nd o

f sk

ill a

rea

Exe

rcis

e re

cord

s

Seas

onal

obj

ects

to p

lace

in c

hair

s

Box

with

sim

pled

irec

tions

wri

ten

on p

iece

s of

pape

r

4205

Beh

avio

ral O

bjec

tives

Act

ion.

Wor

ds

The

chi

ld w

ill b

e:ab

le.to

:us

e th

e C

orre

ct w

ord

for

som

e bo

dy m

ovem

ent

resp

ond

to_m

a y

actio

nw

ords

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

and

.use

som

epr

otec

tive

wor

ds

part

icip

ate

in a

nd u

nder

-st

and

sim

ple

prot

ectio

nga

m e

s

Act

iviti

es,

-Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

jum

psi

t's

kip

danc

ew

alk

stan

dho

ptw

ist

Play

fre

quen

t ide

ntif

icat

ion

gam

es. H

old

up p

ictu

re a

nd a

sk s

tude

ntto

iden

tify

mov

emen

t.

Ask

indi

vidu

al s

tude

nt.to

fin

d pi

ctur

e of

som

eone

jum

ping

, etc

.L

ook

in m

agaz

ines

for

pic

ture

s sh

owin

g va

riou

s m

ovem

ents

. Ide

ntif

y th

em

ovem

ent.

Col

lect

a g

ood

supp

ly o

f ac

tion

pict

ures

for

sor

ting.

Mak

ea

box

for

each

actio

n w

ord,

pas

ting

an a

ctio

n pi

ctur

e to

rep

rese

nt th

e w

ord

on th

e to

pof

the

box.

Giv

e th

e st

uden

t 5 p

ictu

res

'to p

ut in

the

corr

ect b

ox.

Play

"Fo

llow

the

Lea

der"

to le

arn

diff

icul

t act

ion

mov

emen

ts.

Use

rec

Ord

s gi

ving

dir

ectio

ns f

or v

ario

us a

ctio

ns. P

lay

"Pre

tend

you

are

a ra

bbit,

"et

c. a

nd h

op a

roun

d th

e ro

om,

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e an

d R

ecog

nitio

n

Kee

p O

utB

omb

Shel

ter

STO

P.W

AL

KD

ange

rG

OW

AIT

Pois

onPr

ivat

e Pr

oper

tyPr

eten

d yo

u ar

e go

ing

on a

wal

k. H

old

up "

prot

ectio

n w

ords

" fo

r id

entif

icat

ion.

Plac

e va

riou

s w

ords

aro

und

the

room

with

clu

es (

Mak

e st

reet

s an

dpu

t the

wor

d"S

TO

P" o

n a

stre

et c

orne

r or

put

"K

eep

Out

"ov

er a

doo

r.)

Let

the

pupi

ls g

uess

wha

t the

wor

d m

eans

.

210

--

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ures

or

draw

ings

illu

stra

ting

body

mov

emen

ts

Pict

ures

or

draw

ings

illu

stra

ting-

voca

bula

ryM

agaz

ineS

Goo

d ac

tion

pict

ures

Box

es f

or e

ach

actio

n w

ord

you

are

teac

hing

Act

ion

reco

rds

Let

,one

stu

dent

be

the

iiiot

her_

or f

athe

r. G

ive

him

tagb

oard

wor

d (y

ou m

ayha

ve to

iden

tify

the

wor

d fo

r hi

m):

Ask

=hi

in to

exp

lain

it to

ano

ther

chi

ld.

Pret

end

you

are

a po

licem

an. S

how

the

boys

and

gir

ls h

to' cr

oss

the

stre

et, e

tc.

Ada

pt s

tori

es f

or f

lann

el b

oard

.L

et s

tude

nts

act o

ut s

tori

es y

ou h

ave

read

.

Pict

ures

or

draw

ings

illu

stra

ting

voca

bula

ry

Flas

h ca

rds

Not

e:T

he -

stud

ent m

ay n

ot le

arn

thes

e w

ords

,bu

t he,

can

be

mad

e aw

are

of th

em, s

oth

at h

e w

ill a

sk p

aren

ts w

hat t

hey

mea

nw

hen

he s

ees

them

.

Tag

boar

d w

ords

Prot

ectio

n st

orie

s ad

apte

d to

fla

nnel

boa

rd

'Beh

avio

ral O

bjec

tives

Atte

ntio

n Sp

an

The

chi

ld w

ill b

e ab

le to

:si

t qui

etly

dur

ing

alib

rary

per

iod

Penm

ansh

ip

The

chi

ld m

ay b

e ab

le to

:

copy

sim

ple

desi

gns

and

som

e C

ompl

icat

edde

sign

s

copy

sim

ple

lette

rsor

nam

e

wri

te h

is n

ame

onsm

alle

r pa

per

usin

gtw

o lin

es

Act

iviti

es

Hav

e a

regi

llar

wee

kly

libra

ry p

erio

d.A

ttend

som

e of

the

libra

ry f

unct

ions

for

oth

er s

tude

nts.

Rea

d st

orie

s to

stu

dent

s so

they

will

lear

n to

list

en.

Tel

l sto

ries

usi

ng th

e fl

anite

l boa

rd s

o st

uden

ts w

ill le

arn

to s

it qu

ietly

and

list

en.

.Ins

truc

tiona

l Aid

s an

d M

ater

ials

Lib

rary

per

iod

Stor

ies

to r

ead

Flan

nel b

oard

sto

ries

.N

ote:

Tlik

_with

libr

aria

n be

fore

your

libr

ary

peri

od s

o sh

e w

ill b

e aw

are

of th

eab

ili ti

es o

f yo

ur s

tude

nts,

and

can

hav

em

ate

al a

vaila

ble

whe

n th

ey a

rriv

e.D

iscu

your

.0 it

s of

stu

dy s

o sh

e ca

nin

clud

boo

k,

film

s, e

tc. f

or. y

our

grou

p.G

ive

hst

of

book

s on

men

tal

reta

rdat

ion

for

prof

essi

onal

libr

ary.

(Se

eSu

gges

ted

Mat

eria

ls a

t end

of

skill

are

a)G

iver

her

a g

ood

list o

f-bo

oks

for

pare

nts

and

stud

ents

to r

ead.

(Se

e Su

gges

ted

Mat

eria

ls a

t end

of

skill

are

a)

Rev

iew

exe

rcis

es f

or P

enm

ansh

ip 1

Rev

iew

the

exer

cise

s pr

esen

ted

on4"

For

som

e of

yot

ir s

tude

nts,

this

`ty

peI

Cop

y si

mpl

e de

sign

s by

trac

ing-

and

Cop

rmO

re c

ompl

icat

ed d

esig

ns'ib

y.tr

acin

gU

se s

andp

aper

lette

rs f

or tr

acin

gU

se s

andp

aper

nam

e fo

r tr

acin

gM

ake

larg

e co

py o

f na

me

on n

ewsp

rint

Tra

ce o

ver

dotte

d le

tters

of

nam

e.M

ake

nam

e on

pap

er, w

ith li

rres

./an

d to

uch

two

lines

. Cal

l his

atte

ntio

nan

d ha

ng th

eir

feet

bel

ow.

11

Show

the

child

how

to h

old

hiS'

fing

ersp

aced

eve

nly.

1

foun

d in

Jul

ia M

ollo

y's

Tra

inab

le C

hild

ren.

l.

the

Prim

ary

leve

l usi

ng la

rge

chal

k m

ovem

ents

of e

xerc

ise

may

be

wIt

the.

still

nee

ds.

1

then

by

mem

ory.

and

by m

emor

y./w

ith. f

inge

r.w

ithlin

ger.

usin

g he

avy

blac

k lin

es. T

race

ove

r na

me

Show

.the

child

-th

e, b

ig le

tters

whi

ch s

tand

tall

to th

e sm

all l

ette

rs th

at s

it on

the

line

i.

betw

een'

the

, lette

rs s

o th

ey w

ill b

e

Mol

loy,

Jul

ia S

. Tra

inab

le C

hild

ren

New

Yor

k;T

he J

ohn

Day

Co.

; 1 9

63

Cha

lkC

halk

boar

dSi

mpl

e de

sign

sC

ompl

icat

ed d

esig

nsSa

ndpa

per

lette

rs'S

andp

aper

nam

eN

ewsp

rint

, bla

ck c

rayo

laD

otte

d lin

es c

over

ed w

ith p

last

icC

hild

's n

ame

on li

ned

pape

r, u

sing

hea

vy b

lack

lines

Mak

e a

copy

of

the

child

's n

ame

on b

egin

ner's

pap

er f

or c

hild

to tr

ace.

if li

nes

onpa

per

are

not d

istin

ct, a

dd a

red

line

for

the

base

line

.W

hen

he c

an tr

ace

this

pap

er, M

ake

anot

her

one

leav

ing

a sp

ace

belo

w h

is n

ame

for

wri

ting

exer

cise

.

Smal

l cop

y of

chi

ld's

nam

e on

beg

inne

r's p

aper

Cop

y pa

per

with

spa

ce f

or h

im to

wri

te

?11

:Beh

avio

ral.

Obj

ectiv

esA

ctiv

ites

Inst

ruct

iona

l Aid

s gr

idA

tate

rial

sI

-...

Whe

n he

is r

eai y,

take

'aw

ay th

e co

py a

nd le

t him

wri

te h

is n

ame

by m

emor

y.A

vaila

ble

.cop

y ca

rd in

cas

e he

for

gets

Supe

rvis

e an

d qu

ickl

y co

rrec

t mis

take

s in

spe

lling

or le

tter

form

atio

n.'

212

Num

ber

Con

cept

s

Voc

abul

ary

Dev

elop

men

t- f

o O

ral L

angu

age

Act

ual o

bjec

tsPi

ctur

es o

f ob

ject

s

The

chi

ld w

ill b

e ab

le to

: --

use

corr

ect n

ames

-fo

rso

me

wor

ds a

ndnu

mbe

r 'c

once

pts

NU

t-nb

ers

Ito

10tim

eni

ckl

shor

tta

llto

pbo

ttom

Illu

stra

tions

or

pict

ures

sho

win

g co

ncep

tsco

unt

age

dim

eab

ove

belo

w`

full

empt

ycl

ock

day

uqu

arte

r_

,faS

tsl

owpa

per

dolla

rha

nds.

-mon

thw

eek

penn

tele

phon

e nu

mbe

rfi

rst

last

larg

esm

all

in o

utR

evie

w n

umbe

r vo

cabu

lary

oili

Pri

ma

y,-_

1 ve

l.

lear

n th

e co

ncep

ts o

f-nu

mbe

rsi t

o 10

,

reco

gniz

e an

d w

rite

num

bers

1 to

10

solv

e so

me

sim

ple

6 m

oney

pro

blem

s

,-

..

Cou

nt-f

rom

left

to r

ight

. Tou

ch e

ach

obje

ct c

ount

ed f

or c

oncr

ete

stim

ulat

ion.

Any

thin

g in

the

room

whi

ch c

an b

e co

unte

d an

dC

ount

stu

dent

s in

roo

m.

jto

uche

dC

ount

-boy

s..

-Cou

ntC

ount

pen

cils

.C

ount

des

ks.

Tak

e nu

mbe

r ca

rds

1 to

10a

nd p

ut in

seq

uent

ial o

rder

.N

umbe

r ca

rds

Tak

e on

e ca

rd a

way

and

stu

dent

s gu

ess'

whi

ch c

ard

isgo

ne.

Buy

, Or

mak

e, o

bjec

t car

ds u

sing

num

bers

1 to

10.

Arr

ange

obj

ect c

ards

inpr

oper

Mak

e a

obje

ct c

ard

for

each

num

ber

from

1 to

10

sequ

ence

. Tak

e tu

rns

beat

ing

drum

or

othe

r in

stru

men

t.D

rum

Cou

nt th

e be

ats.

Cla

p ha

nds

acco

rdin

g to

num

ber

dire

ctio

n.L

earn

fin

gerp

lays

for

cou

ntin

g.

Plar

Num

beri

te f

or te

achi

ng c

ount

ing,

gro

upin

g, e

tc. E

ach

piec

e.co

ntai

nsa

num

ber

and

hole

s fo

r co

lore

d pe

gs,

Ask

a c

hild

to c

ount

the

piec

es o

f m

oney

on

a ta

blek

do n

ot p

utan

y m

oney

on

the

tabl

e).

Piec

es-o

f m

oney

See

if h

e w

ill a

sk f

or m

oney

or

at le

ast t

ell y

ou th

ere

isno

mon

ey o

n th

e ta

ble.

Rhy

mes

for

Fin

gers

and

Fla

nnel

i)oa

rds

pp. 4

8-57

Let

's D

o Fi

nger

play

s pp

. 60-

74, J

udy

Com

pany

.

Put n

icke

ls a

nd d

inie

s (n

o pe

nnie

s) o

n a

tabl

e. T

ell t

he c

hild

to c

ount

the

penn

ies.

See

ifN

icke

l and

dim

eshe

will

not

ice

that

ther

e ar

e no

pen

nies

and

ask

for

som

e

Bill

fold

with

out m

oney

Send

chi

ld to

pla

y st

ore

with

bill

fold

(w

ithou

tan

y m

oney

in it

). S

ee if

he

Will

che

ck to

see

if th

ete

is m

oney

in_t

he b

illfo

ld b

efor

e-he

goe

s to

the

stor

e.

Beh

avio

ral O

bjec

tives

tell

whe

re h

e liv

es

lear

n hi

s ag

e_

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mak

e ar

rang

emen

ts w

ith y

our

neig

hbor

hood

gro

cer

to ta

ke s

tude

nts

in to

buy

pop

or c

andy

. Giv

e th

em s

ome

nion

ey,b

ut n

ot e

noug

h to

buy

wha

t the

y w

ant.

See

if th

ey c

an te

ll yo

u ho

w m

uch

mor

e M

oney

they

nee

d or

if th

ey w

ill a

t lea

stM

oney

ask

you

for

mor

e- m

oney

.

Tak

e (-

21m

e gu

m, C

ooki

es, a

nd p

enny

can

dy to

the

room

and

set

up

a st

ore.

Sel

lG

um, c

ooki

es, p

enny

can

dyea

ch it

em f

oron

e pe

nny.

Hiv

e th

e\ s

tude

nts

coun

t out

thei

r m

oney

and

as

they

Penn

ies

do s

o; ta

ke p

art o

f it

befo

re th

ey f

inis

h co

untin

g: S

ee if

they

can

'fig

ure

out'

that

som

eone

has

take

n pa

rt O

f th

eir

mon

ey a

nd th

at it

is-n

ot w

ise

to le

ave

mon

ey o

n de

sks

and

tabl

es w

hen

play

ing

or w

orki

ng.

Hel

p ea

ch c

hild

mak

e, h

is h

ome

fron

i con

stru

ctio

n pa

per.

Wri

te h

is h

ouse

num

ber

on-i

t with

fel

t pen

. Tak

e tu

rns

show

ing

whe

re y

ou li

ve a

nd f

indi

ng th

e ho

use

num

ber.

Tea

cher

will

mak

e a

plai

n ho

use

for

each

chi

ld. P

ut h

ouse

nuM

bero

n ho

use.

Put

all h

ouse

s on

bul

letin

boa

rd. P

lay

"Fin

d Y

our

Hou

se"

Gam

e un

til e

very

chi

ld c

anre

cogn

ize

his

own

hous

e nu

mbe

r. (

Mov

e ho

uses

aro

und

to r

einf

orce

num

bers

.)

Giv

e ea

ch s

tude

nt h

is h

ome

num

ber

on a

sm

all c

ard.

Let

him

niat

ch it

-with

the

corr

ect h

ouse

nU

mbe

r on

the

bulle

tin b

oard

.M

ake

flas

h ca

rds

with

str

eet a

ddre

ss o

f ea

ch s

tude

ntPu

t the

-car

ds in

car

d-St

reet

add

ress

fla

sh c

ards

pock

et-.

Pla

y "F

ind

You

r St

reet

Add

ress

."

Wri

te a

sho

rt s

tory

abo

ut a

stu

dent

giv

ing'

his

age.

Rea

d th

e st

ory-

to th

e st

uden

ts.

.Sh

ort s

tori

es a

bout

stu

dent

sL

et th

em g

uess

who

the

stor

y is

abo

ut.'

.

Play

."H

ow o

lcIa

re y

ou?"

.. St

uden

ts s

ays,

-"I

am

year

s ol

d."

Hol

d up

a n

umbe

r. S

ay, '

Who

is;e

ars

old?

" St

uden

t rai

ses

hand

. If

he is

Num

ber

card

s to

10

Num

ber

card

s to

12.

Hou

ses

from

con

stru

ctio

n pa

per

Felt

pen

Plai

n pa

per

hous

e w

ith h

ouse

.num

bers

Smal

l car

d w

ith h

ouse

num

ber

''-. c

orre

ct, h

e ge

ts.to

hol

d nu

mbe

r ca

rd.

Whe

n st

uden

ts c

an r

ecog

nize

all

the

num

bers

to.1

0, m

ake

num

bers

up

to 1

2 so

olde

r.ch

ildre

n ca

n re

cogn

ize

thei

r ag

e nu

mbe

r.

lear

n hi

s te

leph

one

num

ber

Mak

e a

tele

phon

e di

al u

sing

onl

y. n

umbe

rs (

lette

rs a

nd n

umbe

rs a

re to

o co

nfus

ing)

.W

rite

the

stud

ent's

tele

phon

e nu

mbe

r on

a p

iece

of

pape

r. H

elp

him

rea

d th

enu

mbe

rs a

nd d

ial t

hem

.R

ead'

his

tele

phon

e nu

mbe

r fo

r ro

ll ca

ll.!

-de

velo

p si

mpl

e tim

e co

ncep

tsW

ork

the

cloc

k pu

zzle

.M

ake

a la

rge

cloc

k w

ith m

ovea

ble

hand

s. i'

Set t

he c

lock

at h

our

we

com

e to

sch

ool,

eat l

unch

, go

hom

e, e

tc. T

ell t

he s

tude

ntS

the

time

the

cloc

k-sh

owi.

.

Tel

epho

ne d

ial u

sing

onl

y nu

mbe

rsT

elep

hone

num

ber

card

s

Not

e:D

o no

t be

too

conc

erne

d if

a c

hild

can

not

lear

n hi

s te

leph

one

num

ber

by m

emor

y.

Clo

ck p

uzzl

eL

arge

clo

ck w

ith m

ovea

ble

hand

s

213

_Beh

avio

ral O

bjec

tives

Act

iviti

es

Hav

e sm

all c

lock

for

Pra

ctic

e by

eac

h ch

ild. M

ake

pape

r pl

ate

cloc

ks w

ithlo

ng h

and

red:

and

shor

t han

d bl

ue..

Show

stu

dent

s'di

ffer

ent '

kind

s of

clo

cks:

alar

m, s

trik

ing,

wat

ch, e

tc.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Smal

l clo

cks

Pape

r pl

ates

Red

and

blu

e ha

nds

som

etim

es r

ecog

nize

Play

gam

es w

ith r

eal m

oney

, "Fi

nd-t

he p

enny

,"et

c.R

eal m

oney

penn

y, n

icke

l, di

me.

-H

old

up a

pie

ce o

f m

onoy

. Ask

, "W

hat i

s th

ispi

ece

of m

oney

?" A

sk th

ePe

nny

quar

ter

and

pape

rst

uden

t who

iden

tifie

d it

to f

ind

anot

her

piec

e ju

st li

keit.

Put

t.wo

or th

ree

Nic

kel

dolta

r w

ithou

t sen

se o

coin

s of

dif

fere

nt d

enom

inat

ion

on th

e de

sk. A

sk s

tude

nts

to c

lose

thei

rD

ime

of v

alue

eyes

. Tak

e aw

ay o

ne p

iece

of

mon

ey. G

uess

whi

ch c

oin

is m

issi

ng..

Qua

rter

, pap

er d

olla

rPl

ay S

tore

. Sel

l foo

d fo

r m

oney

.Pl

ay S

tore

Pay

for

Punc

hes

in s

choo

l daf

eter

ia..

Tak

e a

fiel

d tr

ip to

a s

tore

. Buy

som

ethi

ng a

ndpa

y fo

r it.

'Fie

ld tr

ip to

sto

reT

ake

a fi

eld

trip

to a

dri

ve-i

n.B

uy a

dri

nk a

nd p

ay f

or y

our

own.

Fiel

d tr

ip to

dri

ve-i

nco

rrec

tly u

se s

ome

of th

e w

ollo

win

gw

ords

:la

rge

and

smal

l-

firs

t and

laSt

in a

nd o

ut

top

and

botto

m

abov

e an

d be

low

214

-Mea

sure

eac

h ch

ild in

roo

m. P

ut c

hard

boar

d m

arke

r With

chi

ld's

nam

e to

rec

ord-

Car

dboa

rd m

arke

rs f

or e

ach

child

'sna

me

heig

ht.

Tap

e m

easu

re o

r ya

rd s

tick

Com

pare

-tea

cher

and

child

. --

.Com

pare

two

stud

enl.S

.,

Use

gra

duat

ed s

ets

of J

udy

Stic

k O

'Mat

s fo

r fl

anne

l boa

rd..

Stic

k O

'Mat

s (a

vaila

ble

in c

ircl

es,

squa

res,

tria

ngle

san

d re

ctan

gles

) T

he J

udy

Com

pany

Hav

e na

me

card

s w

ith f

irst

nam

e.C

ard

with

fir

st n

ame

Hav

e na

me

card

s'w

ith la

St n

ame.

Car

d w

ith la

st n

ame

Inst

ruct

stu

dent

s to

fin

d fi

rst o

r la

stna

me.

Plac

e ob

ject

s-on

tabl

e. S

ay, "

Thi

s is

the

firs

t obj

ect:"

"Fin

d th

e la

st o

bjec

t."Sm

all o

bjec

ts-

Lea

rn to

-ide

ntif

y fi

rst a

nd l'

st p

erso

n in

a ro

w o

r lin

e.i

Tab

le o

r de

skL

earn

to id

entif

y fi

rst a

nd la

sCpe

rson

in li

ne w

hen

it is

time

to g

o ho

me.

Giv

e si

mpl

e co

min

andS

:- "

GO

in th

e ro

om,"

"C

ome

out i

n th

e ha

ll,' -

-etc

..:

Put o

bjec

ts in

the

box.

Smal

l obj

ects

Tak

e O

bjec

ts o

ut o

f th

eb_

o-x.

Box

.G

et o

ut-

of th

e bu

s..1

Bus

-

Get

a la

rge

card

boar

d bo

x w

ith'to

pon

it.

.-L

arge

car

dboa

rd b

oxSe

t. bo

X u

p an

d sa

y, "

Thi

s is

the

top

of th

e bo

x an

d th

is is

the

botto

m."

The

w'

turn

box

ove

r an

dili.

:pea

t, m

akin

g su

re th

at c

hild

und

erst

ands

top

is u

sual

ly u

pan

d bo

ttom

is u

sual

ly d

own.

,...

Get

sup

-ply

-66x

. Sho

w c

hild

that

to-p

.Com

esup

but

bot

tom

of

box,

will

not

.U

se ja

rs w

ith li

ds th

at s

crew

on

and-

off.

Exp

lain

the

abov

e m

eans

:up;

and

belo

w m

eans

dow

n. U

se-y

our

hand

for

poin

ting.

--s

-

Supp

ly b

oxB

aby

food

jars

with

lids

.

Beh

avio

ral O

bjec

tives

Act

iviti

es

over

and

und

er

shO

rt a

nd ta

ll

slow

and

fas

t

full

and

empt

y

Soci

al S

tudi

es

The

chi

ld w

ill b

e ab

le to

:na

me

the

days

of

the

wee

kw

ith h

elp

coun

t the

day

s in

the

wee

k

Hav

e tw

o st

uden

ts h

old

a ro

pe: L

et th

e ot

her

stud

ents

get

in li

ne a

nd th

row

a b

all

abov

e th

e ro

pe o

r be

low

the

rope

..'N

ame

card

s pl

aced

abo

ve c

oat r

ack

may

be

used

to te

ach,

"H

ang

your

coa

t bel

owN

..

.

your

ilun

r.:

..

sUse

a r

ope

or v

olle

y ba

ll ne

t. In

stru

ct th

e pu

pil t

o th

row

, the

bal

l ove

r th

e ne

t, th

enun

der.

Whe

n ac

tiviti

es a

re r

einf

orce

d in

cla

ssro

om s

ugge

st th

at p

upil

thro

w b

all o

ver

tabl

e, o

ver

chai

r, e

tc. T

hen

prac

tice

rolli

ng b

all u

nder

var

ious

o-b

ject

s.-R

efer

to h

eigh

t mar

ks. T

alk

abou

t the

big

stu

dent

s an

d th

e lit

tle s

tude

nts

in r

oom

.D

ecid

e W

heth

er th

ese

stud

ents

are

sho

rt o

r ta

ll.Su

gges

t tha

t the

sho

t stu

dent

s st

and

on o

ne s

ide

Of

the

room

and

the

tall

stud

ents

on th

e ot

her.

:

Tal

k ab

out f

amili

es. "

Are

they

sho

rt o

r-ta

ll?"

Use

rec

ord

play

er w

ith s

ever

al s

peed

s. M

ake

reco

rd g

o sl

ow, t

hen

fast

.M

arch

to m

usic

bei

ng c

erta

in to

say,

"T

his

is s

low

mus

ic,"

etc

.W

alk

fist

-and

then

slo

w.

_

Run

slo

w a

nd th

en f

ast.

Tak

e fo

od c

ans

from

sto

re a

nd f

ill th

em w

ith d

irt.

Show

that

can

is f

ull.

Pour

out

dir

t'and

sho

w th

at c

anis

em

pty.

.Fi

ll ca

n w

ith w

ater

. Not

e th

at th

e ca

n is

ful

l. K

eep

pour

ing

wat

er a

nd s

how

that

the

wat

er r

uns

over

bec

ause

it is

ful

l.T

ake.

empt

y ca

n an

d po

ur a

littl

e w

ater

in it

. Not

e th

at it

did

not

run

-ove

r be

caus

eit

was

not

ful

l.

coun

t the

wee

ks t

mon

th

nam

e th

e m

onth

s of

the

year

as

they

app

ly to

scho

ol a

ctiv

ities

c-,

,

Mak

e a

cale

ndar

for

eac

h ch

ild. S

how

ther

nthe

cor

rect

day

on

the

cale

ndar

. Giv

eth

e na

me

of th

e da

y. W

rite

the

corr

ect n

umbe

r fo

r th

is d

ay w

hen

they

arr

ive

atsc

hool

:T

alk

abou

twha

t we

do o

n th

e di

ffer

ent d

ays

of th

e w

eek.

Tal

k ab

out h

ow,w

e kn

ow w

hen

it is

ano

ther

day

(af

ter

we

slee

p at

nig

ht, e

tc.)

.R

epea

t the

day

s O

fal

wee

k..

Cou

nt th

e'da

ys o

f a

wee

k on

the

big

room

cal

enda

r.C

ount

the

days

, of

the

wee

k on

littl

e in

divi

dual

cal

enda

rs.

Tal

k ab

out h

ow w

e kn

ow it

is a

noth

er w

eek,

as

we

did

not g

o to

sch

ool f

or tw

oda

ys, o

r, y

este

rday

was

Sun

day.

"

Cou

nt th

e w

eek

mov

ing

hand

fro

m le

ft to

rig

ht to

sho

w w

hole

wee

k on

larg

e ro

omca

lend

ar.

N I

ne4e

mon

th o

n th

e ca

lend

ar e

ach

day.

Tal

k ab

out s

choo

l hol

iday

s an

d th

em

onth

in w

hich

they

fal

l.T

alk

abou

t stu

Iren

es b

irth

day'

and

in "

whi

ch m

onth

it is

,

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Rop

e.

Bal

lN

ame

card

sC

oat r

ack

Rop

e or

vol

ley

ball

net

Bal

l

Yar

dstic

k or

tape

mea

sure

for

rec

ordi

ng. h

eigh

t

Rec

ord

play

er w

ith th

ree

spee

ds

Em

pty

food

can

sD

irt

Em

pty

food

can

Wat

erE

mpt

y ca

n an

d w

ater

Smal

l cal

enda

r fo

r ea

ch c

hild

Lar

ge r

oom

cal

enda

rSm

all c

alen

dars

.Lar

ge r

oom

cal

enda

rN

ote:

Thi

s m

ay b

e di

ffic

ult f

or m

any

stud

ents

.

Lar

ge r

oom

cal

enda

r

215

Beh

avio

ral O

bjec

tives

Act

iviti

es

Vis

ual D

iscr

imin

atio

n

Shap

e an

diSi

ze

The

chi

ld m

ay b

e ab

le to

:us

e co

rrec

t nam

es f

or s

ome

shap

es a

nd s

izes

disc

rim

inat

e be

twee

ndi

ffer

ent s

hape

s an

dsi

zes

Lea

rn F

inge

rpla

ys f

oii H

olid

ays

and

Spec

ial O

ccas

ions

, .M

entio

n th

em

onth

of

thes

e,bo

liday

s.

Shlo

w s

easo

nal m

ovie

s ca

lling

atte

ntio

n to

the

mon

th.

Mak

e se

ason

al a

rt a

ctiv

ities

. Put

on

bulle

tin b

oard

with

nam

e of

mon

th a

bove

it.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

circ

letr

iang

lesq

uare

diam

ond

Play

iden

tific

atio

n ga

me.

shap

epa

ttern

big.

size

roun

d'

'littl

e'.

"Fin

d th

e ci

rcle

," "

Find

the

smal

l cir

cle,

" et

c:

sort

mat

ch

Gue

ssin

g-G

ame:

"W

hich

sha

pe.is

rou

nd?"

"W

hich

sha

pe h

as th

ree

side

s?"

Chi

ldm

ay a

nsw

er b

y po

intin

g un

til h

e le

arns

the

real

nam

e of

eac

h sh

ape.

Fing

erpa

int w

ith tw

o co

lors

. Whe

n dr

y pr

ess

with

war

m ir

on. S

elec

t and

iden

tify

shap

e to

dra

w o

n fi

nger

pain

t des

ign.

Hel

p st

uden

t dra

w s

hape

. Cut

out a

nd ta

keho

me.

Indi

vidu

al a

ctiv

ities

with

Geo

met

ric

Inse

ts.

Stri

ng b

eads

acc

ordi

ng to

sha

pe; r

ound

, squ

are,

etc

.St

ring

bea

ds a

ccor

ding

to s

ize;

larg

e, s

mal

l.So

rt c

ardb

oard

cir

cles

acc

ordi

ng to

siz

e.So

rt c

ardb

oard

squ

ares

by

size

.M

ake

rais

ed s

hape

s on

car

dboa

rd s

quar

es u

sing

san

dor

fel

t.' B

lindf

old

the

child

and

let h

im f

eel a

nd id

entif

y th

e sh

ape.

Dra

w s

hape

s in

wet

san

d:G

o ar

ound

sha

pes

with

yar

n.

216

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Let

's D

o Fi

nger

play

s pp

. 92-

101

Rhy

mes

for

Fin

ger's

and

Fla

nnel

Boa

rds

pp. 5

8-76

Seas

onal

mov

ies

Art

bul

letin

boa

rdN

ote:

The

-tea

cher

will

dec

ide

wha

t.Sci

ence

and

Soci

al S

tudi

es A

ctiv

ities

are

nee

ded

tom

eet t

he in

divi

dual

nee

ds a

nd a

bilit

ies

ofhe

r st

uden

ts.

Rea

l sha

pes

in s

ever

al s

izes

Shap

es m

ade

from

car

dboa

rd

Lar

ge c

ardb

oard

sha

pes

Lar

ge c

ardb

oard

sha

pes

Iron

Fing

erpa

int p

aper

and

pai

nts

Penc

il, s

ciss

ors

Mon

tess

ori C

abin

ent w

ith d

raw

ers

to h

old

inse

ts

Bea

dsSt

rin

gC

ardb

oard

cir

cles

Lar

ge:a

nd s

mal

l car

dboa

rd s

quar

es-

Car

dboa

rd s

quar

es w

ith r

aise

d sh

apes

mad

e fr

omsa

nd o

r fe

ltB

ox,o

f w

et s

and

Shap

es w

ith h

oles

aro

und

it, y

arn,

yar

n ne

edle

Beh

avio

ral O

bjec

tives

Col

or D

iscr

imin

atio

n

The

chi

ld m

ay b

e ab

le to

:id

entif

y so

me

colo

r w

ords

iden

tify

liken

ess

and

diff

eren

ces

in c

olor

s

Vis

ual S

eque

nce

The

chi

ld w

ill b

e ab

le to

:de

veiO

p vi

sual

seq

uenc

e

Vis

ual M

emor

y

The

chi

ld w

ill b

e ab

le to

:-de

velo

p vi

sual

mem

ory

Act

iviti

es

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

red

yello

wgr

een

blue

othe

r co

lor

wor

ds a

s ne

eded

oran

gepu

rple

blac

kbr

own

Play

col

or g

ames

. Hol

d up

obj

ect:

Say,

"W

hat c

olor

is th

is?"

or,

"Fi

nd s

ome-

thin

g re

d,"

etc.

Fir

st u

se c

olor

car

ds w

ith o

bjec

ts, t

hen

regu

lar

flas

h ca

rds.

Mat

ch c

loth

ing

colo

rs a

nd r

oom

col

ors.

Use

one

or

two

colo

rs o

n Pe

gboa

rds.

Sort

car

dboa

rd s

quar

es a

ccor

ding

to c

olor

.H

ave

a bo

x fo

r ea

ch c

olor

with

a c

olor

ed s

quar

e pa

sted

on

botto

m o

f bo

x.M

atch

cO

ldr

with

col

or w

ord.

Hav

e a

"Col

or D

etec

tive"

who

fin

ds e

very

thin

g he

can

of

one

colo

r. C

hoos

eaf

fere

nt C

olor

for

nex

t "de

lect

ive.

"

Rea

d a

stor

y. L

et.s

tude

nts

rete

ll st

ory

with

pic

ture

s.L

6t s

tude

nts

tell

stor

y w

ith f

lann

el b

oard

fig

ures

.Pu

t pic

ture

s in

rig

ht s

eque

nce

to te

ll st

ory.

Siri

ng b

eads

acc

ordi

ng to

pat

tern

: rou

nd b

ead,

squ

are,

bea

d, r

ound

bea

d, s

quar

ebe

ad, e

tc:

Stlin

g be

ads

acco

rdin

g to

col

or: r

ed b

ead,

bju

e be

ad, r

ed b

ead,

etc

.

Tak

e a

tour

of

the

scho

ol b

uild

ing.

Ret

urn

to th

e ro

om a

nd te

ll w

hat y

ou s

aw.

Rei

d a

stor

y to

the

stud

ents

.. L

et th

em r

etel

l the

sto

ry w

ith p

ictu

res.

Haw

two

pict

ures

of

som

e ob

ject

, exc

ept t

hat o

ne p

ictu

re h

as s

omet

hing

mis

sing

1

.cat

with

no

tail,

etc

. Fin

e w

hat i

s m

issi

ng.

Plac

e tw

o or

thre

e ob

ject

s on

a ta

ble.

Loo

k at

obj

ects

. Cov

er w

ith c

loth

. Let

stud

ents

rec

all w

hat i

s un

der

clot

h.L

ook

at a

pic

ture

of

one

obje

ct. T

ake

pict

ure

away

. Ask

que

stio

ns a

bout

col

ors

in p

ictu

re.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Col

or w

ords

with

col

ored

obj

ects

Flas

h ca

rds

Col

or c

ards

Flas

h ca

rds

Pegs

and

peg

boar

dC

ardb

oard

squ

ares

in v

ario

us c

olor

sB

ox f

or e

ach

colo

r

Stor

y w

ith p

ictu

res

to r

etel

l sto

ryFl

anne

l boa

rd f

igur

esPi

ctur

e st

ory

Rou

nd a

nd s

quar

e be

ads-

, .

Col

ored

bea

dsL

aces

or

cord

s

Tou

r of

sch

ool b

dIld

iiiSt

ory

.

Pict

ures

of

stor

yV

isua

l Clo

sure

Car

ds.

Tw

o or

thre

e ob

ject

sC

loth

Pict

ure

of c

olor

ed o

bjec

t

Beh

avio

ral O

bjec

tives

Aud

itory

Dis

crim

inat

ion

Thi

s ch

ild w

ill b

e ab

le to

:re

cogn

ize

own

nam

e w

hen

give

n w

ith s

impl

e co

mm

and

-dis

crim

inat

e be

twee

nso

unds

Aud

itory

Seq

uenc

ing

The

chi

ld m

ay b

e ab

le to

:re

cogn

ize

and

imita

teso

und

sequ

ence

s

resp

ond

to d

iffe

rent

soun

ds

Aud

itory

Seq

uent

ial M

emor

y

The

Chi

ld m

ay b

e ab

le tb

:re

peat

sou

nds

from

mem

ory

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Play

"D

o W

hat I

Say

," G

ame.

Tea

cher

cal

ls o

ut c

hild

'sna

me

and

com

man

ds, "

Wal

kar

ound

the

room

." T

he c

hild

res

pond

s.M

ake

tape

giv

ing

child

's n

ame

and/

Sim

ple

com

man

d. V

ary

the

tape

tous

e fi

rst n

ames

,fi

rst a

nd la

st n

ames

and

"al

l stu

dent

s."

Use

mus

ic to

illu

stra

te s

oft a

nd lo

ud; f

ast a

nd s

low

; hig

h an

d lo

w; e

tc.

Sing

ing

with

rec

ord

Play

er--

may

als

o be

use

d. P

lay

"Gos

sip.

" U

se n

orm

al v

oice

at f

irst

.W

hen

stud

ents

hav

e le

arne

d to

list

en, p

lay

sam

e ga

me

with

whi

sper

ing

inst

ead

ofno

rmal

voi

ce.

Use

tape

rec

orde

r to

tape

voi

ces

of s

tude

nts

in r

oom

. Dis

crim

inat

e be

twee

nvo

ices

.A

sk th

e pr

inci

pal a

nd a

noth

er te

ache

r to

rec

ord

voic

es o

n ta

pe. A

sk c

oach

and

scho

ol s

ecre

tary

or

nurs

e to

rec

ord

voic

es. D

ecid

e w

hich

voi

ces

belo

ngto

men

and

whi

ch b

elon

g to

wom

en.

Usi

ng a

dru

m, t

ap it

onc

e so

ftly

, onc

e lo

udly

, onc

e-so

ftly

-, e

tc. I

nstr

uct t

he, s

tude

ntto

pla

y w

hat h

e he

ard.

Ask

stu

dent

s to

clo

se e

yes.

Pla

y an

othe

r dr

um r

hyth

m. A

sk th

e st

uden

t to

play

wha

t he

hear

d. P

lay

soft

and

loud

num

ber

rhyt

hms,

two

soft

and

one

loud

, as

need

ed.

Play

"D

o as

I S

ay."

Tea

cher

cal

ls s

tude

nt's

nam

e an

dsa

ys, "

Hop

Aro

und

the

room

."W

hen

stud

ents

lear

n to

pla

y th

e ga

me,

a s

tude

nt m

ay b

e th

e le

ader

."--

--__

,Pl

ay r

ecor

d. I

nstr

uct t

he s

tude

nts

to w

alk

to th

e m

usic

and

sto

p w

hen

they

cann

othe

ar m

usic

. Pla

y re

cord

. Ins

truc

t the

stu

dent

s to

kee

p th

eir e

yes

clos

ed w

hen

the

mus

ic is

pla

ying

.O

pen

thei

r ey

es.

Con

tact

tele

phon

e co

mpa

ny-f

or "

Tel

-a-T

rain

er S

ets.

"T

each

stu

dent

s to

dia

l pho

nes

so th

ey w

ill r

ing.

Enc

oura

ge th

em to

list

en, a

nsw

erth

e ph

one

and

resp

ond

to th

e co

nver

satio

n of

thei

r fr

iend

s.

Tap

e re

cord

erT

ape

Pian

oR

ecor

d pl

ayer

Tap

e re

cord

erT

ape

reco

rder

Men

and

wom

en to

rec

ord

voic

es'

Dru

m

Dru

mD

rum

Rec

ord

play

erM

arch

rec

ords

Rec

ord

play

erSo

ft, q

uiet

rec

ords

Tel

-a-T

rain

er S

ets

Lea

rn m

any

fing

erpl

ays.

Aft

er s

tude

nts

have

-lea

rned

them

, cho

ose

one

stud

ent f

or--

Sea

sona

l or

unit

fing

erpl

ays

lead

er o

r ha

ve in

divi

dual

stu

dent

s sa

y fi

nger

play

s..

_

Flan

netti

oard

sto

ries

whi

ch h

ave

lots

of

repe

titio

n in

them

.Fl

anne

l boa

rd s

tori

es

Beh

avio

ral O

bjec

tives

reco

gniz

e so

unds

for

prot

ectio

n

Vis

ual D

iscr

imin

atio

n Sk

ills

The

chi

ld w

ill b

e ab

le to

:-se

e lik

enes

s an

d di

ffer

ence

sin

som

e co

lors

, sha

pes

and

size

s

rire

til6

Dis

erlii

ii dt

ltin

The

chi

ld w

ill b

e ab

le to

:id

entif

y m

any

obje

cts

in h

isen

viro

nmen

t by

touc

h al

one

Act

iviti

es

Ech

o.T

each

er h

olds

up

pict

ure

of' o

bjec

t and

mak

es th

e pr

oper

sou

nd.

"Litt

le E

cho"

rep

eats

wha

t she

sai

d. A

fter

stu

dent

s un

ders

tand

the

gam

e an

dre

cogn

ize

the

soun

ds n

eede

d fo

r al

l car

ds, a

ppoi

nt a

stu

dent

lead

er a

nd a

"L

ittle

Ech

o" to

pla

y al

one.

Prac

tice

mar

chin

g in

and

out

of

the

build

ing

for

fire

dri

ll. I

nstr

uct t

he s

tude

nts

to g

o ou

t of

the

build

ing

whe

n:th

ey h

ear

the

firs

: bel

l. L

iste

n fo

r th

e so

unds

of

polic

e, f

ire

and

ambu

lanc

e si

rens

. Tal

k ab

out t

he d

iffe

rent

:sir

ens

and

how

eac

hhe

lps

us.

Mak

e a-

tape

of

polic

e, f

ire

and

ambn

lanc

e si

rens

. Ide

ntif

y th

e so

unds

.L

iste

n fo

r ca

r ho

rns

and

polic

eman

's w

hist

le. E

xpla

in th

at th

ey c

an k

eep

us f

rom

bein

g hu

rt if

we

liste

n fo

r th

em.

Tak

e st

uden

ts to

fir

e st

atio

n to

hea

r fi

re s

iren

.

Ask

Am

bula

nce

Com

pany

to s

end

an a

mbu

lanc

e by

the

scho

ol w

hen

they

are

inth

e ne

ighb

orho

od. S

how

the

stud

ents

the

insi

de o

f th

e am

bula

nce

and

let t

hem

hear

the

sire

n.In

vite

a p

olic

eman

to s

choo

l to

talk

With

the

child

ren.

(See

act

iviti

es a

nd v

ocab

ular

y fo

r co

lor,

sha

pes,

and

siz

es.)

Sort

col

ors

acco

rdin

g to

sha

pe.

Sort

col

ors

acco

rdin

g to

siz

e.Pl

ay "

Fit a

Spa

ce"

gam

es w

ith s

ever

al c

hild

ren.

See

whi

ch c

hild

can

fit

all t

hesp

aces

fir

st. F

it co

lor

barr

els

acco

rdin

g to

siz

e:C

olor

a p

ictu

re a

ccor

ding

to te

ache

r di

rect

ion.

Mak

e m

any

shap

es o

f pr

imar

yan

d se

cond

ary

Col

ors.

Sor

t int

o co

lors

or

shap

es, u

sing

egg

car

tons

or

smal

lbo

xes.

Bea

ds`

stri

ng a

ccor

ding

to te

ache

r di

rect

ion.

Pegb

oard

s --

com

plet

e bo

ard

as d

irec

ted.

(Rev

iew

act

iviti

es u

sed

in te

achi

ng s

hape

s an

d si

zes.

)A

sk s

tude

nt to

clo

se e

yes

or u

se b

lindf

old.

Tou

ch th

e ch

ild w

itlis

an o

bjec

t. Id

entif

y th

e ob

ject

.Pl

ace

asso

rted

text

ures

.on

floo

r. L

et b

lindf

olde

d ch

ild w

alk

on te

xtur

es. R

emov

ebl

indf

old

and

ask

him

to f

ind

ones

he

wal

ked

on.

Blin

dfol

d ch

ild. G

ive

him

a s

hape

to f

eel.

Iden

tify

the-

shap

e.V

aria

tion:

giv

e hi

m a

sha

pe a

nd a

sk h

im to

fin

d an

othe

r on

e lik

e it.

Ide

ntif

ysh

apes

bef

ore

rem

ovin

g bl

indf

old.

Tra

ce o

ver

desi

gns

with

fin

ger

for

iden

tific

atio

n.T

race

ove

r sh

apes

with

fel

t pen

for

iden

tific

atio

n.U

sing

a p

an o

f w

et s

and,

.mak

e sh

apes

for

rei

nfor

cem

ent.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ures

of

anim

als

and

obje

cts

with

com

mon

soun

ds

Tip

s' o

f p4

ii, (

INm

il al

itu1-

ance

si

Fiel

d tr

ip to

NIL

sta

tion

Am

bula

nce

Polic

eman

Dup

licat

e co

lors

and

sha

pes

Man

y co

lors

in a

var

iety

Of

size

sFi

t a S

pace

Gam

esC

olor

bar

rels

Pict

ure

to c

olor

Man

y sh

apes

in a

var

iety

of

colo

r

Bea

ds a

nd c

ord

Pegs

and

peg

boar

d

Obj

ects

sui

tabl

e fo

r to

uchi

ng

Ass

orte

d te

xtur

es p

lace

d on

flo

orA

ssor

ted

shap

esD

uplic

ate

shap

es

Tea

cher

-mad

e sh

apes

or

desi

gns

Felt

pen

Pan

of w

et s

and

Penc

il or

rin

ger

219

Beh

avio

ral O

bjec

tives

Prob

lem

Sol

ving

Situ

atio

ns

'The

chi

ld m

aybe

abl

e to

:so

lve

som

e si

mpl

e pr

oble

ms

e4)

47.

Act

iviti

es

Wri

te e

ach

child

's n

ame

on p

iece

of

tagb

oard

. Tur

n th

e ca

rds

over

so

the

stud

ents

cann

ot s

ee th

eir

nam

es. A

sk e

ach

stud

ent t

o si

t in

fron

t of

his

nam

e ca

rd. N

ote

how

long

it ta

ke th

e st

uden

ts to

turn

car

ds o

ver

and

loca

te n

ame.

Ask

stu

dent

s to

sit

in a

cir

cle.

Hol

dup

chi

ld's

nam

e ca

rd (

nam

e si

de to

you

blan

ksi

de to

chi

ld).

Not

e ho

w lo

ng it

take

s st

uden

t to

turn

car

dov

er s

o he

can

see

his

nam

e:..

Var

iatio

n: f

lash

car

ds r

apid

ly. N

ote

leng

th o

f tim

e it

take

s st

uden

t to

dete

rmin

eyo

u ar

e fl

ashi

ng c

ards

too

rapi

dly.

"

Star

t dai

ly a

ctiv

ities

with

out l

ight

s w

ith b

linds

clo

sed.

Not

e le

ngth

of

time

it ta

kes

stud

ents

to tu

rn o

n lig

hts

or a

sk y

ou to

open

blin

ds.-

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Nam

e ca

rd f

or e

ach

stud

ent

Nam

e ca

rds

Flas

h ca

rds

Skill

'Are

aL,-

- Fu

nctio

nal A

cade

mie

Lev

el =

Pre

-Voc

atio

nal

Beh

avio

ral O

bjec

tives

Func

tiona

l-R

eadi

ng

The

lear

ner

will

be

able

to:

reco

gniz

e so

me

wor

ds f

rom

prot

ectiv

e vo

cabu

lary

reco

gniz

e so

me

neig

hbor

-ho

od s

igns

Kno

wle

dge

C. A

.1

3.0-

16.1

1M

. A. t

hru

6.1

I

Act

iviti

es

Sugg

este

d pr

otec

tive

voca

bula

ry f

or F

lash

Car

ds

STO

P.B

US

STO

PE

NT

RA

NC

EG

IRL

SG

OIN

LA

DIE

SM

EN

WA

LK

'O

UT

.G

EN

TL

EM

EN

WO

ME

NW

AIT

EX

ITB

OY

SST

EP

DO

WN

(Buy

or

mak

e fl

ash

card

s ne

eded

for

ow

n co

mm

unity

.)

Cir

cle-

Cam

e. S

how

'fla

sh c

ards

with

pic

ture

s or

illh

stra

tions

.T

ell w

hat t

hew

ord

is.

Var

iatio

n: S

ay, "

Find

the

card

whi

ch s

ays

Gir

ls."

Hol

dup

card

. Let

stu

dent

s gu

ess

the

wor

d. T

he s

tude

nt w

ho g

uess

es c

orre

ctly

may

hol

d ca

rd. C

ount

the

card

s at

the

end

of th

e ga

me.

'Pla

y "F

ollo

w th

e L

eade

r."

Hol

d up

a c

ard.

Do

wha

t the

lead

er d

oes.

If

he is

corr

ect,

he h

olds

the

card

. If

not,

he g

oes

to th

e en

d of

the

line.

Set u

p a

moc

k ca

fete

ria

with

a w

aitr

ess,

etc

. Sel

ect t

wo

coup

les

to g

o ou

t to

eat.

Plac

e w

ords

ove

r th

e re

stro

om d

oors

. See

if th

e co

uple

s ca

n fi

nd th

e co

rrec

tre

stro

omL

ater

sen

d co

uple

s ou

t in

the

hall.

Cha

nge

the

wor

ds a

nd-s

ee if

they

.rec

ogni

ze th

e ne

w w

ords

.

Set u

p a

moc

k st

ore.

Use

Ent

ranc

e an

d E

xit c

ards

ove

r do

or. P

ract

ice

mar

chin

g in

and

out o

f th

e ro

om w

ith a

lead

er d

ecid

ing

whi

ch d

oor

to u

se.

Mat

ch w

ords

and

pic

ture

s.L

et o

ne s

tude

nt p

rete

nd h

e is

a m

othe

r or

fat

her.

. Tel

l "yo

ur c

hild

" w

hat a

pro

-te

ctio

n w

ord

mea

ns a

nd w

hy h

e m

ust l

earn

it.

Tak

e a

wal

k in

the

com

mun

ity. L

ook

for

stre

et a

nd b

uild

ing

sign

s. D

iscu

ss r

easo

nsw

hy th

ese

sign

s ar

e ne

eded

.T

our

the

com

mun

ities

whe

re e

ach

stud

ent l

ives

. Not

e th

e st

reet

inte

rsec

tions

nea

rth

e st

uden

t's h

ome.

Set u

p m

ock

city

str

eets

on

top

of a

larg

e ta

ble.

Ask

eac

h st

uden

t to

mak

e'hi

s ho

me

from

col

ored

con

stru

ctio

n pa

per.

Wri

te th

e ho

use

num

bero

n ea

ch h

ouse

. Pla

ce th

eho

mes

on

the

corr

ect s

tree

ts. M

ake

stre

et in

ters

ectio

ns n

ear

the

hom

es.

Tal

k ab

out t

he s

tree

t sig

ns s

o st

uden

ts w

ill b

eCom

e m

ore

fam

iliar

with

thei

r co

mm

unity

.Se

t up

a st

reet

inte

rsec

tion

on th

e fl

oor.

Use

som

e of

the

stre

et n

ames

nea

r st

uden

ts'

hom

es. P

ract

ice

cros

sing

the

stre

ets

usin

g ST

OP

sign

s, li

ghts

or

WA

LK

and

WA

ITsi

gnal

s.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Flas

h ca

rds

with

pic

ture

s or

illu

stra

tions

Flas

h ca

rds

with

pic

ture

s or

illu

stra

tions

Flas

h ca

rds

with

or

with

out p

ictu

res

or il

lust

ratio

ns

Flas

h ca

rds

Moc

k ca

fete

ria

with

wai

tres

s, e

tc.

Cou

ples

Flas

h ca

rds

Moc

k st

ore

Ent

ranc

e an

d E

xit c

ards

Flas

h ca

rds

Car

ds w

ith w

ord

Pict

ures

or

illus

trat

ions

Mak

e si

gn c

ards

for

com

mun

ity(P

ictu

res

or il

lust

ratio

ns w

ill b

e ne

eded

with

card

s.)

Moc

k ci

ty s

tree

ts m

ade

from

bla

ck o

r br

own

con-

stru

ctio

n pa

per

Hou

ses

mad

e fr

om c

onst

ruct

ion

pape

r

Stre

et in

ters

ectio

n w

ith f

amili

ar s

tree

t nam

esSt

op s

igns

, wal

k an

d w

ait s

igna

ls, t

raff

ic li

ghts 22

1

Beh

avio

ral O

bjec

tives

-rea

d di

rect

ions

on

wor

k ch

art

222

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsPr

eten

d yo

u'ar

ear

ea p

olic

eman

, fir

eman

or

som

e ot

her

pers

on w

orki

ng in

the

Cre

pe ,p

aper

com

mun

q. M

ake

your

clo

thin

g fr

omcr

epe

pape

r. A

ct o

ut y

our

job

usin

gFl

ash

card

sfl

ash

CM

Os.

A p

olic

eman

may

hol

dup

the_

card

s, "

GO

" or

"W

AIT

." A

fire

man

may

hold

up

the

card

,,"ST

OP"

unt

ilth

e fi

re tr

uck

goeS

by.

Vis

it a

shel

tere

d w

orks

hop

or f

acto

ry.:

'Loo

kfo

r bu

ildin

g si

gns.

As

guid

e to

Fiel

d tr

ip to

she

ltere

d w

orks

hop

or f

acto

ryex

plai

n si

gns

and

tell

why

they

arc

need

ed.

Invi

te s

omeo

ne w

ho h

as b

een

inju

red

in c

ar a

ccid

ent t

o ta

lk w

ith y

our

Res

ourc

e pe

rson

' stu

dent

s an

d st

ress

obe

ying

sig

ns a

nd s

igna

ls.

.,

.

Invi

te s

omeo

ne w

ho h

as b

een

bitte

n by

dog

to ta

lk w

ith y

our

stud

ents

and

,R

esou

rce

pers

onst

ress

, "B

ewar

e of

Dog

" si

gn:

\- \M

ake

a la

rge

wor

k ch

art s

how

ing,

room

jobs

and

days

of

the

wee

k. P

lace

the

See

char

t bel

owch

dd's

nam

e un

der

the

job

heis

ass

igne

d fo

r th

e da

y.

STU

DE

NT

WO

RK

CH

AR

T

Dat

ew

ater

flow

ers

swee

pfl

oor

dust

furn

.cl

ean

chal

kboa

rdM

onda

yT

uesd

ayW

edne

sday

Thu

rsda

yFr

iday

Rea

d ch

art t

oget

her

until

stu

dent

sar

e ab

le to

rea

d w

ork

assi

gnm

ents

, with

out h

elp.

A s

mal

l wor

k sh

eet m

ay b

e m

ade

for e

ach

stud

ent s

o he

can

rec

ord

hiS

daily

job

assi

gnm

ent.

Send

cha

rt h

ome

at e

nd o

f w

eek

so p

aren

ts w

ill b

e aw

are

of s

choo

ljo

bs.

Wri

te w

ork

activ

ities

and

nam

es o

f st

uden

tson

bla

ckbo

ard

for

furt

her.

rea

ding

.M

ake

wor

k ac

tivity

wor

d ca

rds

and

stud

ent

nam

e ca

rds.

Mat

ch a

ccor

ding

toda

ily w

ork

char

t.

STU

DE

NT

WO

RK

CH

AR

T

Dat

e1

wat

erfl

ower

ssw

eep

floo

r.d

ust

L f

urn.

clea

nch

alkb

oard

Mon

day

Mar

yJo

hnA

nna.

Fide

lT

uesd

ayW

edne

sday

Thu

rsda

y.F

rida

y

See

char

t bel

ow

Stud

ent n

ame

card

sW

ork

activ

ity w

ords

car

ds

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

role

pla

y jo

b an

dfo

llow

dir

ectio

ns

visi

t a li

brar

y an

dm

ake

his

need

s kn

own

Penm

ansh

ip

The

lear

ner

may

be

able

to:

wri

te is

olat

ed w

ords

nee

ded

for

job

appl

icat

ion

or e

mpl

oy-

men

t in

man

uscr

ipt o

r cu

rsiv

ew

ritin

g

Mak

e st

uden

ts a

war

e of

the

man

y jo

bs in

the

com

mun

ity.

Find

pic

ture

s of

dif

fere

nt jo

bs. I

dent

ify

the

job.

Invi

te r

esou

rce

pers

ons

to ta

lk a

bout

thei

r jo

b w

hen

ther

e is

a n

eed

fOr

such

peop

le.

c.Sh

owan

d fi

lmst

rips

abo

ut jo

bs s

tude

nts

show

inte

rest

in.

Dra

ma,

zi. j

obs

seen

on

mov

ies

or f

ilmst

rips

.St

ress

Ir,-

.por

tan'

ce o

f fo

llOw

ing

dire

ctio

ns s

o yb

u w

ill b

e a

good

wor

ker.

.U

se a

ny v

ocab

ular

y yo

u ha

ve s

een

in m

ovie

s, f

ilmst

rips

or

on f

ield

trip

s.

Set U

p a

regu

larl

y sc

hedu

led

libra

ry p

erio

d.ea

ch w

eek.

Tal

lQab

out y

our

inte

rest

s:be

fore

goi

ng to

the

libra

ry.

Tak

e yo

ur s

tude

nts

to a

ctiv

ities

sch

edul

ed f

or r

egul

ar s

tude

nts.

Set u

p a

moc

k lib

rary

. Cho

ose

one

stud

ent f

or li

brar

ian.

Vis

it th

e "l

ibra

ry"

and

tell

the

libra

rian

wha

t you

wis

h to

"re

ad."

Be

cert

ain

to o

bser

ve li

brar

y ru

les.

--A

sk li

brar

ian

to s

ched

ule

"occ

upat

iona

l pro

gram

s" f

or y

our.

stud

ents

so

they

may

talk

with

her

and

she

'can

bec

ome

awar

e of

thei

r ab

ilitie

s an

d ne

eds.

Tak

e a

fiel

d tr

ip to

a n

eigh

bOrh

ood

libra

ry. N

ote

hoW

it is

dif

fere

nt f

rom

a s

choo

llib

rary

Prac

tice

wri

ting

com

plet

e na

me.

For

som

e st

uden

ts, t

his

may

stil

l be

larg

e m

anu-

scri

pt w

ritin

g, u

sing

two

or m

ore

lines

.U

se th

e fo

llow

ing

exer

cise

s fo

r st

uden

ts w

ho w

ill b

enef

it fr

om th

em:

Usi

ng p

aper

with

.1 in

ch s

quar

es a

nd h

eavy

line

s dr

awn

by te

ache

r, tr

ace

over

prep

ared

cop

y of

nam

e.L

arge

san

dpap

er-l

ette

rs f

or f

eelin

g.Sa

ndpa

per

lette

rs f

or s

pelli

ng c

ompl

ete

nam

e. A

fter

fee

ling

sand

pape

r na

me,

prin

t nam

e on

two

lines

on

pape

r.M

ake

smal

ler

man

uscr

ipt l

ette

rs w

hen

stud

ent i

s ab

le to

, do

so.

Use

the

follo

win

g ex

erci

ses

for

stud

ents

abl

e to

use

man

uscr

ipt w

ritin

g.on

one

line

:T

race

ove

r na

me

on p

repa

red

copy

.Sp

ell n

ame

with

sm

all s

andp

aper

lette

rs.

Giv

e st

uden

t pap

er w

ith n

ame,

add

ress

, and

tele

phon

e nu

mbe

r.In

stru

ct h

im to

cop

y ea

ch o

n th

e lin

e be

low

it.

Use

a m

odel

unt

il it

is n

o lo

nger

nee

ded.

Pict

ures

of

jobs

Res

ourc

e pe

rson

s to

des

crib

e jo

bs

Mov

ies

and

film

stri

ps

Lib

rary

per

iod

Moc

k lib

rary

Occ

upat

iona

l pro

gram

s se

t up

by li

brar

ian

Fiel

d tr

ip to

nei

ghbo

rhoo

d lib

rary

Not

e:T

alk

to s

choo

l and

pub

lic li

brar

ians

.G

ive

them

list

s of

boo

ks o

n M

enta

lR

etar

datio

n su

itabl

e fo

r ch

ildre

n an

dad

ults

to r

ead

for

bette

r un

ders

tand

ing

of T

MH

chi

ldre

n.

Hea

vy li

ned

pape

r w

ith 1

,iiic

h sq

uare

s

Lar

ge s

andp

aper

lette

rsB

egin

ner's

pap

erPe

ncil

Reg

ular

tabl

et p

aper

Prep

ared

cop

y of

eac

h na

me

Smal

l san

dpap

er le

tters

Prep

ared

cop

y of

stu

dent

s na

me;

add

ress

and

tele

-ph

one

num

bers

with

line

s be

twee

n ea

ch f

or c

opy-

ing

223

Beh

avio

ral O

bjec

tives

will

be

able

to s

ign

nam

e

may

be

able

to c

opy

from

cha

lkbo

ard

or

Cha

rt

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

lsSo

me

stud

ents

may

be

usin

g cu

rsiv

e w

ritin

g.Pr

actic

e fe

elin

g sa

ndpa

per

or r

aise

d al

phab

etle

tters

in c

ursi

ve w

ritin

g. (

Enc

oura

geth

e st

uden

t to

mak

e le

tters

cor

rect

ly b

ut d

ono

t for

ce h

im.)

Play

"Wri

te a

Wor

d G

aine

." M

ake

wor

d ca

rds

for

a nu

mbe

r of

-wor

ds le

arne

r w

illne

ed in

she

ltere

d w

orks

hop

situ

atio

n. H

old

up a

car

d an

d sa

y, "

Let

's s

ee w

ho c

anw

rite

Exi

t fir

st."

The

chi

ld w

ho w

rite

s th

eco

rrec

t wor

d fi

rst g

ets

to h

old

the

card

.C

ount

car

ds w

hen

the

gam

e is

com

plet

ed.

Som

e st

uden

ts m

ay b

e ab

le to

spe

ll th

ew

ord

whi

le lo

okin

g at

it.

.

Use

sim

ple

fOrm

to f

ill in

giV

ing

nam

e, a

ge; a

ddre

ss a

nd te

leph

one

num

ber.

(M

ake

aca

rd w

ith th

is in

form

atio

n 'fo

r ea

ch c

hild

so h

e w

ill h

ave

it av

aila

ble

whe

n he

nee

dsit.

)

Prov

ide

man

y do

t pic

ture

s fo

r pr

actic

ein

.dra

win

g lin

es. (

The

se m

ay b

e co

vere

dw

ith p

last

ic if

nec

essa

ry.)

Prac

tice

sign

ing

nam

e lik

e yo

u w

illto

end

orse

pay

roll

chec

k. M

anus

crip

tor

.

curs

ive.

Pra

ctic

e'cu

rsiv

e w

ritin

g of

nam

e. L

earn

to w

rite

this

nea

tly. R

emem

ber

that

sig

natu

re m

ust b

e le

gibl

e.

Cop

y'op

y th

e w

ork

sche

dule

and

nam

es o

f pe

rson

s as

sign

edto

eac

h ta

sk f

rom

the

char

t.M

ake

a ch

art f

or e

ach

stud

ent.

Rec

ord

the

colo

rs o

f cl

othi

ng w

orn

for

a w

eek.

Dat

esh

irt

dres

spa

nts

shoe

sco

atM

onda

yT

uesd

ayW

edne

sday

Thu

rsda

yFr

iday

.

Mak

e a

daily

pag

e fo

r a

clot

hing

boo

k,sh

owin

g cl

othe

s yo

u w

ore

to s

choo

l for

aw

eek.

Find

art

icle

s in

cat

alog

s, c

ut o

ut a

ndpa

ste

on p

aper

. Wri

te b

lue

shoe

s,et

c. u

nder

eac

h ar

ticle

of

clot

hing

.

224

Sand

pape

r. c

ursi

ve le

tters

Rai

sed

alph

abet

lette

rs in

cur

sive

Not

e:T

MH

sho

uld

be a

llow

ed to

wri

tean

y-th

ing

that

is u

sefu

l or

plea

sura

ble

to th

em.

The

y sh

ould

not

be

forc

ed ju

st f

orth

e.s

ake

of w

ritin

g.W

ord

card

s of

wor

ds n

eede

d in

she

ltere

d.w

orks

hops

Pape

r, p

enci

lSi

mpl

e fa

rm w

ith p

lace

for

nam

e, a

ge, a

ddre

ss. a

nd te

leph

one

num

ber

Dot

pic

ture

s

Not

e:If

stu

dent

can

not m

aste

rna

me

with

curs

ive

wri

ting,

teac

h hi

m to

do

his

nam

e in

man

uscr

ipt n

eatly

.

Cha

rt, p

aper

, pen

cil

See

char

t bel

ow

Pape

r fo

r bo

okle

tC

atal

og, s

ciss

ors,

pas

te

Beh

avio

ral O

bjec

tives

will

be

able

to r

ead

som

efo

ods

on a

men

u

Func

tiona

l Ari

thm

etic

The

lear

ner

may

be

able

to:

use

corr

ect w

ords

for

som

enu

mbe

rs a

nd n

umbe

r co

n-ce

pts

lear

n nu

mbe

r co

ncep

tsto

twen

ty

Kee

p a

wea

ther

cha

rt f

or a

wee

k.

Act

iviti

es'

Inst

ruct

iona

l Aid

s an

d M

ater

ials

See

char

t bel

ow

Day

of

Wee

kra

iny

fair

win

dycl

oudy

snow

Mon

day

Tue

sday

Wed

nesd

ayT

hurs

day

Frid

ay

Ask

a lo

cal r

esta

uran

t for

men

u. L

earn

the

nam

es o

f so

me

food

s on

the

men

u.Se

t up

moc

k.. r

esta

uran

t. O

rder

foo

ds f

rom

men

u.T

ake

a fi

eld

trip

to a

res

taur

ant.

Eac

h lu

nch

ther

e.W

rite

sto

ries

abo

ut-t

he f

ield

trip

. Rea

d to

stu

dent

s le

tting

them

Sup

ply

key

wor

ds w

hich

they

hav

e le

arne

d.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

cloc

kha

nds

hour

sm

inut

esni

ckel

dim

e

quar

ter

cent

s

time

age

tele

phon

e nu

mbe

rda

yca

lend

arha

lf d

olla

rdo

llar

inch

esnu

mbe

rs o

ne to

twen

tyw

eek

any

othe

r nu

mbe

r w

ords

as

need

ed(R

evie

w th

e vo

cabu

lari

es o

n th

e Pr

imar

y an

d In

term

edia

te le

vels

.)

mon

thye

arpe

nny

empt

yto

psh

ort

tall

larg

esm

all

in out

full

poun

dsbo

ttom

feet

Play

num

ber

gam

es.

Find

the

num

ber

sym

bol w

hich

tells

how

man

y bo

ys a

re in

the

clas

s.Fi

nd th

e nu

mbe

r sy

mbo

l whi

ch s

how

s th

e nu

mbe

r of

pers

ons

in r

oom

.M

atch

obj

ects

with

num

ber

syth

bols

.

Mat

ch n

umbe

r sy

mbo

ls w

ith n

umbe

r w

ords

.

Res

taur

ant m

enu

Moc

k re

stau

rant

Fiel

d tr

ip to

'res

taur

ant f

or lu

nch

Stor

ies

of tr

ip

Act

ual o

bjec

tsPi

ctur

es o

r ill

ustr

atio

ns o

f nu

mbe

r co

ncep

ts

Car

ds w

ith n

umbe

r sy

mbo

ls

Smal

l obj

ects

Num

ber

sym

bol c

ards

Sym

bol c

ards

Car

ds w

ith n

umbe

r w

ords

Beh

avio

ral O

bjec

tives

,

Tim

e

The

chi

ld, w

ill b

e ab

le to

:re

cogn

ize

som

e da

tes

onth

e ca

lend

ar

may

be

able

to te

ll tim

eac

cord

ing

to th

e cl

ock,

by h

our

or ti

me

scho

olst

arts

, etc

.

tell

time

in te

rms

of h

ow lo

ng.

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mak

iein

divi

dual

cal

enda

rs to

kee

p in

sup

ply

boxe

s. L

et e

ach

stud

ent d

raw

his

ow

nca

lend

ar u

sing

pen

cil a

nd r

uler

. Som

e st

uden

tsm

ay n

eed

brok

en li

nes

mad

e on

pape

r fo

r tr

acin

g:H

elP.

any

stud

ent w

hO c

anno

t wor

k al

one.

FiR

d th

e da

te o

n-la

rge

room

cal

enda

r. W

rite

it o

n sm

all C

alen

dar.

HaV

e a

cert

ain

time

each

day

.to d

iseu

ss th

e da

y, m

onth

and

yea

r.K

eep

a w

eath

er th

an r

ecor

ding

the

tem

pera

ture

and

dat

e.

Hav

e a

larg

e cl

ock

with

mov

eabl

e ha

nds

in th

e cl

assr

oom

. Pai

nt th

e m

inut

e ha

ndre

d.Se

t the

clo

ck a

t the

tim

e yo

u co

me

to s

choo

l. L

earn

wha

t tim

e th

at is

. Giv

e ea

chst

uden

t a s

mal

l clo

ck a

nd p

ract

ice

setti

ng it

-lik

e th

e bi

g cl

ock.

prac

tice

setti

ng th

e cl

uck

at h

ours

you

do

cert

ain

activ

ities

.2:

00 c

at lu

nch,

3:30

gc;

hom

e2:

30 r

eces

s-

9:00

com

e to

sch

ool

Tim

e G

ame:

Div

ide

the

clas

s in

to tw

o gr

oups

. Giv

e.ea

cli c

hild

a s

mal

l clo

ck..S

etth

e bi

g cl

ock

at a

ny h

our.

The

per

son

who

fir

st s

ets

his

cloc

k an

d id

entif

ies

the

corr

ect '

time

win

s a

poin

t for

his

team

.T

inie

Gam

er D

ivid

e cl

ass

into

two

grou

ps. S

ay, "

Who

can

sho

w m

e w

here

the.

hand

s of

you

r cl

ock

will

. be

at 2

:00?

" T

he s

tude

nt w

ho s

ets

his

cloc

k co

rrec

tlyw

ins

a po

int f

or h

is s

ide.

Play

"T

ell T

ime

QU

izin

o."

Tal

k ab

out f

avor

ite T

V p

rogr

ams.

Men

tion

the

time

this

pro

gram

is s

een.

Shov

i cor

rect

tim

e on

big

clo

ck. S

et th

e lit

tle c

lock

s an

dre

peat

the

time.

DiS

cuss

thin

gs y

ou w

ill d

o. to

day,

tom

orro

w a

nd n

ext w

eek:

Tal

k ab

out h

ow lo

ng w

e st

ay a

t sch

ool.

Tal

k ab

out h

ow lo

ng it

take

S to

cat

lunc

h.T

alk

abou

t how

long

it ta

kes

us to

get

hom

e.T

alk'

abou

t how

long

we

stay

hom

e an

d w

hat w

e do

whi

le w

e ar

e th

ere.

Pape

rPe

ncil

Rul

er

Roo

m c

alen

dar

The

rmom

eter

Wea

ther

cha

rt

Lar

ge c

lock

with

mov

eabl

e ha

nds

Smal

l clo

ck f

or e

ach

stud

ent

Lar

ge a

nd s

mal

l clo

cks

Lar

ge c

lock

-

Smal

l clo

cks

for

each

stu

dent

Lar

ge c

lock

Smal

l clo

ck f

or e

ach

stud

ent

Tel

l Tim

e Q

uizm

oM

ilton

Bra

dley

Co.

Lar

ge c

lock

sSm

all c

lock

sN

ote:

Don

't. f

orce

telli

ng ti

me

on a

stu

dent

ifyo

u se

e he

doe

sn't

enjo

y it.

Ano

ther

activ

ity w

ould

be

bette

r at

this

tim

e.

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mon

ey

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

som

e pi

eces

of

mon

ey

play

sim

ple

mon

eyga

mes

mak

e ve

ry s

impl

ech

ange

with

hel

p

(Rev

iew

mon

ey v

ocab

ular

y at

beg

inni

ng o

f Fu

nctio

nal M

oney

Are

a.)

Set u

p a

play

sto

re. U

sing

rea

l mon

ey, b

uy a

can

of

food

. Loc

ate

the

pric

e st

ampe

don

the

can.

Tel

l the

stu

dent

wha

t pie

ces

of m

oney

he

will

nee

d to

buy

the

can.

Hel

p hi

m f

ind.

the

corr

ect p

iece

s of

mon

ey.

Cut

pic

ture

s of

art

icle

s yo

u w

ould

like

for

Chr

istm

as o

r bi

rthd

ay p

rese

nts.

Dec

ide

whi

ch o

ne w

ould

cos

t mor

e an

d w

hy. F

ind

piec

es o

f m

oney

nee

ded

to p

ay f

orit.

Bri

ng p

rice

tags

fro

m h

ome

show

ing

cost

of

som

e ar

ticle

. Ile

lp th

e st

uden

ts f

ind

the

righ

t pie

ces

of m

oney

to p

ay f

or th

e ar

ticle

. Pla

ce s

ever

al p

iece

s of

mon

ey o

nth

e ta

ble.

Ask

one

stu

dent

to f

ind

a pe

nny

or a

ll th

e pe

nnie

s.(T

his

may

be

an in

divi

dual

exe

rcis

e or

gro

up a

ctiv

ity w

ith s

tude

nts

divi

ded

into

two

grou

ps.)

Iden

tify

piec

es o

f m

oney

by

nam

e.D

iscu

ss c

ost o

f sc

hobl

lunc

h. P

ut s

ever

al,c

oins

out

., H

elp

the

child

fin

d th

e ri

ght

ones

to p

ay f

or h

is lu

nch.

Mon

ey. G

ame:

Put f

ive

penn

ies

and

a ni

ckel

on

the

tabl

e. M

ake

flas

h ca

rds

for

num

bers

1-5

. Hol

d up

the

card

with

one

on

it an

d as

k hi

m to

fin

d th

at m

any

penn

ies.

Whe

n th

e nu

mbe

r 5

is u

sed,

exp

lain

that

a n

icke

l is

the

sam

e as

fiv

epe

nnie

s.So

rt c

oins

.M

atch

coi

ns.

,Mat

ch r

eal c

oins

with

pic

ture

s of

coi

ns.

-Set

up

a m

ock

bus.

'Go

for

a ri

de a

nd p

ay th

e dr

iver

the

fare

. Tak

e a

bus

trip

abo

ut,

the

city

. Bri

ngth

e' c

orre

ct f

are

and

pay

the

driV

er.

Num

ber

Gam

e:W

ho c

an f

ind

the

quar

ter,

big

gest

pie

ce o

f-m

oney

, the

gre

en p

iece

of M

Oile

y, th

e si

nalle

st p

iece

, etc

.In

trod

uce

the

$ m

ark

and

the

r/ s

ign.

Fin

d pr

ice

tags

and

foo

d ca

ns w

ith e

ither

on

them

.V

isit

a gr

ocer

y st

ore:

Ask

the

man

ager

to s

how

how

pri

ces

are

put o

n ca

ns a

nd w

hyth

ey a

re n

eces

sary

.

.Sch

edul

e a

mov

ie. A

sk e

ach

stud

ent t

o br

ing

a di

me

to p

ay f

or p

opco

rn a

nd c

old

drin

k m

ix. L

et th

e gi

rls

mak

e th

e co

ld d

rink

mix

and

the'

boy

s th

epo

pcor

n. S

etup

a c

once

ssio

n st

and.

Giv

e ea

ch c

hild

4. S

ell t

he p

opco

rn f

or 2

0 pe

r sa

ck a

nd

Not

e:M

ake

the

stud

ent a

war

e th

at e

very

thin

gin

a s

tore

cos

ts m

oney

Play

sto

re w

ith s

tam

ped

food

can

s

Cat

alog

sM

agaz

ines

.Sc

isso

rsPr

ice

tags

Rea

l mon

ey

Rea

l.mon

ey

Five

pen

nies

Nic

k&Fl

ash

card

s fo

r nu

mbe

rs 1

-5

Rea

l coi

nsPi

ctur

es o

f co

ins

Moc

k bu

sB

us f

are

Bus

trip

aro

und

city

Rea

l ino

ney

Pric

e ta

gsFo

od c

ans

Fiel

d tr

ip to

gro

cery

sto

re

Mov

ieC

old

drin

k m

ixPo

pcor

n

227

.Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

mak

e in

expo

nsiv

e ob

ject

san

d, s

ell i

n pl

ayst

ore

with

supe

rvis

ion

opei

ate

som

e m

achi

nes

with

mon

ey

solv

e so

me

sim

ple

ever

yday

mon

ey p

robl

ems

the

cold

drin

k m

ix fo

r I¢

Per

'gla

ss. H

elp

the

stud

ents

mak

e th

eir.

own

chan

ge.

2,

But

ter

Hot

pla

te a

nd s

kille

tS

acks

Gla

sses

or-

cups

228

---M

ake

sim

ple

inex

pens

ive

obje

cts,

pot

hol

ders

on lo

oms,

pai

nted

roc

ks. e

tc. S

etP

ot h

olde

rs, p

aint

ed r

ocks

, oth

er a

rtic

les

to s

ell

up a

sto

re a

nd in

vite

par

ents

and

oth

er s

choo

l chi

ldre

n to

your

roo

m to

buy

the.

artic

les.

(T

each

er w

ill s

uper

vise

the

mon

ey.)

Whe

nth

e sa

le is

ove

r, c

ount

Pig

gy b

ank

the

mon

ey a

nd p

ut in

a s

avin

gs b

ank.

Ifov

er S

5 is

col

lect

ed, t

ake

a fie

ld tr

ipF

ield

trip

toY

ank

to a

.loca

l ban

k an

d op

en a

sav

ingS

acc

ount

,T

.

Fla

il a

field

trip

to a

sho

ppin

g ce

nter

whi

ch h

as-a

was

liev.

uia,

pos

t offi

ce a

ndF

ield

trip

to s

hopp

ing

cent

er w

itha

was

hete

ria,

-san

e W

ith p

op m

achi

ne. L

et e

ach

stud

ent p

ut in

corr

ect c

hang

e-to

buy

pop

.st

amp

mac

hine

, pop

mac

hine

Sho

w h

im h

ow to

ope

rate

the

mac

hine

.

.Pre

tend

'he

has

lost

his

bus

mon

ey a

nd c

anno

t get

hom

e. D

ecid

e w

hat t

o do

.P

rete

nd h

e.ha

s lo

st th

e ad

dreS

s w

here

he

is g

oing

to w

ork

and

he h

as n

o m

oney

f6r

a te

leph

one

call.

. Dec

ide

wha

t. to

do.

'.

Som

eOne

has

take

n hi

s sa

ck lu

nch

or h

inch

mon

ey a

nd h

e do

es n

ot h

ave

anyt

hine

to e

at..

Dec

ide

wha

t to

do.

-

Go

to th

e st

ore.

to b

uy c

andy

. Sel

ect c

andy

for

the

stud

ents

whi

ch w

ill c

ost m

ore

Trip

to s

tore

mon

ey th

an th

ey h

ave.

Dec

ide

wha

t to

do, w

heth

er to

buy

, che

aper

can

dy'o

rso

met

hing

els

e to

cat

.

The

'pla

ce w

here

you

'wor

k-ha

s a

coffe

e U

reak

and

you

do

not h

ave:

mon

eyto

spe

ndev

ery

day.

Dec

ide

wha

t you

can

brin

g fr

oM h

ome

so y

ou w

ill h

ave'

som

ethi

ng to

'drin

k, b

uy s

oft '

drin

k an

d br

ing

it in

.ava

cuum

bot

tle o

r bu

y 'p

op b

y th

e ca

se, e

tc.

a

.;

FUN

CT

ION

AL

AC

AD

EM

ICS

SUG

GE

STE

D M

AT

ER

IAL

S A

ND

EQ

UIP

ME

NT

Dev

elop

men

tal.

Lea

rnin

g M

ater

ials

3505

Nor

th A

shla

nd A

venu

eC

hica

gd, I

llino

is 6

0657

Cle

ar p

last

ic s

tenc

ilsSu

perb

oard

laci

ng ;c

ards

with

lace

sT

hree

sid

ed p

enci

lsC

olor

cue

d co

ntro

l pap

erA

udito

ry, t

ape

.of

faiii

iliar

sou

nds

Parq

uetr

y In

set b

ods(

shap

es)

Dot

to-.

Dot

pat

tern

she

ets

Tra

cing

&Si

gns

Tra

cing

(pa

per

Pre-

wri

ting,

des

ign

card

sPa

rque

try

desi

gns

(lar

ge a

nd s

mal

l in

six

prim

ary

colo

rs)

Idea

l. Sc

hool

Sup

ply

Oak

Law

n, I

llino

is 6

0453

,

Milt

on B

radl

ey

, -C

olor

ed in

ch c

ubes

(si

t pri

mar

y co

lors

)St

enci

l boa

rds

(ani

mal

s, s

easo

nal,

shap

es, f

arm

and

tran

spor

tatio

n)-

Sequ

entia

l pic

ture

car

ds 1

1 an

d II

IA

ssoc

iatio

n pi

ctur

e ca

rds

Cou

ntin

g pi

ctur

e ca

rds

.

Ani

mal

, job

, peo

ple

shap

es p

uzzl

es, (

with

tray

s)A

ssoc

iatio

n pi

ctur

e ca

rds

II a

nd I

II(r

egro

upin

g in

divi

dual

item

s in

bas

ic c

ateg

orie

s):;

Col

or a

ssoc

iatio

n pi

ctur

e C

ards

Bod

y co

ncep

t ditt

o m

aste

rs

Sten

cils

for

trac

ing

(Geo

met

ric

shap

es, T

rans

port

atio

n, S

easo

ns, A

nim

als)

Form

boa

rds

(sha

pes,

siz

e, a

nim

als)

Bui

ldin

g be

ad p

atte

rns

A

Jum

bo p

egbo

aid

and

pegs

Lar

ge c

olor

ed b

eads

and

lace

s

Spri

ngfi

eld,

Mas

sach

uset

ts01

101

Lar

ge d

omin

oes

(pic

ture

s on

'one

sid

e, n

umbe

rs o

n th

e ot

her)

Edu

catio

nal t

herr

nom

eter

Indi

vidu

al th

erm

omet

ers

Com

mun

ity P

layt

hing

s

Rif

ton,

New

Yor

k-: 1

2471

.

,'Gia

nt s

ize

dom

inoe

s (t

hrou

gh d

oubl

e ,6

's)

229

. Judy

Com

pany

310

Nor

th 2

nd S

tree

tM

inne

apol

is, M

inne

sota

5540

1

Puzz

les

(3 !

o24

piec

es)

Mat

chet

tes

(col

or)

See.

-Que

en. S

tory

Boa

rds

Num

beri

teC

omm

unity

Hel

pers

(lif

e-si

ze f

igur

es).

Fit a

Sha

peT

he F

amily

Fit a

Spa

ceC

alen

dar

Feel

Mat

ch (

text

ure)

Prim

ary

cloc

k-F

eel M

_ at

ch T

hick

ness

Min

i clo

ck

Stan

wix

Hou

se

3020

Cha

rter

s A

venu

ePi

ttsbu

rgh,

Pen

nsyl

vani

a15

204

Safe

ty W

orkb

ooks

1 a

nd 1

1

Am

eric

an G

uida

nce

Serv

ices

, Inc

.PU

blis

hers

Bui

ldin

gC

ircl

e Pi

nes,

Min

neso

ta. 5

5014

Peab

ody.

Dev

elop

men

tal K

it, L

eVel

P

Tea

chin

g R

esou

rces

Inc

.

334

Boy

lsto

n St

reet

Bos

ton,

Mas

sach

uset

ts 0

2116

Geo

met

ric

Shap

es in

col

or-

Ass

ocia

tion

card

sC

one(

nt :

lock

in c

olor

Inst

ruct

O C

orpo

ratio

n

Paol

i, Pe

nr4l

vani

a19

301,

Kin

esth

etic

num

eral

car

ds a

nd c

ount

ing

disc

s__

R. H

. Sto

ne P

rodu

cts

1827

9 L

iver

nois

Det

roit,

Mic

higa

n 48

221

Cre

ativ

e Pl

ayth

ings

P. 0

. Box

330

Prin

ceto

n, N

ew J

erse

y

Nes

ting

woo

d bl

ocks

(si

ze)

A. D

aigg

er a

nd C

ompa

ny, I

nc.

Edu

catio

nal T

each

ing

''Aid

s D

ivis

ion

159

Wes

t Kin

zie

Stre

etC

hica

go, I

llino

is60

610

Geo

met

riC

Ins

erts

with

fra

mes

Mon

tess

ori c

ylin

ders

to d

evel

op s

patia

l con

cept

(dia

met

er a

nd h

eigh

t var

ies)

-Cab

inet

s to

hol

d cy

linde

rs

Bel

l and

How

ell C

ompa

ny

7100

-McC

orm

ick

Roa

dC

hica

go, I

llino

is 6

0645

Lan

guag

e M

aste

r

Chi

ldcr

aft E

quip

men

t Co.

155

Eas

t 23r

d St

reet

New

Yor

k, N

ew Y

ork

1001

0

Peg

grad

ing

boar

d (c

olor

s)Sh

ape

sort

ing

box

Gia

nt b

ead

stai

r (c

Olo

r)L

et's

pla

y sa

fe s

igns

Hip

pity

HO

psco

tch

(num

ber

reco

gniti

on)

Pepo

Rin

g T

oss

(col

ors)

Tup

perw

are

Inte

rnat

iona

l Hea

dqua

rter

s

Orl

ando

,. Fl

orid

a(u

sual

ly a

Tup

perw

are

repr

esen

tativ

e in

you

r ar

ea)

.

Snap

ies

(col

ored

pla

stic

tele

s 'w

hich

sna

p to

geth

er)

Edu

catio

nal A

ctiv

ities

, Inc

.P.

O. B

ox 3

92-

Free

port

, NeW

Yor

k

Rec

ord

and

Gui

deA

lbum

605

, The

Dev

elop

men

t of

Bod

y A

war

enes

s an

d Po

sitio

n in

Spa

ce$5

.95

232.

Rec

ords

and

Gui

deA

lbum

606

.7, D

evel

opin

g Pe

rcep

tual

Mot

or N

eeds

of

Prim

ary

Lev

elC

hild

ren

$11.

90R

ecor

dE

AL

P N

o.60

3, B

asic

Con

cept

sT

hrou

gh D

ance

(Po

sitio

n in

Spa

cefo

llow

ing

dire

ctio

ns)

$5.9

5R

ecor

dE

AL

P N

o. 6

01, B

asic

Con

cept

s T

hrou

ghD

ance

(B

ody

imag

e. f

ollo

win

g di

rect

ions

)$5

:95,

four

film

stri

ps-,

- sp

ring

,- s

umm

er, W

inte

r, f

all

with

acc

ompa

nyin

g re

cord

sA

vaila

ble

from

:1-

Eye

Gat

e H

ouse

Inc

.Ja

mai

ca, N

ew Y

ork.

1143

5

The

Fee

l, of

Thi

ngs Sh

apes

Ava

ilabl

e fr

Om

:E

ncyc

lope

dia

Bri

tann

ica

Mus

ic B

ooks

and

Rec

ords

Gin

glan

d, D

avic

l'R: a

nd S

tiles

, Win

ifre

dM

usic

Act

iviti

es f

or R

Cta

rtie

d C

hild

ren:

A H

andb

ook

for

Tea

cher

s an

d pa

rent

s.N

ew Y

ork,

New

Yor

k: A

bing

don.

Pres

s

Gin

n an

d C

oliiP

any(

fot q

uiet

and

aitio

n t)

ttsic

lT

he K

inde

rgar

ten

Boo

k w

ith r

ecor

dsT

he F

irst

, Gra

de B

ook

(enl

arge

d ed

ition

)w

ith r

ecor

d's

Silv

er B

urde

tt C

ompa

nyM

akin

g M

usic

You

r O

wn

.KM

akin

gak

ing

Mus

ic Y

our

Ow

nFi

rst G

rade

.

Mai

co C

ompa

ny I

nc.

Rec

ord

= W

hat's

its

Nam

e (

soun

def

fect

rec

ord)

BO

OK

S A

ND

PA

MPH

LE

TS

Car

lson

, Ber

nice

Wel

ls a

ndG

ingl

and,

.Dav

id R

.\Pla

ji A

ctiv

ities

for

the

Ret

arde

dN

ashv

ille,

Ten

ness

ee: A

bing

lOn7

Pres

s

_Gra

yson

., M

ario

n F.

Let

's'D

o E

inge

rpla

ys.

Was

hing

ton,

D.C

.:R

ober

t B. L

uce,

Inc

., 19

62_

Scot

t, L

ouis

e B

ende

r an

d T

hom

pson

, J. J

.T

alki

ng T

ime.

St. L

ouis

, 'M

isso

uri:

Web

ster

Div

isio

n, M

cGra

w-H

ill, 1

960.

Scot

t, L

Oni

se B

ende

r an

d T

hoM

pson

, J. J

.. R

hym

es f

or F

inge

rs a

nd F

lann

elbo

ards

..

St. L

ouis

, Mis

sour

i:W

ebst

er D

ivis

ion,

McG

raw

:Hill

; 196

0

BO

OK

S FO

R P

RO

FESS

ION

AL

SC

HO

OL

LIB

RA

RY

Egg

; D_

r. M

aria

Whe

n 4

Chi

ld a

sptcfroti:

A R

aslc

Gui

de f

or P

aren

ti an

d Fr

iend

s of

Men

tally

Ret

arde

d C

hild

ren.

New

Yor

k, N

ew Y

ork:

111

e t(

1Thi

l(7

01 1

41, 1

55 p

p, $

335

,

Prac

tical

we.

,(;

0;til

k4dI

II11

dev

elop

. Exc

elle

nt_

Will

iam

s, H

arol

d M

. Edu

catio

n of

the

Seve

rely

Ret

arde

d C

hild

"U

. S. O

ffic

e of

Edu

catio

n B

ulle

tin N

O. 2

0W

ashi

ngto

n, D

. C.

U. S

. Gov

ernm

ent P

rint

ing

Off

ice,

196

1,

Des

crib

es c

hara

cter

istic

s of

TM

H c

hild

ren

and

sugg

ests

cur

ricu

lum

for

them

...

BO

OK

S FO

R S

TU

DE

NT

S IN

AC

HO

CIL

Lif

iRA

RY

,

Doo

rly,

Rut

h K

., O

urW

estw

ood,

Mas

sach

uset

ts (

Box

. 224

): S

ervi

ces

Ass

ocia

tes,

$3.

95an

d 35

1 po

stag

e,Pa

rent

s te

ll`th

eir

Chi

ldie

nbot

it th

eir

reta

rded

bro

ther

.Il

lust

rate

d by

ret

arde

d bo

y.ti

"H'C

llo, K

now

Who

I A

m?"

Inte

rest

ing

illus

trat

ed p

amph

let o

f a

little

ret

arde

d bO

y, te

lling

abo

ut r

etar

ded

peop

le. 5

¢pe

r co

py-L

ee C

ount

y A

ssoc

iatio

n fo

r R

etar

ded

Chi

ldre

n25

70 H

anso

n St

reet

'For

t Mey

ers,

Flo

rida

FIL

MS

AN

D F

ILM

STR

IPS

"'"?

'Inte

rnat

iona

l Com

mut

tiLitt

ibit

Pilit

is

1371

Rey

nold

s A

venu

eSa

nta

Ana

, Cal

ifor

nia

9270

5

Wal

t Dis

ney

MO

ON

I .1

n6

Uni

vers

ity B

ook

Stor

e

2122

Cen

tral

S. E

.A

lbuq

uerq

ue, N

ew M

exic

oT

he W

alt D

isne

y N

atur

e L

ibra

ry (

Sile

nt F

ilmoo

p

Edu

catio

nal R

ecor

d Sa

les

157

Cha

mbe

rs S

tree

tN

ew Y

ork,

New

. Yor

k 10

007

EB

F. F

ilmst

rips

Safe

ty S

tori

es

Edu

catio

nal A

ctiv

ities

Inc

.

Free

port

, Lon

g is

land

, New

Yor

k.

RE

CO

RD

S__

Dev

elop

ing

Cog

nitiv

e Sk

ills

in Y

oung

Lea

rner

s'(f

ilMst

rips

)1.

2. G

roup

ing

and

"Cat

egor

izin

g2.

Con

tras

ts a

nd O

ppos

ites.

3.'R

elat

ive

Spac

e an

d Si

ze R

elat

ions

hips

'.4

.C

once

pt O

rder

ing

and

Dis

crim

inat

ion.

5.Se

quen

ce o

rlde

as"

Soci

ety

for

Vis

ual E

duca

tion

Inc.

1345

Div

erse

y Pa

rkw

ayC

hica

go; I

llino

is 6

0614

The

Chi

ld a

nd H

is W

orld

(6

albu

ms

12 r

ecor

ds)

May

's M

usic

Co.

Inc

.

514

Cen

tral

Ave

nue

S.W

.A

lbuq

uerq

ue, N

ew M

exic

o 87

103.

Prim

ary

Rea

ding

Chi

ld S

ize

Boo

ksB

owm

ar M

anip

ulat

ive

Boo

ks

0

234

EC

ON

OM

IC U

SEFU

LN

ESS

SK

ILL

S

.Dev

elop

ing

prog

ram

s w

hich

will

trai

n th

e in

divi

dual

tow

ard

a de

gree

of

inde

pend

ence

thro

ugh

empl

oym

ent i

s on

e of

the

Maj

or g

oals

of

the

tota

l cur

ricu

lum

for

the

TM

FE T

hL E

cono

tnic

Skill

Are

a sh

onld

be

cons

ider

ed a

long

with

all

othe

r cu

rric

ulum

are

as..

At a

n ea

rly

age

the

child

mus

t eSt

aklis

k go

od w

ork

habi

ts, l

earn

to f

ollo

w d

irec

tions

, and

dev

elop

mot

or s

kills

whi

ch w

ill h

elp

him

at t

he. P

re-v

ocat

iona

l and

Voc

atio

nal l

evel

s. A

s th

e te

ache

r pl

ans

her

prog

ram

, she

,:mus

t kee

pth

is g

oal f

irm

ly in

min

d.

The

pro

gtar

n m

ust b

e Si

mpl

e, p

urpo

sefu

l, an

d re

alis

tic"

to d

evel

op s

kills

nec

essa

ry f

or d

ay b

y da

y le

arni

ng w

heth

er th

e T

MH

mus

t rem

ain

at h

ome

all d

ay, w

ork

in a

wor

ksho

p-ac

tiVity

cen

ter

or li

ve in

an

inst

itutio

n. I

t mus

t be

rem

embe

red

that

all

thin

gs-c

anno

t he

lear

ned

at o

nce

and

that

one

task

mus

t be

wel

l lea

rned

bef

ore

mov

ing

on to

ano

ther

are

a T

he u

ltim

ate

goal

of th

is tr

aini

ng p

rogr

am is

not

tota

l eco

nom

ic in

depe

nden

ce b

ut a

deg

ree

of in

depe

nden

ce w

hich

will

giv

e th

e T

MH

sel

fco

nfid

ence

and

a f

eelin

g of

acc

ompl

ishm

ent i

n th

e fe

w s

kills

he

may

dev

elop

.

Pare

nts

,may

ref

use

to c

oope

rate

with

the

teac

hers

-be

caus

e th

ey d

o no

t 'un

deis

tand

the

prog

ram

for

thei

r T

MH

chi

ld.

Freq

uent

Par

ent-

Tea

cher

'con

fere

nces

mus

t be

Sche

dule

d, b

oth

at s

choo

l and

in th

e ho

me,

to m

ake

the

pare

nts:

awar

e of

the

nece

ssar

y sk

ills

need

ed b

y th

e st

uden

t and

the

wor

k pr

ogra

ms

avai

labl

e fo

r hi

m. A

s th

e te

ache

r ga

ins

the

pare

nts'

con

fide

nce,

.sh

e sh

ould

invi

te A

hem

to s

choo

l to

wat

ch th

e tr

aini

ng p

rogr

am in

pici

eres

s.. T

he s

choo

l pro

gram

off

uts

an e

xcel

lent

oppo

rtun

ity f

or th

em to

obs

erve

thei

r _c

hild

in a

job

trai

ning

situ

atio

n, c

arri

ed o

n in

a b

usin

ess

like

mai

ii:-.

;r, u

nder

con

stan

tsu

perv

iSio

n to

cor

rect

or

limit

the

num

ber

of.u

ndes

irab

le tr

aits

or

habi

ts th

e tr

aine

e m

ay -

have

. Sin

ce it

is v

ery

diff

icul

t for

som

e pa

rent

s to

rec

ogni

ze th

e lim

itatio

ns o

f th

eir

child

and

-acc

ept t

he jo

bs in

whi

ch h

e ca

n st

icce

ed in

vite

the

pare

nts

to h

elp

you

eval

uate

thei

r ch

ild's

fun

ctio

ning

leve

l bef

Ore

you

mov

e on

to th

e ne

xt a

rea

of le

arni

ng. E

xpla

in th

at e

ach

eVal

uatio

nm

ust'

incl

ude

spec

ific

task

s re

peat

ed m

any

times

in a

seq

uent

ial o

rder

whi

ch w

ill c

onvi

nce

the

teac

her

that

the

task

has

bee

nth

orou

ghly

lear

ned

befo

re in

trod

ucin

g a

diff

eren

t ski

ll ap

proa

ch.

.,

Lis

ts o

f ex

pect

ed !

earn

ings

- an

d su

gges

ted

hom

e ta

sks

for

each

stu

dent

sho

uld

be s

ent h

ome

peri

odic

ally

whe

ther

or n

ot th

epa

rent

s co

oper

ate

initi

ally

in th

e ho

ine

visi

tatio

n pr

ogra

m.1

As

pare

nts

obse

rve

thei

r ch

ild's

pro

gres

s an

d se

e th

at h

e is

abl

e to

care

for

his

ow

n ne

eds

and

mak

e so

me

cont

ribu

tion

to th

e fa

mily

gro

up, t

hey

may

bec

ome

mor

e co

oper

ativ

e w

ith th

e sc

hotil

.T

he _

scho

ol, t

each

er, a

nd f

amily

can

wor

k to

geth

er to

est

ablis

h pr

ogre

ssiv

ely-

high

er g

oals

and

pre

pare

the

TM

H y

bung

ster

s fo

ra

less

dep

ende

'nt l

ife.

1. S

ee S

ugge

sted

Act

iviti

es a

t end

of

skill

area

and

App

endi

x.

Skill

Are

aE

cOno

n ic

Use

fuln

ess

F. A

.5.

0-8,

1L

evel

Prim

ary

Nil

At

2,0-

3,1

I

Beh

avio

ral O

bjec

tives

Act

iviti

es

Fcill

owir

5 D

irec

tions

at S

choo

l

The

chi

ld. w

ill b

e, a

ble

to:

follO

W a

sim

ple

indi

vidu

alW

ork

with

peg

boa

rds

acco

rdin

g to

.d)r

ectio

ns.

dire

ctio

nSt

ring

bea

ds a

ccor

ding

to d

irec

tion:

'T

ake

a no

te to

a te

ache

r in

then

ext r

oom

.B

eing

an

artic

le to

the

teac

her'a

dir

ecte

d.Pr

eten

d yo

u.ar

e a

mot

her

or f

athe

r. H

elp

your

bab

y ta

ke a

bat

h. (

See

Self

Hel

pac

tiviti

es f

or b

athi

ng.)

Pret

end

you

have

just

rea

ched

.hom

e an

d m

ust p

ut a

way

,you

r w

rap.

Sho

w th

ete

ache

r w

hat y

ou w

ould

do.

.

Invi

te p

aren

ts to

sch

ool f

or a

"Sh

ow Y

ou T

ime.

"G

ive

indi

vidu

al d

emon

stra

tion

for

follo

win

g di

rect

ions

at s

choo

l.U

sing

an

egg

cart

on, s

ort b

utto

ns a

ccor

ding

to c

olor

.U

sing

foo

d ca

ns, s

ort n

ails

.acc

ordi

ng to

siz

e.-

Hav

e on

ly tw

o si

zes,

larg

e an

d sm

all.

Sort

fdo

d ca

ns a

ccor

ding

to s

ize.

Hav

e on

lyla

rge

and

smal

l, ca

ns.

Set a

tabl

e us

ing

plas

tic d

islte

s an

d si

lver

War

e on

a p

lace

set

ting

draw

n on

but

cher

pape

r.

follo

w s

impl

e gr

oup

dire

ctio

ns

Em

pty

was

te b

aske

t int

o la

rge

box

or a

noth

er h

aske

t in

the

hall.

Pick

up

pape

rs f

rom

flo

or a

nd h

alt n

ear

room

.,,G

roup

act

iviti

es f

or s

impl

e di

rect

ion

gam

es.

'

Gro

up a

ctiv

ities

for

sim

ple

dire

ctio

n ga

mes

.St

and

Up,

sit,

doW

n, w

alk

arou

nd, e

tc:

Play

"Fo

llow

the

Lea

der.

" T

each

er m

ay o

r m

ay m

ot in

stru

ct le

ader

as

to a

ctiv

ity.

Find

nam

e on

wor

k ch

art.

Iden

tify

job.

Sho

w th

e ot

he s

tude

nts

how

to p

erfo

ilif

your

indi

vidu

al jo

b.

Pick

up

pape

rs f

rom

a s

mal

l are

a of

the

scho

olgr

ound

as

dire

cted

by

the

teac

her

and

cust

odia

n.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:T

hrou

gh p

aren

t con

fere

nces

or-

note

s,m

ake

pare

nts

awar

e of

des

ired

lear

ning

s.Su

gges

t act

iviti

es to

con

tinue

lear

ning

s at

hom

e..

Pegs

, peg

boar

dB

eads

with

lace

s

Var

ious

roo

m a

rtic

les

Dol

l, pl

astic

tub,

was

h cl

oth,

soa

p, to

wel

, lot

ion

Wra

p, c

loth

ing

rack

Egg

car

ton

Col

ored

but

tons

Food

can

s, la

rge

and

smal

l nai

lsPl

ace

setti

ng d

raw

n on

but

cher

pap

erPl

astic

dis

hes

and

silV

erw

are

Was

te b

aske

tW

aste

bas

ket

Mak

e ch

arts

sho

iWri

g al

l roo

m k

liviti

es, I

nclu

deti\

?ery

job

to b

e do

ne, e

ven

ifin

c,an

s m

akin

gdi

ffer

ent c

hart

s fo

r di

ffer

ent d

ays.

Hav

e a

[OW

N O

r 11

111§

triti

lDii

ha e

Adi

chl

ty. H

ave

acu

ll jo

b- 1

)6i-

tons

il-at

e to

stud

ents

unt

il' th

ey le

arn

crtl

ht:t

pioc

edur

o,ba

sket

s,bo

xes

or p

aper

bag

sN

ote:

Supe

rvis

e cl

ean

up a

ctiv

ities

At a

ll tim

esto

pre

vent

the

form

atio

n of

slo

ppy

habi

ts

Beh

avio

ral O

bjec

tives

Act

iviti

es

follo

w d

irec

tions

inso

ng a

nd r

ecor

ds

com

plet

e an

assi

gned

task

Put a

way

sup

plie

s af

ter

wor

k is

,fin

ishe

d.Pu

t aw

ay, t

oys

afte

r pl

ay .p

erio

d is

ove

r.

Set u

p a

"qui

et ti

Me"

whe

n st

uden

ts c

ome

to c

ircl

e an

d si

t on

floo

r m

ats

to li

sten

'to

fla

nnel

boar

d st

orie

s or

rec

ords

.

Set u

p ,a

"ta

lkin

g tim

e" w

hen

stud

ents

com

etoT

the-

,cir

cle

for

"Sho

w a

nd T

ell"

or

just

a "

talk

ing

time"

to p

ract

ice

taki

ng tu

rns.

Lea

in. F

inge

rpla

ys. "

Rhy

meS

ibr

Act

ive

Tim

e" a

nd "

Rhy

mes

for

Qui

et T

ime.

"

Sing

Son

gs (

with

or

with

out r

ecor

ds)

and

follo

w th

e si

mpl

e 'd

irec

tions

."S

ingi

ng W

hile

. We

Play

" an

d "A

bout

Sin

ging

Gam

es"

\

"Ope

n, S

hut T

hem

," "

Let

's G

O,W

alki

rig,

" ...

"_cr

eativ

e

"The

Ban

d,"

"Bef

ore

We

Play

," "

Com

e W

ith M

e,"

"Chi

apan

cos,

" "S

kipp

ing

Is F

un,"

'Tai

ntin

g,"

"Put

You

r Fi

nger

In

The

Air

," a

nd m

any

othe

rs.

Mak

e up

you

r ow

n so

ngs

and

follo

w d

irec

tions

. Use

tune

s to

fam

iliar

son

gs.

Col

or p

aper

acc

ordi

ng to

dir

ectio

n (s

ee c

olor

rou

tine

in th

is s

kill

area

).Si

mpl

e cu

tting

and

pas

ting

activ

ities

(se

e cu

tting

and

.pas

ting

rout

ine

in th

is s

kill

area

). W

ork

puzz

les;

sta

rt w

ith s

impl

e pu

zzle

_ ha

ving

4 o

r 5

piec

es a

nd a

dvan

ceto

har

der

ones

as

child

mas

ters

eac

h le

vel.

Sew

car

ds. T

hese

can

be

obta

ined

fro

m m

ost s

choo

l sup

ply

com

pani

es. H

owev

er,

stud

ents

will

enj

oy m

akin

g se

ason

al c

ards

. Mak

e a

patte

rn f

rom

hea

vy c

ardb

oard

and

help

stu

dent

s dr

aw a

roun

d it

on ta

gboa

rd. O

utlin

e th

e de

sign

with

pap

er p

unch

;se

w w

ith c

olor

ed y

arn

and

yarn

nee

dle.

The

des

ign

may

be

colo

red

or p

aint

ed h

e lo

rese

win

g if

so

desi

red.

,,

Lac

e B

oard

s. T

hese

may

als

o be

110

-11'

!It

ior

des

igii$

Y 1

-li 4

i4 lO

ttehi

ng. D

raw

des

ign

Pil h

imiil

ii11

,1,..

.H

ave

a ro

e pl

ay li

erio

d fo

r al

l stu

dent

s W

lici h

ave

com

plet

e,

I

child

sel

ect h

is o

wn

toy.

in (

V I

t Mil,

assi

gned

Lif

t eac

h

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Supp

lies

Toy

s

Rec

ords

and

fla

nnel

boar

d st

orie

s st

uden

ts e

njoy

Not

e:E

xpla

in th

at th

ere

are

times

to s

itqu

ietly

and

list

en a

nd o

ther

tim

es to

take

turn

s ta

lkin

g.R

hym

es f

or F

in,g

ers

and

Flan

nelb

oard

pp.

108

-117

The

Kin

derg

arte

n- B

ook

(with

rec

ords

) pp

.8-3

2,38

-42

The

Fir

st G

rade

Boo

k (w

ith r

ecor

ds)

pp.1

0-41

,45

-52

Mak

ing

Mus

ic Y

our

Ow

n, K

(w

ith r

ecor

ds)

pp. 1

427

, 28-

51.

Mus

ic A

ctiv

ities

for

Ret

arde

d C

hild

ren

pp.

29,3

2,67

,89

Pape

r, c

rayo

las

Pape

r, s

ciss

ors,

pas

teSi

mpl

e pu

zzle

sM

ore

diff

icul

t-pu

zzle

sN

ote:

Any

thin

g .a

chi

ld d

oes

at s

choo

l can

be

cons

ider

ed a

wor

k ac

tivity

. Kee

p al

lac

tiviti

es o

n th

e ch

ild's

leve

l and

mak

ece

rtai

n h9

fin

ishe

s th

em.

Sew

ing

card

sY

arn

need

les,

col

ored

yar

n, ta

gboa

rd, p

aper

pun

ch

, 28,

Soff

it(' o

tsl

ieds

Toy

s fo

i fre

e pl

ay p

erio

d

Beh

avio

ral O

bjec

tives

Est

ablis

hing

Sch

ool R

outin

e

The

chi

ld m

ay b

e ab

le to

:fo

llow

sim

ple

dire

ctio

ns f

orsc

hool

rou

tine

arri

val a

t sch

ool.

com

ing

to c

ircl

e

colo

ring

.

rest

room

s

lunc

h. p

erio

d.

L

Act

iviti

es

Set u

p a

regu

lar

rout

ine

for

arri

val a

t sch

ool:

hang

up

wra

p, g

o to

you

r ta

ble

and

sit d

own,

sta

rt w

ork

imm

edia

tely

.If

teac

her

mus

t tal

k w

ith b

us d

rive

r or

par

ents

, pla

ce a

sim

ple

task

: puk

2le,

peg

.

bb.a

rd o

r se

win

g C

areb

y ea

ch c

hild

's n

ame

so h

e- w

ill-

unde

rsta

nd th

at h

e is

tost

art w

ork

imm

edia

tely

.

Set u

p a

regu

lar:

rou

tine

for

com

ing

to th

e ci

rcle

. Sto

p w

ork,

pic

k up

cha

ir, c

arry

it. to

the,

:ircl

e., p

u't y

our

chai

r on

the

circ

le li

ne, s

it qu

ietly

and

list

en u

ntil

ever

y-:o

ne is

sea

te\d

. .

Set u

p a

regu

lar

rout

ine

fot c

olor

ing.

Ope

n su

pply

box

. sel

ect a

cra

yola

, clo

se...

--,s

uPpl

y bo

x, h

old

up c

rayo

la, s

tart

col

orin

g w

hen

dire

cted

by

teac

her,

put

cray

ola

back

in b

ox w

hen

fini

shed

, clo

se s

uppl

y bo

x an

d si

t qui

etly

unt

ilev

eryo

ne is

fin

ishe

d..

Set u

pa r

egul

ar r

outin

e fo

r re

stro

oms.

Gir

ls g

et w

raps

and

sta

nd in

Gir

l's L

ine;

boys

get

wra

ps a

nd s

tand

in B

oy.'s

Lin

e. 'M

arch

in li

ne, t

o re

stro

om w

ith th

ele

ader

in e

ach

grou

p' h

oldi

ng o

pen

all d

oors

; the

lead

er m

ay b

e ch

ange

d da

ily o

rw

eekl

y oi

l wor

k ch

art.

Aft

er u

sing

res

t roo

m, w

ash

hand

s an

d re

turn

to li

ne.

Maf

ch q

uiet

ly o

ut o

f th

e bu

ildin

g fo

r re

cess

or

retu

rn to

cla

ssro

om f

or ii

doo

rr:

-zes

s on

col

d da

ys.

Set u

p a

regu

lar

rout

ine

for

lunc

h pe

riod

: was

h ha

nds,

put

.on

wra

ps, g

et in

line

,ke

ep m

outh

"lo

cked

" w

hile

in s

choo

l.hal

ls s

o as

not

to d

istr

ub o

ther

cla

sses

.Pu

blic

rel

atio

ns w

ith o

ther

teac

herS

can

be

very

impo

rtan

t her

e; a

lso

a go

odop

port

unity

to s

how

any

vis

itor

who

mig

ht-b

e in

the

build

ing

that

"N

H s

tude

nts

can

cond

uct t

hem

selv

es p

rope

rly

in h

alls

. Wal

k in

line

on

the

righ

t sid

e of

the

.

lead

er o

pen

and

hold

all

door

s, ta

ke o

ff w

raps

and

.put

them

in a

des

igna

ted

plac

e in

caf

eter

ia, g

et in

lunc

h lin

e, th

ank

cook

s fo

r tr

ay, w

alk

to th

e ta

ble

and

sit:q

uiet

ly-w

ith a

min

imum

of

talk

ing

whi

le e

atin

g. D

isco

urag

e lo

ud ta

lkin

g or

freq

uent

trip

s to

res

t roo

m o

r w

ater

fou

ntai

n. d

urin

g m

eal-

. Whe

n al

l stu

dent

sha

ve c

ompl

eted

thei

r m

eak,

rem

ind

them

to p

lace

for

k an

d sp

obn

on tr

ay s

oth

ey w

ill n

ot f

all o

ff, t

ake

tray

s to

pro

per

plaC

e fo

r w

ashi

ng,p

ut o

n w

raps

.ge

t in

line,

and

ret

urn

to c

lass

room

or

go o

ut f

or p

lay

peri

od.

339

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:T

he's

e ro

utin

es a

re o

nly

one

of m

any

way

s to

teac

h sc

hool

rou

tine.

Reg

ardl

ess

of th

e ro

utin

e yo

u fo

llow

, mak

e ce

rtai

nit

is th

e sa

me

each

day

and

the

voca

bu-

lary

is th

e sa

me

so th

e ch

ild w

ill n

ot b

e-co

me

conf

used

.

Sim

ple

'puz

zle,

sew

ing

card

or

pegb

oard

by

each

stud

ent's

nam

e ca

rd

Cha

irs

.Cir

cle

line

Supp

ly b

oxPi

ctur

e to

col

or

Res

t roo

ms

Wor

k ch

art

Scho

ol c

afet

eria

Not

e:A

lway

s pr

ovid

e lu

nchr

oom

sup

ervi

sion

for

the

deve

lopm

ent o

f go

od e

atin

gha

bits

.. It

is a

goo

d id

eaL

, cat

With

the

child

ren

som

e of

the

time.

It is

eas

ier

to d

evel

op a

goo

d ha

bit t

han

it is

tobr

eak

a ba

d on

e.

Beh

avio

ral O

bjec

tives

cutti

ng a

nd p

astin

g

clea

n-up

tim

e

goin

g ho

me

time

The

chi

ld m

ay b

e ab

le to

:id

entif

y so

me

hom

e an

dsc

hool

art

icle

s us

ed to

wor

k

Y

Act

iviti

es

Set u

p a

regu

lar

rout

ine

for

cutti

ng a

nd p

astin

g: p

repa

re a

sim

ple

activ

ity, l

acin

gca

rd, p

uzzl

e, e

tc. f

or-e

ach

stud

ent a

t his

ow

n de

sk. C

all t

wo

stud

ents

tda

tabl

efo

r in

divi

dual

hel

p. S

how

them

how

to c

ut, p

ick

uP.th

e pa

per,

put

pap

er in

-was

te b

aske

t, an

d re

turn

sci

ssor

s to

sup

ply

box.

No'

w \s

how

the

child

how

to a

pply

a s

mal

l am

ount

of

past

e or

glu

e to

the

pict

ure,

how

to p

aste

it a

nd h

ow to

rem

ove

exce

ss p

aste

with

tiss

ue.

Ret

urn

past

e to

sup

ply

box,

was

h, h

ands

whe

n ne

cess

ary,

wri

te n

ame

on p

aper

,pu

t pap

er o

n de

sign

ated

tabl

e to

take

hom

e, r

etur

n to

des

k an

d co

mpl

ete

assi

gned

activ

ity.

Set u

p a

regu

lar

rout

ine

for

clea

n -u

p tim

e: S

top

wor

k w

hen

dire

cted

by

teac

her,

put

away

sup

plie

s, (

teac

her

chec

king

eac

h su

pply

box

to b

e su

re a

ll su

pplie

s ar

e in

it),

clea

n of

f ta

bles

, pic

k up

pap

ers;

put

aw

ay a

ll m

ater

ials

or

gam

es u

sed

duri

ng th

eda

y.'

Set u

p a

regu

lar

rout

ine

for

getti

ng r

eady

to g

o ho

me:

sta

nd u

p an

d pu

sh c

hair

sun

der

tabl

es, p

ut o

n w

raps

, get

in li

ne b

y do

or w

hile

not

e to

par

ents

or

pape

rsar

e pa

ssed

out

, mar

ch q

uiet

ly o

ut o

f bu

ildin

g an

d ge

t in

scho

ol b

us.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

penc

ilpa

per

scis

sors

past

e

mop

broo

mdu

stpa

ndr

yer

penc

il sh

arpe

ner

vacu

um c

lean

erla

Wn

mow

erw

ashi

ng m

achi

ne

felt

pen

Play

Ide

ntif

icat

ion

Gam

e: "

Find

the

Penc

il,",

or,

"W

hat d

o w

e w

rite

with

?"Pl

ace

seve

ral a

rtic

les

on ta

ble.

Nam

e th

e ar

ticle

s: A

sk s

tude

nts

to c

lose

eye

s.T

ake

away

one

art

icle

: Gue

ss w

hich

one

is m

issi

ng. P

lace

sev

eral

art

icle

s on

tabl

e. N

ame

all t

he a

rtic

les.

Cov

er a

rtic

les

with

clo

th. R

ecal

l the

nam

es o

far

ticle

s on

tabl

e.Id

entif

y pi

ctur

es o

f sc

hool

art

icle

s. T

ell w

hat e

ach

is u

ed f

or.

Iden

tify

pict

ures

of

hom

e ar

ticle

s. T

ell w

hat e

ach

is u

sed

for.

Mat

ch a

rtic

les:

big

pen

ciis

, litt

le p

enci

lS, r

ed p

enci

ls, b

row

n pe

ncils

, etc

..

Sort

pic

ture

s of

sch

ool a

rtic

les.

Hav

e .a

box

for

pen

cils

, one

for

sci

ssor

s, e

tc.

Invi

te p

aren

ts to

sch

ool f

or "

Iden

tific

atio

n' P

erio

d."

Div

ide

the

stud

ents

into

smal

l gro

ups

(with

par

ent i

n di

ffer

ent g

roup

fro

m h

is c

hild

). I

dent

ify

pict

ures

of h

ome

and

scho

ol a

rtic

les

and

tell

wha

t eac

h is

use

d fa

-.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pape

r, s

ciss

ors,

pas

te s

uppl

y bo

xT

issu

eIn

divi

dual

act

ivity

for

eac

h st

uden

t at h

is d

esk

Not

e:T

he te

ache

r sh

ould

alw

ays

mak

e a

pro-

ject

so

that

the

child

will

not

get

the

s.id

eart

hat t

he te

ache

r fe

els

the

proj

ect i

sto

o m

essy

, etc

.

Not

e:G

ive

plen

ty o

f tim

e fo

r th

is a

ctiv

ity.

Slop

py h

abits

will

be

form

ed if

the

Chi

ld is

hurr

ied

too

muc

h.

Act

ual a

rtic

les

whe

n po

ssib

leG

ood

pict

ures

of

artic

les

Art

icle

s on

tabl

e fo

r id

entif

icat

ion

Clo

th

Pict

ures

of

scho

ol a

nd h

ome

artic

les

Art

icle

s to

mat

chB

oxes

for

sor

ting

Not

e:M

ake

the

pare

nts

awar

e of

sou

rces

for

pict

ures

: cat

alog

s, m

agaz

ines

, sto

read

vert

isem

ents

.

241

- B

ehav

iora

l Obj

eciiv

esA

ctiv

ities

-

Inst

ruct

iona

l Aid

s an

d M

ater

ials

iden

tify

sim

ple

tool

s by

nam

e

solv

e so

me

sim

ple

prob

lem

s

Tak

e"a

fiel

d tr

ip to

a w

ashe

teri

a an

d ob

serv

e so

meo

ne u

sing

a w

ashe

r an

ddr

yer.

..In

vite

a p

aren

t to

brin

g a

vacu

um c

lean

er to

sch

ool f

or a

' dem

onst

ratio

n.--

-L

et e

ach

child

take

a tu

rn in

vac

uum

ing

the

floo

r.T

ake

the

stud

ents

, to

the

scho

ol c

afet

eria

to w

atch

. the

cus

todi

anm

op th

efl

oor.

,

-Fin

d'T

ictu

res

of a

rtic

les

used

at h

ome.

Past

e th

em, o

n co

nstr

uctio

n pa

per

to ta

ke h

ome.

;Fi

nd p

ictu

res

of a

rtic

les

used

at s

choo

l.Pa

ste

them

on

cons

truc

tion

pape

r to

-ta

ke h

ome.

Voc

abul

ary

Dev

elop

men

t for

Ora

l 'L

angu

age-

ham

mer

saw

scre

w d

rive

rna

ilsbo

ard

Vis

it a

lum

ber

yard

:to g

et s

trap

s of

lum

ber.

Go

to y

our

scho

ol s

hop

to a

sk th

e sh

op te

ache

r to

cut

the

boar

ds a

nd s

how

how

sim

ple

tool

s ar

e us

ed.

' Inv

itea

frie

nd o

r pa

rent

to s

choo

l'to

dem

onst

rate

the

use

of s

impl

e to

ols

in th

ero

om. H

amm

er, n

ails

into

boa

rds.

Pul

l the

m o

ut. U

se P

lays

kool

Wor

kben

chfo

r ha

nim

erin

g an

d sc

rew

ing

woo

den

pegs

:-

Put a

ll th

e to

ols

bn th

e ta

ble.

Ide

ntif

y th

em. A

sk s

tude

nts'

to c

lose

eyes

. Tak

e.on

e to

ol a

way

. Gue

ss w

hich

one

is m

issi

ng.'

Put a

ll th

e to

ols

on th

e ta

ble,

. Ide

ntif

yth

em. A

sk s

tude

nts

to c

lose

eye

s. C

over

tool

s w

ith c

lOth

. Rec

all w

hat t

ools

are

.-

unde

r th

e cl

oth.

Put o

ne to

ol in

a p

aper

bag

. Let

eac

h ch

ild f

eel t

he to

ol w

ithou

t loo

king

at i

t.G

uess

whi

ch to

ol is

in' t

he b

ag.

Find

pic

ture

s of

sim

ple

tool

s. I

dent

ify

them

.

Set u

p so

me

sim

ple

prob

lem

s re

late

d to

sch

ool r

outin

e._

Whe

n st

uden

ts a

rriv

e at

sch

ool,-

do n

ot h

ave

a w

ork

activ

ity b

y th

eir

nam

es.

Tea

cher

may

go

to h

er d

esk

and

appe

ar to

be

wor

king

on s

omet

hing

, Not

e if

stud

ents

will

ask

for

wor

k ac

tivity

.

Go

to th

e ci

rcle

and

sit

,dow

n an

d st

art t

ellin

g a

flan

nelb

oard

sto

ry. S

ee if

the

stud

ents

will

com

e to

the

circ

le.

.

Beg

in a

col

orin

g, c

uttin

g or

pas

ting

activ

ity w

ithou

t sup

ply

boxe

s. G

ive

usua

lin

stru

ctio

ns a

nd s

ee if

stu

dent

s w

ill te

ll yo

u th

ey d

o no

t hav

e su

pply

box

es.

Fiel

d tr

ip to

was

hete

ria

Vac

uum

cle

aner

Pare

ntC

usto

dian

Mop

Mag

azin

es, s

ciss

ors,

cat

alog

s, p

aste

, con

stru

c-tio

n pa

per,

sch

ool s

uppl

y ca

talo

gs

Act

ual t

ools

Pict

ures

of

tool

s

Vis

it to

lum

bery

ard

and

scho

ol s

hop

Res

ourc

e pe

rson

Som

e si

mpl

e to

ols

Play

skoo

l Wor

kben

chT

ools

you

.wis

h to

iden

tify

Too

lsC

loth

Pape

r ba

gA

ssor

ted

tool

sPi

ctur

es o

f to

ols

Arr

ival

at s

choo

l with

out w

ork

activ

ity b

y na

mes

Tea

cher

rea

ding

a s

tory

.in c

ircl

e w

ithou

tst

uden

ts

AC

tiviti

es w

ithou

t sup

ply'

box

Beh

avio

ral O

bjec

tives

Act

iviti

es

Star

t_oo

tsid

e fo

r re

cess

on

a C

old

day

with

out c

oats

and

mitt

ens.

See

if s

tude

nts.

will

ask

for

coa

ts o

r if

they

men

tion

that

they

are

col

d.

Tea

cher

put

on

coat

bef

ore

goin

g to

res

tro.

oin

but s

tart

the

*stu

dent

s w

ithou

tco

ats.

See

if th

ey w

ill a

sk f

or o

wn

wra

p.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Star

t out

for

col

d ou

tdoo

r re

cess

with

out

coat

s or

mitt

ens

Tea

cher

with

coa

tSt

uden

ts w

ithou

t wra

ps

Ski

ll A

rea

-- E

cQno

mie

Use

fuln

ess

Leve

lIn

term

e.di

ate

J3eh

avio

ral b

bjec

tives

Dev

elci

ping

..Wor

k H

abits

The

chi

ld w

ill b

e ab

le to

follo

w s

impl

e di

rect

ions

C. A

.N

I.A

..th

A.

5.11

"

Sew

a-b

utto

n-on

a p

iece

of t

agbo

ard.

stud

ents

to h

andl

e.,

Str

ing

bead

s ac

cord

ing

to d

irect

ion:

rou

nd b

ead,

squ

are

bead

. red

bead

, blu

ebe

ad; e

tc.

`-,

Sgr

t bea

ds a

ccor

ding

to c

olor

.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

rills

will

be

easi

er th

an'c

loth

for

mos

tT

agbo

ard.

btit

torr

, nee

dle,

thre

ad

Sor

t hea

ds a

ccor

ding

to s

hape

or s

ize.

Sor

t but

tons

acc

ordi

ng 1

6 co

t or.

Sor

t but

tons

acc

ordi

ng to

sire

..,S

ort n

ails

and

bol

ts.,

Put

lids

on

vario

us ty

pes

of b

ottle

s an

d ja

rs.

Put

lids

on.

food

can

s.,

Sew

car

ds k

ctird

ing

to te

ache

r di

rect

ion:

by

num

ber,

with

red

yarn

, etc

.'R

un a

n er

rand

'for

the

teac

her.

Com

plet

e a

wor

k pa

per

as d

irect

ed b

y te

ache

r.

follo

w y

oup

dire

ctio

ns

/

__M

akec

halts

show

ing

room

dut

ies.

Ask

the

.chi

ldre

n to

. loo

k_fo

r pi

ctur

es s

how

ing

vario

us d

utie

s.Le

t the

m h

elp

deci

de w

hat d

utie

s ar

e ne

eded

on M

onda

y,T

uesd

ay, e

tc.

-Let

eac

h ch

ild fi

nd h

is r

oom

dut

y fo

r th

e da

ylan

d de

mon

stra

te it

for

the

rest

of th

e cl

ass:

Pla

y "F

ollo

w th

e Le

ader

" ac

ting

out r

oom

dut

ies.

Pic

k up

pap

ers

from

the

play

grou

nd a

s di

rect

ed b

y th

e cu

stod

ian,

and

teac

her.

Fol

low

sim

ple

dire

ctio

ns fr

om r

ecor

ds..

Set

up

a "Q

uiet

Tim

e" a

nd a

"T

all:M

g T

ime:

"Y

ou n

ow w

ant t

o m

ake

the-

child

aw

ai'e

that

lie

can

colo

r a

pict

ure

and

liste

nto

a r

ecor

d at

the

sam

e .ti

me,

or

he c

an ta

lk w

ith h

is fr

iend

s w

hile

he

wor

ksa

puzz

le.

743

,

Ass

orte

d co

lors

and

sha

pes

of b

eads

, lac

es

Egg

car

tons

Col

ored

bea

dsE

gg c

arto

ns, b

eads

of a

ssor

ted

shap

es, a

nd s

izes

.

Egg

car

tons

, col

ored

bu

t ton

s.E

gg c

arto

n, la

rge

and

smal

l but

tons

Cof

fee

cans

be

muf

fin ti

ns, n

ails

, bol

tsB

ottle

s m

id ja

rs w

ith -

lids

Cof

fee

and-

shor

teni

ng c

ans

etc.

, with

lids

Sew

ing

card

s w

ith la

ces

or c

olor

ed y

arn

Pap

er. p

enci

l, cr

ayol

as

Mag

azin

e, s

ciss

ors,

tagb

oard

Not

e:In

clud

e ev

ery

poss

ible

-dut

y: fe

edfis

h, w

ater

pla

nts,

dus

t fur

nitu

re.

clea

n bl

ackb

oard

, eve

n if

it m

eans

mak

ing

man

y ch

arts

.

Pap

er b

ags,

box

es, w

aste

bas

kets

Not

e:'C

aref

ully

sup

ervi

se a

ll w

ork

activ

ities

so th

at s

lopp

y .h

abits

wilh

not b

ees

tabl

ishe

d.S

ee r

ecor

ds in

Sug

gest

ed A

ctiv

ities

at e

nd o

fI;

ill

area

. Exp

lain

that

man

y jo

bs p

erm

it so

nic

conv

ersa

tion,

but

no

job

perm

its lo

udta

lkin

g or

-scr

eam

ing.

Beh

avio

ral O

bjec

tives

com

plet

e an

ass

igne

dta

sk,

'follo

w s

impl

e di

rect

ion

for

scho

ol r

outin

e

arri

val a

t sch

ool

<->

com

ing

to c

ircl

e

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Set,

up a

vact

ivity

by

each

chi

ld's

nam

e at

his

tabl

e. T

he a

ctiv

ities

Mus

t var

yac

cord

ing

to th

e ab

ilitie

s of

the

child

: som

e st

uden

ts m

ay b

e ab

le to

wat

erpl

ants

or

feed

ani

mal

s w

hile

oth

ers

may

onl

y be

exp

ecte

d to

-col

or a

pic

ture

or s

trin

g be

ads.

You

ir m

ain

conc

ern

is to

giv

e a

child

som

ethi

ng h

e ca

nco

mpl

ete,

see

thip

/he

does

fin

ish

it an

d;pr

aise

him

for

goo

d w

ork.

Rin

g a

bell

or b

low

a w

hist

le w

hen

wor

k pe

riod

"st

arts

,L

et th

e w

ork

peri

od la

stfi

ve. t

o te

n m

inut

es, d

epen

ding

upo

n th

e ac

tiviti

es f

or th

at p

artic

ular

day

. At

the

end

of th

e pe

riod

, blo

w w

hist

le a

gain

.A

ll st

uden

ts w

ho h

ave

com

plet

edta

sks

may

hav

e a

shor

t fre

e pl

ay p

erio

d w

hile

teac

her

give

s in

divi

dual

hel

p an

den

cour

agem

ent t

o th

ose

who

hav

eno

t don

e th

eir

wor

k.

.Se

t up

a re

gula

r ro

utin

e fo

r ar

riva

l at s

choo

l-. H

ang

up w

rap,

get

sup

ply

box

and

put i

t und

er d

esk

or c

hair

, sit

at d

esk

or ta

ble

and

wor

k on

the

proj

ect b

y hi

sna

me

with

a m

inim

um o

f ta

lkin

g. A

fter

the

teac

her

has

perf

orm

ed h

er m

orni

ngch

ores

: che

ckin

g lu

nch

m. u

ey, t

alki

ng to

bus

dri

ver

and

pare

nts;

inte

rrup

t the

stud

ents

to c

ome

to th

e ci

rcle

or

join

a g

roup

act

ivity

at t

lie ta

ble.

Ret

urn

tota

ble

and

fini

sh u

ncom

plet

ed ta

sk b

efor

p be

ginn

ing

a ne

w a

ctiv

ity.

Set u

p a

regu

lar

rout

ine

for

com

ing

to c

ircl

e.ch

air,

car

ry it

to th

e ci

rcle

are

a, s

it qu

ietly

an

p w

ork

imm

edia

tely

, pic

k up

ten

for

furt

her

dire

ctio

ns.

Act

ivity

for

eac

h ch

ild 'o

n. o

wn

leve

lN

ote:

Man

y of

the

activ

ities

for

this

ski

llar

ea m

ay s

eem

to r

epea

t the

mse

lves

.H

owev

er, w

hen

you

are

teac

hing

ach

ild to

fol

low

indi

vidu

al' o

r gr

oup

inst

ruct

ions

, he

may

not

hav

e a

task

that

you

.exp

ect h

im to

mas

ter

alon

e.B

ut w

ith th

is o

bjec

tive:

com

plet

e an

assi

gned

task

, you

are

giv

ing

him

thin

gs to

acc

ompl

ish

befo

re-h

e ca

npa

rtic

ipat

e in

ano

ther

gro

up a

ctiv

ityor

fre

e pl

ay.

Bel

l or

whi

stle

Toy

s fo

r fr

ee p

lay

Not

e:T

hese

exa

mpl

es o

f sc

hool

rou

tine

are

only

one

.way

of

setti

ng u

p su

ch p

ro-

cedu

re. W

hate

ver

you

use,

kee

p in

min

d th

at a

rou

tine

shou

ld b

e. th

esa

me

ever

yday

and

the

voca

bula

ryyo

u us

e in

teac

hing

it m

ust b

e th

esa

me

so th

at th

e st

uden

ts w

ill n

otbe

com

e co

nfus

ed.

Sim

ple

proj

ect b

y ea

ch c

hild

's n

ame

Not

e:Pr

ovid

e so

me

inte

rrup

tion

duri

ng a

wor

k pe

riod

so

that

stu

dent

s w

illle

arn

that

thei

r w

ork

mus

t som

etim

esbe

inte

rrup

ted.

Alw

ays

retu

rn to

unco

mpl

eted

job

so th

ey w

ill le

arn

that

it m

ust a

lway

s be

com

plet

ed.

Not

e:T

his

activ

ity w

ill m

ake

the

child

awar

e th

at h

e m

ust b

e pu

nctu

al, i

fyo

u w

ill p

rovi

de s

ome

reco

gniti

on o

rre

war

d to

thos

e w

ho c

ompl

y..

Beh

avio

ral O

bjec

tives

colo

ring

rest

room

s

lunc

h pe

riod

cutti

ng a

nd p

astin

g

clea

n up

tim

e

245

Act

iviti

es-I

nstr

uctio

nal A

ids

and

Mat

eria

ls

Set u

p a

regu

lar

rout

ine

for

colo

ring

. Get

sup

ply

box

from

the

floo

r un

der

chai

r, 'A

u it

on th

e ta

ble

by r

dIt's

ide

(or

left

side

. if

left

han

ded)

, ope

n:su

pply

;box

and

sel

ect c

olor

nee

ded,

clo

se s

uppl

y bo

x *a

nd c

olor

. Whe

nfi

nish

ed p

ut c

ray.

olas

bac

k in

-th

e bo

x, c

lose

the

boX

and

sit

quie

tly w

itile

othe

r st

uden

ts f

inis

h.

Set u

p a

regu

lar

rout

ine

for

rest

room

s: g

irls

'get

wra

ps a

nd g

et in

Gir

ls' L

ine:

boys

get

wra

ps a

nd g

et in

Boy

s' L

ine,

.mar

ch to

res

troo

m; w

ithou

t tal

king

ifot

her

clas

ses

are

in s

essi

on, u

se r

estr

oom

, was

h .h

ands

and

ret

urn

to li

ne.

Mar

ch q

uiet

ly o

ut o

f th

e bu

ildin

g fo

r ou

tdO

or r

eees

:; or

ret

urn

to c

lass

room

for

indo

or r

eces

s.

Set u

p a

regu

lar

rout

ine

for

lunc

h, p

erio

ds:

vnli

hand

s, p

ut o

ft w

raps

. get

in li

ne,

mar

ch q

u?11

y do

wn

halls

with

out d

iStu

, mg

othe

r cl

assr

ooni

s, g

et in

line

for

lunc

h, th

ank

cook

s fo

r tr

ays,

wal

k_to

4lie

tabl

e an

d ca

t qui

etly

with

a m

inim

umof

noi

se. U

sual

ly th

e gr

oup

mus

reat

toge

ther

at t

his

age.

leve

l,In

ord

er th

atm

ore

stud

ents

may

be

awar

e---

4 T

hLtil

liler

tts. a

sk y

otir

lead

er to

sel

ect a

tabl

e an

ywhe

re in

caf

eter

ia, t

o' e

at th

ere,

for

thay

Ilth

-en

all s

tude

nts

have

eate

n, ta

ke tr

ays

to,,p

rope

r pl

ace.

get

in li

ne a

nd r

etur

n to

.cla

ssro

om o

r go

out f

or p

lay

KtiO

ds.

Set u

p,,a

4egu

lai r

outin

e fo

r cu

tting

and

pas

ting.

Wor

k as

a g

roup

exc

ept f

orin

divi

dual

s W

ho c

anno

t wor

k al

one.

Sho

w s

tude

nts

how

to c

ut, p

ick.

up

the

per,

put

pap

er in

the

was

te b

aske

t and

ret

urn

scis

sors

to s

uppl

y bo

x. N

owsh

ow h

ow to

app

ly a

sm

all a

mou

nt o

f pa

ste

orto

the

pict

ure,

how

.to.'

past

e it

and

how

to r

emov

e 'a

ny. e

xces

s pa

ste

with

tiss

ue.

Ret

urn

past

e to

supp

ly b

ox, w

ash

hand

s w

hen

nece

ssar

y, w

rite

nam

e on

pap

er a

nd p

ut, p

aper

on d

esig

nate

d ta

ble

to: t

ake

hom

e.. T

here

will

be

stud

ents

Mi.,

wor

k sl

owly

and

will

nee

d a

lot o

f in

divi

dual

hel

p. H

aVe

a.si

Mpl

e ac

tivity

tabl

e se

t up

and

allo

w s

tude

nts

to s

elec

t a n

ew a

ctiv

ity a

s th

e .c

uttin

g an

d pa

stin

g is

com

plet

ed.

Set u

p a

regu

lar

rout

ine

for

clea

n up

tim

e. T

o m

ake

the

stud

ents

aw

are

ofcl

eanu

p tim

e, r

ing

a be

ll or

blo

w a

whi

stle

whe

n yo

u ar

e re

ady

for

wor

k to

stop

. Sto

p w

ork.

che

ck s

uppl

y bo

xes:

take

all

the

ditic

les

out o

f su

pply

box

,ho

ld u

p ea

ch a

s te

ache

r na

mes

it, r

etur

n it-

to s

uppl

y bo

x, p

ut a

way

sup

ply

boxe

s,pi

ck u

p pa

per,

jsom

e sw

eepi

ng m

ay b

e do

ne if

nee

ded)

, pus

h ch

airs

.und

er ta

bles

,an

d pu

t aw

ay a

ny M

ater

ials

or

gam

es u

sed

duri

ng th

e da

y.

Supp

ly b

oxes

Not

e:T

he T

MH

will

alw

ays

need

som

esu

perv

isio

n in

the

rest

room

. You

mig

ht a

llow

them

to g

o th

ereu

n-su

perv

ised

sev

eral

tini

es p

er m

onth

hut.

ask'

pri

ncip

al, c

usto

dian

, nur

se,

or s

ecre

tary

to. l

ook

in o

n th

em a

ndno

te h

abits

that

sho

uld

be r

einf

orce

d.

Not

e:Su

perv

ise

the

stud

ents

so

they

will

deve

lop.

good

eat

ing

habi

ts. T

hey

will

have

to b

e en

cour

aged

to e

at s

ome

ofth

e fo

ods

serv

ed in

the

cafe

teri

a.

Not

e:Se

e Pe

rcep

tual

Mot

or S

kill

Are

a fo

rU

se o

f sc

isso

rs.

Pape

r, s

uppl

y bo

x, ti

ssue

Not

e;A

lway

s do

a p

roje

ct w

ith th

e st

uden

tsso

they

will

not

get

the

idea

that

you

thin

k th

e pr

ojec

t 'is

too

mes

sy.

Not

e:T

each

a c

hild

to b

e in

depe

nden

t. H

em

ay n

eed

help

if h

e ha

s ne

ver

done

anyt

hing

for

him

self

at h

ome.

Whi

stle

or

bell

Bro

om. d

ustp

anN

ote:

Be

sure

to g

ive

enou

gh ti

me

for

com

plet

ion

of th

is a

ctiv

ity:.

Failu

reto

d'0

7-so

may

res

ult i

n sl

oppy

wor

kha

bits

.

Beh

avio

ral O

bjec

tives

goin

g ho

me

Dev

elop

ing

Abi

lity

To

Wor

k

With

Oth

ers:

The

chi

ld w

ill b

e ab

le to

:pl

ay g

ames

in s

mal

l gro

ups

wor

k in

sm

all g

roup

sto

com

plet

e sc

hool

jobs

dust

fur

nitu

re

swee

p fl

oors

set t

he ta

ble

Aet

iViti

es

Set u

p a

regu

lar

rout

ine

for

goin

g ho

me.

Sta

nd u

p, p

ush

chai

rs u

nder

tabl

es,

Che

ck r

oom

to s

ee th

at e

very

thin

g ha

s be

en p

ut a

way

, put

,on

wra

ps, s

tand

inlin

e by

doo

r to

rec

eive

pap

ers

or n

otes

to p

aren

ts, m

arch

qui

etly

out

of

build

-in

g an

d ge

t on

scho

ol b

us.

Set u

p ca

rd ta

bles

with

pui

zles

of

100

piec

es. S

eat o

ne p

erso

n at

eac

h si

de o

f th

eta

ble

to w

ork

On

puzz

le f

or s

hort

per

iods

eac

h da

y un

til it

is c

ompl

eted

. A la

rge

piec

e of

car

dboa

rd m

ay b

e us

ed to

kee

p th

e pu

zzle

inta

ct if

the

card

tabl

e da

nnot

be le

ft.s

et u

p w

ith th

e pu

zzle

.

Giv

e ea

ch c

hild

a b

ox o

f be

ads

and

a la

ce. H

ave

the

sam

e nu

mbe

r of

bea

ds in

a b

ox.

Rin

g a

bell

to s

tart

. See

whi

ch c

hild

can

str

ing

his

bead

s fi

rst.

Div

ide

your

stu

dent

sin

to g

roup

s so

that

all

stud

ents

will

hav

e a

chan

ce to

win

at s

ome

time.

Bol

t.and

nai

l gam

e, g

roup

of

two

stud

ents

: put

bO

lts a

nd' n

ails

on

the

tabl

e.. G

ive

each

'clii

ld a

n eg

g ca

rton

or

box.

Ins

truc

t one

chi

ld to

put

the

bolts

in h

is b

ox a

ndth

e O

ther

chi

ld to

take

the

nails

. See

whi

ch.c

hild

fin

ishe

s ff

rst.

Play

num

ber

or p

ictu

re d

omin

oes.

Str

ess

not b

eing

unh

appy

if h

e is

the

last

tofi

nish

. Pla

y ci

rcle

gam

es w

here

one

chi

ld w

illvs

be

in th

e m

iddl

e.

Dus

t des

ks a

nd o

ther

roo

m f

urni

ture

, gro

up o

f tw

o st

uden

ts: t

each

one

per

son

tore

mov

e al

l art

icle

s fr

om f

urni

ture

; the

Oth

er p

erso

n du

sts

the

furn

iture

and

the

.fir

st p

erso

n re

turn

s th

e ar

ticle

s to

thei

r or

igin

al p

ositi

ons.

Swee

p fl

oors

in c

lass

room

, gro

up o

f tw

o st

uden

ts: t

each

one

per

son

to s

wee

p th

efl

oor

andt

he o

ther

per

son

to m

ove

chai

rs a

nd h

ofid

dus

t pan

.

Thi

s w

ill b

e a

good

tim

e to

rea

rran

ge th

e fu

rnitu

re b

ut th

e st

uden

ts w

ill n

eed

help

in d

ecid

ing

whe

re to

pla

ce th

e fu

rnitu

re. T

MH

chi

ldre

n ar

e no

t ver

y cr

eativ

e an

dth

ey w

ill w

ant t

o pu

t eve

ryth

ing

back

whe

re it

was

.

Set t

he ta

ble

for

a ro

om lu

nche

on o

r pa

rty,

grc

iup

of tw

o st

uden

t: te

ach

one

stud

ent

to p

lace

the

dish

es a

nd th

e ot

her

one

to p

lace

the

siiv

erw

are.

and

napk

ins.

For

part

ies,

pap

er p

late

s an

d pl

astic

silv

erw

are

will

pro

babl

y be

use

d.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Wra

ps

Not

e:-

The

pur

pose

of

this

act

ivity

into

wor

kon

the

sam

e ac

tivity

with

out t

eari

ngup

oth

er s

tude

nt's

wor

k or

hol

ding

puzz

le p

iece

s.

Not

e:T

his

gam

e is

goo

d fo

r tw

o or

fou

rst

uden

ts.

Box

es o

f be

ads,

lace

sB

oxes

or

egg

cart

ons

Nai

ls a

nd b

olts

Num

ber

dom

inoe

sPi

ctur

e do

min

oes,

mus

ical

cha

irs

or s

imila

r ga

me

Not

e:Y

ou w

ill w

ant t

o se

t up

a re

gula

rro

utin

e fo

r ea

ch s

choo

l job

.

Dus

t clo

th

Bro

om, d

ustp

an,

For

prac

tice,

mak

e pl

ace

setti

ngs

of b

utch

erpa

per

Plas

tic d

ishe

s an

d si

lver

war

e

246

_B

ehav

iora

l Obj

ectiv

es

was

h di

shes

dry

dish

es

clea

n sh

oes

.

wat

er p

lant

s

mak

e se

win

g, c

ards

,/

/T

he c

hild

will

be

able

to:

iden

tify

som

e ho

me

and

scho

olid

entif

yob

ject

s an

d id

enti

thei

r-us

e

Act

iviti

es

Was

h lis

hes,

-gro

up o

f tw

o st

uden

ts: t

each

one

stu

dent

to s

crap

e di

shes

(or

pan

s)an

d st

ack

them

for

was

hing

. Sho

wot

her

stud

ent h

ow to

mix

hot

and

col

dw

ater

, mea

sure

the

dete

rgen

t and

put

dis

hes

in d

ishp

an o

r si

nk f

or w

ashi

ng.

Dem

onst

rate

cle

ansi

ng p

ads

and

supe

rvis

e to

see

that

dis

hes

are

clea

n.

Dry

dis

hes,

gro

w,

:wn

stud

ents

: tea

ch o

ne s

tude

nt to

rin

se th

e di

shes

in h

otw

ater

. (T

his

may

be

in ;1

dis

hpan

or

the

sink

.) D

emon

stra

te p

laci

ng in

a d

ish

drai

ner.

Sho

w th

e ot

her

stud

ent h

ow to

rem

ove

exce

ss w

ater

with

-di

sh to

wel

and

put d

ishe

s aw

ay.

Cle

an s

hoes

, gro

up o

f tw

o st

uden

ts: h

ave

a m

at b

y th

e do

or f

or s

crap

ing

mud

from

sho

es.

Let

the

stud

ents

take

turn

s cl

eani

ng e

ach

othe

rs' s

hoes

with

bro

om,

pape

r to

wel

or

brus

h. T

his

activ

ity c

an b

e ch

ange

d to

yav

e a

daily

lead

er w

host

ands

by

the

door

to c

heck

sho

es a

nd a

ssis

tea

ch c

hild

in r

emov

ing

the

dirt

from

his

Sho

e's.

Wat

er th

e pl

ants

, gro

up o

f tw

o st

uden

ts: s

how

one

vad

ent h

ow to

fill

a p

ail

or p

last

ic b

ottle

with

wat

er w

ithou

t it r

unni

ng o

ver.

Tea

ch a

noth

er c

hild

how

to w

ater

pla

nts

from

the

plas

tic b

ottle

or

dip

wat

er f

rom

a p

ail.

Show

how

tous

e ne

wsp

aper

s to

rem

ove

any

wat

er s

pille

d on

the

floo

r.

Mak

e se

win

g ca

rds,

gro

up o

f tw

o st

uden

ts: t

each

one

stu

dent

tO p

lace

the

sim

ple

patte

rn o

n ta

gboa

rd a

nd f

aste

n it

secu

rely

with

pap

er c

lips.

Sho

w th

e se

cond

stud

ent h

ow to

dra

w a

roun

d th

e ou

tline

with

a p

enci

l or.

felt

pen.

Hel

p th

efi

rst p

erso

n cu

t out

the

desi

gn a

nd th

e se

cond

.per

son

outli

ne it

with

a p

aper

punc

h.

Wor

k in

sm

all g

roup

s to

mak

e a

seas

onal

mur

al. (

Bew

are

of o

ther

s in

use

of

mat

eria

ls a

nd s

pace

for

wor

king

.)

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

penc

ilpa

per

past

esc

isso

rsst

ove

drye

r

cray

olas

felt

pen

dish

eskn

ives

blen

der

dish

clo

th

fork

ssp

oons

pans

toas

ter

was

her

tele

phon

e

coff

ee p

otdi

shw

ashe

rdi

sh d

rain

erga

rbag

e di

spos

aldi

sh to

wel

247

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:T

his

activ

ity w

ill p

roba

bly

bene

eded

aft

er s

impl

e co

okin

gle

sson

s.D

ishp

an o

r si

nk, d

ish

clot

h, d

eter

gent

, dls

lisc

rape

r, c

lean

sing

pad

Dis

hpan

or

sink

Dis

h dr

aine

r, d

ish

tow

elN

ote'

.if

you

do

not h

ave

a ki

tche

n or

hot

wat

er; h

eat t

he w

ater

in a

teak

ettle

or d

ish

pan

on a

hot

pla

te.

Mat

Bro

om, p

aper

. tow

elB

rush

Lea

der

Plan

tsPl

astic

bot

tle o

r pa

ilSm

all c

an f

or d

ippi

ng

Tag

boar

d, s

isso

rsPe

ncil,

pat

tern

sN

ote:

The

inte

rmed

iate

. gro

up c

an m

ake

man

y si

mpl

e pa

ttern

s fp

r th

e pr

imar

ygr

oup

to u

se. I

t is

neve

r to

o ea

rly

tost

ress

doi

ng th

ings

for

oth

ers.

Whi

te b

utch

er p

aper

Pain

ts o

r cr

ayol

as

Rea

l obj

ects

Pict

ures

of

obje

cts

Cha

rt s

how

ing

pict

ures

of

obje

cts

and

wor

dsW

ord

Car

dsN

ote:

You

are

not

rea

lly tr

ying

to te

ach

wor

ds, b

ut s

ome

stud

ents

may

lear

na

few

of

them

.

Beh

avio

ral O

bjec

tives

Act

iviti

es.

-

Div

ide

clas

s in

to tw

o gr

oups

. Hol

d up

a p

ictu

re o

f co

mm

on o

bjec

t and

iden

tify

by -

nam

e an

d us

e. (

Tak

e tu

rns.

) T

he c

hild

who

iden

tifie

s th

e ob

ject

cor

rect

lyho

lds

the

card

. Cou

nt th

e..c

ards

at t

he e

nd o

f.th

e ga

me

to d

eter

min

e th

ew

inni

ng te

am.

Lis

ten

to C

omm

on I

fum

e an

d Sc

hool

Sou

nds.

(R

ecor

d 7

.

Side

B)

Mak

e a

Scho

ol B

ookl

et s

how

ing

artic

les

Use

d at

sch

ool.

iden

tify

som

e co

mm

onto

ols

and

thei

r us

e

Mak

e a

Hom

e B

ookl

et s

how

ing

artic

les

used

at h

ome.

Des

crib

e ar

ticle

s us

ed h

i hom

e an

d sc

hool

. Tea

cher

des

crib

es u

ntil

stud

ents

unde

rsta

nd th

e ga

me.

Div

ide

into

two

side

s an

d gi

ve o

ne p

oint

for

eac

h'c

orre

ct a

nsw

er. T

he s

tude

nt w

ho g

uess

es c

orre

ctly

als

o ge

ts to

.des

crib

eth

e ne

xt a

rtic

le. C

ount

poi

nts

at e

nd o

f ga

me

to d

eter

min

e w

inni

ng te

am.

Voc

abul

ary

Dev

elop

men

t

saw

lum

ber

file

plie

rssa

ndpa

per

for

Ora

l Lan

guag

e

boar

ds o

r ro

ugh

[tim

ber

claw

ham

mer

.na

ils (

larg

e he

ads)

scre

ws

(lar

ge h

eads

).sc

rew

s dr

iver

(st

anda

rd)

.Mak

e a

boar

d fo

r st

orag

e of

tool

s.It

may

be

nece

ssar

y to

kee

p th

is b

oard

lock

edin

a c

abin

et a

t nig

ht, b

ut it

sho

uld

be a

vaila

ble

for

circ

le a

ctiv

ities

.T

alk

with

you

r sh

op te

ache

r re

gard

ing

the

kind

_ of

boa

rd w

hich

will

mee

t you

row

n ne

eds.

Out

line

each

tool

on

the

boar

d w

ith .a

-hoo

k fo

r ha

ngin

g th

e`ov

er th

e ou

t-lin

e..

Usi

ng th

e bo

ard

play

the

follo

win

g3de

ntif

icat

ion

Gam

es:

Poin

t to

ham

mer

and

ask

, "W

hat t

ool i

s th

is?"

"Wha

t do

we

do w

ith it

?" T

he c

hild

who

.ans

wer

s co

rrec

tly m

ayre

plac

e th

e ha

mm

er.

Tak

e al

l too

ls f

rom

the

boar

d an

d pl

ace

on ta

ble.

Ask

, "W

hat t

ool

is th

is?

Wha

t do

we

do w

ith it

?" C

hild

who

iden

tifie

s co

rrec

t too

l,fi

nds

tool

and

tells

its

use

may

. rep

lace

the

tool

on

the

boar

d.

Hol

d up

a n

ail a

nd b

oard

. Ask

, "W

hat t

ool d

o w

e us

e w

ith th

ese?

"C

hild

,who

iden

tifie

s pr

oper

tool

may

dri

ve n

ail i

nto

boar

d.

Dri

ve n

ails

into

boa

rds.

Rem

ove

nails

. Usi

ng s

crew

driv

er, p

ut la

rge

head

ed s

crew

s in

to b

oard

. Rem

ove

scre

ws

with

scr

ew d

rive

r. W

ork

with

kno

ck o

ut p

eg b

oard

or

wor

k be

nch

for

thos

e st

uden

ts w

ho a

reno

t abl

e to

man

ipul

ate

nails

and

scr

ews.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pict

ures

of

com

mon

hom

e an

d sc

hool

obj

ects

Peab

ody

Lan

guag

eD

evel

opm

ent K

it L

evel

PC

onst

ruct

ion

pape

r, s

choo

l sup

ply

cata

logs

,m

agaz

ines

, pas

te, s

ciss

ors

Con

stru

ctio

n pa

per,

pas

te, m

agaz

ines

, sci

ssor

sPi

ctur

es o

f ar

ticle

sN

ote:

If s

tude

nts

have

dif

ficu

lty d

escr

ibin

gan

art

icle

, tea

cher

may

des

crib

e an

dho

ld u

p pi

ctur

e po

intin

g ou

t thi

ngs.

Act

ual t

ools

Pict

ures

of

tool

s_

.

Not

e:A

ny a

ctiv

ity w

ith to

ols

shou

ld b

esi

mpl

e w

ith e

mph

asis

on

safe

typr

ecau

tions

in u

se o

f to

ols

.

Lar

ge p

iece

of

boar

dH

ooks

Too

ls

Boa

rd w

ith o

utlin

e of

eac

h to

olA

ctua

l too

ls

Boa

rd w

ith o

utlin

e of

eac

h to

olA

ctua

l too

ls

Nai

l, bo

ard,

tool

s

Nai

l, bo

ard,

ham

mer

Scre

ws,

scr

ew d

rive

r, b

oard

Ava

ilabl

e fr

om c

reat

ive

Play

thin

g an

d Ju

dyC

ompa

nies

248

Beh

avio

ral O

bjec

tives

Act

iviti

es'In

stru

ctio

nal A

ids

and

Mat

eria

ls

Dev

elop

ing

Atte

ntio

n Sp

an

The

chi

ld w

ill b

e ab

le to

:so

lve

som

e si

mpl

e ev

ery

day

prob

lem

s

Mak

e a

"Too

l Boo

klet

." F

ind

pict

ures

of

tool

s,tw

o pa

ges

for

each

tool

. The

nlo

ok f

or p

ictu

res

of p

erso

ns u

sing

thos

e to

ols.

(Son

ic s

tude

ntS

may

be

al,:2

tocopy

the

nam

e of

the

tool

fro

m th

e bo

ard.

)

Rea

d a

shor

t sto

ry: d

ecid

e ho

w lo

ngyo

u w

ant t

hem

to s

it qu

ietly

and

sel

ect

a .

stor

y an

d di

scus

sion

for

this

leng

th o

f tim

e..

Tel

l fla

nnel

- bo

ard

stor

ies,

mak

ing

your

sto

ries

long

er a

s th

e at

tent

ion

span

deve

lops

.Se

t up

a"Sh

ow a

nd T

ell P

erio

d" r

estr

ictin

g ea

chpe

rson

to o

ne m

inut

e or

time.

At f

irst

, it m

ay b

e ad

vise

able

to h

ave

two

shor

t Sho

w a

nd'T

ell p

erio

ds in

stea

dof

one

long

er o

ne, i

f th

e st

uden

ts d

ono

t rem

ain

inte

rest

ed.

Play

Gue

ssin

g G

ames

whe

n th

e te

ache

r w

hisp

ers

or p

lays

rec

ords

ver

y lo

w.

(Stu

dent

s m

ay o

r m

ay n

ot c

lose

eye

s.)

Gue

ssw

hat t

he te

ache

r sa

id o

r, w

hare

cord

is b

eing

pla

yed.

Play

gam

es s

tude

nts

espe

cial

ly e

njoy

. Inc

reas

eth

e le

ngth

of

time

play

ed e

ach

wee

k un

til s

tude

nts

are

able

to c

once

ntra

teon

the

gam

e fo

r a

peri

od o

f tin

t(de

sign

ated

by

teac

her.

Wor

k si

mpl

e ac

tivity

she

ets

with

whi

ch te

ache

rgi

ves

freq

uent

dir

ectio

n. K

eep

repe

atin

g th

e ac

tivity

she

et u

ntil

stud

ents

are

able

to w

ork

quie

tly a

nd f

ollo

wdi

rect

ions

.

Ask

a s

tude

nt to

sw

eep

the

floo

r w

ithou

ta

broo

m. N

ote

if h

e. w

ill a

sk y

oufo

r a

broo

m o

r if

he

will

sta

nd a

nd w

ait f

oryo

u to

get

one

for

him

.

249

Too

l cat

alog

, mag

azin

e, c

onst

ruct

ion

pape

r,pa

ste

scis

sors

, sta

pler

or

pape

r pu

nch

Yar

n, y

arn

need

leN

ote:

Stud

ents

onl

y pa

y at

tent

ion,

if th

eyar

e do

ing

som

ethi

ng th

ey-u

nder

stan

dan

d en

joy.

Shor

t ,st

orie

s

Flan

nel b

oarc

l.sto

ries

Show

and

Tel

l per

iod

NU

C:

Hav

e fr

eque

nt m

usic

or

rhyt

hm.

activ

ities

so

stud

ents

will

not

be

tired

of s

ittin

g be

fore

atte

ntio

n ac

tiviti

esst

art.

Rec

ord,

rec

ord

play

erT

each

er w

hisp

ers

Gro

up g

ames

Wor

k ac

tivity

she

ets

Penc

il, c

rayo

las

Not

e:O

bser

ve "

the

atte

ntio

n sp

an o

f st

uden

tat

the

begi

nnin

g of

yea

r. S

et y

our

goal

s fo

r:a

year

and

incr

ease

leng

th o

fac

tivity

, wee

kly

or m

onth

ly, u

ntil

you

have

rea

ched

you

r go

al.

a fo

r sw

eepi

ng.

Not

e:T

hese

act

iviti

es a

re s

et u

p to

mak

ea

child

aw

are

of th

e th

ings

he

need

s fo

rw

ork

and

teac

h hi

in to

, ask

or

loca

te.

the

mat

eria

ls n

eede

d to

com

plet

e th

ejo

b.

Beh

avio

ral O

bjec

tives

Act

iviti

es

Ask

a s

tude

nt to

was

h di

shes

with

out a

ny d

ishe

s; w

ithou

t a d

ish

clot

h; w

ithou

tde

terg

ent;

with

out w

ater

.A

sk a

stu

dent

to d

ust t

he f

urni

ture

with

out a

dus

t clo

th.

Ask

a s

tude

nt to

set

the

tabl

e w

ithou

t the

pla

ce s

ettin

g dr

awn

on b

utch

erpa

per;

with

out d

ishe

s; w

ithou

t silv

erw

are.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Are

a fo

r w

ashi

ng d

ishe

s

Are

a to

dus

t with

out d

ust c

loth

,Are

a fo

r se

tting

tabl

e w

ithou

t one

art

icle

need

ed f

or th

e 'ta

sk

Not

e:In

clud

e an

y pr

oble

m s

olvi

ng s

ituat

ion

rela

ted

to y

our

own

clas

sroo

m.

Skill

Are

aE

cono

mic

Use

fuln

ess

Lev

elPr

e-vo

catio

nal

Beh

avio

ral O

bjec

tives

Tak

ing.

Res

pons

ibili

ty f

orC

ompl

etin

g W

ork

Ass

ignm

ent

The

stu

dent

may

be

able

to;

arri

ve a

t sch

ool (

wor

k)on

tim

e

acce

pt d

isci

plin

e w

hen

he is

late

C. A

.13

.0-1

6.11

N1.

A.

thru

6.11

Act

iviti

es

One

-hal

f of

you

r 'd

ay s

houl

dco

nsis

t of

activ

ities

sim

ilar

io..

thos

e ob

serv

ed in

a w

orks

hop

or o

not

her

jobs

vis

ited

onfi

eld

trip

s. T

he.b

est t

ime

for

thes

e

activ

ities

may

be

at th

ebe

ginn

ing

of th

e sc

hool

day

sinc

e th

e te

ache

r w

illbe

stre

ssin

g so

man

y po

ints

conn

ecte

d w

ith p

unct

ualit

yan

d ro

utin

e.. T

he

rem

aind

er o

f th

e da

y ca

nbe

spe

nt w

ith f

unct

iona

lac

adem

ics

and

othe

r sk

ill

area

s ne

eded

by

indi

viud

alst

uden

ts.

Rev

iew

all

skill

s !c

arne

t]in

the

Prim

ary

and

Inte

rmed

Lite

Eco

nom

ic U

sefu

lnes

s

Skill

Are

as.

Mak

e a

larg

e.ta

gboa

rd ti

me

chat

t so

. eac

h st

uden

t can

in e

ach

mor

ning

.If

a st

uden

t is

late

, with

out a

n ex

cuse

,ci

rcle

his

nam

e w

ith a

red

pette

d. T

his

char

t may

be

set u

p by

the

wee

k or

mon

th u

sing

days

of

the

wee

k -o

r nu

mbe

r

.da

tes

acco

rdin

g to

the

abili

ties

of s

tude

nts,

and

the

pkz.

_,:s

they

will

he-e

ngag

ed.

Tue

s.W

ed.

Thu

rs..

Fri.

Day

sT

ardy

Day

sA

bsD

ays

Pres

,Mon

'Mar

yM

ary

Mar

)/M

ary

Mar

y0

05

John

John

John

John

John

0I

Ann

aA

nna

nna

Ann

aA

nna

10

5

Bob

obB

ob3

0

Sex

Mon

,T

ues.

Wed

.T

hurs

.Fr

i,T

OT

AL

Boy

sG

irls

Set u

p a

'con

test

bet

wee

nth

e bo

ys a

nd g

irls

. Cou

ntth

e gi

rls

who

get

tow

ork

on

time

and

reco

rd it

on

the

wal

l.cha

rt. D

o th

e sa

me

with

the

boys

. Che

ck a

ten

d

of w

eek

to d

eter

min

ew

inne

rs.

Tak

e a

fiel

d tr

ip to

ane

arby

wor

ksho

p -o

rbu

sine

ss. A

rran

ge' t

o be

ther

e w

hen

empl

oyee

s ar

rive

. Ask

the

man

ager

or s

uper

viso

r to

disc

uss

wha

t hap

pens

whe

n

empl

oyee

s ar

e la

te f

or w

ork,

Set u

p a

moc

k w

orks

hop.

(Tea

cher

will

act

as

empl

oyer

.)Pr

eten

d'th

atse

vera

l

stud

ents

are

late

for

wor

k.B

e ve

ry s

tern

With

them

usin

g an

ger

and

disa

ppoi

nt-

men

t;

`).5

1

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:A

.,-1

-iss

room

for

this

gro

upsh

ould

incl

ude

a sm

all k

itche

n, s

hop

corn

eret

toir

med

with

sim

ple

tool

san

d an

;trea

func

tiona

l aca

dem

ics.

Ar

with

at l

east

two

teac

hers

so

that

stu

dent

s co

uld

be.d

ivid

ed in

togr

oups

acc

ordi

ng to

inte

rest

s an

d,ie

s w

ould

be

idea

l.If

suc

h a

Lcu

t.).i.

is r

iot a

vaila

ble

anai

de s

houl

d

he h

ired

to s

uper

vise

som

e-st

uden

tsth

e te

ache

r.w

orks

'with

othe

rs.

See

char

t bel

t w

Fiel

d tr

ip to

shM

ered

wor

ksho

p or

bus

ines

s

Moc

k W

orks

hr7

Ang

ry e

mpl

oye)

Not

e:St

uden

ts m

ust l

earn

to e

xpec

tdi

s-

plea

sin.

, if

they

arc

late

Beh

avio

ral O

bjec

tives

star

t wor

king

on

arri

val

at s

choo

l with

a m

inim

um.

of: r

emin

ding

fini

sh a

task

be n

eat i

n m

ost w

ork

activ

ities

have

con

fide

nce

inw

ork

abili

ty,

Jobs

and

Act

iviti

es

The

stu

dent

.may

be

able

to:

, lea

rn s

ome

sim

ple

wor

kas

sign

men

ts

seho

ol a

ctiv

ities

Act

iviti

es

Invi

te u

pper

gra

de c

lass

es to

your

roo

m f

or li

ttle

skits

rel

ated

to g

ood

wor

k. h

abits

and

get

ting

to w

ork

on ti

me.

Act

out

the

"pre

tend

gam

es"

the

uppe

rgr

ade

stud

ents

dem

onst

rate

d.s)

Tra

in e

ach

child

to c

heck

the

wor

k ch

art o

n ar

riva

l at s

choo

l, fi

nd h

ip w

ork

activ

ity a

nd b

e re

ady

to s

tart

wo

rk. T

he te

ache

r sh

ould

be

avai

labl

e so

answ

er q

uest

ions

and

giv

e he

lp if

stu

dent

s do

not

und

erst

and

wor

k sc

hedu

les.

Con

stan

t sup

ervi

sion

will

pre

vent

poor

wor

k ha

bits

.- R

ing

a be

ll w

hen

you

are

read

y fo

r ac

tiviti

es to

sta

rt.

Set u

p re

gula

r sc

hool

act

iviti

es w

hich

the

child

alr

eady

und

erst

ands

and

sm

ite-

times

acc

ompl

ishe

s. S

ugge

sted

list

s of

task

s fo

r ho

me

and

scho

ol a

re »

0,w

:fed

in th

is s

kill

area

.

Sim

ple

task

s on

leve

l of

each

chi

ld, c

lean

or

mes

sy a

ctiv

ities

acc

ordi

ng to

the

abili

ty o

f th

e st

uden

t.

Set u

p a

moc

k w

orks

hop.

Inv

ite p

aren

ts a

nd S

peci

al E

duca

tion

Pers

onne

lop

en h

ouse

: Giv

e ea

ch s

tude

nt a

wor

k ac

tivity

whi

ch h

e ca

n do

wel

l. Im

mo,

him

to e

xpla

in th

e pr

oced

ure

to e

ach

visi

tor.

(Rou

tine,

Voc

abul

ary

and

equi

pmen

t will

be

disc

usse

d in

the

next

sec

tion.

)

dust

fur

nitu

rcsw

eep

floo

rsm

op f

loor

sem

pty

-was

te b

aske

tsw

ater

pla

nts

clea

r an

d sh

ine

shoe

s

follo

w p

atte

rn in

sim

ple

sew

ing

take

apa

rt ir

ons,

cof

fee

etc.

try

'to p

ut th

t-ni

toge

ther

aga

in.

hang

up

clot

hing

keep

lock

er c

lean

and

nea

tsw

eep

or m

op h

alls

with

sup

ervi

sion

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Stud

ents

fro

m o

ther

gra

des

for

wor

k de

mon

-st

ratio

ns.

Not

e::S

tres

s th

e im

port

ance

of

a sm

ile a

ndgr

eetin

g to

eac

h em

ploy

ee a

s yo

u ar

rive

,M

entio

n cl

othi

ng, t

heir

nea

t app

eara

nce,

etc:

..

Wor

k ch

art

Bel

lN

ote,

Hav

e fr

eque

nt p

are-

conf

eren

ces

and

scho

ol v

isits

to e

mr,

ii,if

re w

ork

rout

ine

Not

*E

xpla

in to

par

ents

that

stu

dent

. mus

tle

:am

to f

inis

h ta

sk k

k he

exp

-'cts

to

job.

Not

e:H

e w

ill n

ot le

arn

thes

e ov

erni

ght.

Wor

k

clos

ely

with

par

ents

set

ting

Up

sim

ple

activ

ities

with

lots

.-of

pra

ise.

Not

e:;

,r a

stu

dent

to h

at -

t:onf

iden

ce in

his

wor

k ab

ility

he

mus

t do

-orr

ieth

ing

heU

nder

stan

ds a

tia h

as ti

the

toC

ompl

ete

with

in th

e al

lited

lim

esc

hedu

le.

Moc

k w

orks

hop

Vis

itors

Not

e:T

his

is o

nly

a su

gges

ted

list o

f w

ork

activ

ities

. The

teac

her

may

hav

em

any

addi

tions

rel

ated

to h

er lo

cale

.

Che

ck w

ithcu

stod

ian

and

eaft

ni.r

ia s

Pper

-vi

sor

for

ild(1

17::-

!iul

jobs

?5?

Beh

avio

ral O

bjec

tives

,A

ctiv

ities

Inst

ruct

iona

l Aid

s an

d M

ater

ials

hom

e ac

tiviti

es

law

n ca

re

scho

ol g

roun

d

iden

tify

mos

t of

the

equi

pmen

t nee

ded

toco

mpl

ete

a w

ork

assi

gnm

ent

mop

flo

or

swee

p fl

oor

was

h w

indo

ws

(Kee

p th

is a

ctiv

ity v

ery

sim

ple.

)

mop

kitc

hen

floo

rsw

eep

floo

rru

n va

cuum

cle

aner

was

h w

indo

ws

insi

desi

mpl

e :la

nd ir

onin

gcl

ean

up ta

bles

was

h-di

shes

thy

dish

esem

pty

garb

age

clea

n cu

pboa

rds,

and

repl

ace

dish

es

keep

clo

set n

eat a

nd in

orde

rta

ke c

loth

es f

rom

dry

er a

ndfo

ld

clea

n ba

thro

om,

clea

n ta

ble

tops

swas

h ,:a

rs w

ith s

uper

visi

on

rake

leav

espi

ck u

p lit

ter,

twig

s an

dbr

anch

es

sim

ple

wat

erin

g w

ith h

elp

rem

ove

dead

limbs

with

hel

p

mak

e sh

oe s

hine

-bo

x

set t

able

sm

ake

bed

prep

are

sim

ple

food

scl

ean

mir

rors

bund

le n

ewsp

aper

sdo

sim

ple

sew

ing

dust

fur

nitu

reha

ng u

p cl

othe

san

swer

tele

phon

ear

rang

e ar

ticle

s on

she

lves

star

t clo

thin

g -a

ccor

ding

toco

lor,

to f

abri

c

clea

n,-

dish

was

hing

are

acl

ean

refr

iger

ator

arra

nge

draw

ers

take

apa

rt o

ld h

ome

appl

ianc

esan

d, p

ut.

toge

ther

aga

in

cut w

eeds

with

supe

rvis

ion

pick

up

litte

r an

d pa

per

rake

leav

essw

eep

side

wal

ks,

porc

hes,

and

ste

pssh

ovel

sno

w f

rom

sid

ewal

ksan

d st

eps

with

sup

ervi

sion

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e(a

nd w

ritte

n la

ngua

ge a

sde

term

ined

by

teac

her)

Equ

ipm

ent n

eede

dV

ocab

ular

y ne

eded

in a

dditi

on to

nam

es

of e

quip

men

t

mop

buck

etde

terg

ent

wat

er

broo

mdu

st m

opdu

st p

an

mea

sure

sqiie

eze

shak

ew

ring

push

hold

push

hal f

-ful

lto

o m

uch

pull

swee

pm

ove

furn

iture

%ki

te:

Invi

te I

F:m

oil;

to s

choo

l to

obse

rve

Qoi

lynt

-, ;0

wor

k. D

iscO

ss to

othi

lyal

'4. h

ool.

Stre

ssth

at c

oih,

.de

nce

to :O

a an

d pr

ide

in a

job

wel

l

done

cul

l hel

p de

velo

p a

happ

ier

hom

e

atm

osph

ere.

Not

e:Pa

rent

s sh

ould

rea

lize

that

som

eof

thes

e

activ

ities

pro

s id

e ex

celle

ntop

port

uniti

es

for

"Mot

her

Dau

ghte

r"an

d "F

athe

rSo

n" d

iscu

ssio

ns.

Not

e:T

hese

are

als

o go

od "

Fath

erSo

n"

activ

ities

.

Not

e:M

ake

cert

ain

that

you

rT

MH

roo

m is

sche

dule

d fo

r a

"cle

an u

p th

elit

ter

wee

k" ju

st a

s O

ften

as

regu

lar

clas

ses.

Reg

ular

stu

dent

's s

houl

d ob

serv

eT

MH

stud

ents

doi

ng m

any

-job

s w

ell.

Not

e:H

ave

a sp

ecia

l pla

ce f

or e

ach

tool

or

mat

eria

l use

d in

wor

k. A

larg

e ca

bine

t,

or b

oard

with

each

tool

out

lined

is id

eal.

Nam

es o

f so

nic,

tool

s m

ay b

ew

ritte

n

over

the

outli

ne a

ndth

is is

.exc

elle

nt if

you

are

teac

hing

the

wri

tten

wor

d.

Beh

avio

ral O

bjec

tives

clea

n, b

athr

ooM

-

answ

er te

leph

one

Equ

ipm

ent n

eede

d

Act

iviti

es

Voc

abul

ary

'nee

ded

in a

dditi

on to

nam

esof

equ

ipm

ent

Inst

ruct

iona

l Aid

s an

d M

ater

ials

clea

ner

spri

nkle

pour

Hav

e re

al o

bjec

ts w

hene

ver

poss

ible

. Col

lect

brus

hsc

rub

set

man

y go

od p

ictu

res

of a

ll to

ols

and

mat

eria

ls f

orcl

oth

rins

edr

yid

entif

icat

ion

and

mat

chin

g. C

olle

ctm

any

pic-

disi

nfec

tant

ture

s of

act

ual t

ool b

eing

use

d fo

r di

scus

sion

and

iden

tific

atio

n.te

leph

one

answ

erta

lk p

lain

lype

ncil

wri

tete

leph

one

num

ber

pape

r

clea

n an

d sh

ine

broo

msh

ine

scra

pesh

oes

brus

hcl

ean

rub

shoe

pol

ish

polis

hto

ngue

dep

ress

orcl

oth

or b

rush

for

shin

ing

rake

leav

es

sew

ing

sim

ple

hom

e re

pair

s

rake

pile

put i

n bo

xbo

xem

pty

plac

e by

cur

btr

ash

cans

pick

up

need

les

- re

gula

rse

wkn

otem

broi

dery

, yar

nth

read

nee

dle

cut

thre

ad, c

otto

nth

imbl

esc

isso

rs

Seni

or C

itize

ns a

re o

ften

gla

d to

com

e to

sch

ool

and

dem

onst

rate

var

ious

wor

k ac

tiviti

es.

Invi

te r

esou

rce

pers

ons

whe

n it

is f

easi

ble.

ham

mer

hit

rub.

Invi

te p

aren

ts to

sch

ool t

o ob

serv

eyo

ur r

outin

ena

ils'

hold

fast

enan

d th

e vo

cabu

lary

you

teac

h. S

end

hom

des

ired

scre

wdr

iver

twis

ttig

hten

!ear

ning

s re

gula

rly.

thum

b ta

cks

push

squa

re4

saw

'cl

amp

-'

plie

rssc

rew

s

sand

pape

r

Beh

avio

ral O

bjec

tives

was

h an

d dr

y di

shes

sim

ple:

iron

ing

cut w

eeds

Equ

ipm

ent n

eede

d

Act

iviti

esIn

stru

ctio

nal'

Aid

s an

d M

ater

ials

Voc

abul

ary

need

ed in

add

ition

to n

ames

of e

quip

men

t

255

soak

dish

pan

or s

ink

Not

e:In

vite

the

dire

ctor

of

scho

ol m

aint

enan

cesc

rape

dete

rgen

tcl

ean

nt(b

oth

grou

nds

and

build

ings

) to

sch

ool t

osc

ald

dish

dra

iner

drai

nsc

ald

the

IMI-

I id

entif

y an

d us

e to

ols

and

dish

clo

th.p

ut a

way

dry

.co

mpl

ete

wor

k ac

tiviti

es in

a d

esig

nate

ddi

sh to

wel

time.

Sugg

est t

hat t

he c

usto

dian

trai

nth

em a

nd b

e re

imbu

rsed

for

his

wor

k.ir

onin

g bo

ard

turn

off

'CM

IIA

fter

the

ll ha

s le

arne

d to

com

plet

eir

onth

e w

ork

activ

ity s

ucee

ssfu

lly.a

min

imal

flat

wor

k to

iron

turn

on

wag

e sh

ould

he

paid

to h

im w

hile

he

isen

rolle

d as

a s

tude

nt.

Aft

er h

e le

aves

hoe

cut-

-pi

ck u

psc

hool

,* s

houl

d he

pai

d ac

cord

ing

tora

kera

ke u

ppu

t.in

boxe

sth

e ki

nd o

f w

ork

he d

oes.

was

te c

an o

r-b

ox

bund

le n

ewsp

aper

s or

new

spap

ers

stac

k up

tiem

agaz

ines

heav

y co

rdpl

ace

even

lyfo

ldpi

le u

p

swee

p si

dew

alk

broo

msw

eep

dust

pan

pick

.up

box

or w

aste

put i

n bo

xca

npu

t in

was

te c

an

take

clo

thes

.cl

othe

Ssh

ake

out

put a

way

.fr

om d

ryer

drye

rfo

ldpu

t in

bask

etba

sket

sort

tabl

e

wat

er p

lant

spl

ants

pour

wat

erin

g ca

nfi

llw

ater

mop

up

spill

ed w

ater

was

h w

indo

ws

spra

y' b

ottle

spra

ysc

rub

'insi

de.

fille

d w

ith w

indo

w c

lean

ercl

ean

dirt

yne

wsp

aper

s or

clo

thpo

lish

spot

s

Not

e:E

valu

ate

the

stud

ents

at l

east

wee

kly

tose

e if

des

ired

lear

ning

s ar

e be

ing

deve

lope

d.

Beh

avio

ral O

bjec

tives

find

mat

eria

ls a

ndco

mpl

ete

a w

ork

assi

gnm

ent i

n a

give

n pe

riod

, of

time

Fiel

d T

rips

-

The

stu

dent

sho

uld

go o

n fi

eld

trip

s to

: see

peop

le h

elp

othe

rs

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls.

The

se a

re tw

o ex

ampl

es o

f a

rout

ine

whi

ch a

stu

dent

may

be

expe

cted

to,f

ollo

w to

com

plet

e a

wor

k as

sign

men

t.

Wor

k A

ssig

nmen

t Mop

the

floo

r (A

llot a

cert

ain

leng

th o

f tim

e fo

r th

is jo

b.)

1.ge

t the

mop

2,ge

t the

mop

-buc

ket

3.fi

ll bu

cket

one

-hal

f fu

ll of

wat

er w

arm

or

hot)

4.m

easu

re d

eter

gent

or

clea

ner

5.ad

d de

terg

ent t

o w

ater

6.m

easu

re d

isin

fect

ant

7.ad

d di

sinf

ecta

nt to

wat

er8.

put m

op in

wat

er a

nd g

et e

ntir

ely

wet

9.w

ring

out

mop

10.

mop

a s

mal

l are

a of

flo

ur11

.ri

nse

out m

op in

buc

ket

12.

wri

ng o

ut m

op13

.m

op a

noth

er s

mal

l are

a of

flo

or, e

tc.

Cle

an a

nd-P

olis

h Sh

oes

(Allo

t a c

erta

in le

ngth

of

time

to p

olis

h on

e pa

ir o

r a

cert

ain

peri

od o

f tim

e to

cle

an a

nd p

olis

h se

vera

l pai

rs o

f sh

oes.

)1.

get s

hoe

shin

e ki

t.

2:ge

t sho

es to

cle

an a

nd-p

olis

h3.

brus

h re

mai

ning

mud

fro

m,s

hoes

4.w

ipe

off

dust

with

clo

thpo

lish

one

shoe

and

set

asi

de to

city

6.po

lish

othe

r sh

oe a

nd s

et a

side

, to.

dry

7.sh

ine

shoe

s w

ith c

loth

or

brus

h8:

put a

way

sho

es9.

put a

way

sho

e sh

ine

kit

Em

erge

ncy

Serv

ices

(A

mbu

lanc

e, R

escu

e Sq

uad)

Publ

ic H

ealth

Dep

artm

ent

Den

tist's

Off

ice

Ani

inal

Hos

pita

l

Fire

Dep

artm

ent

Polic

e D

epar

tmeh

tD

octo

r's O

ffic

eH

ospi

tal

Not

e:T

he m

ost i

mpo

rtan

t fac

tor

in w

ork

activ

ities

is a

reg

ular

rou

tine.

The

teac

her

shou

ld e

stab

lish

her

own

and

follo

w it

for

bes

t res

ults

in tr

aini

ng T

MH

for

futu

re jo

bs.

Not

e:B

e su

re e

ach

tool

or

mat

eria

l has

asp

ecif

ic p

lace

so

the

stud

ents

can

eas

ilylo

cate

it.

mop

buck

etw

ater

dete

rgen

t.'di

sinf

ecta

ntm

easu

ring

cup

(reg

ular

rou

tine

to f

ollo

w)

Shoe

shi

ne k

it co

ntai

ning

sho

t pol

ish,

shi

ning

brus

h or

clo

th, b

rush

or

stic

k fo

r cl

,..i,n

ing,

.clo

thfo

r w

ipin

g of

f du

st,

Not

e:Se

t tip

rat

ing

scal

es to

det

erm

ine

ifst

uden

t is

real

ly le

arni

ng th

e na

mes

of

tool

s, th

eir

use

and

the

corr

ect r

outin

efo

r ea

ch s

choo

l job

.

Not

e:Fi

eld

trip

s ar

e a

very

impo

rtan

t par

t of,

the

educ

atio

n an

d tr

aini

ng o

f th

e T

MH

.T

hey

can

serv

e as

intr

oduc

tory

mat

eria

lsfo

r co

mm

unity

, ser

vice

or

sugg

estio

ns f

orjo

bs.

256

Beh

avio

ral O

b je

ctiv

es.

wat

ch m

any

peop

lebe

auty

sho

pw

ork

at m

any

kind

barb

er s

hop

mot

elho

tel

gas

stat

ion

cat-

was

hda

iry

laun

dry

cafe

teri

are

stau

rant

driv

e-in

25 7

of jo

bs

iden

tify

som

e jo

bsth

ey c

an d

o

Tra

nspo

rtat

ion

Skill

s

The

stu

dent

may

be

able

to:

iden

tify

a sp

ecif

ic. b

us s

top

Act

iviti

es--

. smal

l.,gr

ocer

y.st

ore

larg

e gr

ocer

y st

ore

-- d

rug

stor

e_-

hard

War

e st

ore,

vari

ety

stor

edi

scou

nt s

tore

clot

hing

sto

re.-

shoe

sto

reE

lect

rica

l:app

lianc

e st

ore

(sel

ling.

and

serv

icin

g)di

spos

al p

lant

,

shel

tere

d w

orks

hOps

Goo

dwill

Ind

ustr

ies

(oth

er r

elat

ed b

usin

esse

s in

you

r co

mm

unity

)

Film

silm

stri

ps

Invi

tso

meo

ne f

rom

the

Bus

Tra

nspo

rtat

ion

Com

pany

to c

ome

to s

choo

lan

d e.

lain

bus

ser

vice

and

pro

Lpe

r, c

ondu

ct w

hile

rid

ing

on a

pub

lic b

us.

Thi

s w

itla

ke th

e bu

s co

mpa

ny a

war

e:of

TM

H s

tude

nts

who

will

be

ridi

ng-

the

bus

wt b

and

with

oill

supe

rvis

ion.

He

in tu

rn, c

an a

lert

the

driv

ers

tore

port

und

es1

able

beh

avio

r to

the

tbac

her.

Tak

eman

y fi

eld

trs

whi

ch m

ay b

e re

ache

d by

bus.

Som

e ar

rant

e-m

ents

will

hav

e to

b m

ade

with

the

scho

ol to

pro

vide

som

e fi

nanc

ial h

elp

in b

uyin

g bu

s to

kens

.D

ecid

e on

a s

peci

fic

fiel

ktri

p. T

ake

the

trip

by

bus

and

.ret

urn

to s

choo

l.A

s yo

u w

ait a

t-bu

s st

op-a

0 re

turn

to b

us s

top,

not

ice

build

ings

\Ind

oth

erla

ndm

arks

whi

ch w

ill m

ake

easi

er f

or s

tude

nts

to lo

cate

it.

Nex

t day

app

oint

a le

ader

.toke

the

grou

p ba

ck\ t

o th

e bu

s st

op w

here

..the

bus

was

boa

rded

bef

ore.

Inst

r.uc

tiona

F A

ids

'and

. Mai

eria

ls

Cal

cH p

lann

ing

shou

ld b

e do

ne:w

ithth

e,

man

ager

s ol

vari

ous

busi

ness

es. T

his

is a

n,e

xecl

ent o

ppor

tuni

ty to

sho

w e

mpl

oyer

s th

atT

Mi-

stud

ents

arc

wel

l-be

have

d an

d de

per.

dabl

e.

Soni

c of

the

jobs

you

will

wan

t1.

huSb

aydi

shw

ashe

r.

3.st

eam

t abl

e .a

ttend

ant

4.di

shi.v

ashi

ng m

achn

ieop

erat

orW

aite

r6.

wai

tre,

s7.

sala

d m

aker

8.sa

..dw

ichm

aker

9.co

ck's

hel

per

10.-

cust

odia

n11

.ca

r w

ash

atte

ndan

t-1

2,ya

rd-b

oy(S

ee S

ugge

sted

1\la

teri

als

at e

nd o

f sk

ill ,a

real

,

to o

bser

ve a

re:

Not

e:A

rran

ge a

n,ev

enin

g m

eetin

g fo

r pa

rent

san

d as

k th

e m

anag

er o

f th

e bu

s co

mpa

nyto

exp

lain

the

serv

ices

they

for.

TM

H y

oung

ster

sond

the

lirni

tatio

Psth

at m

itst b

_ se

t on

thei

r co

nduc

t whi

leri

ding

the

bus.

Fiel

d tr

ip.

Bus

sch

edul

e fo

r al

l par

ts o

f ci

ty

it.N

ote:

Let

you

r fi

eld

trip

s in

clud

e tr

is

to.

area

s in

eac

h-ch

ild's

hom

e en

vi. o

nmen

tSo

lie

will

beT

awar

e O

f'bits

.ser

Vic

e ne

ar.1

his

hom

e. T

each

er m

ust a

lway

sac

com

pany

chi

ldre

n. o

n bu

s tr

ips. .

Beh

avio

ral O

bjec

tives

iden

tify

the

righ

t bus

for

a sh

ort t

rip

pay

for

his

fare

and

_get

tran

sfer

whe

nne

cess

ary

cond

ucth

imse

lfpr

oper

ly w

hile

On

bus

sign

al w

hen

read

y to

leav

e bu

s.

reco

gniz

e ho

me

bus

stop

Act

iviti

es

Set u

p a

"moc

k bu

s."'

Let

the

"bus

dri

ver"

hol

d up

a s

ign

from

tie

frlZ

nt o

f(-

-'7--

bus-

to_i

dent

ify_

.the

corr

ect b

Us

to, b

oard

.If

the

stud

ent i

dent

ifie

d th

e c

rrec

tsi

gn, h

e "b

oard

s th

e ba

"--

If-n

ot,_

he m

ust w

ait f

or a

noth

er tu

rn.

Set u

p a

moc

k bu

s. .I

,Lis

e re

al m

oney

to p

ay b

us f

are.

Buy

bus

toke

ns f

rom

"bus

dri

ver.

" -P

ract

ice

givi

ng th

e co

rrec

t cha

nge

or le

arn

wha

t cha

nge

you

shou

ld r

ecei

ve.

Go

on a

sho

rt b

us tr

ip a

rid

let e

ach

child

pa'

his

ow

n fa

re. G

o on

a lo

ngbu

s tr

ip w

here

tran

sfer

s ar

e ne

eded

. Get

tran

sfer

s, le

ave

bus

and

boar

dan

othe

r tin

s.

Set u

p a

moc

k bu

s.Pr

actic

e th

e fo

llow

ing

belia

vior

on

the

bus.

1.,W

ait u

ntil

bus

stop

s be

fore

tryi

ng to

boa

rd it

.2.

Smile

and

spe

ak to

dri

ver

as y

ou p

ay y

our

fare

.3.

Srni

le-a

nd g

reet

fri

ends

as

you

are

find

ing

a se

at.

4.Si

t on

seat

whi

le b

us in

in m

otio

n.5.

Do

not m

ove

from

one

sea

t to

anot

her.

6.K

eep

hand

s an

d he

ad in

side

-b7.

Kee

p ta

lk a

nd la

ught

er lo

w..

8.D

o ho

t tal

k w

ith s

tran

gers

or

acce

pt f

ood

fron

'r-t

10.

Go

imm

edia

tely

to w

orks

hop

orho

me.

'9.

Get

off

bus

onl

y at

you

r re

gula

r `s

top.

Act

out

ski

ts r

egul

ar s

tude

nts

pres

ente

d in

cla

ssro

om. G

ive

inri

- .d

ual

oppo

rtun

ities

for

stu

dent

s to

sho

w c

orre

ct p

roce

dure

for

rid

ing

publ

icbu

s.In

vite

. par

entS

to s

chci

ol to

obs

erve

bus

rou

tine

set u

p on

"m

ock

bus"

in c

lass

room

.

Set u

p m

ock

bus.

Tie

a c

ard

betw

een

two

chai

rs. A

ttach

e a

bell

to it

so

itw

ill r

ing

whe

n, th

e ca

rd is

mov

ed. H

ave

lead

er s

tand

in f

ront

of

"bus

" an

dho

ld u

p, s

tree

t sig

nS.

Prac

tice

pulli

ng -

sign

al c

ord

for

stud

ent's

bus

sto

p.

Set u

p M

ock

buS.

- A

rran

ge a

cha

ir:f

or e

ach

stud

ent.

Mak

e 'p

aper

hat

s fo

rdr

iver

, men

and

wom

en. L

et e

ach

stud

ent b

oard

the

bus

whe

n_ch

iver

hol

dsup

his

str

eet s

ign:

Aft

er a

ll:st

uden

ts h

ave

.bpa

rded

the

bus:

, app

oint

a le

ader

to s

tr:;r

1 in

fro

nt o

f bu

s an

d ho

ld u

p st

reet

sig

ns,

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Moc

kN

ote:

bus

with

"dr

iver

"C

heck

with

bus

com

pany

to s

ee if

they

have

ext

ra b

us id

entif

icat

ion

card

s(f

ound

on

fron

t of

bus)

whi

ch th

ey w

ill,

give

you

.If

not

mak

e la

rge

tagb

oard

ones

, usi

ng a

ll th

e w

ords

nee

ded

for

buse

s th

e st

uden

ts w

ill. b

e ri

ding

.

Moc

k-bu

sR

ea!

mon

ey

\Sho

rtbu

s' tr

ipL

ong

bu(s

\ tri

p us

ing

tran

sfer

Moc

k bu

sand

"dr

iver

"N

ote:

Ask

stu

dent

s fr

om r

egul

ar c

lass

es to

com

e to

yciu

rro

om to

dem

onst

rate

prop

er c

ondu

ct o

n bu

s. A

lso

ask

them

to s

how

rud

e an

d di

sord

erly

cond

uct s

o th

at th

e "b

us d

rive

r"m

ust b

ecom

e an

gry

and

rem

ove

them

fro

m th

bus.

Moc

k bu

sC

ord

tiedb

etw

een

two

chai

rsSm

all b

ell

Not

e:T

his

activ

ity w

ill b

e pr

actic

ed o

nly

afte

r st

uden

ts h

ave

mad

e tr

ips

to a

nd,,,

fro

m th

eir

hom

e .a

reas

'und

er th

e su

per-

visi

on o

f th

e te

ache

r.

258

--

Beh

avio

ral O

bjec

tives

-=

Act

iviti

es

Inde

pend

ent T

rave

l

-The

stu

dent

will

be

able

to:

get t

o w

ork

on a

pub

lic. b

us

obse

rve

safe

ty r

ules

inre

achi

ng p

lace

of

empl

oym

ent

seek

hel

p if

he

need

s it

A s

tude

nt c

an o

nly

get o

ff th

e bu

s w

hen

he're

cogn

izes

his

stre

et s

ign

and

isab

le to

sig

nal f

or, b

us to

sto

p.

Invi

te p

aren

ts to

sch

ool t

o,w

atch

this

act

ivity

.E

ncou

rage

them

to m

ake

bus

trip

s w

ith th

eir

stud

ent a

nd o

bser

ve th

at h

e ca

n re

cogn

ize

the

hom

e,an

d sc

hool

bus

stop

s.

Rev

ieW

"Tka

nspo

rtat

ion

Skill

s se

vera

l tir

es p

er w

eek.

Exp

ect e

ach

child

to c

ome

to s

choo

l on

publ

ic b

uses

the

last

'8 w

eeks

of

scho

ol, w

hen

he h

as r

each

ed th

e ag

e of

16

'and

will

be

goin

g in

to a

She

ltere

dW

orks

hop:

Act

ivitY

.Pro

gram

.*I

nvite

par

ents

to s

choO

l to

obse

rve

the

follo

win

g ro

utin

es' f

or I

ndep

ende

nt T

rave

l.

Prac

tice

the

follo

win

g st

eps:

.

_1.

Get

to th

e bu

s st

op o

n tim

e. R

emin

d pa

rent

s th

at a

TM

H s

tude

nt. m

aybo

ard

the'

firs

t bus

whi

ch c

omes

alo

ng if

lie

has

mis

sed

his

bus.

2.L

ook

at th

e na

me

on th

e fr

ont o

f th

e bu

s. ,

3.,

If it

:is

your

bus,

get

on

and

pay

you,

. far

e.4.

Sit d

own

and-

cond

uct y

ours

elf

prop

erly

whi

le o

n bu

s.5.

`Si

gnal

whe

n yo

uare

rea

dy to

leav

e bu

s.

Prac

tice

the

follo

win

g st

eps:

1.O

bser

Ve

the

traf

fic

sign

als

STO

P, G

O, W

AL

K, D

ON

'T W

AL

K.

2..

.Nev

er c

ross

in th

e m

iddl

e of

the

stre

et.

3.R

emem

ber

that

em

erge

ncy.

equi

pmen

t alw

ays

has

the

righ

t of

way

.

Solv

e th

e fo

llow

ing

prob

lem

s:1.

SOm

eone

is b

othe

ring

you

On

the

bus.

Tel

l the

dri

ver.

2.So

meo

ne is

-fO

ilow

ing

you.

Con

tact

pol

ice,

go

to s

omeo

ne's

hom

e,kn

ock

on tl

y. d

oor

and

ask.

them

to c

all t

he p

olic

e.3.

Los

e bp

s rn

cney

or

toke

n. K

nock

on

som

eone

's d

oor

or g

o in

,pla

ceof

bus

ines

s.as

k th

em to

cal

l you

r.pa

rent

s.4.

You

get

:off

at t

he w

rong

bus

sio

p. K

nock

on

som

eone

's d

oor

or g

oin

pla

ci o

fbus

ineS

sand

'ask

them

to -

dal!

, you

r pa

rent

s.

-?59

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Thi

s ac

tivity

c:.,

n pr

epar

e th

e st

uden

t for

inde

pend

ent t

rave

l by

publ

ic b

us.

Not

e:.M

any

pare

nts

will

be

conc

erne

d ov

erth

eir

TM

H `

child

rid

ing

a bu

s al

one.

Man

y pa

rent

s m

ay r

efus

e to

allo

w th

eir

child

to r

ide

unsu

perv

ised

.In

vite

the

pare

nts

in f

or c

onfe

renc

es a

nd m

ake

freq

uent

hom

e ca

lls. t

o di

scus

s th

ispr

oble

m

Not

e:T

his

mus

t be

a co

oper

ativ

e pr

ojec

tbe

twee

n pa

rent

s an

d te

ache

rs. U

n-ob

serv

ed:b

y st

uden

t, m

othe

r m

ayfo

llow

chi

ld to

sch

ool b

us s

top

until

she

feel

s he

can

trav

el in

depe

nden

tly.

The

n th

e te

ach

-r, u

nobs

erve

d by

stu

dent

,ca

n fo

llow

stu

dent

to w

orks

hop

in h

erca

r.

Not

e:N

otif

y th

e bu

s co

mpa

ny-w

hen

TM

Hst

uden

ts w

ill b

e tr

avel

ing

alon

e an

d as

kth

em to

rep

ort a

ny q

uest

iona

ble

beha

vior

s.

`Set

up

moc

k si

tuat

ions

as

need

ed f

or th

e va

riou

sde

mon

stra

tions

for

par

ents

Moc

k si

tuat

ions

as

need

ed f

or d

emon

stra

tions

for

pare

nts

Not

e:Fo

r th

is p

rogr

am to

be

succ

essf

ulte

ache

r, m

ust :

I. m

ake

daily

cal

ls to

par

ents

rep

ortin

g-sU

cces

s an

d fa

ilure

:2.

. mak

e w

eekl

y ho

me

calls

or

invi

te

Beh

avio

ral O

bjec

tives

Act

iviti

es

5.O

ther

pro

blem

s re

late

d to

you

r ow

n gr

oup.

.Con

tact

you

r St

ateN

ocat

iona

l Reh

abili

tatio

n of

fice

for

eva

luat

ions

of

stud

ents

who

hav

e-re

ache

d th

e re

quir

ed a

ge-f

or p

lace

men

t in

wor

ksho

ps a

nd o

ther

faci

litie

s.

Inst

ruct

iona

l 'A

ids

and

Mat

eria

ls

3.co

ntac

t sat

isfi

ed p

aren

ts a

nd d

skth

em to

talk

with

par

ents

who

are

not s

old

on y

our

prog

ram

4.he

a'g

ood

liste

ner

as w

ell a

s an

advi

ser

260

EC

ON

OM

IC U

SEFU

LN

ESS

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

Com

mun

ity P

layt

hing

sR

ifton

, Ne'

w Y

ork

Too

l _ca

bine

tW

oodW

orl<

ing

tool

s'S

afet

y P

lay

Tra

ffic

Sig

ns (

sign

s an

d ba

se's

)

R. H

. Sto

ne P

rodu

cts

1827

9 Li

vern

ois

Det

roit;

Mic

higa

n48

221

Pla

ysko

ol V

illag

e fa

r_C

pmm

unity

Stu

dyS

et o

f Lar

ge C

omm

unity

Hel

pers

Life

siz

e C

onim

unity

Hel

pers

Pla

ysko

ol W

orkb

ench

Poi

mdi

ng B

ench

(m

alle

t and

peg

's)

Dav

id C

. Coo

k Pu

blis

hing

Com

pany

Pub

lic a

nd P

rivat

e S

choo

l Div

isio

nE

lgin

, Illi

nois

6012

0

Hom

e an

d C

omm

unity

Hel

pers

Pic

ture

sM

y C

omm

unity

Pic

ture

sP

uppe

t. P

laym

ate

Boa

rds

(com

mun

ity h

elpe

rs)

Am

eric

an G

uida

nce

Serv

ices

, Inc

.,Pu

blis

hers

Bui

ldin

g'C

ircl

e Pi

nes,

Min

neSo

ta 5

5014

Peab

ody.

Dev

elop

men

tal K

it, L

evel

P

Din

uba,

Cal

ifor

nia-

Publ

ic S

choo

lsD

inub

a, C

alif

orni

a

Fern

Tri

pp S

afet

y Si

gns

Fold

er

Mou

ntai

n B

ell T

elep

hone

Com

pany

loca

l

Tel

e-a-

Tra

iner

Set

sM

ovie

s an

d St

orie

s

Cre

ativ

e- p

laY

thin

gs.

Prin

ceto

n. N

ew J

erse

y

Juni

or H

andy

man

-w

ood-

tool

box

Ham

nier

and

nai

l des

ign

kit

.

Woo

d nu

ts a

nd b

olts

con

stru

ctio

n se

tB

olt t

ight

set

(sc

rew

dri

ver,

and

nut

s, b

olts

, was

hers

)M

initu

re v

illag

e w

ith s

tree

ts a

nd b

uild

ings

.

New

Mex

ico

Div

isio

n of

Am

eric

an A

uto

Ass

ocia

tion.

1516

San

Ped

ro N

.E.

Alb

uque

rque

, New

Mex

ico

8711

0

Exc

elle

nt p

oste

rs a

nd .s

tori

es o

n sa

fety

-.

MO

VIE

S A

ND

FIL

MST

RIP

S

How

Mac

hine

s, a

nd T

ools

Hel

p U

sC

oron

et I

nstr

uctio

nal F

ilms

MU

SIC

AN

D R

EC

OR

DS

(See

mus

ic b

ooks

and

rec

ordS

' lis

ted

in S

ugge

sted

.Mat

eria

ls f

or F

unct

iona

l Aca

dem

ics

and

'Sel

f H

elp

Skill

Are

as.)

Rec

ord

Safe

tyC

an .R

eFu

n

Sum

mit,

Ind

ustr

ies

P. 0

. Box

415

Hig

hlan

d Pa

rk, I

llino

is

Sing

ing

On

Our

Way

Sc O

tt Fo

rest

nan

Co.

1.T

he L

awn

Mow

er S

ong

2.T

he S

ciss

ors

Man

BO

OK

S A

ND

AR

TIC

LE

S

Cor

tazz

o, A

rnol

d D

. -A

Gui

de fo

r E

stab

lishi

ng A

n A

ctiy

ity P

rogr

am fo

r M

enta

lly R

etar

ded

Adu

ltsN

ew Y

ork,

New

Yor

k:N

atio

nal A

ssoc

iatio

n fo

r R

etar

ded

Chi

ldre

n, 1

963

Kak

oska

, Cha

rles

J. a

nd S

chm

idt.

Alf

red

"Rel

ated

Cla

ssro

om C

hore

s to

Out

side

Job

s"T

each

ing

Lly

cept

ioiw

l Chi

ldre

n.Fa

ll 19

69, p

p. 2

7 -2

8

Saen

ger,

6er

hart

77w

Adj

ustm

ent o

f Se

vere

ly R

etar

ded

Adu

lts in

the

Com

mun

iti'

New

.Yor

k, N

ew Y

ork:

Inte

rdep

artm

enta

l Hea

lth R

esou

rces

Boa

rd, 1

957

Tob

ias,

Jac

:: an

d C

orta

zzo,

Arn

old

D.

"Tra

inin

g Se

vere

ly R

etar

ded

Adu

lts f

or G

reat

er I

t dep

,mde

nce

in C

omm

unity

Liv

ing"

'T

he T

rotin

int;'

Seh

ool:1

3ulle

tin,

1963

, 60

(1)

23-3

7

Sugg

este

d H

ome

JobF

s-fo

r St

uden

t

I.Pu

t aw

ay2.

Han

g up

clo

thin

g.3.

Em

pty

was

te b

aske

ts.

4.C

lear

dis

hes

from

tabl

e.5.

Piek

up

new

spap

erS

in-w

aste

bas

ket.

6.Pu

t mag

azin

es in

mag

ma

rack

.7.

'-Put

boo

ks o

n bo

oksh

cli.

8.Pu

t dir

ty C

loth

es in

!ca

mpe

r.9.

'Do

sim

ple

dust

ing.

10.

Wat

er p

lan

ts.

11.

Dry

dis

hes,

pot

s, a

nd-

pans

.11

.W

ipe.

silv

erw

are.

Han

g up

pan

s by

han

dles

:.*

*'14

.E

mpt

y as

htra

ys.

15.

Put r

ight

cov

er o

n ri

ght p

an a

nd p

lace

in d

esig

nate

d pl

ace.

16.

Set t

he ta

ble.

1;7.

Use

sm

all b

room

and

dus

tpan

..

18.

Find

foo

d, in

gro

cery

sto

rk b

y lo

okin

g at

pic

ture

s.19

..Pu

t aw

ay' c

anne

d fo

ods

from

sto

re.

20.

Mak

e be

d.21

.R

un v

acuu

m c

lean

er.

22.

Swee

p dr

ivew

ay a

nd p

atio

..23

.B

ring

, in

woo

d.\S

ort m

agaz

ines

.acc

ordi

ng to

siz

e.25

.'F

old

and

stac

k ne

wsp

aper

s..6

1W

ash

win

dow

s ,w

ith h

elp.

FIL

MST

RIP

S

Chu

rchi

ll Fi

lms

.662

Nor

th R

ober

tson

Bou

leva

rdL

os A

ngel

es, C

alif

orni

a 90

069

Fath

ers

Wor

kM

y D

ad.is

a C

arpe

nter

My

Dad

is a

Mov

ing

Man

My

Dad

Wdr

ks in

. a S

hoe_

Stor

eM

y D

ad W

orks

in a

Fac

tory

My

Dac

tsW

orks

in a

Sup

erm

arke

tM

y D

ad W

orks

in a

Ser

vice

Sta

tion:

Mot

hers

Wor

Too

,

My

Mot

her

is a

Wai

tres

sM

y M

othe

r is

a D

enta

l Ass

ista

ntM

y M

othe

r W

orks

in a

. Ban

kM

y M

othe

r W

orks

.in

an O

ffic

eM

y M

othe

r W

orks

in' a

Dru

g St

ore

My

Mot

her

Wor

ks a

t Hom

e:

FIL

MST

RIP

S A

ND

RE

CO

RD

S

Avi

d C

orpo

ratio

nIn

stru

ctio

nal S

yste

ms

Div

isio

n*

10 T

ripp

s L

ane

Eas

t Pro

vide

nce,

Rho

de I

slan

d02

914

Occ

upat

iona

l Job

. Atti

tude

s (e

spec

ially

for

Men

tally

-Ret

arde

d)

WO

RD

S FO

R D

AIL

YL

IVIN

G

The

wor

dsill

ustr

ated

on

the

'follo

win

g pa

ges,

are

thos

e th

at

appe

ar to

be m

ost n

eede

d by

the

TM

H p

erso

n as

he o

r sh

e

begi

ns to

par

ticip

ate

in 'c

omm

unity

life

at th

e Pr

evoc

atio

nal

and

- V

oCat

iona

lPr

epar

ator

Yle

vels

. The

sedr

awin

gs m

ay, b

e

mou

nted

on

tagb

oard

and

lam

inat

edfo

r cl

assr

oom

use

.The

y

may

be

mou

nted

and

mad

e in

toL

angu

age

Mas

ter.

card

s -f

Or

addi

tiona

lby

the

stud

ent h

imse

lf.T

each

ers-

Will

thin

k of

man

ydi

ffer

ent W

ays,

to u

seth

ese

card

s.

One

teac

h&of

pre

voca

tiona

l,T

MH

stu

dent

sha

s m

ade

a

wal

let-

sUed

pic

ture

dict

iona

ry U

sing

draw

ings

and

wor

ds s

o

the

stud

ent h

as a

guid

e w

ith h

imat

,all

times

.

STA

IRS

E. L

E V

AT

CR

S_

0 0

R

- 26

6 -

261

269

-- 2

72 -

Y

273

-

NO

TR

ES

PA

SS

ING

S PA

SS

/

(

`

S-

VO

CA

TIO

NA

L P

RE

P

,.

At d

ie V

ocat

iona

l Plc

!) le

vel.

all s

tude

nts

shou

ld b

e te

.ste

d.an

d sc

reen

ed b

y th

e V

ocat

iona

l Reh

abili

tatio

n Se

rvic

e. 'f

est

resu

ltssh

ould

he

revi

ewed

by

the

stud

ents

' pre

-voc

atio

nal t

each

ers:

arid

by

the

voca

tiona

l reh

abili

tatio

n co

unse

lor.

Tho

sest

uden

tsno

t rea

d: t`

of w

ork

in th

e Sh

elte

red

Wt1

CK

shop

sho

uld

cont

inew

ith jo

b tr

aini

ng a

nd ti

sch

ool

prog

ram

ISO

: Sch

edul

e 1)

. Oth

erst

uden

ts w

ho a

ppea

r r,

-tad

y to

`ktis

tain

a s

ix,to

eig

ht h

our

wor

k da

y in

the

Shel

tere

d W

orks

hop

shou

ld h

e pl

aced

on a

job

ther

ets

t..le

.dtil

eII

). T

hose

stu

dent

s w

ho a

re u

nabl

e to

do

eith

er_o

t the

a )

ove

shou

ld b

e as

sign

ed to

the.

Act

ivity

Cen

ter

(see

tithe

..ill

).i

The

pub

isc

ho;.+

1 }s

tem

nea

rs th

e m

ajor

res

pons

ibili

ty f

ort r

aini

ng .t

he T

M11

stu

dent

-thr

ough

age

2l'a

fter

whi

ch ti

me

othe

r,m

mun

.:y a

genc

ies

mis

t tak

e on

the

resp

onsi

bilit

y o.

ma;

ntai

ning

the

'MIA

pro

gram

. Thr

ough

the

com

bine

d ef

fort

s of

the

scho

ols

and

othe

r co

mm

unitt

i age

ncie

s a

Tra

inin

g C

ente

r co

mbi

nnT

-She

ltere

d W

orks

hop

and

Act

i%?i

ty C

ente

rm

ay b

e-a

blis

hed.

Are

aA

ll Sk

ills

.C

. A.

17.0

to 2

1.0

Lev

elV

ocat

iona

l Pre

pM

. A. t

hrou

gh8.

0

On

the

follo

win

g pa

ges

two

mod

els

of r

aidi

ng a

nd w

ork

faci

litie

s ar

e sh

own.

One

.is

for

the

smal

l com

mun

ity,

mak

ing

use.

ofex

istin

g hi

gh. s

choo

l roo

ms

whi

ch c

ould

be

rem

odel

led

and

used

as

a tr

aini

ng c

ente

r. O

ne is

for

larg

er c

omm

uniti

es: i

t off

ers

boar

dio.

, fac

ilitie

s an

d is

pla

nned

to a

ccon

unod

aLe

post

seh

ool w

orke

rs a

s w

ell-

as th

ose

for

who

m th

e pu

blic

sch

ools

are

still

t esp

oiN

ble.

Sinn

e st

uden

ts w

ill b

e lim

ited

to p

artic

ipat

ion

in !

hr a

ctiv

ities

pro

gram

. 1=

11r,

thes

e st

uden

ts, p

art o

f th

e da

y sh

ould

be

spen

t in

cont

inua

tion

of th

e pr

ogra

m a

s it.

was

set

up

on a

pre

-voc

atio

nal l

evel

. Thi

s pa

rtic

ipat

ion

shou

ld c

ontin

ue u

ntil

the

voca

tiona

lte

abi

litat

ion

coun

selo

r an

d th

e te

ache

r ar

e su

re th

at th

is s

tude

nt w

ill b

e un

able

to p

artic

ipat

e in

a- w

orks

hop.

Pro

visi

onA

noul

d th

en b

e m

ade

for

blm

/hd,

r to

enr

oll i

n r

he a

ctiv

itypr

ogra

m o

n a

full

time

basi

s an

d liv

r. A

hom

e or

boa

rd a

t the

sch

ool,

whi

chev

er is

mos

t app

ropr

iate

.

Tve

stu

dent

s w

ho a

ppar

abl

e to

ben

efit

from

. a w

ork

trai

ning

-pro

gram

will

be

plac

ed in

the

wor

k tr

aini

ng f

acili

ty f

or h

alf

atia

:;--;

. Mir

ing

the

othe

r ha

lf d

ay th

ey w

ill p

arta

ke in

a p

rogr

am o

f fu

nctio

nal a

cade

mic

s an

d so

cial

:ind

.,te

reat

iona

l Sia

s.In

divi

dual

eva

luat

ion

duri

ng th

e w

. irk

trai

ning

pro

gram

will

det

erm

ine

how

long

the

stud

ent w

illw

ith th

is p

roce

dure

.

TR

/WA

NG

CE

NT

ER

, SH

EL

TE

RE

D W

OR

KSH

OP

& A

CT

IVIT

Y C

EN

TE

R

SMA

LL

TO

WN

FM

,IT

Y

RE

MO

DL

ING

OF

EX

IST

ING

SC

HO

OL

FA

CIL

ITIL

6 FO

R D

AY

USE

(WO

UL

D R

EQ

UIR

E A

T L

EA

ST T

HE

EQ

UIV

A1L

EN

TO

F 4

CL

ASS

RO

OM

S)

FUN

CT

ION

AL

AC

AD

EM

ICA

RE

A

LIV

ING

AR

EA

(Sim

ple

Coo

king

,C

lean

ing,

Par

ties)

PHY

SIC

AL

&

SOC

ED

UC

AT

ION

AR

EA

* D

IVID

ER

S M

AY

OFF

ER

A M

OR

E F

LE

XIB

LE

USE

OF

SPA

CE

, OR

AC

T A

S A

SU

BST

ITU

TE

IF 4

SE

PAR

AT

E C

LA

SSR

OO

MS

AR

EN

OT

AV

AIL

AB

LE

.

SUG

GE

STE

D S

TA

FF:

FUN

CT

ION

AL

; AC

AD

EM

ICS

TE

AC

I1E

RSH

OP

PHY

SIC

AL

ED

UC

AT

ION

HO

ME

EC

ON

OM

ICS

PLU

S A

IDE

S A

ND

ST

UD

EN

T A

IDE

S.

TR

AIN

ING

CE

NT

ER

SH

EL

TE

RE

D W

OR

KSH

OP

& A

CT

IVIT

Y C

EN

TE

R

LA

RG

E C

ITY

FAC

ILIT

Y

WIT

H B

OA

RD

ING

AC

CO

MO

DA

TIO

NS

TR

AD

ES

AD

MIN

IST

RA

TIO

N

, YM

OU

TD

OO

RG

AM

E:

AR

EA

AC

TIV

ITY

AR

TS

& C

RA

FTS

KIT

CH

EN

APA

RT

ME

NT

"ET

C.

CA

FET

ER

IA &

CA

NT

EE

N(B

oard

ing

Ed,

cilit

y)

I st

FL

OO

R

BE

DR

OO

MFO

R 4

BA

TH

BE

DR

OO

MFO

R 4

PRIV

AT

EA

PAR

TM

EN

TPR

IVA

TE

APA

RT

ME

NT

BA

TH

CL

eC

LB

AT

H

BE

DR

OO

MFO

R 4

I3A

TH

BE

DR

OO

MFO

R 4

2i d

FL

OO

R (

Or

mor

e)

AD

DIT

ION

AL

FA

CIL

ITIE

S M

IGH

T I

NC

LU

DE

GA

RD

EN

AR

EA

, HY

DR

OPO

NIC

GR

EE

NH

OU

SE, C

HIC

KE

N H

OU

SE, E

TC

.

MA

Y B

E A

2 O

R 3

ST

OR

Y B

UIL

DIN

G, O

R O

TH

ER

LIV

ING

QU

AR

TE

RS

MA

Y B

E L

OC

AT

E. N

EA

RB

Y.

- 28

0

PRO

GR

AM

FO

R S

HE

LT

ER

ED

WO

RK

SHO

P A

ND

AC

TIV

ITY

CE

NT

ER

SCH

ED

UL

E I

stud

ents

lear

ning

voc

atiO

nid

skill

s an

d co

ntim

Eng

dev

elop

men

t in

othe

r sk

ill a

rea'

s..

SCH

ED

UL

E it

For

wor

kers

who

assu

me

resp

Ons

ibili

ty it

a 0

to 8

hou

r w

ork

day.

SCH

ED

UL

E I

II For

thos

e IM

able

to w

ork

but a

ble

topa

rtic

ipat

e in

act

iviti

es.

SCH

ED

UL

E I

9:00

12:0

0A

. M. P

rogr

am

12:0

01:

00Lu

nch

1:00

5-:0

0P

.P

rogr

am

9: I

Sop

enim

edi

scus

sion

of

anfo

r da

y

9: 1

5 -

10:3

0F

unct

ion

a. A

cade

mic

s.0

.

Rea

ding

and

ora

l lan

guag

e de

velo

pmen

t - r

eliie

u to

jobs

, fol

low

ing

dire

ctio

ns. e

tc.

Ari

thin

etic

mak

i.ng

chan

t:', a

nd o

ther

ski

lls

10:3

0 -

10:4

5th

caj,

10:4

511

:30

Perc

eptu

al M

otor

ski

lls

1 2:

00S

ocia

l, se

llhe

lp s

kills

.

Gro

*.ni

ngP

repa

ratio

n.fo

r lu

nch,

; was

hup

. etc

.

12 0

0 --

-1:

00Lu

nch

R ::

eat

ion

r-00

.-.1

:15

Sw

i.or

pun

ch in

at w

orks

hop

1Vc.

iss

wor

k as

sign

ro,..

..!!!

I-

15 -

-3'

:00

Wor

k as

sign

men

t und

er s

uper

visi

on"S

hin,

-;hi

ning

Dis

hwas

ing,

Lau

ndry

- w

ashi

ng. i

roni

ng,

:Cle

anin

g-

Nur

se-y

ardwork

Sto`

)g, s

ortin

g or

odi

c:ic

tiviti

es

-.00

-3:

15B

reak

Soni

c m

ay le

ave

at th

is ti

me

if c

an't

SCH

ED

UL

E 1

(C

ON

T'D

)

usta

in f

ull a

fter

noon

's w

ork

- to

act

ivity

cen

ter

or-h

or)e

5:00

Con

tinue

sam

e w

ork

assi

gnm

ent o

r he

rea

ssig

ned

If s

tude

nt is

iivin

g at

fac

ility

,su

pper

wou

ld h

e se

rved

.

5:00

6-30

Lat

er in

the

even

ing,

pla

nned

rec

reat

ion.

TV

, or

othe

r ac

tivit

wou

ld h

e pr

ovid

ed.

SCH

ED

UI

w o

r si

gn in

Get

job

c-,s

igiir

lIC

ZIt

9:15

10:3

0W

ork

10:3

''0:

45B

reak

10:4

512

:00

WO

1 2.

00 -

---

1:00

Lun

ch -

I:00

3:00

Wor

k th

ose.

ass

igne

d 6

hour

s, s

ign

wit

and

go to

At t

iNv

Cen

ter)

3 -

:O3:

15B

reak

3:15

5:00

}cor

k

JOB

S IN

SH

EL

TE

RE

D W

OR

KSH

OP

AN

D B

OA

RD

ING

HO

ME

FO

R S

CH

ED

UL

E

Boa

rdin

g M

ull'

Kitc

hen

,Sct

takc

Rem

ove

dish

es tr

om ta

ble

Cle

an a

nd s

,:rz:

h ia

bles

r'rep

are

dish

esdi

sh w

ashe

r"O

pera

te d

ish

was

her

Slac

k an

d r

away

dis

hes

Stac

Z-I

ray

sSo

rt s

ilver

y A

resi

lver

war

eW

ash

and

pin

away

coo

king

ute

nsils

_So

rt c

anne

d fo

ods

by p

ieve

,s

Boa

rdyn

g H

ome

Hou

sew

ork

!lak

e, b

eds

sys-

er:p

flo

ors

Run

vac

uum

. cic

anzr

Dus

t fur

nitu

reN

Vas

h w

indo

Ws

Mop

flo

ors

woo

dwo!

'C

lean

cab

inet

s

Boa

rdin

g H

ome

Mis

cella

ny

Shin

e sh

osM

anic

ure.

nai

lsSh

ampo

o an

d se

t hai

rW

ash

ears

Chi

ldc

.

Hel

p si

u,h2

r.ts

dre

ss

Shel

tere

d' W

orks

hop

Jobs

Con

trac

t Sob

s w

hich

req

uire

:St

acki

ngSo

rtim

'St

aplin

gM

atch

rm

.!

Pack

agin

gFo

ldin

gC

olla

ting

Ass

embl

ing

kits

Boa

rdin

g H

ome

Lau

ndry

Sort

clo

thes

by

colo

rSo

rt c

loth

es b

y ty

peL

oad

cart

s fo

r w

ashi

ng m

achi

neL

oad

was

hing

mac

hine

Ope

rate

. was

hing

mac

hine

Unl

oad

was

her

into

dry

erO

pera

te d

ryer

Fold

line

nsIr

on f

lat p

iece

sPu

t aw

ay li

nens

Men

d C

loth

',.

Boa

rdin

g H

ouse

Cus

todi

al

-Sw

eep

floo

r,;

Scru

b tlo

ors

Mop

flo

ors

Wax

flo

ors

Swee

p po

rche

s an

d pa

tios

Em

pty

was

te b

aske

tsE

mpt

y ga

rbag

e ca

nsC

lean

bat

hroo

ms

Boa

rdin

g H

ouse

and

She

ltere

d W

wks

h -p

Yar

d an

d N

urse

ry

Rak

e le

aves

Pick

up

tras

hSh

ovel

sno

w f

rom

wal

ksR

ake

law

nFe

rtili

ze la

wn

and

shru

bsM

ow la

wn

with

han

d m

ower

Wat

er la

wn

ter

flow

ers.

shn

ibs.

tree

sM

aint

ain

smal

l gar

den

Hel

p w

ith g

reen

hous

e w

ork

1Se

e Pr

e-vo

catio

nal

Leve

l Eco

nom

ic U

sefu

lnes

s S

kill'

Are

a

,,282

St_l

i"X

.,i'..

.ST

ED

EQ

UIP

ME

NT

AN

D M

AT

ER

IAL

S E

Ort

JO

B T

RA

ININ

G F

OR

SC

HE

DU

LE

S I

AN

D-I

I

Are

a

chai

rco

uch

coff

ecen

d ta

ille

lam

ps..

tele

visi

on

Bed

room

Are

a

bed

beds

ide

tabl

edr

esse

rch

air

-

linen

s,

blan

kets

-lam

p

Kitc

hen

Are

a

stov

ere

frig

erat

orco

okin

g ut

ensi

lsdi

sh w

ashe

r or

sin

kdi

shes

cupb

oard

cook

ing

tabl

eco

unte

r sp

ace

Lau

ndry

Are

a

was

her

drye

rir

onir

onin

g'bo

ard

laun

dry

cart

s

C r

was

hing

Sew

ing

Are

a

sew

ing

mac

hine

asso

rted

nee

dles

asso

rted

thre

ads

thin

hle

ssc

isso

riir

on in

g ,h

oar

dst

eam

not

Din

ing

Roo

m A

rea

tabl

ech

airs

linen

s or

mat

sdi

shes

silv

erw

are

stor

age

shel

ves

for

dish

es a

nd s

ilver

war

e

Bat

hroo

m A

rea

was

h ba

sin

bath

tub

with

sho

wer

stor

age

clos

etsc

ale

full

leng

th m

irro

r

Yar

d an

d N

urse

ry A

rea

wat

er h

ose

and/

or s

prin

kler

rake

hoe

gard

enin

g to

ols

hand

law

n m

ower

spad

egr

eenh

ouse

with

nec

essa

ry e

quip

men

tw

heel

bar

row

-.

Shoe

. Shi

ne A

rea

chai

r eq

uipp

ed f

ur s

hini

ng s

hoes

::,th

sor

buf

fers

for

polis

hing

sho

essh

oe p

olis

hsh

oe h

rtis

h

Con

fere

nce

Are

a

desk

chai

rsfi

le c

abin

ette

leph

orte

--Sh

op A

rea

wor

k be

nch

tool

cab

inet

asso

rted

tool

sin

divi

dual

.' to

ol b

oxes

pow

er -

tool

s (a

t tea

cher

's d

iscr

etio

n)pa

intin

g. e

quip

men

tex

haus

t fan

stor

age

cabi

net

Oth

er A

reas

-I-

time

cloc

kra

ck f

ur ti

me

card

sbu

lletin

boa

rds

chal

k bo

ards

indi

vidu

al lo

cker

sst

orag

e ca

bine

ts.

stor

age

cabi

nent

s fo

r A

. V. e

quip

men

t ant

i mat

eria

lsw

orks

hop

tele

phon

epu

blic

add

ress

isys

tem

283

--

0 --

Nev

er o

r1

-- S

omet

irnes

.or

ocei

tslo

nal!y

2 -

Usu

ally

or

ofte

n3_

Alm

ost a

lway

s or

alw

ays

4 -

To

be o

setr

whe

n )t

ent d

oes

not a

mly

or

the

eval

uato

r is

una

ble

to c

l:ter

nune

-

STO

CK

TO

N U

NIF

IED

SC

HO

OL

Dis

nucT

-Pu

pil P

er,o

mte

l Ser

vice

s D

epar

l;ile

n(Sp

ecia

l Edt

icA

timi O

ffic

e

CH

EC

K L

IST

FO

R .G

RA

ININ

G C

EN

TE

R A

ND

SH

EL

TE

RE

D N

OR

KSH

OP

Name

Eva

luat

or

0011

y oI

6 v

alua

tion

284

---

11. 1

.--.

NJ

.A

CT

IVIT

Y0

..

-I. .

2.

4R

EM

AR

KS

-3 o- 3...

.-,

-,:,,

F.

Car

ry s

olid

obj

ects

.:-

.. ---.

..,2.

Car

ry -

fluid

in o

pe.:

rdnt

aine

r...

_

3.C

arry

as'

p,.:.

,f a

.,..te

am4.

Ove

r ch

angi

ng ,t

irfat

.-es

(at

- st

airs

(hi

incl

ines

lidro

ugh

surf

aces

.,E

rect

with

com

fort

cr)

:.; ;-' ._ .6

G.

N-O

n ro

ugh

surf

aces

7,C

isn.

shei

gLits

8.T

o It

from

tabl

e he

ight

(al

f4st

obj

ect,:

112

t---

-ft)

!he

avy

obje

cts-

.T

o lif

t fro

rbe

nch

heig

ht(a

llig

ht o

bjec

ts\\

(b)

heav

oh'e

cts'

IIMIII

IIIM

IIII

10.

To

lift f

rom

-110

'dr.

`.C

alfig

ht o

bjec

tS'0

1 he

avy

obje

cts

74.

z., b 77 _

-1-1

7-17

Te

reac

h(a

)to

riiii

--ii-

11si

(imra

Vs

'.

lc)

back

war

ds.

(dl

dow

nwar

dsfe

lup

war

ds.

I.12

.T

o gr

asp

smal

t-ob

jecf

s(a

)th

in

c.,

+.1

: 64

(h)

bulk

yi,

-'

(c)

flat

Id)

uprig

ht-1

-1,-

,13

,.

To

gras

p la

rge

obje

cts

(a)

thin

Cu)

bulk

y-(0

flat

.

.d!

uprig

htup

rii

14.

To

gras

d so

ld o

bjec

ts'

15.-

To

gras

p re

liabl

e ob

jeel

,

1.S

tock

ton

Uni

fied

Sch

ool D

istr

Icz

Tia

tJah

le'rv

ltl,ta

l1v

Cur

ricul

urn

er.1

1at a

Nn

132

121-

129.

Reo

rofli

i,;i:d

by

1p'ff

t,10.

,..,c

ol

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Mon

ey

The

chi

ld w

ill b

e ab

le to

:re

cogn

ize

som

e pi

eces

of

(Rev

iew

mon

ey v

ocab

ular

y at

beg

inni

ng o

f Fu

nctio

nal M

oney

Are

a.)

Not

e:M

ake

the

stud

ent a

war

e th

at e

very

thin

gm

oney

Set u

p a-

play

sto

re. U

sing

rea

l mon

ey, b

uy a

can

of

food

. Loc

ate

thep

rice

sta

mpe

din

a s

tore

cos

ts m

oney

on th

e ca

n. T

ell t

he s

tude

nt w

hat p

iece

s of

mon

ey h

e w

ill n

eed

to b

uy th

e ca

n.Pl

ay s

tore

ivith

_sta

mpe

d fo

od c

ans

Hel

p hi

m f

ind

the

corr

ect p

iece

s-of

mon

ey.

play

sim

ple

mon

eyga

mes

mak

e ve

ry s

impl

ech

ange

with

hel

p

Cut

pic

ture

s of

art

icle

s yo

u w

ould

like

for

Chr

istm

as o

r bi

rthd

ay p

rese

nts.

Dec

ide

Cat

alog

sw

hich

one

wou

ld c

ost m

ore

and

why

.pi

eces

of

mon

ey n

eede

d to

pay

for

it.

Mag

azin

esB

ring

pri

ce ta

gs f

rom

hom

e sh

owin

g co

st 3

1-so

me

artic

le. H

elp

-the

stu

dent

s fi

ndSc

isso

rsth

e ri

ght p

iece

s of

mon

ey to

pay

for

the

artic

1-. P

lace

sev

eral

pie

ces

of m

oney

on

Pric

e.ta

asth

e ta

ble.

Ask

one

stu

dent

to f

ind

a pe

nny

of a

ll th

e pe

onie

s.-R

eal m

oney

(Thi

s m

ay b

e an

indi

vidu

al e

xerc

ise

or g

roup

act

ivity

with

stu

dent

s di

vide

d in

totw

o gr

oups

.)

Iden

tify

piec

es o

f m

oney

by

nam

e.D

iscu

ss c

ost o

f sc

hool

lunc

h. P

ut s

ever

al c

oins

out

.I

lelp

the

child

fin

d th

e ri

ght

Rea

l mon

eyon

es to

pay

for

his

lunc

h.

Mon

ey G

ame:

Put'

five

pen

nies

and

a n

icke

l on

the

tabl

e. M

ake

flas

h ca

rds

for

Five

pen

nies

num

bers

1-5

. Hol

d up

the

card

with

one

on

it an

d as

k hi

m to

fin

d th

at m

any

Nic

kel

penn

ies.

Whe

n th

e nu

mbe

r 5

is u

sed,

exp

lain

that

a n

icke

l is

the

sam

e as

fiv

eFl

ash

card

s fo

r nu

mbe

rs 1

-5pe

nnie

s.-S

ort c

oins

.M

atch

coi

ns.

Mat

ch r

eal c

oins

with

pic

ture

s of

coi

ns.

Rea

l coi

nsPi

ctur

eS o

f co

ins

Set u

p a

moc

k bu

s. G

o fo

r a

ride

and

pay

the

driv

er th

e fa

re. T

ake

a bu

s tr

ip a

bout

Moc

k bu

sth

e ci

ty. B

ring

the

corr

ect f

are

and

pay

the

driv

er.

.B

us f

are

Num

ber

Gam

e: W

ho c

an f

ind

the

quar

ter,

big

gest

pie

ce o

f m

oney

, the

gre

en p

iece

of m

oney

, the

sm

alle

st p

iece

, etc

.In

trod

uce

the

S m

ark

and

the

¢ si

gn. F

ind

pric

e ta

gs a

nd f

ood

cans

with

eith

er o

nth

em.

Vis

it a

groc

ery

stor

e. A

sk th

e m

anag

er to

sho

w h

ow p

rice

s ar

e pu

t on

cans

and

why

they

are

nec

essa

ry.

Bus

trip

aro

und

city

Rea

l mon

ey

Pric

e ta

gsFo

od c

ans

Fiel

d tr

ip tO

gro

cery

sto

re

Sche

dule

,a m

ovie

. Ask

eac

h st

uden

t to

brin

g a

dim

e to

pay

.for

pop

corn

and

col

dM

ovie

drin

k m

ix, L

et th

e,gi

rls

mak

e th

e co

ld d

rink

mix

and

the

boys

the

popc

orn.

Set

Col

d dr

ink

mix

up a

con

cess

ion-

stan

d. G

ive

each

chi

ld 6

¢. S

ell t

he p

opco

rn f

or I

/ per

sac

k an

dPo

pcor

n

227

Beh

avio

ral O

bjec

tives

228

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

the

cold

dri

nk m

ix: f

or I

¢ pe

r gl

ass.

llel

p,th

e st

uden

ts m

ake

thei

r ow

n ch

ange

.%

mak

e in

expe

nsiv

e ob

ject

sM

ake

sim

ple

inex

pens

ive

obje

cts.

pot

hol

ders

on

loom

s. p

aint

ed r

ocks

. etc

. Set

and

sell

in p

lays

tore

with

up a

sto

re a

nd in

vite

-par

ents

and

oth

er s

ehoo

fehi

ldre

n to

you

r ro

om to

buy

supe

rvis

ion

the

artic

les.

(T

each

er w

ill s

uper

vise

the

mon

ey.)

Whe

n th

e sa

le is

ove

r, c

ount

. the

mon

ey a

nd p

ut in

a s

avin

gs h

ank.

I f

over

S5

is c

olle

cted

, tak

e a

fiel

d tr

ipto

a lo

cal b

ank

and

open

a s

avin

gs a

ccou

nt.

oper

ate

som

e m

achi

nes

with

mon

ey

solv

e so

me

sim

ple

ever

yday

mon

ey p

robl

ems

Plan

a f

ield

trip

to a

sho

ppin

g ce

nter

whi

ch h

as a

was

hete

ria.

pos

t off

ice

and

stor

e w

ith p

op m

achi

ne.

et.L

each

stu

dent

put

in c

orre

ct c

hang

e to

buy

pop

.Sh

ow h

int h

ow to

ope

rate

the

Mat

itine

.

Pret

end

he h

as lo

st I

ns b

us m

oney

and

can

not g

et .h

ome.

Dec

ide

whi

n to

do.

Pret

end

he h

as lo

st th

e ad

dres

s w

here

he

is g

oing

to w

ork

and

he h

as n

o m

oney

for

a te

leph

one

call.

Dec

ide

wha

t to

do.

.

.

Som

e on

e ha

s ta

ken

his

sack

lunc

h or

lunc

h m

oney

and

he

does

not

hav

e an

ythi

ngto

eat

. Dec

ide

wha

t to

do.

Go

to th

e st

ore

to b

uy c

andy

. Sel

ect c

andy

for

the

stud

ents

whi

ch w

ill c

ost m

ore

mon

ey th

an th

ey h

ave.

Dec

ide

wha

t to

do, w

heth

er to

buy

che

aper

can

dy 'O

rso

met

hing

els

e to

eat

.

The

pla

ce w

here

you

wor

k ha

s a

coff

ee b

reak

and

you

do

not h

ave

inoi

-iey

to s

pend

ever

y da

y. D

ecid

e w

hat y

ou c

an b

ring

fro

m h

ome

so y

ou w

ill h

ave

som

ethi

ng to

drin

k, b

uy s

oft d

rink

and

bri

ng it

in a

vac

uum

bot

tle o

r bu

y po

p by

the

case

, etc

.

But

ter

lint p

late

and

ski

llet

Sack

sG

lass

es o

r cu

ps

Pot h

olde

rs, p

aint

ed r

ocks

. oth

er a

rtic

les

to s

ell

Pigg

y ba

nkFi

eld

trip

to lo

cal b

ank

Hel

d tr

ip to

sho

ppin

g ce

nter

wit,

it'a

was

hete

ria.

stam

p m

achi

ne, p

op m

achi

ne

Tri

p to

sto

re

FUN

CT

ION

AL

AC

AD

EM

ICS

SUG

GE

STE

D M

AT

ER

IAL

S A

ND

EQ

UIP

ME

NT

Dev

elop

men

tal L

earn

ing

Mat

eria

ls

3505

Nor

th A

shla

nd A

venu

eC

hica

go, I

llino

s- 6

0657

Cle

ar p

last

ic s

tenc

ilsSu

perb

oard

laci

ng c

ards

with

lade

sT

hree

sid

ed p

enci

lsC

olor

cue

d co

ntro

l pap

erA

udito

ry ta

pe o

f fa

mili

ar s

ound

sPa

rque

try

Inse

t. bo

ards

(sh

apes

)I5

ot to

Dot

pat

tern

she

ets

Tra

cing

des

igns

=

Tra

cing

pap

erPr

e-w

ritin

g de

silM

car

dsPa

rque

try

desi

gns

(lar

ge a

nd s

mal

l in

six

prim

ary

colo

rs)

Idea

l Sch

ool S

uppl

y

Oak

Law

n, I

llino

is 6

0453

Col

ored

inch

.cub

es (

six

prim

ary

colo

rs)

Sten

cil b

oard

s (a

nim

als,

sea

sona

l, sh

apes

, far

m a

ndtr

ansp

orta

tion)

Sequ

entia

l pic

ture

car

ds 1

1 an

d II

IA

ssoc

iatio

n pi

ctur

e ca

rds

Cou

ntin

g pi

ctur

e ca

rds

Ani

mal

, job

, peo

ple

shap

es p

uzzl

es (

with

tray

s)A

ssoc

iatio

n pi

ctur

e ca

rds

II a

nd I

II(r

egro

upin

g in

divi

dual

item

s-in

bas

ic c

ateg

orie

s)C

olor

ass

ocia

tion

pict

ure

card

sB

ody

conc

ept d

itto

mas

ters

Sten

cils

for

trac

ing

(Geo

met

ric

shap

es, T

rans

port

atio

n, S

easo

ns, A

nim

als)

Form

boa

rds

(sIE

-7es

, siz

e, a

nim

als)

Bui

ldin

g be

ad p

a- te

rns

Jum

bo 'p

egbo

ard

and

pegs

Lar

ge c

Olo

red

bead

s an

d la

ces

Milt

on B

radl

ey

Spri

ngfi

eld,

Mas

sach

uset

ts01

101

Lar

ge d

omin

oes

(pic

ture

s on

one

sid

e, n

umbe

rs o

n th

e ot

her)

Edu

catio

nal t

herm

omet

erIn

divi

dual

ther

mom

eter

s

Com

mun

ity P

layt

hing

s

Rif

ton,

New

Yor

k12

471

Gia

nt s

ize

dom

inoe

s (t

hrou

gh d

oubl

e 6'

s)

Judy

Com

pany

310

Nor

th 2

nd S

tree

tM

inne

apol

is. M

inne

sota

5540

1

Puz

zles

13

to 2

4 pi

eces

).M

atch

ette

s (

colo

r)S

ee-Q

ueen

Nto

ry B

oard

sN

umbe

r-ite

Com

mun

ity H

elpe

rs (

life-

size

figu

res)

Fit

a S

hape

The

Fam

ilyF

it a

Spa

ceC

alen

dar

Fee

l Mat

ch (

text

ure)

Prim

ary

cloc

kF

eel M

atch

Thi

ckne

ssM

ini .

cloc

k

Sta

nwix

Hou

se30

20 C

hart

ers

Ave

nue

Pitt

sbur

gh, P

enns

ylva

nia

1520

4

Saf

ety

Wor

kboo

ks 1

and

11

Am

eric

an G

uida

nce

Ser

vice

s,In

c.

Pub

lishe

rs B

uild

ing

Circ

le P

ines

, -M

inne

sota

5501

4P

eabo

dy D

evel

opm

enta

l Kit,

Lev

el P

Tea

chin

g R

esou

rces

Inc.

334

BO

ylst

on S

tree

tB

osto

n, M

assa

chus

etts

0211

6

Geo

met

ric S

hape

s in

col

or-

Ass

ocia

tion

card

sC

once

pt c

lock

in c

olor

Inst

ruct

o C

orpo

ratio

n

Paol

i, Pe

nnsy

lvan

ia19

301

Kin

esth

etic

num

eral

car

ds a

nd c

ount

ing

disc

s

R. H

.St

one

Prod

ucts

1827

9-L

iver

nois

Det

roit,

Mic

higa

n 48

221

-

Lace

-up

boat

Cre

ativ

e 'P

layt

hing

s

.P.

0..B

ox 3

3.0

Prin

ceto

n, N

ew J

erse

y

Nes

ting

woo

d bl

ocks

(si

ze)

A. D

aigg

er a

nd C

ompa

ny, I

nc.

Edu

catio

nal T

each

ing

Aid

s D

ivis

ion

159

Wes

t Kin

zie

Stre

et.C

hica

go, I

llino

is60

610

Geo

met

ric

Inse

rts

with

fra

mes

:M

onte

ssor

i cyl

inde

rs to

dev

elop

spa

tial c

once

pt(d

iam

eter

and

hei

ght v

arie

s)C

abin

ets

to h

old

cylin

ders

Bel

l and

How

ell C

ompa

ny

7100

McC

orm

ick

Roa

dC

hica

go, I

llino

is60

645

Lan

guag

e M

aste

r

Chi

ldcr

aft E

quip

men

t Co.

155

Eas

tst

reet

New

Yor

k, s

ee, Y

ork

1001

01,

Peg

grad

ing

boar

d (c

olor

s)Sh

ape

sort

ing

box

Gia

nt b

ead

stai

r (c

olor

)L

et's

pla

y sa

fe s

igns

Hip

pity

Hop

scot

ch (

num

ber

reco

gniti

on)

Pepo

Rin

g T

oss

(col

ors)

Tup

perw

are

Inte

rnat

iona

l Hea

dqua

rter

s

Orl

ando

, Flo

rida

(usu

ally

, a T

uppe

rwar

e re

pres

enta

tive

in y

our

area

)

Snap

ies

(col

ored

pla

stic

tele

s w

hich

sna

p to

geth

er)

-Edu

catio

nal A

ctiv

ities

, Inc

..

P. 0

. Box

392

Free

port

, New

Yor

k Rec

ord

and

Gui

deA

lbum

605

. The

Dev

elop

men

t of

Bod

y A

war

enes

s an

d Po

sitio

n in

Spa

ceSS

.95

Rec

ords

and

Gui

deA

lbum

606

-7.

Dev

elop

ing

Perc

eptu

al M

otor

Nee

ds o

f Pr

imar

y L

evel

Chi

ldre

ns1

1.90

Rec

ord

[AL

P N

o.60

3. B

asic

Con

cert

s T

hrou

gh D

ance

(Po

sitio

n in

Spa

cefo

llow

ing

dire

ctio

ns)

S5.9

5

Rec

ord

EA

LP

No.

601

. Bas

ic C

once

pts

Thr

ough

Dan

ce (

Bod

y im

age

follo

win

g di

rect

ions

)SS

.95

FIL

MST

RIP

S

Oak

tree

7fo

ur f

ilmst

rips

spri

ng. s

umm

er, w

inte

r. f

all

with

acc

ompa

nyin

g re

cord

.;A

vaila

ble

from

:

The

Fee

l Of

Thi

ngs' Sh

apes

Ava

ilabl

e fr

om:

Eye

Gat

e ho

use

Inc.

Jam

aica

, New

Yor

k 11

435

Enc

yclo

pedi

a B

rita

nnic

a

Mus

ic B

ooks

and

s- R

ecor

ds

Gin

glan

d, D

avid

R. a

nd S

tileS

. Win

ifre

d M

usic

' Act

iviti

es li

ar R

etar

ded

Chi

ldre

n: A

Han

dboo

k fo

r T

each

ers

and

Pare

nts.

New

Yor

k. N

ew Y

ork:

Abi

ngdo

n Pr

ess

Gin

n an

d C

ompa

ny (

for

quie

t and

act

ion

mus

ic)

The

Kin

derg

arte

n B

ook

with

rec

ords

The

Fir

st G

rade

Boo

k (e

nlar

ged

editi

on)

with

rec

ords

Silv

er B

urde

tt C

ompa

nyM

akin

g M

usic

You

r O

wn

KM

akin

g M

usic

You

r O

wn

Firs

t Gra

de

Mai

co C

ompa

ny I

nc.

Rec

ord

Wha

t's.lt

s N

ame(

sou

nd e

ffec

t rec

ord)

BO

OK

S A

ND

PA

MPH

LE

TS

Car

lson

, Ber

nice

Wel

ls a

nd G

ingl

and,

Dav

id R

. Pla

y A

ctiv

ities

for

the

Ret

arde

dN

ashv

ille,

Ten

ness

ee: A

bing

don

Pres

s.

Gra

yson

, Mar

ion

F. L

et's

Do

linge

rpla

ys.

Was

hing

ton,

.D.C

.:R

ober

t B. L

uce,

Inc

., 19

62

Scot

t, L

ouis

e B

ende

r an

d T

hom

pson

, J. J

.T

alki

ng T

ime.

St. L

ouis

, Mis

sour

i:W

ebst

er D

ivis

ion,

McG

raw

-Hill

, 196

0

Scot

t, L

ouis

e B

ende

r an

d T

hom

pson

, J. J

. Rhy

mes

for

Fin

gers

and

Fla

nnel

boar

dS.

St. L

ouis

, Mis

sour

i:W

ebst

er D

ivis

ion,

McG

raw

-Hill

, 196

0

BO

OK

S FO

R P

RO

FESS

ION

AL

SC

HO

OL

LIB

RA

RY

'

Egg

, Dr.

Mar

ia W

hen

A'C

hild

IS

Dif

fere

nt: A

Bas

ic G

lade

for

Par

ents

and

Fri

ends

of

Men

tally

Ret

arde

dC

hild

ren.

New

Yor

k, N

ew Y

ork:

The

Joh

n D

ay C

o., 1

964,

155

pp,

S3.

75Pr

actic

al w

ays

pare

nts

can

help

thei

r re

tard

ed.c

hild

dev

elop

.E

xcel

lent

.

Will

iam

s, H

arol

d M

. l:T

hica

tion

of th

e Se

vere

ly R

etar

ded

Chi

ldU

. S. O

ffic

e of

Edu

catio

n B

ulle

tin N

o. 2

0W

ashi

ngto

n, D

. C.:

U. S

. Gov

ernm

ent'P

rint

ing

Off

ice,

196

1D

escr

ibes

cha

ract

eris

tics

of T

MH

chi

ldre

n an

d su

gges

ts c

urri

culu

m f

or th

em.

BO

OK

S FO

R S

TU

DE

NT

S IN

SC

HO

OL

LIB

RA

RY

Doo

rly,

Rut

h K

., O

ur J

imm

y W

estw

ood,

Mas

sach

uset

ts (

Box

224

): S

ervi

ces

Ass

ocia

tes,

$3.

95 a

nd 3

5c/

post

age.

.Pa

rent

s te

ll th

eir

child

ren

abou

t the

ir r

etar

ded

brot

her.

Illu

stra

ted

by r

etar

ded

boy.

"Hel

lo, K

now

Who

1 A

m?"

Inte

rest

ing

illus

trat

ed p

amph

let o

f a

little

ret

arde

d bo

y te

lling

abo

ut r

etar

ded

peop

le. s

q pe

rco

pyL

ee C

ount

y A

ssoc

iatio

n fo

r-R

etar

ded

Chi

ldre

n25

70 H

anso

n St

reet

Fort

Mey

ers,

Flo

rida

FIL

MS

AN

D F

ILM

STR

IPS

Inte

rnat

iona

l Com

mun

icat

ion

Film

s13

71 R

eyno

lds

Ave

nue

Sant

a A

na, C

alif

orni

a 92

705

Wat

t Dis

ney

Nat

ure

Lib

rary

Uni

vers

ity B

ook

Stor

e21

22 C

entr

al S

. E.

Alb

uque

rque

,- .,

21.v

Mex

ico

The

Wal

t Dis

ney

Nat

ure

Lib

rary

(Si

lent

Film

Loo

p)-

Edu

catio

nal R

ecor

d Sa

les

157

Cha

mbe

rs S

tree

tN

ew Y

ork,

New

Yor

k10

007

El3

F Fi

lmst

rips

Safe

ty S

tori

es

Edu

catio

nal A

ctiv

ities

Inc

.

Free

port

, L6n

g Is

land

, iN

kw Y

ork

Dev

e;lo

Ping

Cog

nitiv

e Sk

ills

in Y

Oun

g L

earn

ers

(film

stri

ps)

Gro

upin

g an

d C

ateg

oriz

ing

Con

tras

ts a

nd O

ppos

ites

3.R

elat

ive

Spac

e an

d Si

ze R

elat

ions

hips

4:C

once

pt O

rder

ing

and

Dis

crim

inat

iOn'

5.Se

quen

ce o

f Id

eas

RE

CO

RD

S

Soci

ety

for

Vis

ual E

duca

tion

Inc.

1345

Div

erse

y Pa

rkw

ayC

hiC

ago,

Illi

nois

606

14

-The

Chi

ld a

nd H

is W

orld

(6

albu

ms

12 r

ecor

ds)

May

's M

usic

Co.

Inc

.

514

Cen

tral

Ave

nue

S.W

.41

buqU

erqu

e, N

ew M

exic

o 87

103

Prim

ary

Rea

ding

Chi

ld S

ize

Boo

ksB

owm

ar M

anip

ulat

ive

Boo

ks

-235

-

EC

ON

OM

IC U

SEFU

LN

ESS

SK

ILL

S

Dev

elop

ing

prog

ram

s w

hich

will

trai

n -t

-he

indi

vidu

al to

war

d a

degr

ee o

f ind

epen

denc

e th

roug

h em

ploy

men

t is

one

of th

em

ajor

goa

ls o

f the

tota

l cur

ricul

um fo

r th

e T

MI I

. The

Eco

nom

ic U

seM

lnes

s S

kill

Are

a sh

ould

be

cons

ider

ed a

long

with

all

othe

r cu

rric

ulum

are

as. A

t an

early

age

the

child

mus

t, es

tabl

ish

good

wor

l hab

its, l

earn

to fo

llow

dire

ctio

ns, a

nd d

evel

opm

otor

ski

lls w

hich

will

hel

p hi

m a

t the

Pre

-vac

at io

nal a

nd V

ocat

iona

l lev

els.

As

the

teac

her

plan

s he

r pr

ogra

m, s

he m

ust k

eep

this

goa

l firm

ly in

min

d..

The

pro

gram

mus

t be

sim

ple.

pur

pose

ful,

and

real

istic

to d

evel

op s

kills

nec

essa

ry fo

r da

y by

day

lear

ning

whe

ther

the

TM

I-I

mus

t rem

ain

at 'h

ome

all d

ay. w

ork

in a

wor

ksho

p-ac

t ivi

ty c

ente

r or

live

in a

n in

stitu

tion.

It m

ust b

e re

mem

bere

d th

at a

llth

ings

can

not b

e le

arne

d at

mic

e an

d th

at o

ne ta

sk m

ust b

e w

ell l

earn

ed b

efor

e m

ovin

g on

to a

noth

er a

rea.

The

ulti

mat

e go

alof

this

trai

ning

pro

gram

.. is

not

tota

l eco

nom

ic in

depe

nden

ce b

ut a

deg

ree

of in

depe

nden

ce w

hich

will

giv

e th

e T

MH

sel

fco

nfid

ence

and

a fe

elin

g of

acc

ompl

ishm

ent i

n pi

e fe

w s

kills

he

may

dev

elop

..

Par

ents

'may

ref

use

to c

oope

rate

with

the

teac

hers

bec

ause

they

do

not u

nder

stan

d th

e pr

ogra

m fo

r th

eir

TM

H c

hild

.F

requ

ent P

aren

t-T

each

er c

onfe

renc

es m

ust b

e sc

hedu

led.

bot

h at

sch

ool a

nd in

the

hom

e, to

mak

e th

e pa

rent

s aw

are

of th

ene

cess

ary.

Ski

llsne

eded

by

the

stud

ent a

nd th

e w

ork

prog

ram

s av

aila

ble

for

him

. As

the

teac

her

gain

s th

e pa

rent

s' c

onfid

ence

,sh

e sh

ould

invi

te th

em to

sch

oc! t

o w

atch

the

trai

ning

pro

gram

inpr

ogre

ss. T

he s

choo

l pro

gram

Offe

rs a

n ex

celle

ntop

port

unity

for

them

to o

bser

ve th

eir

child

in a

job

trai

ning

situ

atio

n, c

arrie

d on

in a

bus

ines

s lik

e m

anne

r. u

nder

con

stan

tsu

perv

isio

n to

cor

rect

or

limit

the-

num

ber

of u

ndes

irabl

e tr

aits

- or

hab

its th

e tr

aine

e m

ay h

ave.

Sin

ce it

is v

ery

diffi

cult

for

som

e pa

rent

s to

-rec

ogni

ze th

e lim

itatio

ns o

f the

ir ch

ild a

nd a

ccep

t the

jobs

in w

hich

he

can

succ

eed,

invi

te th

e pa

rent

s to

hel

pyo

u ev

alua

te th

eir

child

's fu

nctio

ning

leve

l bef

ore

you

mov

e on

to th

e ne

xt a

rea

of le

arni

ng. E

xpla

in th

at e

ach

eval

uatio

nm

ust i

nclu

de s

peci

fic ta

sks

repe

ated

man

y tim

es in

a s

eque

ntia

l ord

er w

hich

will

con

vinc

e th

e te

ache

r th

at th

e ta

sk h

as b

een

thor

ough

ly le

arne

d be

fore

intr

oduc

ing

a di

ffere

nt s

kill

appr

oach

.

List

s of

exp

ecte

d le

arni

ngs

and

sugg

este

d ho

me

task

s fo

r ea

ch s

tude

nt s

houl

d be

sen

t hom

e pe

riodi

cally

whe

ther

. or

not t

hepa

rent

s co

oper

ate

initi

ally

in th

e ho

me

visi

tatio

n pr

ogra

m)

As

pare

nts

obse

rve

thei

r ch

ild's

pro

gres

s an

d se

e th

at h

e is

abl

e to

care

for

his

own

need

s an

d M

ake

som

e co

ntrib

utio

n to

the

fam

ily g

roup

. the

y m

ay b

ecom

e m

ore

coop

erat

ive

with

the

scho

ol.

The

sch

ool,

teac

her,

and

fam

ily c

an w

ork

toge

ther

to e

stab

lish

prog

ress

ivel

y hi

gher

goa

ls a

nd p

repa

re th

e T

MH

you

ngst

ers

for

a le

ss d

epen

dent

life

.

1. S

ee S

ugge

sted

Act

iviti

es a

t end

of s

kill

area

and

Apf

iend

ix.

.$1;

i11

Are

aE

cono

mic

Use

fuln

ess

Lev

elPr

imar

y

Beh

avio

ral O

bjec

tives

Follo

win

g D

irec

tions

at S

choo

l

The

chi

ld w

ill b

e ab

le to

:.

follo

w a

sim

ple

indi

vidu

aldi

rect

ion

follo

w s

impl

e gr

oup

dire

ctio

ns

C. A

.5.

0-8.

11M

. A.

2.0-

3.1

1

Act

iviti

es

Wor

k w

ith p

eg b

Oar

ds a

ccor

ding

to d

irec

tions

.St

ring

bea

ds a

ccor

ding

to d

irec

tion.

Tak

e a

note

to a

teac

her

in th

e ne

xt r

oom

.B

eing

an

artic

le to

the

teac

her

as d

irec

ted.

Pret

end

you

arc

a m

othe

r or

fat

her.

Hel

p yo

ur b

aby

take

a b

ath.

(Se

e Se

lf H

elp

activ

ities

for

bat

hing

.)Pr

eten

d yo

u ha

ve ju

st:a

ched

hom

e an

d m

ust p

ut a

way

you

r w

rap.

Sho

wth

e

teac

her

wha

t you

wo,

,id d

o.In

vite

par

ents

to s

choo

l for

a "

Show

You

Tim

e."

Giv

e in

divi

dual

dem

onst

ratio

n fo

r fo

llow

ing

dire

ctio

ns a

t sch

ool.

Usi

ng a

n eg

g ca

rton

, sor

t but

tons

acc

ordi

ng to

colo

r.U

sing

foo

d ca

ns, s

ort n

ails

acc

ordi

ng to

siz

e.H

ave

only

two-

size

s, la

rge

and

Sort

foo

d ca

ns a

ccor

ding

to s

ize.

fE

veon

ly la

rge

and

smal

l can

s.--

Set a

tabl

e us

ing

plas

tic d

ishe

s an

d si

lver

war

e on

a p

lace

,2 ti

ng d

raw

n on

but

cher

pape

r.

Em

pty

was

te b

aske

t int

o la

rge

box

or a

noth

erba

sket

in th

e-ha

ll.Pi

ck u

p pa

pers

fro

m f

loor

and

hal

l nea

r ro

om.

Gro

up a

ctiv

ities

for

sim

ple

dire

ctio

n ga

mes

.

Gro

up a

ctiv

ities

for

sim

ple

dire

ctio

n ga

mes

.St

andu

p, s

it do

wn,

wal

k ar

ound

, etc

.Pl

ay "

Follo

w th

e L

eade

r."

Tea

cher

may

or

may

not

inst

ruct

lead

er a

s to

act

ivity

.

Find

nam

e on

wor

k ch

art.

Iden

tify

job.

Sho

wth

e ot

her

stud

ents

how

to p

erfo

rm

your

indi

vidu

al jo

b.

Pick

up

pape

rs f

rom

a s

mal

l are

a of

the

scho

olgr

ound

as

dire

cted

by

the

teac

her

and

cust

odia

n.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:T

hrou

gh p

aren

t con

fere

nces

or

note

s,m

ake

pare

nts

awar

e of

des

ired

lear

niri

gs.

.Su

gge,

1 ac

tiviti

es to

con

tinue

lear

ning

s at

hom

e.

Pegs

, peg

boar

dB

eads

with

lace

s

Var

ious

ro,

1 a

rtic

les

-Dol

l, pl

astic

tub,

was

h cl

oth,

soa

p, to

wel

, lot

ion

Wra

p, c

loth

ing

rack

Egg

car

ton

Col

ored

but

tons

Food

can

s, la

rge

and

smal

l nai

ls,

Plac

e se

tting

dra

wn

on b

utch

er p

aper

Plas

tic d

ishe

s an

d si

lver

war

e

Was

te b

aske

tW

aste

bas

ket

slak

e ch

arts

sho

iwng

all

room

act

iviti

es. I

nclu

deev

ery

job

to b

e do

ne. e

ven

if it

mea

nsm

akin

gdi

ffer

ent c

hart

s fo

r di

ffer

ent d

ays.

Hav

e a

'pic

ture

or

illus

trat

ion

for

each

dut

y. H

ave

are

gula

r ro

utin

e fo

r ea

ch jo

b. D

emon

stra

te to

stud

ents

unt

il th

ey le

arn

corr

ect p

roce

dure

s.W

aste

_ ba

sket

s, b

oxes

or

pape

r ba

gsN

ote:

Supe

rvis

e cl

ean

up a

ctiv

ities

at a

ll tim

esto

pre

vent

the

form

atio

n of

slo

ppy

habi

ts

1),e

havi

oral

Obj

ectiv

esA

ctiv

ities

-fol

low

dire

ctio

ns in

song

and

rec

ords

coni

plet

e an

assi

gned

task

'\

.Put

away

sup

plie

s af

ter

wor

k is

fini

shed

.P

ut a

way

toys

afte

r pl

ay p

erio

d is

ove

r.

Set

up

a "q

uiet

. tim

e" w

hen

stud

ents

cor

tre

to c

ircle

and

sit

on fl

oor

mat

s to

list

er;

to fl

anne

l boa

rd s

torie

s or

rec

ords

.

Set

up

a "t

alki

ng ti

me"

whe

n st

uden

ts.c

ome

to th

e ci

rcle

for

"Sho

w a

nd T

ell"

orju

st a

"ta

lkin

g tim

e" to

pra

ctic

e ta

king

turn

s.

Lear

n F

inge

rpla

ys. "

Rhy

mes

for

Act

ive

Tim

e" a

nd "

Rhy

mes

for

Qui

et T

ime.

"

'Sin

g S

ongs

(w

ith o

r w

ithou

t rec

ords

and

follo

w th

e si

mpl

e di

rect

ions

."S

ingi

ng W

hile

We

Pla

y" a

nd "

Abo

ut S

ingi

ng G

ames

"

"Ope

n, S

hut T

hem

,- "

Let's

Go

Wal

king

," "

Cre

ativ

e P

lay.

".

"The

Ban

d,"

"Bef

ore

We

Pla

y,"

"Com

e W

ith M

e,"

"Chi

apan

cos,

" "S

kipp

ing

Is F

un,"

"P

aint

ing,

" "P

ut. Y

Our

Fin

ger

In T

he-A

ir,"

and

man

y ot

hers

.

Mak

e up

you

r ow

n so

ngs

andf

ollo

wyd

irect

ions

. Use

tune

s.to

fam

iliar

son

gs.

Col

or p

aper

acc

ordi

ng to

dire

ctio

n (s

ee c

olor

rou

tine

in th

is s

kill

area

).S

impl

e cu

tting

and

pA

ing

activ

ities

(se

e cu

tting

and

pas

ting

rout

ine

in th

is s

kill

:are

a). W

ork

puzz

les;

sta

rt w

ith s

impl

e pu

zzle

fray

ing

4 or

5 p

iece

s an

d ad

vanc

eto

har

der

ones

as

child

mas

ters

eac

h le

vel'"

Sew

car

ds. T

hese

can

be

obta

ined

from

mos

t sch

ool s

uppl

y co

mpa

nies

. How

ever

,st

uden

ts w

ill e

njoy

mak

ing

seas

onal

car

ds. M

ake

a pa

ttern

from

hea

vy c

ardb

oard

and

help

-stu

dent

s dr

aw a

roun

d it

on ta

gboa

rd. O

utlin

e th

e de

sign

with

pap

er p

unch

:se

w w

ith c

olor

ed y

arn

and

yarn

nee

dle.

The

des

ign

may

be

colo

red

or p

aint

ed b

efor

ese

win

g if

so d

esire

d.

Lace

Boa

rds.

The

se m

ay a

lso

be m

ade

from

Mas

onite

or

'A"

rigid

pla

stic

usi

ng s

hay

or d

esig

ns y

ou a

re te

achi

ng. D

raw

des

ign

on b

oard

and

ask

sho

p te

ache

r to

cut

it o

ut.

Hav

e a

free

pla

y pe

riod

for

all s

tude

nts

who

hav

e co

mpl

eted

ass

igne

d ta

sks.

Let

eac

hch

ild s

elec

t his

ow

n to

y.

Inst

r!Ie

tiona

l Aid

s -a

nd M

ater

ials

Sup

plie

sT

oys

Rec

ords

and

flan

neib

oard

sto

ries

stud

ents

enj

oy

Not

e:E

xpla

in th

at th

ere

are

times

to s

itqu

ietly

and

list

en a

nd o

ther

tim

es to

take

turn

s ia

lkin

g.R

hym

es fo

r F

inge

rs a

nd n

anne

lbO

ard

pp. 1

08 -

I

The

Kin

derg

arte

n 13

ook

(with

rec

ords

) pp

.8-3

2,

3842

The

Firs

t Gra

de B

ook

(with

rec

ords

) pp

. i 0

-' I

,

45-5

2:1

/irki

ng-M

usic

You

r O

wn,

K (

with

rec

ords

) ?p

. 14

27,2

8 -5

i.,T

hisi

e A

ctiv

ities

lOr

Ret

arde

d ni

hire

n pp

. 27,

28.

129

, 32,

67,

89

Pap

er, c

rayo

las

Pap

er, s

ciss

ors,

pas

teS

impl

e pu

zzle

sM

ore

diffi

cult

puzz

les

Not

e:A

nyth

ing

a ch

ild d

oes

at s

choo

l can

be

cons

ider

ed a

wor

t, ac

tivity

. Kee

p al

lac

tiviti

es o

n th

e ch

ild's

leve

l and

mak

ece

rtai

n,he

fini

shes

them

.S

ewin

g ca

rds

Yar

n ne

edle

s, c

olor

ed y

arn,

tagb

oard

, pap

er p

unch

Boa

rds-

and-

lace

sM

ason

ite o

r 1/

1 rig

id p

last

ic s

heet

sT

oys

for

free

pla

y pe

riod

Beh

avio

ral O

bjec

tives

Est

ablis

hing

Sch

ool R

outin

e

The

chi

ld m

ay b

e ab

le to

:fo

llow

sim

ple

dire

ctio

ns f

orsc

hool

rou

tine.

arri

val a

t sch

ool

com

ing

to c

ircl

e

colo

ring

rest

roo

ms

lunc

h pe

riod

\ ctiv

i tie

s

Set u

p a

regu

lar

rout

ine:

for

arri

val a

t sch

ool:

hang

up

wra

p, g

o to

you

r ta

ble

and

sit d

own,

sta

rt w

ork

imm

edia

tely

.Il

teac

her

mus

t tal

k w

it h,

bus

driv

er-o

r pa

rent

s, p

lace

a s

impl

e ta

sk: p

uzA

le.,

peg

hoar

d or

sew

ing

card

by.

each

chi

ld's

nam

e so

he

wilt

und

erst

and

that

he

is to

star

t wor

k im

med

iate

ly.

1. ,,

Set u

p a

regu

lar

rout

ine

101"

com

ing

to th

e ci

rcle

. Sto

p w

ork

,.pic

k up

cha

ir, c

arry

it C

o th

e ci

rcle

/Put

you

r ch

air

on th

e-C

ircl

e lin

e, S

it qu

ietr

Y a

nd li

sten

unt

il ev

ery-

one

is s

eate

d/

Set u

p a

regu

lar

rout

ine

for.

col

orin

g. O

pen

supp

ly b

ox, s

elec

t a -

cray

bla.

clo

sesu

pplif

,box

, hol

d up

cra

yola

, sta

rt c

olor

ing

whe

n di

rect

ed 1

)N...

teac

her,

put

cray

ula-

..bac

k in

box

whe

n fi

nish

ed, c

lose

sup

ply.

box

and

sit

quie

tly u

ntil

-.ev

eryo

ne is

fin

ishe

d.

Setu

p a

regu

lar

rout

ine

for

rest

roo

ms.

Gir

ls g

et w

raps

and

sta

nd in

.Gir

l's L

ine;

boys

get

Tra

ps a

nd-s

tand

in B

oy's

Lin

e. M

arch

iii l

ine

to r

estr

oom

with

the

lead

er in

eac

h gr

oup

hold

ing

open

all

door

s; th

e le

ader

may

be c

hang

ed d

aily

or

Wee

kly

on w

ork

char

t. A

fter

usi

ng r

estr

oom

, was

h ha

nds

and

retu

rn to

/Mar

ch q

uiet

ly o

ut o

f th

e bi

lildi

ng f

or r

eces

s or

ret

urn

to c

lass

room

for

indo

orr7

,:ess

on

cold

cla

ys.

Set u

p a

regu

lar

rout

ine

for

lunc

h pe

riod

: was

h ha

nds,

put

on

wra

ps, g

et in

fin

e,ke

ep m

outh

"lo

cked

" w

hile

in s

choo

l hal

ls -

spas

not

to d

istr

ub o

ther

cla

sses

.Pu

blic

rel

atio

ns w

ith o

ther

-tea

cher

s ca

n he

ver

y im

port

ant h

ere,

als

o a

good

oppo

rtun

ity C

o sh

owan

y vi

sito

r w

ho [

nigh

t be

in th

e bu

ildin

g th

at T

MI-

1 st

uden

tsca

n co

nduc

t the

mse

lves

pro

perl

y in

bal

k. W

alk

in li

ne o

n th

eri

ght s

ide

of th

eha

ll, le

ader

ope

n an

d ho

ld a

ll do

ors,

take

, off

wra

p-an

d pu

t the

min

a d

esig

nate

dpl

ace

in c

afet

eria

, get

in lu

nch

line,

than

k co

oks

for

tray

-. w

alk

to th

e ta

ble

and

it qu

ietly

with

a m

inim

um o

f ta

lkin

g w

hile

eat

ing.

Dis

cour

age

loud

talk

ing

orfr

eque

nt tr

ip's

to r

estr

oom

or

wat

er f

ount

ain

duri

nLi m

eal.

Whe

n al

l stu

dent

sha

ve c

ompl

eted

thei

r m

eals

, rem

ind

them

to p

lace

for

k an

d sp

oon

on tr

ay s

oth

ey-

will

not

fal

l off

, tak

e tr

ays

to p

rope

r pl

ace

for

was

hing

,put

on

Wra

ps,

get i

n lin

e, a

nd m

ut-i

t-to

cla

ssro

om o

r go

out

for

pla

y pe

riod

.

'39

Inst

ruct

iona

l Aid

s an

d M

ater

ials

.

Not

e:T

hese

rou

tines

are

onl

y O

ne o

f m

any

way

s to

teac

h sc

hool

. rou

tine.

Reg

ardl

ess

of th

e ro

utin

e yo

u tb

llow

, mak

e ce

rtai

nit

is th

e sa

me

each

day

-and

the

voca

bu-

lary

-is

the

sam

e so

the

child

will

not

be-

com

e co

(tin

s° d

.

SiM

ple

puzz

le. s

ewin

g ca

rd_o

r pe

gboa

rd b

y ea

chst

uden

t's n

ame

card

Cha

irs

Cir

cle

line

Supp

ly b

oxPi

ctur

e to

col

or

Re'

stro

oms

Wor

k ch

art

Scho

ol c

afet

eria

Not

e:A

lway

s pr

ovid

e lu

nchr

oom

sup

ervi

siri

nfo

r th

e de

velo

pmen

t of

good

eat

ing

habi

ts.

It is

a g

ood

ide.

a u

eat w

ith th

ech

ildre

n so

me

of th

e tim

e.It

is e

asie

r to

dev

elop

a g

ood

habi

t tha

is to

brea

k a

bad

one.

Beh

avio

ral O

bjec

tives

cutti

ngan

d pa

st in

g

clea

n-up

tim

e

goin

g ho

me'

tim

e

The

chi

ld m

ay b

e ab

le to

:id

entif

y so

me

hom

e an

dsc

hool

art

icle

s us

ed to

-wor

k

Act

iviti

es

Set u

p a'

regu

lar

tow

nie

for

cutti

ng a

nd p

astin

g: p

repa

re a

sim

ple

activ

ity, l

acin

gca

rd. p

uzzl

e, e

tc.T

Or

each

stu

dent

at h

is o

wn

desk

. Cal

l tw

o st

uden

ts to

a-t

able

for

indi

vidu

al h

elp.

Sho

w th

em h

ow to

cut

, pic

k up

the

pape

r, p

it pa

per

inw

aste

bas

ket,

and

retu

rn s

ciss

ors

to s

uppl

y bo

x.N

ow s

how

thec

hild

how

to -

appl

y a

smal

l am

ount

of

past

e or

glu

e to

the

pict

ure,

how

to p

aste

it a

nd h

ow to

rem

ove

exce

ss p

aste

with

tiss

ue.

Ret

urn

past

e to

sup

ply

box,

was

h ha

rt&

whe

n ne

cess

ary,

wri

te n

ame

on p

aper

,'pu

t pap

er o

n de

sign

ated

tabl

e to

take

hom

e.'re

turn

to d

esk

and

com

plet

e as

sign

edac

tivity

.

. Set

up

a re

gula

r ro

utin

e fo

r cl

ean-

up ti

me:

sto

p w

ork

whe

ndi

rect

ed b

y te

ache

r, p

utaw

ay s

uppl

ies,

(te

ache

r ch

ecki

ng e

ach

supp

ly b

ox to

be

sure

all

supp

lies

are

in it

),cl

ean

off

tabl

es, p

ick

up p

aper

s, p

ut a

way

all

mat

eria

ls o

r ga

mes

use

d du

ring

the

day.

Set u

p a

regu

larruutinc

for

getti

ng r

eady

to g

o ho

me:

sta

nd u

p an

d pu

sh c

hair

sun

der

tabl

es, p

ut o

n w

raps

, get

in li

ne b

y do

or w

hile

not

e to

par

ents

or

pape

rsar

e pa

Ssed

out

, mar

ch q

uiet

ly o

ut o

f bu

ildin

g an

d ge

t in

scho

ol b

us.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

penc

ilpa

per

scis

sors

past

e

mop

penc

il. s

harp

ener

felt

pen

broo

mva

cuum

cle

aner

dust

pan

--la

wn

mow

erdr

yer

was

hing

mac

hine

Play

Ide

ntif

icat

ion.

Gam

e: "

Find

the

Penc

il,"

or, "

Wha

t do

we

wri

te w

ith?"

Plac

e se

vera

l art

icle

s on

tabl

e. N

ame

the

artic

les.

Ask

stu

dent

s to

clo

se e

yes.

Tak

e aw

ay o

ne a

rtic

le: G

uess

whi

ch o

ne is

mis

sing

. Pla

ce s

ever

al a

rtic

les

onta

ble.

Nam

e al

l the

art

icle

s:' C

over

art

icle

s w

ith c

loth

. Rec

all t

he n

ames

of

artic

les

on ta

ble.

Iden

tify

pict

ures

of

scho

ol 2

rtic

les.

Tel

l wha

t eac

h is

tied

far

.Id

entif

y pi

ctur

es o

f ho

me

artic

les.

Tel

l wha

t eac

h is

use

d fu

r.M

atch

art

icle

s: b

ig p

enci

ls, l

ittle

pen

cils

, red

pen

cils

, bro

wn

penc

ils, e

tc.

Sort

pic

ture

s of

sch

ool a

rtic

les.

Nav

e a

box

for

penc

ils, o

ne f

or s

ciss

ors,

etc

.

Invi

te p

aren

ts to

sch

ool f

or "

Iden

tific

atio

n-Pe

riod

." D

ivid

e th

e st

uden

ts I

nto

smal

l gro

ups

(with

par

ent i

n di

ffer

ent g

roup

fro

m.h

is c

hild

). I

dent

ify

pict

ures

oTho

me

and

scho

ol a

rtic

les

and

tell

wha

t eac

h is

use

d fo

r.

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Pape

r, s

ciss

ors,

pas

te s

uppl

y bo

xT

issu

eIn

divi

dual

act

ivity

for

eac

h st

uden

t at h

is d

esk

Not

e:T

he te

ache

r sh

ould

alw

ays

mak

e a

pro-

ject

so

that

the

child

will

not

get

the

idea

that

the

teac

her

feel

s th

e pr

ojec

t is

too

mes

sy, e

tc,.

Not

e:G

ive

plen

ty o

f tim

e-fo

r th

is a

ctiv

ity.

.Sl

oppy

hab

its-w

ill b

e fo

rmed

if th

e ch

ild is

hurr

ied

too

muc

h.

Act

ual a

rtic

les

whe

n po

ssib

leG

ood

pict

ures

of

artic

les

Art

icle

s on

tabl

e fo

r id

entif

icat

ion

/ Clo

th

Pict

ures

of

scho

ol a

nd h

ome

artic

les

.Art

icle

s to

mat

chB

oXes

for

sor

ting

Not

e:M

ake

the

pare

nts

awar

e of

sou

rces

for

pict

ures

: cat

alog

s, m

agaz

ines

, sto

read

vert

isem

ents

.

240

241

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

iden

tify

sim

ple

tool

s-by

nam

e

solv

e so

me

sim

ple

prob

lem

s

Tak

e a

fiel

d tr

ip to

a w

ashe

teri

a an

d ob

serv

etso

meo

ne u

sing

a w

ashe

r an

ddr

yer.

Invi

te a

par

ent t

o br

ing

a va

cuum

.cle

aner

to s

choo

l for

a d

emon

stra

tion.

Let

eac

h ch

ild ta

ke a

turn

- in

vac

uum

ing

the

floo

r.T

ake

the

stud

ents

to th

e sc

hool

caf

eter

ia to

wat

ch th

e cu

stod

ian

mop

the

floo

r.Fi

nd p

ictu

res

of a

rtic

les

used

at h

ome.

Past

e th

em o

n co

nstr

uctio

n pa

per

to ta

ke h

oMe.

Find

pic

ture

s of

art

icle

s us

ed a

t sch

ool.

Past

e th

em o

n co

nstr

uctio

n pa

per

to ta

ke h

ome.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

ham

mer

saw

scre

w d

rive

rna

ilsbo

ard

0

Vis

it a

lum

ber

yard

to. g

et s

crap

s of

lum

ber.

Go

to y

our

scho

ol s

hop

to a

sk th

e sh

op te

ache

r to

cut

the

boar

ds a

nd s

how

how

-sim

ple

tool

s ar

e us

ed.

_.

Invi

te a

fri

end

or p

aren

t to

scho

ol to

Aem

onst

rate

the

use

of s

impl

e to

ols

in th

ero

om. H

amm

er n

ails

into

.boa

rds:

Pull`

thei

n ou

t. U

se P

lays

kool

Wor

kben

chfo

r ha

mm

erin

g an

d sc

rew

ing

woo

den

pegs

.Pu

t all

the

tool

s on

the

tabl

e. I

dent

ify

them

. Ask

stu

dent

s to

dos

e ey

eS. T

ake

one

tool

aw

ay. G

uess

whi

ch o

ne ts

_mis

sing

. Put

all

the

tool

s on

the

tabl

e.Id

entif

yth

em. A

sk s

tude

nts

to c

lose

eye

s. C

over

tool

s w

ith c

loth

. Rec

all w

hat t

ools

are

unde

r th

e cl

oth.

Put o

ne to

ol in

a p

aper

bag

. Let

-eac

h ch

ild f

eel t

he to

ol w

ithou

t loo

king

at i

t.G

uess

whi

ch to

ol is

in th

e ba

g.Fi

nd p

ietU

res

of s

impl

e to

ols:

Ide

ntif

y th

em.

Set u

p so

me-

sim

ple

prob

lem

s re

late

d to

sch

ool r

outin

e:W

hen

stud

ents

arr

ive

at s

choo

l, do

not

hav

e a

wor

k ac

tivity

by

thei

r na

mes

.T

each

er m

ay g

o to

her

des

k an

d ap

pear

to b

e w

orki

ng o

n so

met

hing

. Not

e if

stud

ents

will

ask

for

wor

k ac

tivity

.

Go

to th

e ci

rcle

and

sit

dow

n an

d st

art t

ellin

g a

flan

nelb

oard

sto

ry. S

ee if

the

stud

ents

will

com

e to

the

circ

le.

Beg

in a

col

orin

g,-c

uttin

g or

pas

ting

activ

ity w

ithou

t sup

ply

boxe

s. G

ive

usua

lin

stru

ctio

ns a

nd s

ee if

stu

dent

s w

ill te

ll yo

u th

ey d

o no

t hav

e su

pply

box

es.

Fiel

d tr

ip to

was

hete

ria

Vac

uum

cle

aner

Pare

ntC

usto

dian

Mop

Mag

azin

es, s

ciss

ors,

cat

al,c

te, c

onst

ruc-

tion

pape

r. s

choo

l sup

p

Act

ual t

ools

-Pi

ctur

es o

f to

ols

Vis

it to

lum

ber

yard

and

sch

ool s

hop

Res

ourc

e pe

rson

Sort

ie s

impl

e to

ols

Play

skoo

l Wor

kben

chT

ools

you

wis

h to

iden

tify

Too

lsC

loth

Pape

r ba

gA

ssor

te,l

tool

sPi

ettr

of to

ols

Arr

ival

at s

choo

l with

out w

ork

activ

ity b

y na

mes

Tea

cher

rea

ding

a s

tory

in c

ircl

e w

ithou

tst

uden

ts

Act

iviti

es w

ithou

t sup

ply

box

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Star

t out

side

for

rec

ess

on a

col

d da

y w

ithou

t coa

ts a

nd m

itten

s. S

ee if

stu

dent

sw

ill a

sk f

or c

oats

or

if th

ey M

entio

n th

at th

ey a

re c

old.

Tea

cher

put

on

coat

bef

ore

goin

g to

res

troo

m b

ut s

tart

the

stud

ents

with

out

coat

s. S

ee if

they

will

ask

for

ow

n w

rap.

Star

t out

for

.col

d ou

tdoo

r re

cess

with

out

coat

s or

mitt

ens'

Tea

cher

with

coa

tSt

uden

ts w

ithou

t wra

p

242

Skill

Are

aE

cono

mic

Use

fuln

ess

C. A

. 9.0

-1 2

.1 1

Lev

elIn

term

edia

te

Beh

avio

ral O

bjec

tives

Dev

elop

ing

Wor

k H

abits

The

chi

ld w

ill b

e ab

le to

:fo

llow

sim

ple

dire

ctio

ns

follo

w g

roup

dire

ctio

ns

M. A

.11

11-u

5.1

1

Act

iviti

es

Sew

a b

utto

n on

a p

iece

of t

agbo

ard.

Thi

s w

ille

easi

er th

an c

loth

for

mos

tst

uden

ts to

han

dle.

Str

ing

bead

s ac

cord

ing

todi

rect

ion:

rou

nd b

ead,

squ

are

bead

, red

hea

d. b

lue

bead

: etc

.S

ort b

eads

. acc

ordi

ng to

col

or:

Sor

t bea

ds a

ccor

ding

to s

hape

or

size

.

Sor

t but

fons

acc

ordi

ng to

col

or.

Sor

t but

tons

acc

ordi

ng to

siz

e:S

ort n

ails

and

bol

ts.

Put

lids

on

vario

us ty

pes

of b

ottle

s an

d ja

rs.

Put

lids

on

food

can

s.S

ew c

ards

acc

ordi

ng to

teac

her

dire

ctio

n: b

y nu

mbe

r. w

ith r

ed y

arn,

etc

.R

un a

n er

rand

for

the

teac

her.

CO

inpl

ei, a

wor

k pa

per

as d

irect

ed b

y te

ache

r.

Mak

e.ch

arts

sho

win

g ro

om d

utie

s: A

sk th

e ch

ildre

n to

look

for-

pict

ures

sho

win

gva

rious

dut

ies.

Let t

hem

hel

p de

cide

wha

t dut

ies

are

need

ed o

n M

onda

y,T

uesd

ay, e

tc.

Let e

ach

child

find

his

roo

m d

uty

for

the

day

and

dem

onst

rate

it fo

r th

e re

stof

the

clas

s.P

lay-

"F

ollo

w th

e Le

ader

" ac

ting

out r

oom

dut

ies.

Pic

k up

pap

ers

from

the

play

grou

nd a

s di

rect

ed b

y th

e cu

stod

ian,

and

teac

her.

Fol

low

sim

ple

dire

ctio

ns fr

om r

ecor

ds.

Set

up

a "Q

uiet

Tim

e" a

nd a

"T

alki

ng T

ime.

''Y

ou n

ow w

ant t

o m

ake

the

child

aw

are

that

he

can

colo

r a

pict

ure

and

liste

nto

a r

ecor

d at

the

sam

e tim

e, o

r he

can

talk

with

his

frie

nds

whi

lehe

wor

ks a

puzz

le.

2-13

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Tag

boar

d. b

utto

n. n

eedl

e. th

r,,,J

Ass

orte

d co

lors

and

'',a

pes

of b

eads

, lac

es

Eg,

g, c

arto

nsC

olor

ed b

eads

.

Egg

car

tons

. hea

ds o

f ass

et =

d sh

apes

, and

siz

es.

Egg

car

tons

. col

ored

but

tons

.E

gg c

arto

n. th

ree

and

smal

l but

tons

_,C

offe

e ca

ns o

rmuf

fin ti

ns, n

ails

, bol

tsao

ttres

and

jars

with

lids

Cof

fee

and

shor

teni

ng, c

ans

etc.

, with

lids

Sew

ing

card

s w

ith la

ces

or c

olor

ed y

arn

Pap

er, p

enci

l, cr

ayol

as

Mag

azin

e. s

ciss

ors.

tagb

oard

Not

e:In

clud

e-ev

ery

poss

ible

dut

y: fe

edfis

h, w

ater

pla

nts,

dus

t fur

nitu

re.

clea

n -

blac

kboa

rd, e

ven

if it

mea

nsm

akin

g m

any

char

ts.

Pap

er. b

ags.

box

es, w

aste

bas

kets

Not

e:C

aref

ully

sup

ervi

se a

ll w

ork

activ

ities

,so

that

slo

ppy

habi

ts w

ill n

ot b

e._

esta

blis

hed.

See

rec

ords

in S

ugge

sted

Act

iviti

es a

t end

of

skill

are

a.N

ote:

Exp

lain

that

man

y jo

bs p

erm

it so

me

conv

ersa

tion.

but

no

job

perm

its lo

udta

lkin

g or

scr

eam

ing.

Beh

avio

ral O

bjec

tives

com

plet

e an

ass

igne

dta

sk

follo

w s

impl

e di

rect

ion

for

scho

ol r

outin

e

arri

val a

t sch

ool

com

ing

to c

ircl

e

Act

iviti

es

Set u

p an

act

ivity

by

each

chi

ld's

nam

e at

his

tabl

e. T

he a

ctiv

ities

mus

t.var

yac

cord

ing

to th

e ab

ilitie

s of

the

child

;so

me

stud

ents

may

he

able

to w

ater

plan

ts.o

r .f

eed

anim

als

whi

le o

ther

s m

ay o

nly

be e

xpec

ted

toco

lor

a pi

ctur

eor

str

ing

bead

s. Y

our

mai

n co

ncer

n is

to g

ive

a ch

ild s

omet

hing

he

can

com

plet

e, s

ee th

at h

e do

es f

inis

h it

and

prai

sehi

m f

or g

ood

wor

k.

Rin

g a

bell

or b

low

a w

hist

le w

hen

wor

k pe

riod

star

ts.

Let

the

wor

k pe

riod

last

five

to te

n m

inut

es, d

epen

ding

upon

the

activ

ities

for

that

par

ticul

ar d

ay. A

tth

e en

d of

the

peri

od:b

low

whi

stle

aga

in.

All

stud

ents

who

hav

e co

mpl

eted

task

S m

ay h

ave

a sh

ort f

ree

play

per

iod

whi

le te

ache

rgi

ves

indi

vidu

al h

elp

and

enco

urag

emen

t to

thos

e w

ho h

ave

not d

one

thei

r w

ork.

Set u

p a

regu

lar

rout

ine

for

arri

val a

t sch

ool.

Han

gup

wra

p, g

et s

uppl

y bo

x an

dpu

t it u

nder

des

k or

cha

ir, s

it at

des

k or

tabl

e an

d w

ork

on th

e pr

ojec

t by

his

nam

e w

ith a

min

imum

of

talk

ing.

Aft

er th

e te

ache

r ha

s pe

rfor

me&

her

mor

ning

chor

es: c

heck

ing

lunc

h m

oney

, tal

king

to b

us d

rive

r an

dpa

rent

s;-i

nter

rupt

the

stud

ents

to c

ome

to th

e ci

rcle

or

join

a gr

oup

activ

ity. a

t the

tabl

e. R

etur

n to

tabl

e an

d fi

nish

unc

ompl

eted

task

bef

ore

begi

nnin

gan

ew a

ctiv

ity.

Set u

p a

regu

lar

rout

ine

for

com

ing

to c

ircl

e. S

top

wor

k im

med

iate

ly, p

ick

upch

air,

car

ry it

to th

e ci

rcle

are

a, s

it qu

ietly

and

list

en f

orfu

rthe

r di

rect

ions

.

----

---

-

"Trs

truc

tiona

l Aid

san

d M

ater

ials

Act

ivity

for

eac

h ch

ild o

n ow

n le

vel

Not

e:M

any

of th

e ac

tiviti

es f

or th

is s

kill

area

may

see

m to

rep

eat t

hem

selv

es.

How

ever

, whe

n yo

u ar

e te

achi

nga

child

to f

ollo

w in

divi

dual

or

grou

p.in

stru

ctio

ns, h

e m

ay n

ot h

ave

a ta

skth

at y

ou e

xpec

t him

to m

aste

r al

one.

But

with

this

obj

ectiv

e:-

com

plet

ean

assi

gned

task

, you

are

giv

ing

him

thin

gs to

acc

ompl

ish

befo

re h

eca

npa

rtic

ipat

e in

ano

ther

gro

up a

ctiv

ityor

fre

e pl

ay.

Bel

l or

whi

stle

Toy

s fo

r fr

ee p

lay

Not

e:T

hese

exa

mpl

es o

f sc

hool

rou

tine

are

only

one

way

of

setti

ng u

p su

chpr

o-ce

dure

. Wha

teve

r yo

u us

e, k

eep

inm

ind

that

a r

outin

e sh

ould

be

the

sam

e ve

ry d

ay a

nd th

e vo

cabu

lary

you

use

in te

achi

ng it

mus

t be

the

sam

e so

. tha

t the

stu

dent

s w

ill n

otbe

com

e co

nfus

ed.

Sim

ple

proj

ect b

y ea

ch c

hild

'sna

me

Not

e:Pr

ovid

e so

me

inte

rrup

tion

duri

ng a

wor

k pe

riod

so

that

stu

dent

s w

illle

arn

that

thei

r w

ork

mus

t som

etim

esbe

inte

rrup

ted.

Alw

ays

retu

rn to

unco

mpl

eted

job

so th

ey w

ill le

arn

that

it m

ust a

lway

s be

com

plet

ed.

Not

e:T

his

activ

ity w

ill m

ake

the

child

awar

e th

at h

e m

ust b

e pu

nctu

al, i

fyo

u w

ill p

rovi

de s

ome

reco

gniti

on o

rre

war

d to

thos

e w

ho c

ompl

y.

244

245

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

colo

ring

rest

room

s

lunc

h pe

riod

cutti

ng a

nd p

astin

g

clea

n up

tim

e

Set u

p a

regu

lar

rout

ine

for

colo

rim

!. G

et s

uppl

y bo

xFr

ain

the

flow

und

erch

air,

put

it o

n th

e ta

ble

by r

ight

sid

e fo

r L

est s

ide

if te

n ha

nded

), o

pen

supp

ly b

ox a

nd s

elec

t col

or n

eede

d, c

lose

sup

ply

has

and

colo

r. W

hen

fini

shed

put

cra

yola

s ba

ck in

the

-box

, dos

e th

e bo

x an

d si

tqu

ietly

whi

le

othe

r st

uden

ts f

inis

h.'

Set u

p a

regu

lar

rout

ine

tar

rest

room

s: g

irls

get

,.ra

usan

d ge

t in

Gir

ls' L

ine:

boys

get

wra

ps a

nd g

et in

Boy

s' L

ine.

mar

ch to

le,t

room

,with

out t

alki

ng if

-ot

her

clas

ses

are

in s

essi

on, u

se r

estr

oom

, was

h ha

nd~:

and

retu

rn to

lint

.M

arch

qui

etly

out

. of

the

build

ing

for

outd

oor

rc,T

s., o

r re

turn

tocl

assr

oom

for

indo

or r

eces

s.

Set u

p a

regu

lar

rout

ine

for

lunc

h pe

riod

s: w

ash

hand

s. p

ut o

n w

raps

,ge

t in

line,

mar

ch q

uiet

ly d

own

halls

with

out d

istu

rbin

g ot

her

clas

sroo

ms.

get

in li

ne f

orlu

nch,

than

k co

oks

for

tray

s, w

alk

to th

eta

ble

and

eat q

uiet

ly w

ith a

min

imum

of n

oise

. Usu

ally

the

grou

p m

ust e

at to

geth

er a

t thi

s ag

ele

vel.

In o

rder

that

mor

e st

uden

ts m

ay b

aw

are

ofT

ML

Ist

uden

ts, a

sk y

our

lead

er to

sel

ect a

tabl

e an

ywhe

re in

caf

elc-

ri-a

7-1-

6-ea

t the

re f

or th

e da

y.W

hen

all s

tude

nts

have

eate

n, ta

ke tr

ays

to p

rope

r pl

ace.

get

in li

ne a

nd r

etur

n to

clas

sroo

m o

r go

out f

or p

lay

peri

ods.

Set u

p a

regu

lar

rout

ine

.for

cut

ting

and

past

ing.

. Wor

k as

a g

roup

exce

pt f

orin

divi

dual

s w

ho c

arin

ot w

ork

alon

e; S

how

stu

dent

s ho

w to

cut

,pic

k up

the

pape

r, p

ut p

aper

in th

e w

aste

; bas

ket a

nd r

etur

n sc

isso

rs to

sup

ply

box.

Now

show

how

to a

pply

a s

mal

l am

ount

of

past

e or

. glu

e to

the

pict

ure,

how

topa

ste

it an

d ho

w to

rem

ove

any

exce

ss p

aste

with

tiss

ue.

Ret

urn

past

e to

supp

ly b

ox, w

ash

hand

s w

hen

nece

ssar

y, w

rite

nam

e,on

pap

eran

d pu

t pap

eron

des

igna

ted

tabl

e to

take

hom

e. T

here

will

be

iittf

dent

s w

ho w

ork

slow

lyan

d w

ill n

eed

a lo

t 'of

indi

vidu

al h

elp.

Hav

e a

sim

ple

activ

ityta

ble

set u

pan

d al

low

stu

dent

s to

sel

ect a

new

act

ivity

as

the

cutti

ngan

d pa

stin

g is

com

plet

ed.

Set u

p a

regu

lar

rout

ine

for

clea

n up

tim

e. T

o m

ake

the

stud

ents

aw

are

ofcl

ean

up ti

me,

rin

g a

bell

or b

low

.a w

hist

le w

hen

you

are

read

y fo

r w

ork

tost

op. S

top

wor

k, c

heck

sup

ply

boxe

s ta

ke a

llar

ticle

s ou

t of

supp

ly b

ox.

hold

up

each

as

teac

her

nam

es it

, ret

urn

it to

sup

ply

box.

put

aw

aysu

pply

box

es,

pick

up

Pape

r, (

som

e sw

eePi

ng m

ay b

e do

ne if

nee

ded)

,pu

sh c

hair

s un

der

tabl

es,

and

put a

way

any

mat

eria

ls o

r ga

mes

use

d du

ring

the

day.

Supp

ly b

oxes

The

"1M

H w

ill -

-alw

ays

-ner

ed s

onic

supe

rvis

ion

in th

e re

stro

om. Y

ou-

inig

ht'a

llow

them

to g

o th

ere

un-

supe

rvis

ed s

ever

al ti

mes

per

mon

thbu

t ask

pri

ncip

al, c

usto

dian

, nur

se.

or w

eret

ary

to lo

ok in

on

them

and

note

hab

its th

at s

houl

d be

rei

nfor

ced.

Not

e:Su

perv

ise

the

stud

ents

so

they

will

deve

lop

good

eat

ing

habi

ts, T

hey

will

have

to -

be e

ncou

rage

d to

eat

som

e of

the

food

s se

rved

in th

e ca

fete

ria.

Not

e:Se

e Pe

rcep

tual

Mot

or S

kill

Are

a fo

rus

e of

-sci

ssor

s.Pa

per,

sup

ply

box.

tiss

ueN

ote:

Alw

ays

do a

pro

ject

with

the

stud

ents

so th

ey w

ill n

ot g

et th

e id

ea th

at y

outh

ink

the

proe

ct is

too

mes

sy.

Not

e:T

each

a c

hild

to b

e in

depe

nden

t. H

em

ay n

eed

help

if h

e ha

s ne

ver

done

anyt

hing

. for

him

;,.

at h

ome.

-

Whi

st -

lc o

r be

llB

room

, dus

tpan

Not

e:B

e su

re to

giv

e cu

eco

mpl

etio

n of

thi

to d

o so

may

re:

,ha

bits

.

:ii ti

me

for

:ivitv

.Fa

ilure

,:1

slo

ppy

wor

k

Beh

avio

ral O

bjec

tives

goin

g ho

me

Dev

elop

ing

Abi

lity

To

Wor

k

With

Oth

ers

The

chi

ld w

ill b

e ab

le to

:pl

ay g

ames

in s

mal

l gro

ups

wor

k in

sm

all n

rotip

,to

cor

oolo

e sc

iio

bs

i!A

FC

swee

p fl

oors

set t

he ta

ble

Act

iviti

es

r-:g

ular

rou

tine

for

goin

r M

une.

Sta

nd o

p. p

ush

chai

rs u

nder

tabl

es;

chec

k ro

om to

see

that

eve

ryth

ing

has

been

put

aw

ay, p

ut o

n w

raps

. ',la

nd in

line

by d

oor

to r

ecei

ve p

aper

s or

not

es to

par

ents

, mar

ch q

uiet

ly o

ut o

f bu

ild-

ing

and

get o

n sc

hool

!M

s.

Set u

p ca

rd ta

bles

with

puz

zles

of

100

piec

es. S

eat o

ne p

erso

n at

eac

h si

de o

f th

eta

ble

to w

ork

on p

uzzl

e fo

r sh

ort p

erio

ds.e

ach

day

until

it is

com

plet

ed. A

larg

epi

ece

of c

ardb

oard

may

be

used

to k

eep

the

puzz

le in

tact

if th

e ca

rd ta

ble

cann

otbe

left

set

up

with

the

puzz

le,

Giv

e ea

ch c

hild

a b

ox o

f be

ads

and

a la

ce. H

ave

do'

ItU

ttikt

111

in a

box

.R

ing

a be

ll to

sta

rt. S

ee w

hich

chi

ld c

an s

trin

g hi

s be

ads

firs

t. D

ivid

e yo

ur s

tude

nts

into

gro

ups

so th

at a

ll st

uden

ts w

ill h

ave

a ch

ance

to w

in a

t som

e tim

e.an

d na

il ga

me,

prnl

In k

itIv

y ',:

dcia

::an

d na

ilsth

e ta

ble.

Giv

eea

ch c

hild

an

egg

cart

on o

r bo

x. I

nstr

uct o

ne c

hild

to p

ut th

e bo

lts in

his

box

and

the

othe

r ch

ild to

take

the

nails

. See

whi

ch c

hild

fin

ishe

s fi

rst.

Play

num

ber

or-p

ictu

re d

omin

oes.

Str

ess

not b

eing

unh

appy

if h

e is

the

last

tofi

nish

. Pla

y ci

rcle

gam

es w

hew

one

chi

ld w

ill a

lway

s be

in th

e m

iddl

e.

Dus

t des

ks a

nd o

ther

roo

m f

urni

ture

, gro

up o

f tw

o st

uden

ts: t

each

one

per

son

tore

mov

e al

l art

icle

s fr

om f

urni

ture

, the

oth

er p

erso

n du

sts

the

furn

iture

and

the

firs

t per

son

retu

rns

the

artic

les

to th

eir

orig

inal

pos

ition

s.

Swee

p fl

oors

in c

lass

room

, gro

up o

f tw

o st

uden

ts: t

each

one

per

son

to s

wee

p th

efl

oor

and

the

othe

r pe

rson

to m

ove

chai

rs a

nd h

old

dust

pan

.

Thi

s w

ill b

e a

good

tim

e to

rea

rran

ge th

e fu

rnitu

re b

ut th

e st

uden

ts w

ill n

eed

help

in d

ecid

ing

whe

re to

pla

ce th

e fu

rnitu

re. T

MH

chi

ldre

n ar

e no

t ver

y cr

eativ

e an

dth

ey w

ill w

ant t

o pu

t eve

ryth

ing

back

whe

re it

was

.

Set t

he ta

ble

for

a ro

om lu

nche

on o

r pa

rty,

gro

up o

f tw

o st

uden

t: te

ach

one

stud

ent

to p

lace

the

dish

es a

nd th

e ot

her

one

to p

lace

the

silv

erw

are

and

napk

ins.

For

part

ies-

, pap

er p

late

s.an

d pl

astic

silv

erw

are

will

pro

babl

y be

use

d.

Inst

ruct

iona

l Aid

s ai

d M

at ia

ls

Wra

ps

Not

e:T

he p

urpo

se o

f th

is a

ctiv

ity is

to w

ork

on th

e sa

me

activ

ity w

ithou

t tea

ring

up (

Alte

r st

uden

t's w

ork

or h

oldi

ngp1

1).,l

e pi

ece,

Not

eLT

his

gam

e is

goo

d fo

r tw

o or

fou

rst

uden

ts.

Box

es o

f he

at]{

Box

es O

r eg

g ca

rton

sN

ails

and

bol

ts

Num

ber

dom

inoe

sPi

ctur

e do

min

oes,

mus

ical

cha

irs

or-a

ilar

gam

e

Not

e:Y

ou w

ill w

ant t

o se

t up

agu

lar

rout

ine

for

each

sch

ool j

ol,

Dus

t clo

th

Bro

om, d

ustp

an

For

prac

tice,

mak

e pl

ace

setti

ngs

of b

upa

per

Plas

tic d

ishe

s an

d si

lver

war

e

r, 246

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

was

h di

shes

dry

dish

es

clea

n sh

oes

wat

er p

lant

s

mak

e se

win

g ca

rds

The

chi

ld w

ill b

e ab

le to

:id

entif

y so

me

hom

e an

dsc

hool

obj

ects

and

iden

tify

thei

r us

e

Was

h di

shes

4rou

p of

two

stud

ents

: tea

ch o

ne s

tude

nt to

scr

ape

dish

es (

or p

ans)

and

stac

k th

em f

or w

ashi

ng. S

how

the

othe

r st

uden

t how

to m

ix h

ot a

nd-c

old

wat

er, m

easu

re th

e de

terg

ent a

nd p

ut d

ishe

s in

dis

hpan

or

sink

for

was

hing

:D

emon

stra

te c

lean

sing

pad

s an

d su

perv

ise

to s

ee th

at d

ishe

s ar

e cl

ean.

Dry

dis

hes,

gro

up o

f tw

o st

uden

ts: t

each

one

stu

dent

to r

inse

the

dish

es in

hot

wat

er. (

Thi

s m

ay b

e in

a d

ishp

an o

r th

e si

nk.)

Dem

onst

rate

pla

cing

in a

dis

hdr

aine

r. S

how

the

othe

r st

uden

t how

to r

emov

e ex

cess

wat

er w

ith d

ish

tow

elan

d pu

t dis

hes

away

.

Cle

an s

hoes

, gro

up. o

f tw

o st

uden

ts: h

ave

a m

at b

y th

e do

or f

or s

crap

ing

mud

from

sho

es.

Let

the

stud

ents

take

turn

scle

anin

g ea

ch o

ther

s' s

hoes

with

bro

om,

pape

r to

wel

or

brus

h. T

his

activ

ity c

an b

e ch

ange

d to

have

a d

aily

lead

er w

host

ands

by

the

door

to c

heck

sho

es a

nd a

ssis

t eac

h ch

ild in

rem

ovin

g th

e di

rtfr

om h

is S

hoes

.

Wat

er th

e pl

ants

, gro

up o

f tw

o st

uden

ts: s

how

one

stu

dent

how

to f

ill a

pai

lor

pla

stic

bot

tle w

ith w

ater

with

out i

t run

ning

ove

r. T

each

ano

ther

chi

ld h

owto

wat

er p

lant

s fr

om th

e pl

astic

bot

tle o

r di

p w

ater

fro

m a

pai

l. Sh

ow h

ow to

use

new

spap

ers

to r

emov

e an

y w

ater

spi

lled

on th

e fl

oor.

Mak

e se

win

g ca

rds,

gro

up o

f tw

o st

uden

ts: t

each

one

stu

dent

to p

lace

the

sim

ple

patte

rn o

n ta

gboa

rd a

nd'fa

sten

it s

ecur

ely

with

pap

er c

lips.

Show

the

seco

ndst

uden

t how

to d

raw

aro

und

the

outli

ne w

ith a

pen

cil o

r fe

lt pe

n. H

elp

the

firs

t per

son

cut o

ut th

e de

sign

and

the

seco

nd p

erso

n ou

tline

it w

ith a

pap

erpu

nch.

Wor

k in

sm

all g

roup

s to

mak

e a

seas

onal

mur

al. (

Bew

are

of o

ther

s in

use

of

mat

eria

ls a

nd s

pace

for

wor

king

.)

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

penc

ilcr

ayol

asfo

rks

coff

ee p

ot,

pape

rfe

lt pe

nsp

oons

dish

was

her

past

edi

shes

pans

dish

dra

iner

scis

sors

kniv

esto

aste

rga

rbag

e di

spos

alst

ove

blen

der

was

her

dish

tow

eldr

yer

dish

- cl

oth

tele

phon

e

247

..Not

e:ac

tivity

will

pro

babl

y be

need

ed a

fter

sim

ple;

coo

king

less

ons.

Dis

hpan

or

sink

,' di

sh c

loth

, det

erge

nt, d

ish

scra

per,

cle

ansi

ng

Dis

hpan

or

sink

Dis

h dr

aine

r, d

ish

tow

elN

ote:

If y

ou d

o 'n

ot h

ave

a ki

tche

n or

hot

wat

er, h

eat t

he w

ater

in a

teak

ettle

or d

ish

pan

on -

a ho

t pla

te.

Mat

Bro

om, p

aper

tow

el"

Bru

shL

eade

r.-

Plan

ts'

Plas

tic to

ttle

or p

ail

Smal

l can

for

dip

ping

Tag

boar

d, s

ciss

ors

Penc

il, p

atte

rns

Not

e:T

he in

term

edia

te g

roup

can

mak

em

any

sim

ple

patte

rns

for

the

prim

ary

grou

p to

use

. It i

s ne

ver

too

earl

y to

-''"s

tres

s do

ing

thin

gs f

or o

ther

s.W

hite

biit

cher

pap

erPa

ints

or

eray

elas

Rea

l obj

ects

Pict

ures

of

obje

cts

Cha

rt s

how

ing

pict

ures

of

obje

cts

and

wor

dsW

ord

Car

dsN

ote:

You

are

not

rea

lly tr

ying

to te

ach

wor

ds, b

ut s

ome

stud

ents

teai

na

feW

of

them

.

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

iden

tify

som

e co

mm

onto

ols

and

thei

r us

e

Div

ide

clas

s in

to tw

o gr

oups

. Hol

d up

a p

ictu

re o

f co

mm

on o

bjec

t and

iden

tify

by n

ame

and

use.

(T

ake

turn

s.)

The

chi

ld w

ho id

entif

ies

the

obje

ct c

orre

ctly

hold

s'th

e ca

rd. C

ount

the

card

s at

the

end

of th

e ga

me

to d

eter

min

e th

ew

inni

ng te

am. L

iste

n to

CoM

mon

.11o

mea

nd S

choo

l Sou

nds.

(R

ecor

d 7

Side

B)

Mak

e a

Scho

ol B

ookl

et s

how

ing

artic

les

used

at s

chO

ol.

Mak

e a

Hom

e B

ookl

et s

how

ing

artic

les

used

at h

onie

_..,

Des

crib

e ar

ticle

s us

ed in

Dom

e an

d sc

hool

. Tea

cher

des

crib

es u

ntil

stud

ents

unde

rsta

nd th

e ga

me.

Div

ide

into

two

side

s 4n

d gi

ve o

ne p

oint

for

eac

hco

rrec

t- a

nsw

er. T

he s

tude

nt w

ho g

uess

es c

orre

ctly

, als

o ge

ts to

des

crib

eth

e ne

xt a

rtic

le..C

ount

pOin

ts a

t end

of

gam

e to

.de

term

ine

win

ning

team

.

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e

saw

lum

ber

file

plie

rssa

ndpa

per

boar

ds o

r ro

ugh

lum

ber

claw

ham

Mer

nails

(la

rge

head

s)sc

rew

s (l

arge

hea

ds)

scre

ws

driv

er (

stan

dard

)

"'".

.''vl

ake

a bo

ard

for

stor

age

of to

ols.

It m

ay b

e ne

cess

ary

tee

p.'7

1i-i

s bo

ard

lock

edin

a c

abin

et a

t nig

ht, b

ut it

sho

uld

be a

vaila

ble

for

circ

leac

tiyiti

es.

Tal

k w

ith y

our

shop

teac

her

rega

rdin

g th

e ki

nd o

f bo

ard

whi

ch w

ill m

eet y

our

own

need

s.O

utlin

e ea

ch to

ol o

n th

e bo

ard

with

a h

ook

for

hang

ing

the

tool

ove

r th

e ou

t-lin

e.U

sing

the

boar

d pl

ay th

e fo

llow

ing

Iden

tific

atio

n G

ames

:Po

int t

o ha

mm

er a

nd a

sk, "

Wha

t too

l is

this

?""W

hat d

o w

e do

with

it?

The

chi

ld w

ho a

nsw

ers

corr

ectly

may

repl

ace

the

ham

mer

.

Tak

e al

l too

ls f

rom

the

()ba

rd a

nd p

lace

on

tabl

e. A

sk; "

Wha

t too

lis

this

? W

hat d

o w

e ,d

owith

it ?

" C

hild

who

iden

tifie

s co

rrec

t too

l,fi

nds

tool

and

tells

its

use

may

rep

lace

the

tool

on

the

boar

d.

Hol

d up

a n

ail a

nd b

oard

. Ask

, "W

hat t

ool d

o w

e us

e w

ith th

ese?

"C

hild

who

iden

tifie

s pr

oper

tool

may

dri

ve n

ail i

nto

boar

d.

Dri

ve n

ails

into

_bo

ards

. Rem

ove

nails

.U

sing

scr

ew d

rive

r, p

ut la

rge

head

ed s

crew

s in

to b

oard

. Rem

ove

scre

ws

-with

scr

ew d

rive

r. W

ork

with

kno

ck o

ut p

eg b

oard

or

wor

k be

nch

for

thos

e st

uden

ts w

ho a

reno

t abl

e to

man

ipul

ate

nails

and

scr

ews.

Pict

ures

of

com

mon

hom

e an

d sc

hool

obj

ects

Peab

ody

Lan

guag

eD

evel

opm

ent K

it L

evel

PC

onst

ruct

ion

pape

r. s

choo

l sup

ply

cata

logs

,m

agaz

ines

, pas

te, s

ciss

ors

Con

stru

ctio

n pa

per,

pas

te, m

agaz

ines

, sci

ssor

sPi

ctur

es o

f ar

ticle

sN

ote:

If s

tude

nts

have

dif

ficu

lty d

escr

ibin

gan

art

icle

, tea

cher

may

des

crib

e an

dho

ld u

p pi

ctur

e po

intin

g ou

t thi

ngs.

Act

ual t

ools

Pict

ures

of

took

Not

e:A

ny a

ctiv

ity w

ith to

ols

shou

ld b

esi

mpl

e w

ith e

mph

asis

on

safe

typr

ecau

tions

in u

se o

f to

ols

Lar

ge p

iece

of

boar

dH

ooks

Too

ls

Boa

rd w

ith o

utlin

e of

eac

h to

olA

ctua

l too

ls

Boa

rd w

ith o

utlin

e of

eac

h to

olA

ctua

l too

ls

Nai

l, bo

ard,

tool

s

Nai

l, bo

ard,

ham

mer

Scre

ws,

scr

ew d

rive

r, b

oard

Ava

ilabl

e fr

om C

reat

ive

Play

thin

g an

d Ju

dyC

ompa

nies

248

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Dev

elop

ing

Atte

ntio

n Sp

an

The

chi

ld w

ill b

e ab

le to

:so

lve

som

e si

mpl

e ev

ery

day

prob

lem

s

Mak

e a

"Too

l Boo

klet

." F

ind

pict

ures

of

tool

s, tw

o pa

ges

for

each

tool

. The

nlo

ok f

or p

ictu

res

of p

erso

ns u

sing

thos

e to

ols.

(So

me

stud

ents

may

be

able

toco

py th

e na

me

of th

e to

ol f

rom

the

boar

d.).

Rea

d a

shor

t sto

ry; d

ecid

e ho

iv lo

ng y

ou w

ant t

hem

to s

it qu

ietly

and

sel

ect a

stor

y an

d di

scus

sion

for

this

leng

th o

f tim

e.T

ell f

lann

el b

oard

sto

ries

, Mak

ing

your

sto

ries

long

er a

s th

e at

tent

ion

span

deve

lops

.Se

t up

a "S

how

and

Tel

l Per

iod"

res

tric

ting

each

per

son

to o

ne m

inut

e or

less

time.

At f

irst

, it m

ay b

e ad

vise

able

to h

ave

two

shor

t Sho

w a

nd T

ell p

erio

ds in

stea

dof

one

long

er o

ne, i

f th

e st

uden

ts d

o no

t rem

ain

inte

rest

ed.

Play

Gue

ssin

g G

ames

whe

n th

e te

ache

r w

hisp

ers

or p

lays

rec

ords

ver

y lo

w.

(Stu

dent

s m

ay o

r m

ay r

iot c

lose

eye

s.)

Gue

ss w

hat t

he te

ache

r sa

id-o

r w

hat

reco

rd is

bei

ng p

laye

d,.

Play

gam

es s

tude

nts.

espe

cial

ly e

njoy

.in

crea

se th

e le

ngth

of

time

play

ed e

ach

wee

k un

til s

tude

nts

are

able

to c

once

ntra

te o

n th

e ga

me,

for

a p

erio

d of

tim

ede

sign

ated

by

teac

her.

Wor

k si

mpl

e ac

tivity

she

ets

with

whi

ch te

ache

r gi

ves

freq

uent

dir

ectio

n. 4

epre

peat

ing

the

activ

ity s

heet

unt

il st

uden

ts a

re a

ble

to w

ork

quie

tly a

nd f

ollo

wdi

rect

ions

:

Ask

a s

tude

nt to

sw

eep,

the

floo

r w

ithou

t a b

rboi

n. N

ote

if h

e w

ill a

sk y

oufo

r a

broo

m o

r if

he

will

sta

nd a

nd w

ait f

or y

ou to

get

one

for

him

.

249

Too

l cat

alog

, mag

azin

e, c

onst

ruct

ion

pape

r,pa

ste

scis

sors

, sta

pler

or

pape

r pu

nCh

Yar

n, y

arn

need

leN

ote:

Stud

ents

onl

y pa

y at

tent

ion

if th

eyar

e dO

ing

som

ethi

ng th

ey u

nder

stan

dan

d en

joy.

Shor

t sto

ries

'

.Fl

anne

l boa

rd s

tori

es

Show

and

Tel

l per

iod

Not

e:.1

-lav

e fr

eque

nt m

usic

or

rhyt

hmac

tiviti

es s

o st

uden

ts w

ill n

ot b

e tir

edof

sitt

ing

befo

re a

ttent

ion

activ

ities

star

t.R

ecor

d, r

ecor

d pl

ayer

Tea

cher

whi

sper

s

Gro

up g

ames

Wor

k ac

tivity

she

ets

Peri

cil,

cray

olas

Not

e:O

bser

ve th

e at

tent

ion

span

of

stud

ent

.at

the

begi

nnin

g of

yea

r.Se

t you

rgo

als

for

a ye

ar a

nd in

crea

se le

ngth

of

activ

ity, w

eekl

y or

mon

thly

, unt

il yo

uha

ve r

each

ed y

our

goal

.

Are

a fo

r sw

eepi

ngN

ote:

The

se a

ctiv

ities

are

set

up

to m

ake

ach

ild a

war

e of

the

thin

gs h

e ne

eds

for

wor

k an

d te

ach

him

to a

sk o

r lo

cate

the

mat

eria

ls n

eede

d to

com

plet

e th

ejo

b.

Beh

avio

ral O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Ask

a s

tude

nt to

was

h di

shes

with

out a

ny d

ishe

s; w

ithou

t a d

ish

clot

h; w

ithou

tA

rea

for

was

hing

dis

hes

dete

rgen

t; w

ithou

t wat

er:

Ask

a s

tude

nt to

dU

st th

e fu

rnitu

re w

ithou

t a d

ust c

loth

.A

rea

to d

ust w

ithou

t dus

t clo

thA

sk a

stu

dent

to s

et th

e ta

ble

with

Out

the

plac

e se

tting

dra

wn

on b

utch

erA

rea

for

setti

ng ta

ble

with

out o

nepa

per;

with

out d

ishe

s; w

ithou

t silv

erw

are.

need

ed f

or th

e ta

skar

ticle

Not

e:In

clud

e an

y pr

oble

m s

olvi

ng s

ituat

ion

rela

ted

to y

our

own

clas

sroo

m.

Skill

Are

aE

cono

mic

Use

fuln

ess

Lev

elPr

e-vo

catio

nal

Beh

avio

ral O

bjec

tives

Tak

ing

Res

pons

ibili

ty f

orC

ompl

etin

g W

ork

Ass

ignm

ent

The

stu

dent

may

be

able

to:

arri

ve a

t sch

ool (

wor

k)on

tim

e

acce

pt d

isci

plin

e w

hen

he is

late

C. A

.13

.0-1

6,11

M.A

.th

ru6.

II

Act

iviti

es

One

-hal

f of

you

r da

y sh

ould

con

sist

of

activ

ities

sim

ilar

to th

ose

obse

rved

ina

wor

ksho

p or

on

othe

r jo

bs v

isite

d on

fie

ld tr

ips.

The

bes

t tim

e fo

r th

ese

activ

ities

may

be

at th

e be

ginn

ing

of th

e Sc

hool

cla

y Si

nce

the

teac

her

will

he

stre

ssin

g so

man

y po

ints

con

nect

ed w

ith p

unct

ualiq

and

rou

tine.

-T

here

mai

nder

. of

the

day

can

be s

pent

with

fun

ctio

nal a

cade

mic

s an

d ot

her

skill

area

s ne

eded

by

indi

viud

al s

tude

nts.

Rev

iew

all

skill

s le

arne

d in

the

Prim

ary

and

Inte

rmed

iate

Eco

nom

ic U

sefu

lnes

sSk

ill A

reas

..

.

Mak

e a

larg

e ta

gboa

rd ti

me

char

t so

each

stu

dent

can

sig

n in

. eac

h m

orni

ng.

Ifa

stud

ent i

s- la

te, w

ithou

t an

excu

se, c

ircl

e hi

s na

me

with

a r

ed p

enci

l.T

his

char

t may

bes

et u

p by

the

wee

k or

mon

th u

sing

cla

ys o

f th

e w

eek

or n

umbe

rda

tes

acco

rdin

g to

the

abili

ties

of s

tude

nts.

and

the

plac

es th

ey w

illen

gage

d.

Mon

-D

iu_

Wed

.T

hurs

.Fr

i.D

ays

Tar

dyD

ays

Abs

Day

sPr

es

Mar

yM

ary

John

Mar

yJo

hnM

ary

John

Mar

yJo

hn0 0

0 1

5 4Jo

hnA

nna

Ann

a .

i nna

Ann

aA

nna

.I

05

CI

Bob

erB

ob3

0

Sex

Mon

Tue

s.W

ed.

.T

hurs

.Fr

i.:1

01A

L...

_.B

oys

Gir

ls

Set u

p a

cont

est b

etw

een

the

boys

and

gin

-1s.

Cou

nttim

e an

d re

cord

it o

n th

e w

all c

hart

. Do

the

sam

eof

wee

k to

det

erm

ine

win

ners

.T

ake

a fi

eld

trip

to a

nea

rby

wor

ksho

p or

bus

ines

s.em

ploy

ees

arri

ve. A

sk th

e m

anag

er o

r su

perv

is?r

toem

ploy

ees

ate

late

for

wor

k..

Set u

p a

moc

k w

orks

hop.

(T

each

er w

ill a

ct a

s em

ploy

er.)

Pret

end

that

sev

eral

stud

ents

are

.lat

e fo

r w

ork.

Be

very

ste

rn: w

ith th

em u

sing

-ziti

ger-

and

dis

appo

int-

men

t..

the

girl

s w

ho g

et to

wor

k 'o

nW

ith th

e bo

ys. C

heck

at e

nd

Arr

ange

to b

e th

ere

whe

n--

disc

uss

Wha

t hap

pens

whe

n

251

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Not

e:A

cla

ssro

om f

or th

is g

roup

sho

uld

incl

ude

a sm

all k

itche

n, s

hop

corn

ereq

uipp

ed w

ith s

impl

e to

ols

and

anar

ea f

or f

unct

iona

l aca

dem

ics.

Ace

nter

with

at l

east

two

teac

her:

, so

that

stu

dent

s co

uld

be d

ivid

ed in

togr

oups

acc

ordi

ng to

inte

rest

s an

dab

ilitie

s w

ould

be

idea

l.If

suc

h a

cent

er is

not

ava

ilabl

e an

aid

e-sh

ould

be h

ired

to s

uper

vise

som

e st

uden

tsw

hile

the

teac

her

wor

ks w

ith o

ther

s.

See

char

t bel

ow

Fiel

d tr

ip to

she

ltere

d w

orks

hop

or b

usin

ess-

Moc

k w

orks

hop

Ang

ry e

mpl

oyer

Not

e:St

uden

ts m

ust l

earn

to e

xpec

t dis

-pl

easu

re if

they

are

late

-Beh

avio

ral O

bjec

tives

star

t wor

king

on

arri

val

at s

choo

l with

a m

inim

umO

f re

min

ding

fini

sh a

task

be n

eat i

n m

ost w

ork

activ

ities

have

con

fide

nce

inw

ork

abili

ty

Jobs

and

Act

iviti

es

The

stu

dent

may

be

able

to:

lear

n so

me

sim

ple

wor

kas

sign

men

ts

scho

ol a

ctiv

ities

Act

iviti

esIn

vite

upp

er g

rade

cla

sses

to y

our

room

for

littl

e sk

its r

elat

ed to

goo

d w

ork

habi

ts a

nd g

ettin

g to

wor

k on

tim

e. A

ct o

ut th

e "p

rete

nd g

ames

" th

e up

per

grad

e st

uden

ts d

emon

stra

ted.

Tra

in e

ach

child

to c

heck

the

wor

k ch

art o

n ar

riva

l at s

choo

l, fi

nd h

is w

ork

activ

ity a

nd b

e re

ady.

to s

tart

wo

rk. T

he te

ache

r sh

ould

be

avai

labl

e to

:ans

wer

que

stio

ns a

nd g

ive

help

if s

tude

nts

do n

ot u

nder

stan

d w

ork

sche

dule

s.C

onst

ant s

uper

visi

on w

ill p

reve

nt p

oor

wor

k ha

bits

.R

ing

a be

ll w

hen

you

are

read

y fo

r ac

tiviti

es to

sta

rt.

Set u

p re

gula

r sc

hool

act

iviti

es -

whi

ch th

e ch

ild a

lrea

dy u

nder

stan

ds a

nd s

ome-

times

acc

ompl

ishe

s. S

ugge

sted

list

s of

task

s fo

r ho

me

and

scho

ol a

re in

clud

edin

this

ski

ll ar

ea.

Sim

ple

task

s on

leve

l of

each

chi

ld, c

lean

or

mes

sy a

ctiv

ities

acc

ordi

ng to

the

abili

ty o

f th

e st

uden

t.

Set u

p a

moc

k w

orks

hop.

Inv

ite p

aren

ts a

nd S

peci

al E

duca

tion

Pers

onne

l for

open

hou

se. G

ive

each

stu

dent

a w

ork

activ

ity w

hich

he

can

do w

ell.

Inst

ruct

him

to e

xpla

in th

e pr

oced

ure

to e

ach

visi

tor.

,(R

outin

e V

ocab

ular

y an

d eq

uipm

ent w

ill b

e di

scus

sed

in th

e ne

xt s

ectio

n.)

dust

fur

nitu

resw

eep

floo

rsm

OP

floo

rsem

pty

was

te b

aske

tsw

ater

pla

nts

clea

n an

d sh

ine

shoe

s

follo

w p

atte

rn in

sim

ple

sew

ing

,.

take

apa

rt ir

ons,

cof

fee

pots

, etc

. try

to p

ut th

emto

geth

er a

gain

.

hang

up

clot

hing

keep

,lock

er c

lean

and

nea

tsw

eep

or m

op h

alls

with

sup

ervi

sion

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Stud

ents

fro

m o

ther

gra

des

for

wor

k de

mon

-st

ratio

ns.

Not

e:.

Stre

ss th

e im

port

ance

of

a sm

ile a

ndgr

eetin

g to

eac

h em

ploy

ee a

s yo

u ar

rive

,M

entio

n cl

othi

ng, t

heir

nea

t app

eara

nce,

etc.

Wor

k ch

art

Bel

lN

ote:

Hav

e fr

eque

nt p

aren

t con

fere

nces

and

scho

ol v

isits

to e

mph

asIz

e w

ork

rout

ine

Not

e:E

xpla

in to

par

ents

that

stu

dent

mus

t.le

arn

to f

inis

h ta

sk if

he

expe

cts

toho

ld jo

b.

Not

e:H

e w

ill n

ot le

arn

thes

e ov

erni

ght.

Wor

kcl

osel

y w

ith p

aren

ts s

ettin

g up

sim

ple

activ

ities

with

lots

of

prai

se.

Not

e.:

For

a st

uden

t to

haV

e co

nfid

ence

in h

isw

ork

abili

ty h

e m

ust d

o so

met

hing

he.

enjo

ys, u

nder

stan

ds a

nd h

ag ti

me

toco

mpl

ete

with

in th

e al

lotte

d tim

esc

hedu

le.

Moc

k w

orks

hop,

Vis

itors

Not

e:T

his

is o

nly

a su

gges

ted

list o

f w

ork

-act

iviti

es. T

he te

ache

r m

ay h

ave

man

yad

ditio

ns r

elat

ed to

her

loca

le.

Che

ck-w

ith y

our

cust

odia

n an

d ca

fete

ria

supe

r-vi

sor

for

addi

tiona

l job

s

15.)

,

Beh

avio

ral O

bjec

tives

hom

e ac

tiviti

es

law

n ca

re

scho

ol g

roun

d

iden

tify

mos

t of

the

equi

pmen

t nee

ded

toco

mpl

ete

a w

ork

assi

gnm

ent

mop

flo

or

swee

p fl

oor

was

h w

indo

ws

(Kee

p th

is a

ctiv

ity v

ery

of o

nic.

)

mop

kitc

hen

floo

rsw

eep

floo

rru

n va

cuum

cle

aner

was

h w

indo

ws

insi

desi

mpl

e ha

nd ir

onin

gcl

ean

up ta

bles

was

h di

shes

dry

dish

esem

pty

garb

age

clea

n cu

pboa

rds

and

repl

ace

dish

eske

ep c

lose

t nea

t and

in o

rder

take

clo

thes

fro

m d

ryer

and

fol

dcl

ean

bath

room

clea

n ta

ble

tops

was

h ca

rs w

ith s

uper

visi

on

rake

leaV

espi

ck u

p lit

ter.

twig

s an

d br

anch

essi

mpl

e w

ater

ing

with

hel

pre

mov

e de

ad li

mbs

with

hel

p

:Act

iviti

esIn

stru

ctio

nal A

ids

and

NIa

teri

uls

mak

e sh

oe s

hine

box

set t

able

sm

ake

het]

picp

are

-.tr

opic

foo

dscl

ear!

r;!i

rrur

,bu

ndle

new

spap

ers

do s

impl

e se

win

g(l

ustiii

tt,re

.ha

ng u

p cl

othe

sal

lSW

el"

tele

phon

ear

rang

e ar

ticle

s-on

she

lves

sort

clo

thin

g 'J

CL

:M(1

111g

to c

olor

, to

fabr

iccl

ean

dish

was

hing

are

acl

ean

refr

iger

ator

an a

nge

draw

ers

take

apa

rt o

ld h

ome

appl

ianc

es a

nd p

utto

geth

er a

gain

cut w

eeds

with

sup

ervi

sion

pick

up

litte

r an

d pa

per

rake

leav

essw

eep

side

wal

ks, p

orch

es, a

nd s

teps

shov

el s

now

fro

m s

idew

alks

and

ste

ps w

ith s

uper

visi

on

Voc

abul

ary

Dev

elop

men

t for

Ora

l Lan

guag

e(a

nd w

ritte

n la

ngua

ge a

s de

tern

nned

by

teac

her)

Equ

ipm

ent n

eede

dV

ocab

ular

y ne

eded

in a

dditi

on to

nam

esof

equ

ipm

ent

mop

buck

etde

terg

ent

wat

er

hmon

ldu

st m

opdu

st p

an

mea

sure

litle

e4C

shak

ew

ring

.pus

hho

ld

push

hal -

full

too

muc

hpu

ll

swee

pm

ove

furn

iture

Not

e:In

vite

par

ents

-to

sch

ool t

o ob

serv

est

uden

tsit

wor

k.D

iscu

ss r

outin

efo

llow

ed a

! sc

hool

.St

ress

that

con

fi-

denc

e in

wor

k an

d pr

ide

in a

job

wel

ldo

ne w

ill h

elp

deve

lop

a ha

ppie

r ho

me

Not

e:Pa

rent

s sh

ould

rea

lize

that

som

e of

thes

eac

tiviti

es p

rovi

de e

xcel

lent

opp

ortu

nitie

sfo

r "M

othe

rD

augh

ter"

and

"Fa

ther

Sort

" di

scus

sion

s.

Not

e:T

hese

are

als

o go

od "

Fath

er',-

Son

"ac

tiviti

es,

.

Not

e:M

ake

cert

ain

that

you

r T

MH

roo

m is

sJie

dule

d fo

r a

"cle

an u

p th

e lit

ter

wee

k ju

st a

s of

ten

as r

egul

ar c

lass

es.

Reg

ular

stu

dent

s sh

ould

obs

erve

TM

Fst

uden

ts :b

ring

man

y Jo

bs w

ell.

Not

e:ha

ve a

spe

cial

pla

ce f

or e

ach

tool

or

mat

eria

l use

d in

wor

k. A

larg

e ca

bine

tor

boa

rd w

ith e

ach

tool

out

lined

is id

eal.

Nam

es o

f so

me

tool

s m

ay h

e w

ritte

nov

er th

e ou

tline

and

this

is e

xcel

lent

ifyo

u ar

e te

achi

ng th

e w

ritte

n \v

oid.

Beh

avio

ral O

bjec

tives

clea

n ba

thro

om

answ

er te

leph

one

clea

n an

d sh

ine

shoe

s

rake

leav

es

sew

ing

sim

ple

hom

e're

liair

s

Equ

ipm

ent n

eede

d

clea

ner

bfus

hcl

oth

disi

nfec

tant

tele

phon

epe

ncil

pape

r

Act

iviti

esin

stru

ctio

nal A

ids

and

Mat

eria

ls

Voc

abul

ary

need

ed in

add

ition

to n

ames

of e

quip

men

t

spri

nkle

pour

Hav

e re

al o

bjec

ts w

hene

ver.

pos

sibl

e.C

olle

ctsc

rub.

set

man

y go

od p

ictu

res

of a

ll to

ols

and

mat

eria

ls f

orri

nse

dry

iden

tific

atio

n an

d m

atch

ing.

Col

lect

man

y pi

c-tu

resj

of

actu

al to

ol b

eing

use

d fo

r di

scus

sion

and

-ide

ntif

icat

ion.

answ

erta

lk p

lain

lyw

rite

tele

phon

e nu

mb.

-:

broo

msh

ine

scra

pebr

ush

clea

nru

bsh

oe p

olis

hpo

lish

tong

ue d

epre

ssor

clot

h or

blu

shfo

r sh

inin

g

rake

pile

put i

n bo

xbo

xem

pty

plac

e by

cur

btr

ash

cans

pick

up

need

les

- re

gula

rse

wkn

otem

broi

dery

, yar

nth

read

nee

dle

cut

thre

ad, c

otto

nth

imbl

esc

isso

rs

Seni

or C

itize

ns a

rc o

ften

gla

d to

com

e to

sch

ool

and

dem

onst

rate

var

ious

- w

ork

activ

ities

.

Invi

te r

esou

rce

pers

4is

whe

n it

is f

easi

ble.

ham

mer

hit

rub

Invi

te p

aren

ts to

sch

ool t

o ob

serv

e yo

ur r

outin

ena

ilsho

ldfa

sten

and

the

voca

bula

ry y

ou te

ach.

Sen

d ho

rn d

esir

edsc

rew

diiv

ertw

ist

tight

enle

arni

ngs

regu

larl

y.th

umb

tack

spu

shsq

uare

saw

clam

ppl

iers

scre

ws

sand

pape

r

Beh

avio

ral O

bjec

tives

was

h an

d dr

y di

shes

sim

ple

iron

ing

cut w

eeds

Act

iviti

esIn

stru

ctio

nal A

ids

and

:Mat

eria

ls

Equ

ipm

ent n

eede

dV

ocab

ular

y ne

eded

in a

dditi

on to

nam

esof

equ

ipm

ent

soak

dish

pan

or

sink

scra

peN

ote:

Invi

te th

e di

rect

or o

f sc

hool

mai

nten

ance

dete

rgen

tst

ack

clea

nsc

ald

(bot

h gr

ound

S an

d bu

ildin

gs)

to s

choo

l to

dish

dra

iner

drai

nw

atch

the'

TM

H id

entif

y an

d us

e to

ols

and

dish

clo

thpu

t aw

aydr

yco

mpl

ete

wor

k ac

tiviti

es in

a d

esig

nate

d

dish

tow

eltim

e. S

ugge

st th

at th

e cu

stod

ian

tram

them

and

be

reim

burs

ed f

or h

is w

ork.

iron

ing

boar

dir

ontu

rn o

ffA

fter

the

TN

11-1

has

lear

ned

to c

ompl

ete

iron

.

the

wor

k ac

tivity

suc

cess

full

a m

inim

al

flat

wor

k to

iron

pres

sfo

ldtu

rn o

nw

age

shou

ld b

e pa

id to

him

whi

lehe

isen

rolle

d as

a s

tude

nt.

Aft

er h

e le

aves

hoe

cut

pick

up

scho

ol. h

e sh

ould

he

paid

acc

ordi

ng to

rake

rake

up

... p

utin

box

esth

e ki

nd o

f w

ork

he d

oes.

was

te c

an o

rbo

x

bund

le n

ewsp

aper

s or

new

spap

ers

mag

azin

eshe

avy

cord

swee

p si

dew

alk.

stac

k up

tiepl

ace

even

lyfo

ldpi

le u

p

broo

msw

eep

dust

pan

pick

up

box

or w

aste

put i

n bo

xca

npu

t in

was

te c

an

take

clo

thes

clot

hes

from

dry

erdr

yer

bask

etta

ble

wat

er p

lant

spl

ants

wat

erin

g ca

nw

ater

was

h w

indo

ws

spra

y bo

ttle

insi

defi

lled

with

win

dow

cle

aner

new

spap

ers

or c

loth

shak

e ou

tpu

t aw

ayfo

ldpu

t in

bask

etso

rt

pour

fill mop

up

spill

ed w

ater

spra

ysc

ru b

clea

ndi

rty-

polis

hsp

ots

Not

e:E

valu

ate

the

stud

ents

at l

east

wee

kly

tose

e if

des

ired

!ea

rnin

gs a

rebe

ing.

deve

lope

d.

Beh

avio

ral.O

bjec

tives

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

find

mat

eria

ls a

ndco

mpl

ete

a' w

ork

assi

gnm

ent i

n a

give

n pe

riod

of

time

Fiel

d T

rips

The

stu

dent

sho

uld

go o

n fi

eld

trip

s to

: pc-p

eopl

e he

lp o

ther

s

The

se a

re tw

o ex

ampl

es o

f a

rout

ine

whi

ch a

stu

dent

may

be

expe

cted

tofo

llow

to c

ompl

ete

a w

ork

assi

gnm

ent.

Wor

k A

ssig

nmen

t Mop

the

floo

r (A

llot a

cer

tain

leng

th o

f tim

e fo

r th

is jo

b.)

I.ge

t the

mop

2.'g

et th

e m

op b

ucke

t3.

fill

buck

et o

ne-h

alf

full

of w

ater

(w

arm

or

hot)

4.m

easu

re d

eter

gent

ur

clea

ner

5.ad

d de

terg

ent t

o w

ater

6.m

easu

re d

isin

fect

ant

7,ad

d di

sinf

ecta

nt to

wat

er8.

put m

col,n

rwat

er a

nd g

et e

ntir

ely

wet

9.w

ring

Out

Mop

10.

mop

asm

alra

rea

of f

loor

11.

rins

e ou

t mop

in b

ucke

t12

.w

ring

out

mop

13.

-Mop

ano

ther

sm

all a

rea

of f

loor

, etc

.

Cle

an a

nd P

olis

h Sh

oes

(Allo

t a c

erta

in le

ngth

of

time

to p

olis

h on

e pa

ir o

r a

cert

ain

peri

od o

f tim

e to

cle

an a

nd p

olis

h se

vera

l pai

rs o

f sh

oes.

)1.

get s

hoe

shin

e ki

t2.

get s

hoes

to c

lean

and

pol

ish

3.br

ush

rem

aini

ng m

ud f

rom

sho

es4.

wip

e of

f du

st w

ith c

loth

5.po

lish

one

shoe

and

set

asi

de to

dry

6.po

lish

othe

r sh

oe a

nd s

et a

side

to d

ry7.

shin

e sh

oes

with

clo

th o

r br

ush

8.pu

t aw

ay s

hoes

9.pu

t aw

ay s

hoe

shin

e ki

t

Em

erge

ney-

Serv

ices

(A

mbu

lanc

e, R

escu

e Sq

uad)

Fire

Dep

artm

ent

Polic

e D

epar

tmen

tD

octo

r's O

ffic

eH

ospi

tal

Publ

ic H

ealth

Dep

artm

ent

Den

tist's

Off

ice,

Ani

mal

Hos

pita

l

Not

e:T

he m

ckt i

mpo

rtan

t tac

k,' i

n w

ork

activ

ities

is a

reg

ular

rou

tine.

The

teac

her

shou

ld e

stab

lish

her

own

and

follo

w it

for

bes

t res

ults

in tr

aini

ng T

M I

Ifo

r fu

ture

jobs

.N

ote:

Be

sure

eac

h to

ol o

r m

ater

ial h

as a

spec

ific

pla

ce s

o th

e st

uden

ts c

an e

asily

loca

te it

.

mop

buck

etw

ater

dete

rgen

tdi

sinf

ecta

ntm

easu

ring

cup

(reg

ular

rou

tine

to f

ollo

w)

Shoe

shi

ne k

itcon

tain

ings

hoe

polis

h, s

hini

ngbr

ush

or c

loth

, bru

sh o

r st

ick

for

clea

ning

, clo

thfo

r w

ipin

g of

f du

stN

ote:

Set u

p ra

ting

scal

es to

det

erm

ine

ifst

uden

t is

real

ly le

arni

ng th

e na

mes

of

tool

s, th

eir

use

and

the

corr

ect r

outin

efo

r ea

ch s

choo

l job

.

Not

e:Fi

eld

trip

s ar

e a

very

impo

rtan

t par

t of

the

educ

atib

n an

d tr

aini

ng o

f th

e T

MH

.T

hey

can

serv

e as

intr

oduc

tory

mat

eria

lsfo

r co

mm

unity

ser

vice

or

sugg

estio

ns f

orjo

bs,

256

Beh

avio

ral O

bjec

tives

wat

ch m

any

peop

lew

ork

at m

any

kind

sof

jobs

iden

tify

som

e jo

bsth

ey c

an d

o

Tra

nspo

rtat

ion

Skill

s

The

stu

dent

may

be

able

to:

iden

tify

a sp

ecif

ic b

us s

top

beau

ty s

hop

barb

er s

hop

mot

elho

tel

gas

stat

ion

car

was

hda

iry

laun

dry

cafe

teri

are

stau

ran

tdr

ive-

in-

Act

iviti

esIn

stru

ctio

nal .

Aid

s an

d N

late

riai

s

smal

l gro

cery

sto

rela

rge

groc

ery

stor

edr

ug s

tore

hard

war

e st

ore

vari

ety

stor

edi

scou

nt s

tore

clot

hing

sto

resh

oe s

tore

Ele

ctri

cal a

pplia

nce

stor

e(s

ellin

g an

d se

rvic

ing)

disp

osal

pla

nt

shel

tere

d w

orks

hops

Goo

dwill

Ind

ustr

ies

(oth

er r

elat

ed b

usin

esse

s in

you

rco

mm

unity

)

Film

sFi

lmst

rips

Invi

te s

omeo

ne f

roM

the

Bus

Tra

nspo

ttatio

n C

ompa

ny to

com

e to

sch

ool

and

expl

ain

bus

serv

ice

and

prop

erco

nduc

t whi

le r

idin

g on

a p

ublic

bus

.T

his

will

mak

e th

e bu

s co

mpa

ny a

war

eof

TM

H s

tude

nts

who

will

be

ridi

ng

the

bus

with

and

with

out s

uper

visi

on.

He

in tu

rn, c

an a

lert

the

driv

ers

tore

port

und

esir

able

beh

avio

r to

the

teac

her.

Tak

e m

any

fiel

d tr

ips

whi

ch m

ay b

ere

ache

d by

pub

lic b

us. S

ome

arra

nge-

men

ts w

ill h

ave

to b

e m

ade

with

the

scho

ol to

pro

vide

som

e fi

nanc

ial

help

in b

uyin

g bu

s to

kens

..D

ecid

e on

a s

peci

fic

fiel

d tr

ip. T

ake

the

trip

by

bus

and

retu

rn to

sch

ool.

As

you

wai

t at b

us s

top

and

retu

rn to

bus

stop

, not

ice

build

ings

and

oth

erla

ndm

arks

whi

ch w

ill m

ake

it ea

sier

for

stud

ents

to lo

cate

it.

Nex

t day

app

oint

a le

ader

to ta

ke th

e gr

oup

hack

to th

e bu

s st

op w

here

the

bus

was

boa

rded

bef

ore.

Car

eful

pla

nnin

g sh

ould

be

done

vith

the

man

ager

s of

var

ious

bus

ines

ses.

Thi

s ts

an

exce

llent

opp

ortu

nity

to s

how

ein

plar

:,ers

that

TM

H s

tude

nts

are

wel

l-be

have

d an

d ii

pend

able

.

Som

e ttl

tltt:

1.bu

sboy

2.di

shw

ash,

,,-3.

dish

wa'

ator

t4 m

at...

lott

4.la

ko:

5. 6.w

ai t

CS.

!-,

7,sa

lad

mak

er8.

sand

wic

h m

aker

9.co

ok's

hel

per

10.

cust

odia

n11

.ca

r w

ash

atte

ndan

t12

.yt

rtri

hov

(Sec

Sug

gest

ed !

Mat

eria

ls a

t end

()1

ski

ll ar

ea)

Not

e:A

rran

ge a

n ev

enin

g //I

cean

d as

k th

e m

anag

er o

f th

e bu

s co

mpa

nyto

exp

lain

the

serv

ices

they

can

prov

ide

fur

1';1

11yt

tunt

r.st

ets

Lid

ath

at m

ust h

e.se

t on

thei

r co

nduc

tri

ding

the

bus.

Fiel

d tr

ipB

us s

ched

ule

for

all p

arts

of

city

Not

e:L

et y

our

fiel

d tr

ips

incl

ude

trip

s to

area

s in

eac

h ch

ild's

hom

een

viro

nmen

tso

he

will

be

awar

e of

bus

serv

ice

near

his

hom

e. T

each

er m

ust a

lway

sac

com

pany

chi

ldre

n on

bus

trip

s.

Beh

avio

ral-

Obj

ectiv

es

iden

tify

the

righ

t bus

for

a sh

ort t

rip

pay

for

his

fare

and

get t

rans

fer

whe

nne

cess

ary

cond

uct h

imse

lfpr

oper

ly w

hile

on b

us

sign

al w

hen

read

y to

leav

e bu

s

reco

gniz

e ho

me

bus

stop

Act

iviti

esIn

stru

ctio

nal A

ids

and

Mat

eria

ls

Set,

up a

"m

ock'

bus

." L

et th

e "b

us d

rive

r" h

old

up a

sig

n fr

om th

e fr

ont o

fbu

Si to

iden

tify

the

corr

ect b

us to

boa

rd.

If th

e st

uden

t ide

ntif

ied

the

corr

ect

sign

, he

"boa

rds

the

bus.

"It

' not

, lie

mus

t wai

t For

ano

ther

turn

.

Set u

p a

moc

k bu

s. U

se r

eal m

oney

to p

ay b

us f

are.

Buy

bus

toke

ns f

rom

"bus

dri

ver.

" Pr

actic

e gi

ving

the

corr

ect c

hang

e or

lear

n w

hat c

hang

e yo

ush

ould

rec

eive

..

Go

on a

sho

rt b

us tr

ip a

nd le

t. ea

ch c

hild

pay

his

ow

n fa

re. G

o on

a lo

ngbu

s tr

ip w

here

tran

sfer

s ar

e ne

eded

. Get

tran

sfer

s, le

ave

bus

and

boar

dan

othe

r bu

s.

.Set

up

a M

ock,

bus.

Pra

ctic

e th

e fo

llow

ing

beha

vior

on

the

bus.

I.W

ail u

ntil

bus

stop

s be

fore

tryi

ng to

boa

rd it

.2.

Smile

and

spe

ak to

dri

ver

as y

ou p

ay y

our

fare

,3.

Smile

and

gre

et f

rien

ds a

s yO

u ar

e fi

ndin

g a

seat

.4.

Sit o

n se

at w

hile

bus

in in

mot

ion.

5..

Do

not m

ove

from

one

sea

t to

anot

her.

6.K

eep

hand

s an

d he

ad in

side

bus

.7.

Kee

p ta

lk a

nd la

ught

er lo

w.

8.D

o no

t tal

k w

ith s

tran

gers

or

acce

pt f

ood

9.G

et o

ff b

us o

nly

at y

our

regu

lar

stop

.10

.G

o im

med

iate

ly to

wor

ksho

p or

hom

e,

from

them

.

Act

out

ski

ts r

egul

ar s

tude

nts

pres

ente

d in

cla

ssro

om. G

ive

indi

vidu

alop

port

uniti

es f

or s

tude

nts

to s

how

cor

rect

pro

cedu

re f

or r

idin

g pu

blic

bus:

Invi

te p

aren

ts to

sch

ool t

o ob

serv

e bu

s ro

utin

e se

t up

on "

moc

k bu

s"in

cla

ssro

om.

Setu

p m

ock

bus.

. Tie

a c

ard

betw

een

two

chai

rs. A

ttach

e a

bell

to it

so

itw

ill r

ing

whe

n'th

e ca

rd is

mov

ed. H

ave

lead

er s

tand

in f

ront

of

"bus

" an

dho

ld u

p st

reet

sig

ns.

Prac

tice

pulli

ng s

igna

l cor

d fo

r st

uden

t's b

us s

top.

Set u

p m

ock

bus.

Arr

ange

a c

hair

for

eac

h st

uden

t. M

ake

pape

r ha

ts f

ordr

iver

, men

and

wom

en. L

et e

ach

stud

ent b

oard

the

bus

whe

n dr

iver

hol

dsup

his

str

eet s

ign.

Aft

er a

ll st

uden

ts h

ave

boar

ded

the

bus,

app

oint

a le

ader

to s

tand

in f

ront

of

bus

and

hold

up

',tre

et s

igns

.

Moc

k bu

s w

ith "

driv

er"

Not

e:C

heck

with

bus

com

pany

to s

ee if

they

have

ext

ra I

x es

iaen

tific

atio

n ca

rds.

(fou

nd o

n fr

ant

of

bus)

whi

ch th

ey w

illgi

ve y

ou.

If lo

t mak

e la

rge

tagb

oard

ones

, usi

ng a

ll th

e w

ords

nee

ded

for

buse

s th

e st

ride

is w

ill b

e ri

ding

.

Moc

k bu

sR

eal m

oney

Tok

ens

Shor

t bus

trip

Lon

g bu

s tr

ip u

sing

tran

sfer

Moc

kN

ote:

bus

and

"dri

ver"

Ask

stu

dent

s fr

om r

egul

ar c

lass

es to

com

e to

you

r ro

om to

dem

onst

rate

prop

er c

ondu

ct o

n bu

s. A

lso

ask

them

to s

how

rud

e an

d di

sord

erly

cond

uct s

o th

at th

e "b

us d

rive

r"m

ust b

ecom

e an

gry

and

rem

ove

them

fro

m th

e bu

s.

Moc

k bu

sC

ord

tied

betw

een

two

chai

rsSm

all b

ell

Not

e:T

his

activ

ity w

ill b

e pr

actic

ed o

nly

afte

r st

uden

ts h

ave

mad

e tr

ips

to a

ndfr

om th

eir

hom

e ar

eas

unde

r th

e su

per-

visi

on o

f th

e te

ache

r.

258

Beh

avio

ral O

bjec

tives

Inde

pend

ent T

rave

l

The

stu

dent

will

be

able

to:

get t

o w

ork

on a

pub

lic b

us

obse

rve

safe

ty r

ules

inre

achi

ng p

lace

of

empl

oym

ent

seek

hel

p if

he

need

s it

Act

iviti

es

A s

tude

nt c

an o

nly

get o

ff th

e bu

s w

hen

he r

ecog

nize

s hi

s st

reet

sig

n an

d is

able

to s

igna

l for

bus

to s

top:

Invi

te p

aren

ts to

sch

ool t

o w

atch

this

act

ivity

. Enc

oura

ge th

em to

mak

e bu

str

ips

with

thei

r st

uden

t and

obs

erve

that

he

can

reco

gniz

e th

e ho

me

and

scho

olbu

s st

ops.

Rev

iew

Tra

nspo

rtat

ion

Skill

s se

vera

l tim

es p

er w

eek.

Exp

ect e

ach

child

to c

ome

to s

choo

l on

publ

ic b

uses

the

last

8 w

eeks

of

scho

ol, w

hen

he h

as r

each

ed th

e ag

e of

16

and

will

be

goin

g in

to a

She

ltere

dW

orks

hop-

Act

ivity

Pro

gram

.In

vite

par

ents

to s

choo

l to

obse

rve

the

follo

win

g ro

utin

es f

or I

ndep

ende

nt T

rave

l.

Prac

tice

the

follo

win

g st

eps:

I.G

et to

the

bus

stop

on

time.

Rem

ind

pare

nts

that

a T

MI-

1 st

uden

t may

boar

d th

e fi

rst b

us w

hich

com

es a

long

if h

e ha

s m

isse

d hi

s bu

s.2.

Loo

k at

the

nam

e on

the

fron

t of

the

bus.

3.If

it is

you

r hu

s, g

et o

n an

d pa

y yo

ur f

are.

4.-.

Sit d

own

and

cond

uct y

ours

elf

prop

erly

whi

le o

n bu

s.5.

Sign

al w

hen

you

are

read

y to

leav

e bu

s.

Prac

tice

the

follo

win

g st

eps:

I..

Obs

erve

the

traf

fic-

sig

nals

ST

OP.

GO

, WA

LK

. DO

N'T

WA

LK

.2.

Nev

er c

ross

. in

the

mid

dle

of th

e st

reet

.3.

Rem

embe

r th

at e

mer

genc

y eq

uipm

ent a

lway

s ha

s th

e ri

ght o

f w

ay.

Solv

e th

e fo

llow

ing

prob

lem

s:1.

Som

eone

is b

othe

ring

you

on

the

bus.

Tel

l the

dri

ver.

2.So

meo

ne is

fol

low

ing

you.

Con

tact

pol

ice,

go

to s

omeo

ne's

hom

e,kn

ock

on th

e do

or a

nd a

sk th

em to

cal

l the

pol

ice.

3.L

ose

bus

mon

ey o

r to

ken.

Kno

ck o

n so

meo

ne's

doo

r or

go

in p

lace

of b

usin

ess

and

ask

them

to c

all y

our

pare

nts:

4.Y

ou g

et o

ff a

t the

wro

ng b

uS s

top.

Kno

ck o

n so

meo

ne's

doo

r or

go

in p

lace

of

busi

ness

and

ask

them

to c

all y

our

pare

nts.

15

Inst

ruct

iona

l Aid

s an

d M

ater

ials

Thi

s ac

tivity

can

pre

pare

the

stud

ent f

orin

depe

nden

t tra

vel b

y pu

blic

bus

.

Not

e:M

any

pare

nts

will

be

conc

erne

d ov

erth

eir

TM

I-L

child

rid

ing

a bu

s al

one.

Man

y pa

rent

s m

ay r

efus

e to

allo

w th

eir

child

to r

ide

unsu

perv

ised

.In

vite

the

pare

nts

in f

or c

onfe

renc

es a

nd m

ake

freq

uent

hom

e ca

lls to

dis

cuss

this

prob

lem

.

Not

e:T

his

mus

t be

a co

oper

ativ

e pr

ojec

tbe

twee

n pa

rent

s an

d te

ache

rs. U

n-ob

serv

ed b

y st

uden

t, m

othe

r m

ayfo

llow

chi

ld to

sch

ool b

us s

top

until

she

feel

s he

can

trav

el in

depe

nden

tly.

The

n th

e te

ache

r. u

nobs

erve

d by

stu

dent

,ca

n fo

llow

stu

dent

to w

orks

hop

in h

erca

r.

Not

e:N

otif

y th

e bu

s co

mpa

ny w

hen

.1-,

MH

stud

ents

will

be

trav

elin

g al

one

and

ask

them

to r

epor

t any

que

stio

nabl

e be

havi

ors.

Set u

p m

ock

situ

atio

ns a

s ne

eded

for

the

vari

ous

dem

onst

ratio

ns f

or p

aren

ts

Moc

k si

tuat

ions

as

need

ed f

or d

emon

stra

tions

for

pare

nts

Not

e:Fo

r th

is p

rogr

am to

he

succ

e-4u

1te

ache

r m

ust:

1.m

ake

daily

cal

ls to

par

ents

rep

ortin

gsu

cces

s an

d fa

ilure

2. m

ake

wee

kly

hom

e ca

lls o

r in

vite

Beh

avio

ral

Obj

ectiv

esA

ctiv

ities

inst

ruct

iona

l Aid

s an

d M

ater

ials

5.O

ther

pro

blem

s re

late

d to

you

r O

wn

grou

p.3.

cont

act s

atis

fied

pare

nts

and

ask

them

to ta

lk w

ith p

aren

ts w

hoC

onta

ct y

our

Sta

te V

ocat

iona

l Reh

abili

tatio

n of

fice

for

eval

uatio

ns o

f stu

dent

sar

e no

t sol

d on

you

r pr

ogra

mw

ho h

ave

reac

hed

the

requ

ired

age

for

plac

emen

t in

wor

ksho

ps a

nd o

ther

4.he

a g

ood

liste

ner

as w

ell a

s an

faci

litie

s.ad

viso

r

260

Com

mun

ity P

layt

hr,

Rif

ton,

New

Yor

k

EC

ON

OM

IC U

SEFU

LN

ESS

Sugg

este

d M

ater

ials

and

Equ

ipm

ent

Uoo

l cab

inet

Woo

dwor

king

took

Safe

ty P

lay

Tra

ffic

Sig

ns (

sign

s an

d ba

ses)

R. H

. Sto

ne P

rodu

cts

1827

9 L

iver

nois

Det

roit,

Mic

higa

n48

221

Play

skoo

l Vill

age

for

Com

mun

ity S

tudy

Set o

f L

arge

Com

mun

ity H

elpe

rsL

ife

site

Com

inun

ity H

elpe

rsPl

aysk

ool W

ork

benc

hPo

undi

ng B

ench

(m

alle

t and

peg

s)

Dav

id C

. Coo

k Pu

blis

hing

Com

pany

Publ

ic a

nd P

riva

te S

choo

l Div

isio

nE

lgin

, Illi

nbis

6012

0

Hom

e an

d C

omm

unity

Hel

pers

Pic

ture

sM

y C

omm

unity

Pic

ture

sPu

ppet

Pla

ymat

e B

oard

s (c

omm

unity

hel

pers

)

Am

eric

an G

uida

nce

Serv

ices

, Inc

.Pu

blis

hers

Bui

ldin

gC

ircl

e Pi

nes,

Min

neso

ta 5

5014

Peab

ody

Dev

elop

men

tal K

it, L

evel

P

Din

uba,

Cal

ifor

nia

Publ

ic S

choo

lsD

inub

a, C

alif

orni

a

Fern

Tri

pp S

afet

y Si

gns

Fold

er

Mou

ntai

n B

ell T

elep

hone

.Com

pany

local

Tel

e-a-

Tra

iner

Set

s.

Mov

ies

and

Stor

ies

5.

Cre

ativ

e Pl

ayth

ings

-Pr

ince

ton,

New

Jer

sey

Juni

or H

andy

man

woo

d to

ol b

oxH

amm

er a

nd n

ail d

esig

n ki

tW

ood

nuts

and

bol

ts c

onst

ruct

ion

set

Bol

t tig

ht s

et (

scre

w d

rive

r an

d nu

ts, b

olts

. was

hers

)M

initu

re v

illag

e w

ith s

tree

ts a

nd.b

uild

ings

New

Mex

ico

Div

isio

n of

Am

eric

an A

uto,

I 51

6-Sa

n Pe

dro

N.F

. .A

lbuq

uerq

ue, N

ew M

exic

o$7

110

Exc

elle

nt p

oste

rs a

nd s

tori

es O

n sa

fety

MO

VIE

S A

ND

FIL

MST

RIP

S

How

Mac

hine

s an

d T

ools

Hel

p U

sC

oron

et I

nstr

uctio

nal F

ilms

MU

SIC

AN

D R

EC

OR

DS

(See

mus

ic b

ooks

and

rec

ords

list

ed in

.Sug

gest

ed M

ater

ials

for

Fun

ctio

nal A

cade

mic

s an

d Se

lf H

elp

Skill

Are

as.)

Rec

ord

Safe

ty C

an B

e Fu

nSu

mm

it In

dust

ries

P. 0

. Box

41

5H

ighl

and

.Par

k, I

llino

is

Sing

ing

On

Our

Way

Scot

t I' o

resm

an C

o.1.

The

Law

n M

ower

Son

g2.

The

Sci

ssor

s N

lan

BO

OK

S A

ND

AR

TIC

LE

S

Cor

tazz

o, A

rnol

d D

. A G

uide

for

Est

ablis

hing

- A

n A

e tir

ity P

rogr

am f

or M

enta

lly R

etar

ded

Adu

ltsN

ew Y

ork.

New

Yor

k:N

atio

nal A

ssoc

iatio

n (o

r R

etar

ded

Chi

ldre

n. 1

963

Kak

oska

, Cha

rles

J. a

nd S

chm

idt:

Alf

red

"Rel

ated

Cla

ssro

om C

hore

s to

Out

side

Job

s"T

each

ing

Exc

eptio

nal C

hild

ren,

Fall.

I 9

69, p

p. 2

7-28

262

Saen

ger,

Ger

hart

17;,'

.-Id

just

incr

it o/

" Se

vere

ly R

etar

ded

Adu

lts in

the

Com

mun

ityN

ew Y

ork,

New

Yor

k:In

terd

epar

tmen

tal H

ealth

Res

ourc

es B

oard

, 195

7

-Tob

ias,

Jac

k an

d C

orta

zzo,

Arn

old

D.

"Tra

inin

g Se

vere

ly R

etar

ded

Adu

lts f

or G

reat

er I

ndep

mde

nce

in C

omm

unity

Liv

ing"

The

Tra

inin

g Sc

hool

13u

lletin

,19

63, 6

0 I

1123

-37

Sugg

este

d H

ome

Jobs

for

Stu

dent

1.Pu

t aw

ay to

ys,

2.H

ang

up c

loth

ing:

3.E

mpt

y w

aste

bas

kets

."4.

Cle

ar d

ishe

s fr

om ta

ble.

5.Pi

ck u

p ne

wsp

aper

s an

d pu

t in

was

te b

aske

t.6.

Put m

agaz

ine'

s in

mag

azin

e ra

ck.

7.Pu

t boo

ks o

n ho

ok s

helf

;S.

Put d

irty

clo

thes

in h

ampe

r.9.

Do

sim

ple

(lus

ting.

O.

Wat

er p

lan

ts.

11.

Dry

dis

hes;

pot

s. a

nd p

ans.

12.

Wip

e si

lver

war

e.13

.H

ang

up p

ints

by

hand

les.

14.

Em

pty

asht

rays

.15

.Pu

t rig

ht c

over

on

righ

t pan

and

pla

ce in

des

igna

ted

plac

e,16

.Se

t the

tabl

e.17

.U

se s

nial

l bro

om a

nd d

ustp

an.

J S.

Find

foo

d in

gro

cery

sto

re b

y lo

okin

g at

pic

ture

s,19

,Pu

t aw

ay c

anne

d fo

ods

from

sto

re.

20.

Mak

e be

d.21

.R

un v

acuu

m c

lean

er,

Swee

p dr

ivew

ay a

nd p

atio

.23

.-B

ring

in w

ood.

24.

Sort

mag

azin

es a

ccor

ding

to s

ize.

25.

Fold

and

sta

ck n

ewsp

aper

s.26

,W

ash

win

dow

s w

ith h

elp.

FIL

MST

RIP

S

Chu

rchi

ll Fi

lms

662

Nor

th R

ober

tson

Bou

leva

rdL

os A

ngel

es, C

alif

orni

a 90

069

Fath

ers

Wor

k'M

y D

ad is

a C

arpe

nter

My

Dad

is a

Mov

ing

Man

My

Dad

Wor

ks-i

n a

Shoe

Sto

reM

y D

ad W

orks

in a

Fac

tory

My

Dad

Wor

ks in

a S

uper

mar

ket

My

Dad

Wor

ks in

a S

ervi

ce S

tatio

n

Mot

hers

Wor

k-M

y M

othe

rM

y M

othe

rM

y M

othe

rM

y M

othe

rM

y M

othe

rM

y M

othe

r

FIL

MST

RIP

S A

ND

RE

CO

RD

S

Avi

d C

orpo

ratio

nin

stru

ctio

nal S

yste

ms

Div

isio

n10

.Tri

pps

Lan

eE

ast P

rovi

denc

e, R

hode

Isl

and

Too

is a

Wai

tres

sis

a D

enta

l Ass

ista

ntW

orks

in a

13a

nkW

orks

in a

n O

ffic

eW

orks

in a

Dan

t Sto

reW

orks

at H

ome

0291

4

Occ

upat

iona

l Job

Atti

tude

s (e

spec

ially

l'or

Men

tally

Ret

arde

d)

204

WO

RD

S FO

R D

AIL

Y L

IVIN

G,.

The

wor

ds il

lust

rate

d on

the

follo

win

g pa

ges

are

thos

e th

atap

pear

to b

e m

ost n

eede

d by

the

TM

H p

erso

n as

he

or s

hebe

gins

to p

artic

ipat

e in

con

-nu

nity

life

at t

he P

revo

catio

nal

and

Voc

atio

nal P

repa

rato

ry le

vels

. The

se d

raw

ings

. may

be

mou

nted

on

tagb

oard

and

lam

inat

ed f

or c

lass

room

use

. The

ym

ay b

e m

ount

ed a

nd m

ade

into

Lan

guag

e M

aste

r ca

rds

for

addi

tiona

l dri

ll by

the

stud

ent h

imse

lf. T

each

ers

will

thin

k of

Man

y di

ffer

ent w

ays

to u

se th

ese

card

s.

One

teac

her

of .p

revo

catio

nal T

MH

stu

dent

s ha

s m

ade

aw

alle

t-si

zed

pict

ure

dict

iona

ry u

sing

dra

win

gs a

nd w

ords

so

the

stud

ent h

as a

gui

de w

ith h

im a

rall

times

.

STA

IRS S

IL

EV

AT

CR

S

266

'67

- (E

NT

RA

N C

E

C

e x

IT

EN

TA

NC

(.4

269

\VO

M

11,0

AE

N,_

GE

)

\

270

-I L

Z -

CS

D

O P

E N

OR

27?

-- 2

73 -

_

N

TR

SP

AS

Sin

G \OS

PASS

I N

6

t7LZ

nd

-

VO

CA

TIO

NA

L P

RE

P

At t

he V

ocat

iona

l. P

rep

leve

l, al

l stu

dent

s sh

ould

be

test

ed a

nd s

cree

ned

by th

e V

ocat

iona

l Reh

abili

tatio

n S

ervi

ce.

Tes

t res

ults

shO

uld

be r

evie

wed

by

the

stud

ents

' pre

-voc

atio

nal t

each

ers

and

by th

e vo

catio

nal r

ehab

ilita

tion

coun

selo

r.T

hose

stu

dent

sno

t rea

dy fo

r w

ork

in th

e S

helte

red.

Wor

ksho

p-sh

ould

con

tinue

with

job

trai

ning

and

a s

choo

lpr

ogra

m (

see

Sch

edul

e 1)

. Oth

erst

uden

ts w

ho a

ppea

r re

ady

to s

usta

in a

six

to e

ight

hou

r w

ork

day.

in th

e S

helte

red

Wor

ksho

p .s

houl

d be

plac

ed o

n a

job

ther

e(s

ee S

ched

ule

II), T

hose

stu

dent

s w

ho a

re u

nabl

e to

do

eith

er o

f the

abo

ve s

houl

d be

ass

igne

d to

the

Act

ivity

Cen

ter

(see

Sch

edul

e III

).,

The

.pbb

lic s

choo

l sys

tem

bea

rs th

e m

ajor

res

pons

ibili

ty fo

r tr

aini

ng th

e T

MH

stu

dent

thro

ugh

age

21 a

fter

whi

ch ti

me

othe

rco

mm

unity

age

ncie

s m

ust t

ake

on th

e re

spon

sibi

lity

oc m

aint

aini

ng th

e T

M1-

1 pr

ogra

m. T

hrou

gh th

eco

mbi

ned

effo

rts

of th

epu

blic

sch

ools

and

oth

er c

omm

unity

age

-Fte

re-S

-ara

inin

g C

ente

r co

mbi

ning

She

ltere

d W

orks

hop

and

Act

ivity

Cen

ter

may

be

Tra

inin

ges

tabl

ishe

d..

-

Are

aA

ll S

kills

Leve

lV

ocat

iona

l Pre

pC

. A.

17.0

to 2

1.0

M. A

. thr

ough

8.0

On

the

follo

win

g pa

ges

two

mod

els

of tr

aini

ng a

nd w

ork

faci

litie

sar

e sh

own.

One

is fo

r th

e sm

all c

omm

unity

, mak

ing

use

ofex

istin

g hi

gh s

choo

l roo

ms

whi

ch c

ould

be

rem

odel

led

and

used

as

a tr

aini

ng c

ente

r. O

ne is

for

larg

erco

mm

uniti

es: i

t offe

rsbo

ardi

ng fa

cilit

ies

and

is p

lann

ed to

aec

Om

mod

ate

post

sch

ool w

orke

rs a

s w

ell a

s th

ose

for

who

m th

e pu

blic

sch

ools

are

stil

lre

spon

sibl

e..

-

Som

e st

uden

ts w

ill b

e lim

ited

to p

artic

ipat

ion

in th

e ac

tiviti

espr

ogra

m. F

or th

ese

stud

ents

, par

t of t

he d

ay s

houl

d be

spe

nt in

cont

inua

tion

of th

e pr

ogra

m a

s,it

was

set

up

on a

pre

-voc

atio

nal l

evel

. Thi

s pa

rtic

ipat

ion

shou

ld c

ontin

ue u

ntil

the

voca

tiona

lre

habi

litat

ion

coun

selo

r an

d th

e te

ache

r ar

e su

re th

at th

is s

tude

nt w

ill b

e un

able

topa

rtic

ipat

e in

a w

orks

hop.

Pro

visi

onsh

ould

then

be

mad

e fo

r hi

m/h

er to

enr

oll i

n th

e ac

tivity

,pro

gram

on a

full

time

basi

s an

d liv

e at

hom

e or

boa

rd a

t the

sch

ool,

whi

chev

er is

mos

t app

ropr

iate

.

The

stu

dent

s,w

ho a

ppea

r ab

le to

ben

efit

from

a w

ork

trai

ning

prog

ram

will

be

plac

ed in

the

wor

k tr

aini

ng fa

cilit

y fo

r ha

lf a

day.

Dur

ing

the

othe

r ha

lf da

y th

ey w

ill p

arta

ke in

apr

ogra

m o

f fun

ctio

nal a

cade

mic

s an

d so

cial

and

rec

reat

iona

l ski

lls.

Indi

vidu

al e

valu

atio

n du

ring

the

wor

k tr

aini

ngpr

ogra

m w

ill d

eter

Min

e ho

w lo

ng th

e st

uden

t will

rem

ain

with

this

pro

cedu

re.

TR

AIN

ING

CE

NT

ER

, SH

EL

TE

RE

D W

OR

KSH

OP

& A

CT

IVIT

Y C

EN

TE

R

SMA

LL

TO

WN

FA

CIL

ITY

RE

MO

DL

ING

OF

EX

IST

ING

SC

HO

OL

FA

CIL

ITIE

S FO

R D

AY

USE

(WO

UL

D R

EQ

UIR

E A

T. L

EA

ST T

HE

EQ

UIV

AL

EN

T O

F 4

CL

ASS

RO

OM

S)

FUN

CT

ION

AL

AC

AD

EM

ICA

RE

A

OC

CU

PAT

ION

AL

AR

EA

LIV

ING

AR

EA

(Sim

ple

Coo

king

,C

lean

ing,

Par

ties)

PHY

SIC

AL

&

SOC

AL

ED

UC

AT

ION

AR

EA

* D

IVID

ER

S M

AY

OFF

ER

A M

OR

E F

LE

XIB

LE

USE

OF

SPA

CE

, OR

AC

T A

S A

SU

BST

ITU

TE

IF

4 SE

PAR

AT

EC

LA

SSR

OO

MS

AR

EN

OT

AV

AIL

AB

LE

.

SUG

GE

STE

D S

TA

FF:

FUN

CT

ION

AL

AC

AD

EM

ICS

TE

AC

HE

RSH

OP

17

PHY

SIC

AL

ED

UC

AT

ION

HO

ME

EC

ON

OM

ICS

PLU

S A

IDE

S A

ND

ST

UD

EN

T A

IDE

S.

TR

AIN

ING

CE

NT

ER

SH

EL

TE

RE

D W

OR

KSH

OP

& A

CT

IVIT

Y C

EN

TE

R

LA

RG

E C

ITY

FA

CIL

ITY

WIT

H B

OA

RD

ING

AC

CO

MO

DA

TIO

NS

TR

AD

ES

AD

MIN

IST

RA

TIO

N

GY

M.

OU

TD

OO

RG

AM

EA

RE

A

AC

TIV

ITY

AR

TS

& C

RA

FTS

KIT

CH

EN

APA

RT

ME

NT

ET

C.

CA

FET

ER

IA &

CA

NT

EE

N(B

oard

ing

Faci

lity)

1st F

LO

OR

BE

DR

OO

MFO

R 4

BE

DR

OO

MFO

R 4

PRIV

AT

EA

PAR

TM

EN

TPR

IVA

TE

APA

RT

ME

NT

BA

TH

BE

DR

OO

MFO

R 4

BA

TH

BE

DR

OO

MFO

R 4

2nd

FLO

OR

(O

r m

ore)

,

AD

DIT

ION

AL

FA

CIL

ITIE

S M

IGH

T I

NC

LU

DE

GA

RD

EN

AR

EA

, HY

DR

OPO

NIC

GR

EE

NH

OU

SE, C

HIC

KE

NH

OU

SE, E

TC

.

TH

IS M

AY

BE

A 2

OR

3 S

TO

RY

BU

ILD

ING

, OR

OT

HE

R L

IVIN

G Q

UA

RT

ER

S M

AY

BE

LO

CA

TE

DN

EA

RB

Y.

SCH

ED

UL

E I

PRO

GR

AM

FO

R S

HE

LT

ER

ED

WO

RK

SHO

P A

ND

AC

TIV

ITY

CE

NT

ER

For

.stu

dent

s le

arni

ng v

ocat

iona

l ski

lls a

nd c

ontin

uing

dev

elop

men

t in

othe

r sk

ill a

reas

.

SCH

ED

UL

E I

t For

wor

kers

who

can

ass

ume

resp

Ons

ibili

ty f

or a

6 to

8 h

our

wor

k da

y.

SCH

ED

UL

E I

II For

thos

e un

able

to w

ork

but a

ble

to p

artic

ipat

e in

act

iviti

es.

SCH

ED

UL

E I

9:00

12:0

0A

. M. P

rogr

am

1,2:

00I

:00

Lun

ch

1:00

5:00

P. M

. Pro

gram

9:00

9:15

Ope

ning

disc

ussi

on o

f pl

ans

for

day

9:15

10:3

0Fu

nctio

nal A

cade

mic

sR

eadi

ng-a

nd o

ral l

angu

age

deve

lopm

ent

rela

ted

to jo

bs, f

ollo

vCri

ng d

irec

tions

, etc

.A

rith

met

icm

akin

g ch

ange

and

oth

er s

kills

10:3

010

:45

Bre

ak

10:4

511

:30

Perc

eptu

al m

otor

ski

lls

11:3

012

:00

Soci

al; s

elf

help

ski

llsG

room

ing.

Prep

arat

ion

for

lunc

h, w

ash

up, e

tc.

1 2:

001:

00L

unch

Rec

reat

ion

1:00

.I:

15Si

gn in

or

punc

h in

at w

orks

hop

Dis

cuss

wor

k_ a

ssig

nmen

t

SCH

ED

UL

E 1

1( O

N I

'D.)

3:00

Shot

: -9:

ttt.tw

I au

ndt

!!oh

itht,

Cle

antip

ztN

hiW

ry,

att.:

Stut

rifh

.!.

,t3:

0(1

1i

13te

ak

Sorr

ictu

-n,,t

it..t

ott s

tl.ttt

ut I

ttli ,

10,tn

oon'

s, w

o11,

-..

,ItA

lvi!

.`,

;11C

3,15

5:11

0r

;1,,,

,tr!t

truc

t;r o

r hk

tIt

!fl

1\ U

nci

lfl:

.:11)

p.'T

vou

hlsc

r,-;

:t1

5.0(

10,

-3(,

)L

oci u

t On:

clo

:tuttt

.t. p

r.rh

t1r2

ricc

..R%

ttion

. 1V

, CFI

(10

1C(

htj

SCH

ED

UL

E I

I

9:00

l'utp

.;:11

otin

(um

joh

0: I

S10

:30

Wtk

10:3

010

:45-

13to

ak

10:4

512

:00

Wor

k

.12

001:

00L

unch

1:00

3:00

\Vol

k (i

lloy;

hour

t,, s

lyri

o to

Act

ivity

(-c

uter

)

300

3:15

Frea

k

3:15

5:f)

0W

ork

281

JOB

S IN

SH

EL

TE

RE

D W

OR

KSH

OP

AN

ti B

OA

MIN

G H

OM

E 1

R S

CH

ED

UL

E

Boa

rchn

Ir I

lom

e K

itche

n

Set t

able

Rem

ove

dish

es I

ron)

tabl

e.C

lean

and

scr

ub ta

ble,

-"

Prep

are

dish

es f

orL

lish

was

her

Ope

rate

dis

h w

ashe

rSt

ack

and

put a

way

dis

hes

Stac

k tr

ays

Sort

silv

erw

are

'Cle

an s

ilver

war

eW

ash

and

put a

way

altr

king

ute

nsils

Sort

can

ned

food

s by

p,c

nlre

Boa

rdin

g H

ome

Hou

sew

ork

Mak

e be

dsSw

eep

floo

rsR

un v

acuu

m c

lean

erD

ust f

urni

ntre

win

dow

s

Mop

flo

ors

Was

h w

oodw

ork

Cle

an .c

abin

ets

Boa

rdin

g H

ome

Nlis

cella

nv

Shin

e sh

oes

Man

icht

e na

ilsSh

ampo

o an

d se

t hai

rw

ash

Chi

ld c

rire

Hel

p st

uden

ts d

ress

:She

ltere

d W

orks

hop

Jobs

Con

trac

t job

s w

hich

req

uire

:St

acki

ngPa

ckag

ing

Sort

ing

Fold

ing

Stap

ling.

Col

latin

gN

hteh

ing

Ass

emN

ing

kits

Boa

rdin

g Ih

nne

Lan

ndry

- Si

nt...

.)1k

)1

Sol

tI

uad

call,

:w

rrlii

irr

rue

Loa

d rx

ashr

iir2

rira

,:Int

r;!

()/J

CIZ

ik: \

%;1

,inlr

2 11

):tH

hIle

I11

1(1;

1(.1

tiltt)

Ope

rate

dr,

.Fo

ld li

nens

Iron

t,

away

line

ns\le

nd c

loth

es

Boa

rdin

g H

ouse

Cus

todi

al

Swee

p lio

tir,

Scru

b fl

oors

NU

T I

ltors

Wax

thni

rsSw

eep

porc

hes

and

patio

sE

mpt

y w

aste

bas

kets

Em

pty

garb

age

cans

Cle

an b

athr

oom

s

Boa

rdin

g H

ouse

and

She

ltere

d W

orks

hop

Yar

d an

d N

urse

ry

Rak

e le

aves

Pick

up

tras

hSh

ovel

sno

w, D

onor

wal

ksR

ake

law

nFe

rtili

/e la

wn

and

shru

bsM

ow la

wn

with

han

d m

ower

WL

1 te

r' la

wn

Wat

er f

low

ers.

shr

ubs,

tree

sM

aint

ain

smal

l gar

den

Ilel

p w

ith g

reen

hous

e w

ork

1S

ee P

re V

ocat

iona

l Lev

el E

cono

mic

Use

fuln

ess

Ski

ll A

rea

CO

DE

:0

Nev

er o

r ra

rely

1S

omet

imes

or

occa

sion

ally

2U

sual

ly o

r of

ten

3A

lmos

t alw

ays

or a

lway

s4

To

be u

sed

whe

n ite

m d

oes

not a

pply

or

the

eval

uato

r is

una

ble

to d

eter

min

e

CH

EC

K L

IST

'OR

I R

AIN

ING

CE

NT

ER

AN

D S

HE

LT

ER

ED

WO

RK

SHO

P

Nam

e

Eva

luat

or

Dat

e of

Eva

luat

ion

(2)

ITE

MA

CT

IVIT

YR

(A

RK

S

I o a 5 co

16.

To

hold

(a)

solid

obj

ects

lb)

cont

aine

rs o

f flu

id w

ith o

as,

mai

ntai

ning

bal

ance

fcl

cont

aine

rs o

f flu

id w

ithen

dura

nce

Id/

with

out m

ovem

ent

(-)

o o a.

cp a E 0 7 ,-.

17.

Rhy

thm

ic c

oord

inat

ed m

ovem

ent

A,

Bod

y M

ovem

ents

a,re

petit

ious

ben

ding

, i.e

., st

acki

ng o

n flo

orb.

rep

etiti

ous

squa

tting

, i,e

lifti

ng fr

om fl

oor

c.rc

petit

iouS

sw

ayin

g, i.

e., s

awin

g or

sw

eepi

ngd.

rep

etiti

ous

shift

ing

of w

eigh

t, i.e

. dig

ging

with

sho

vel

B.

Leg

Mov

emen

tsa.

alte

rnat

ing

up a

nd d

am-,

i.e.

, tre

adle

sew

ing

mac

hine

;el

ectr

ical

foot

con

trol

s, e

tc.

b. c

ontr

olle

d ap

plie

d pr

essu

re. i

..., e

lect

rical

kne

e co

ntro

ls,

etc.

.

MC

.A

rm M

ovem

ents

.--

a,w

ith c

ontr

olle

d fo

rce-

ri.e.

, fee

ding

into

sew

ing

mac

hine

,el

ectr

ical

saw

h., w

ith w

ide

rang

eC

al v

ertic

al..-

--"

(1.)

} ho

rizon

tal

D.

Han

d an

d F

inge

r M

ovem

ent

a.gr

oss

mov

emen

t,. i.

e., p

olis

hing

, pai

ntin

g la

rge

obje

cts,

pack

agin

g, e

tc.

,

b.fin

e m

ovem

ent,

i.e.,

typi

ng, b

raid

ing,

sor

ting,

sew

ing,

etc

.!

CO

DE

:0

Nev

er o

r ra

rely

1S

omet

imes

or

occa

sion

ally

2U

sual

ly o

r of

ten

3A

lmos

t alw

ays

or a

lway

s4

To

be u

sed

whe

n ite

m d

oes

not i

'lPi%

!YQ

r

the

eval

uato

r is

una

ble

to d

eter

min

e

CH

EC

K L

IST

FO

R T

RA

ININ

G C

EN

TE

R A

ND

SH

EL

TE

RE

D W

OR

KSH

OP

Nam

e

Eva

luat

or

Fia

t!, o

fF

. v;il

thitu

irt

ITE

MA

CT

IVIT

Y0

13

34

RE

MA

Rl.:

.;

o_ rt, 7 .-i., -tt

c7).

cv 0 =

18.

A.

Iden

tifyi

ng m

ajor

took

:a.

ham

mer

s, o

ilers

, saw

s, e

tc.

B,

Iden

tifyi

ng v

ario

us fa

sten

ings

:a.

hous

ehol

d, i.

e., d

oor

knob

s, fa

ucet

s, li

ght s

witc

hes,

etc

.b.

garm

ents

, i.e

., zi

pper

s, b

utto

ns, l

aces

, etc

.

co cu ,... 6 cn A

7..:- 7

19.

Bas

ic S

kills

:(a

)re

adin

g(b

)ar

ithm

etic

(c)

spel

ling

(d)

can

iden

tify

com

mon

sig

ns(e

)ca

n te

ll tim

e(0

can

mak

e ch

ange

(g)

can

take

mea

sure

men

ts

-o rio --, 8 7 co I d ._.

7..'

20.

Tra

its:

(a)

phys

ical

(b)

atte

ntio

n sp

an(c

)ap

prop

riate

dre

ss a

nd g

room

ing

(d)

clea

nlin

ess

(e)

punc

tual

ity(fl

pers

iste

nce

(g)

initi

ativ

e(h

)fo

llow

ing

inst

ruct

ions

-or

al.

writ

ten

(i)al

ertn

ess

(j)de

pend

abili

ty(k

)ju

dgm

ent

illam

bitio

n(in

)re

sour

cefu

lnes

s(n

)ho

neS

ty: v

olun

taril

y ad

initt

ing

erro

rre

cpec

ttng

prop

erty

(o).

emot

iona

l sta

bilit

y(p

)in

depe

nden

ce

CH

EC

KFO

R I

RA

1N

iNt;

FN F

ER

AN

D S

HE

LT

ER

ED

WO

RK

SHO

P

CO

DE

:,1

1f

0N

ever

or

rare

ly1

Som

etim

es o

r oc

casi

onal

ly2

Usu

ally

or

ofte

n3

Alm

ost a

lway

s or

alw

ays

4T

o be

use

d w

nen

item

doe

s rio

t app

ly o

rth

e ov

al a

tor

is u

nabl

e to

det

erm

ine

Bal

i'U

fW

.:O.!

: 51:

0

(41

ITE

MA

C i"

Iv 1

Ili'

01

2_,

RE

MA

RK

S_.

..,

21.'

(a)

Spe

ech

(b)

Tel

epho

ne

O in `1

22.

(a)

Dra

win

g st

raig

ht li

ne w

ith p

enci

l usi

ng a

rul

er(b

)C

uttin

g al

ong

line

with

sci

ssor

s(c

)O

peni

ng e

nvel

ope,

rem

ovin

g an

d un

fold

ing

pape

rId

)F

Old

ing

new

pap

er, p

laci

ng in

env

elop

e an

d se

al,n

gen

velo

peII

(e)

Writ

ing

or p

rintin

g(f

)E

rasi

ng p

enci

led

writ

ing

(g).

Tur

ning

5 p

ages

of a

boo

k

m Eli .-.. 5 up

23.

(a)

Drin

king

from

gla

ss.

(b)

Drin

king

from

cup

with

han

dle

(c)

Spo

on to

mou

th w

ith fo

od(d

)F

ork

to m

outh

with

food

(e)

Cut

ting

mea

t(1

)S

prea

ding

but

ter

on b

read

>C

:SI °

- Y

--. 7

.0:

Ti

5 '-'

,Y

r,l".

n 3

,EC

if lC

3Le

,.

24.

(a)

Und

ress

ing

com

plet

ely

(b)

Und

ress

ing,

hel

p on

fast

enin

gs(c

)D

ress

ing

com

plet

ely

WI

Dre

ssin

g he

lp o

n fa

sten

ings

le)

Han

dlin

g ac

cess

ory

appl

ianc

esgl

asse

she

arin

g ai

d-

brac

es, e

tc.

co n-ca 3 0

S.. tc, s E

F

25.

Sha

ving

or

appl

ving

cos

met

ics

boys

girls

26_

Was

hing

.Dod

y22

Bru

shin

g T

eeth

____

r28

.C

ombi

ng H

air

boys

jr1

aide

CO

DE

:0

Nev

er o

r ra

rely

1S

omet

imes

or

occa

sion

ally

2U

sual

ly o

r of

ten

3A

lmos

t alw

ays

or a

lway

s4

To

he u

sed

whe

n ite

m d

oes

not a

pply

or

the

eval

uato

r is

una

ble

to d

eter

min

e

CH

EC

K L

IST

FO

R 'T

RA

ININ

G C

EN

TE

R A

ND

SH

EL

TE

RE

D V

rOR

KSH

OP

Nam

e

EY

allia

tor

Dat

e of

Eva

luat

ion

(51

ITE

MA

CT

IVIT

Y0

12

4R

EM

AR

KS

pa CU 3 0 3

29.

(a)

Into

bat

htub

lb/

Out

of b

atht

ub. s

how

er(c

)O

n to

ilet a

nd a

djus

ting

clot

hes

(d)

Cle

ansi

ng(e

lO

ff to

ilet,

adju

stin

g cl

othe

sIf)

Was

hing

han

ds

-o o --

1

'CiT

'Oil.

..i;

0 m

30.

Can

use

pub

lic tr

ansp

orta

tion

to a

nd fr

omw

ork

(a)

payi

ng fa

re(I

))kn

owin

g st

ops

Ic)

tran

sfer

s

STO

CK

TO

N U

NIF

IED

SC

HO

OL

DIS

TR

ICT

Pupi

l Per

sonn

el S

ervi

ces

Dep

artm

ent

Spec

ial E

duca

tion

Off

ice

EV

AL

UA

TIO

N F

OR

M F

OR

USE

OF

TR

AIN

ING

CE

NT

ER

SU

PER

ViS

OR

Eva

luat

ion

of

Dat

e of

Eva

luat

ion

of W

ork

Eva

luat

ed

1. 2. 3

C., i Y Li.,

8 0

r., ra -75 ct

a a_

ir3_, Cl t', 2 D

4.

RE

MA

RK

SM

otiv

atio

nIn

itiat

ive

Atti

tude

s

Acc

epts

Sup

ervi

sion

Coo

pera

tion

With

Oth

er C

lient

sW

ork

Tol

eran

ce.ti

tude

s,..

.:ii o

tiona

l Tol

eran

ce

Wor

Hab

itsT

ool

age

Dpe

rati4

of e

quip

men

tau

.-of

Wor

kQ

uant

ity o

f Wor

kA

ttend

ance

Pun

ctua

lity

Atte

ntiv

enes

s

Saf

ety

Pro

cedu

res

Hon

esty

- C

once

rnin

g E

rror

sC

ompr

ehen

sion

of N

ew L

earn

ing

Situ

atio

ns

Wor

ksho

p S

uper

viso

r

SAM

FjE

TIM

E C

AR

D

Thi

s a

sam

ple

of th

e pu

nch

card

use

d at

the

Tra

inin

g C

ente

r -

- Sh

elte

red

Wor

ksho

p. I

t is

used

tin

e th

e ho

urs

wor

ked,

pay

due,

ben

efits

and

ded

uctio

ns, e

tc. T

he p

upil

uses

this

tim

e ca

rd in

con

junc

tion

with

the

time

cloc

k an

d ne

eds

inst

ruct

ion

on h

ow-

to u

se it

. The

dat

e is

rec

ordc

it by

the

secr

etar

y.

Pay

Per

iod

End

ing

No.

Nam

e

Reg

. Hrs

._R

ate

Tot

al

Ext

ra H

rs.

Rat

eT

otal

St.

Un.

Com

p.T

otal

Fed

. W.T

.S

t. D

rs. B

en.

Tot

al

Insu

ranc

eD

ues

City

/St.

W.T

.B

or

Net

Wag

es

I nO

utIn

Out

InO

ut

Pay

men

t Rec

eive

d in

Ful

l

Sig

ned

9:00

9:15

9:15

10:3

0

Ope

ning

exe

rcis

es

Cho

ice

of a

ctiv

ities

Art

s an

d cr

afts

Gar

deni

ng

Cle

an .u

p

SCH

ED

UL

EII

I

10:3

011

:30

Rec

reat

iona

l P.E

.

Pro

ject

act

iviti

es

11:3

012

:00

Was

hing

-pr

epar

atio

n fo

r ca

fete

ria

12:0

0-1

:00

Lini

ch

1:00

3:00

Cho

ice

of a

ctiv

ities

und

er s

uper

visi

on

Mus

ic

Art

s an

d cr

afts

Bow

ling

Sw

imm

ing

3:00

3:15

Bre

akso

me

may

leav

e at

this

tim

e.

_3:1

55:

00H

elp

with

sup

per

activ

ities

Caf

eter

ia h

elp

Sup

per

Eve

ning

act

iviti

es m

ayin

clud

e T

V, s

quar

e da

ncin

g,pl

anne

d ac

tiviti

es.

Gym

nasi

um

SUG

GE

STE

D M

AT

ER

IAL

S A

ND

EQ

UIP

ME

NT

FO

R S

CH

ED

UL

E I

II

blea

cher

slo

cker

roo

ms

show

ers

("S

ee S

ugge

sted

:Mat

eria

ls fo

r G

ames

at e

nd o

f Per

cept

ual M

o,,n

-S

kills

Are

a.)

Act

ivity

Cen

ter

mov

ie p

roje

ctor

and

scr

een

indi

vidu

id fi

lmst

rip v

iew

erfil

mst

rip p

roje

ctor

reco

rd p

laye

r an

d re

cord

ste

levi

sion

set

arts

and

cra

fts m

ater

ials

as

need

ed

quie

t gam

es (

Se:

.g,,l

este

d M

ater

ials

at e

nd o

fP

ere;

ual

Mot

or S

kills

Are

a.)

291

BIB

LIO

GR

APH

Y F

OR

VO

CA

TIO

NA

L P

RE

P

But

ton.

Will

iam

II.

It'a

,gc

/.(ili

cis

in S

helte

red

Lhi

ploy

men

tIt

haca

, New

Yor

k: S

tare

Uni

vers

ity o

f N

ew Y

ork,

196

7

DiM

icha

el. S

alva

tore

cur

null

Path

way

s fo

r th

e :tl

ett w

ilt' R

etar

ded.

Was

hing

ton,

I).

C.:

Am

eric

an P

erso

nnel

and

Gui

danc

e .1

ssoc

iatio

n, 1

966

Fran

kel,

Max

G. e

t. al

.ho

tctio

nal T

each

ing

of th

e .1

1ent

ally

Ret

arde

d.Sp

ring

fiel

d, I

llino

is:

Cha

rles

C. T

hom

as, 1

966

Free

land

, Ken

neth

II.

Hi:e

h Sc

hool

Wor

k St

udy

Prog

ram

fur

the

Ret

arde

d.Sp

ring

fiel

d, I

llino

is:

Cha

rles

C. T

hom

as, 1

969`

Jaco

bs, A

brah

amT

he S

helte

red

Wor

ksho

p.N

ew Y

ork,

New

Yor

k:N

ew Y

ork

Ass

ocia

tion

for

Ret

arde

d C

hild

ren,

1962

Kat

z, E

lias

.4n

Inde

pend

ent L

ivin

g R

ehab

ilita

tion

Prog

ram

/Or

Seri

ousl

y Il

andi

cac

Men

tally

Ret

ardo

lSa

n Fr

anci

sco.

Cal

itbrn

ia:

San

Fran

cisc

o A

id to

Ret

arde

d C

hild

re-

1965

Kim

berl

y, J

ohn

R.

The

Fin

anci

al S

truc

ture

of

Shel

tere

d W

orks

hops

.It

haca

, New

Yor

k: S

tate

Uni

vers

ity o

f N

ew Y

ork,

196

8

Kim

berl

y, J

ohn

R.

Prol

essn

mal

Sta

ffin

g in

She

ltere

d W

orks

hops

.It

haca

, New

Yor

k:St

ate

Uni

vers

ity o

f N

ew Y

ork,

196

7

The

y O

ccup

atio

nal S

ucce

ss o

f th

e R

etar

ded:

Cri

tical

Fact

ors.

Pre

dict

ive

T--

----

end

Rem

edia

l Tcc

hni,-

Den

ver,

Col

orad

o:L

a ra

don

Hal

l,I

966

Ros

enzw

eig,

L. E

. and

Lon

g, J

ulia

Utu

krst

andi

ng a

nd T

each

ing

the

Dep

ende

nt R

etar

ded

Chi

ldD

arie

n, C

onn.

: Tea

cher

s Pu

blis

hing

Cor

p., 1

968

Sant

a C

ruz

Cou

nty

Supe

rint

ende

nt o

f Sc

hool

sPo

/icy

and

Proc

edur

e fo

ra i'

ocat

iona

l Edu

catio

n W

ork

Snub

' Pro

gram

lOr

SeFe

relr

Ret

arde

d Pu

pili

Sant

a C

ruz,

Cal

ifor

nia.

1 9

66

"She

ltere

d W

orks

hop

Rep

ort o

f th

e Se

cret

ary

of L

abor

-W

ashi

ngto

n. I

). C

.: U

. S. D

epar

tmen

t of

Lab

or R

epor

t, W

age

and

!lou

r an

d Pu

blic

Div

isio

ns. 1

9(,7

Stub

bins

, Jos

eph

et. a

l.11

',..ii

ik.c

htip

s :f

or th

e H

andi

capp

ed: A

n an

nota

ted

bibl

iogr

aphy

.L

os A

ngel

es. C

alif

orni

a:C

alif

orni

a St

ate

Col

lege

, '19

65

-- 2

93 -

PRO

CE

DU

RE

FO

R I

NT

EG

RA

TIN

G S

PEC

IAL

ED

UC

AT

ION

INT

O R

EG

UL

AR

SC

HO

OL

PR

OG

RA

M

Dur

ing

the

InSe

rvic

e m

eetin

g at

the

begi

nnin

g of

sch

ool.

the

Spec

ial E

duca

tion

teac

her

shou

ld s

peak

to th

e fa

culty

conc

erni

ng, t

he S

peci

al E

duca

tion

Prog

ram

and

the

serv

ices

- it

prov

ides

. At t

he s

ame

time,

she

sho

uld

disc

uss

prob

lem

s w

hich

will

be

enco

unte

red

and

mak

e su

gges

tions

reg

ardi

ng th

eir

solu

tion.

A f

ilm s

how

ing

com

mon

type

s of

Men

tal R

etar

datio

n m

ayhe

sho

wn

to a

cqua

int t

he te

ache

rs w

ith th

e ty

pes'

of c

hild

ren

they

may

exp

ect t

o se

e. I

t is

advi

sabl

e fo

r th

e Sp

ecia

llduc

at io

nte

ache

r to

mak

e so

nic

of h

er p

rofe

ssio

nal h

ooks

ava

ilabl

e so

that

fac

ulty

mem

bers

may

be

bette

r pr

epar

ed to

ans

wer

ques

tions

ask

ed b

y st

uden

ts a

nd th

en p

aren

ts. M

ake

arra

ngem

ents

to v

isit

each

cla

ssro

om-

duri

ng th

e fi

rst t

wo

wee

ks o

fsc

hool

.

Stud

ents

in th

e fi

rst t

wo

grad

es w

ill e

njoy

hav

ing

the

teac

her

and

the

youn

ger

Spec

ial E

duca

tion

clas

s vi

sit t

heir

roo

m. T

hese

scho

ol c

hild

ren

will

enj

oy ta

lkin

g w

ith th

e Sp

ecia

l Edu

catio

n st

uden

ts. A

rran

ge f

or th

e yo

unge

r st

uden

ts to

vis

it yo

urcl

assr

oom

, see

that

it lo

oks

like

thei

rs, a

nd b

ecom

e fa

mili

ar w

ith it

as p

art o

f th

e sc

hool

. Pla

n a

spec

ial p

rogr

am f

or th

evi

sito

rs.

It is

wis

e to

mak

e th

e in

itial

vis

it to

the

inte

rmed

iate

roo

ms

with

out S

peci

al E

duca

tion

stud

ents

. Bef

ore

the

Spec

ial E

duca

tion

teac

her

goes

to a

cla

ssro

om, s

he s

houl

d as

k th

e cl

ass

teac

her

to r

ead

Our

Jin

unv

to h

er s

tude

nts.

(Se

e Su

gges

ted

Mat

eria

ls a

ten

d of

Fun

ctio

nal A

cade

mic

s Sk

ill A

real

Tak

e al

ong

a co

py o

f H

ello

,K

now

Who

I A

nt?

to r

ead

to th

e st

uden

ts o

r sh

ow a

shor

t film

on

Men

tal R

etar

datio

n. G

ive

the

stud

ents

an

oppo

rtun

ity to

ask

que

stio

ns r

egar

ding

the

men

tally

han

dica

pped

.A

nsw

er e

ach

ques

tion

hone

stly

and

ver

y si

mpl

y.

Mak

e pl

ans

for

the

Spec

ial _

Edu

catio

n st

uden

ts to

eat

in th

e sc

hool

caf

eter

ia w

ith th

e re

st o

f th

e st

uden

ts. S

ee th

at th

ey a

rein

clud

ed in

all

scho

ol a

ctiv

ities

and

arr

ange

for

them

to h

e on

the

scho

ol g

roun

ds d

urin

g re

cess

as

muc

h as

pos

sibl

e. H

old

open

hous

e se

vera

l tim

es d

urin

g th

e ye

ar a

nd p

ut o

n sp

ecia

l pro

gram

s or

do

spec

ial a

ctiv

ities

for

the

stud

ents

and

thei

r pa

rent

s.B

efor

e th

e sc

hool

yea

r is

ove

r th

e Sp

ecia

l Edu

catio

n st

uden

ts w

ill b

e ca

lled

by n

ame

and

acce

pted

by

mos

t peo

ple

in th

esc

hool

and

com

mun

ity.

Pear

l E. T

hom

pson

-TH

E E

FFE

CT

OF

GR

OU

P SP

EE

CH

TH

ER

APY

ON

TH

E B

OD

Y I

MA

GE

OF

ME

NT

AL

LY

RE

TA

RD

ED

CH

ILD

RE

N"1

by P

atri

cia

M. M

ersh

on, P

h.D

.Sp

eech

and

Lan

guag

e Sp

ecia

list

Men

tal D

evel

opm

ent C

ente

rU

nive

rsity

of

New

Mex

ico

LE

SSO

NI

PUR

POSE

:.

Enc

oura

gem

ent o

f ph

ysic

al m

ovem

ent,

loss

of

self

-con

scio

usne

ss b

y th

e ch

ildre

n an

d gr

oup

coop

erat

ion.

MA

TE

RIA

LS:

Han

nelb

ourd

and

pie

ces

of f

lann

el c

ut o

ut a

s a

head

with

rem

ovab

le p

arts

-eye

s, n

ose,

mou

th, c

ars,

eye

bro

ws

and

hair

.

MU

SIC

:So

ngs:

"I

lead

, Sho

ulde

rs, K

nees

and

Toe

s" (

See

App

endi

x).

ME

TH

OD

:T

he h

air

and

'eye

bro

ws

wer

e pl

aced

by

the

ther

apis

t to

aid

the

child

ren

in p

laci

ng th

e ab

ove-

men

tione

d pa

rts.

The

chi

ldre

nw

ere

then

enc

oura

ged

to p

lace

the

face

-par

ts in

the

appr

opri

ate

:sec

tion

of th

e fa

ce a

nd in

dica

te th

e lo

catio

n of

the

part

on

thei

r ow

n, o

r th

eir

neig

hbor

's f

ace.

NO

TE

TO

TE

AC

HE

R:

Whe

n us

ed a

s a

Uni

t, re

view

can

take

pla

ce d

urin

g th

e da

y fo

r em

phas

is.

Ref

eren

ce to

the

conc

ept b

eing

taug

ht c

an b

e m

ade

in o

ther

are

as, i

.e.,

have

one

of

the

child

ren

poin

t out

body

par

ts o

n a

piL

:ture

in a

sto

rybo

ok th

at is

bei

ng r

ead.

LE

SSO

N H

PUR

POSE

:Se

e le

sson

I.

MA

TE

RIA

LS:

See

less

on I

, and

a la

rge

anim

al f

igur

e (a

s a

stuf

fed

tedd

y be

ar).

MU

SIC

:So

ngs:

"Hea

d, S

houl

ders

, Kne

es a

nd T

oes"

"Whe

re is

Thu

mpk

in'?

""R

un A

long

Hom

e" (

see

appe

ndix

)

ME

TH

OD

:R

epet

ition

of

less

on I

, inc

ludi

ng r

efer

ence

to p

arts

on

die

anim

al's

bod

y. (

NO

TE

: Thi

s le

sson

c n

be

repe

ate

usin

g di

ffer

ent

anim

als

fam

iliar

to th

e ch

ildre

n.)

1 R

epro

duce

d by

per

mis

sion

of t

he a

utho

r

NO

TE

TO

TE

AC

HE

R:

"Whe

re is

Thu

mpk

in?"

sho

uld

be s

ung

with

ges

ture

by

the

teac

her.

Eve

n th

ough

die

chi

ldre

n m

ay h

ave

som

e di

ffic

ulty

follo

win

g at

fir

st, t

he a

ctiv

ity w

ill p

rove

to b

e en

, ,ya

ble.

LE

SSO

N I

II

PUR

POSE

:A

dev

elop

men

t of

the

rela

tions

hip

betw

een

the

flan

nel f

acia

l fea

ture

s an

d th

e ch

ildre

n's

own

faci

al f

eatu

res.

Rev

iew

less

on

MA

TE

RIA

LS:

MU

SIC

:

ME

TH

OD

:

PUR

POSE

:

MA

TE

RIA

LS:

MU

SIC

:

ME

TH

OD

:

one.

.

Flan

nel b

oard

and

fac

ial f

eatu

res.

A h

and

mir

ror

(Mor

e th

an .o

ne h

and

mir

ror

can

be u

sed

if th

ere

is a

n ad

ditio

nal h

elpe

r fo

rth

e th

erap

ist,

or te

ache

r.)

"Goo

d !l

imni

ng to

you

""I

've

two

little

eye

s"

.Les

son

I m

ay b

e re

view

ed b

efor

e be

ginn

ing

Les

son

III.

Eac

h ch

ild is

enc

oura

ged

to lo

ok a

t his

imag

e in

the

hand

mir

ror

and

iden

tify

part

s of

the

face

rel

ated

to th

e fl

anne

l fig

ure.

.

Dur

ing

the

cour

se o

f th

e le

sson

eac

h ch

ild w

ill h

ear

his

nam

e ca

lled

duri

ng th

e si

ngin

g of

the

song

s: "

Goo

d m

orni

ng to

you

."T

his

may

be

acco

mpl

ishe

d at

-th

e be

ginn

ing

of th

e le

sson

whi

le th

e ch

ildre

n ar

e in

a c

ircl

e, o

r du

ring

the

time

they

vie

wth

emse

lves

in th

e m

irro

r.

LE

SSO

N I

V

An

intr

oduc

tion

of th

e bo

dy e

xtre

miti

es. D

urin

g th

is le

sson

no

refe

renc

e w

ill b

e m

ade

to th

e fa

cial

fea

ture

s un

less

adi

scus

sion

is in

itiat

ed b

y a

mem

ber'o

lthe

grou

p.

A f

lann

el f

igur

e co

nsis

ting

of f

ive

sepa

rate

par

tsha

nds,

hea

d, a

nd le

gs w

ith th

e fe

et a

ttach

ed.

"Hea

d, S

houl

ders

, Kne

es, a

nd T

oes"

"Eye

s, N

ose,

Mou

th a

nd E

ars"

(A

dapt

atio

n, s

ee a

ppen

dix)

"Run

Alo

ng li

onie

"

Thi

s le

sson

. is

intr

oduc

ed w

ith th

e ac

tivity

son

g, "

Ilea

d, S

houl

ders

, Kne

es, a

nd T

oes.

" E

xpre

ssiv

e ge

stur

e is

use

d w

hile

sin

ging

to s

tres

s th

e di

ffer

ent p

arts

of

the

body

. Aft

er th

e ch

ildre

n ar

e se

ated

on

the

floo

r, th

e th

erap

ist/t

each

er m

ay u

se th

e fl

anne

lfi

gure

and

hav

e in

divi

dual

chi

ldre

n de

mon

stra

te c

ompi

ling

the

figu

re p

arts

and

rel

atin

g th

em to

his

ow

n bo

dy.

7 90

LE

SSO

N V

PUR

POSE

:th

e,t

lfist

ilcl

wA

rifie

s,)1

fac

ial :

eat

titA

TE

RI

Hitt

er;tu

t1i

t311

1 11

1;1

:131

.111

eSA

of t

ilytn

.-at

tires

sho

uld

incl

uele

dAt

Ltf

ef I

lme,

the

lull

figu

rehe

use

d..

MU

SIC

:

ME

TH

OD

:

NO

TE

:

1110

1Mlig

ft)

1

'I've

Wo

little

eye

s

Aft

eith

e go

od m

innU

ng m

ule.

is s

ung

-alli

ng e

ach

child

by

nam

e, th

e ch

ildre

n m

ay b

e . e

aten

on

th:.'

,w

hile

the

ther

apis

t:re:

1.71

1cl i

ntro

duce

s in

ag..n

rie

pict

ures

tone

for

eac

h ch

ild)

and

has

a ch

ild id

entif

y pa

rts

of th

e la

ce a

nd r

elat

e th

is N

ilir

own

face

.

The

chi

ldre

n sh

ould

he

allo

wed

to k

eep

then

pic

tute

s. I

t wou

ld h

e po

ssib

le lo

t eac

h ch

ild to

mou

nt h

is o

wn

pict

ure

from

the

ithig

atin

e on

a s

heet

of

ci,lo

rcd

pape

r. "

Ihe

mou

nted

pic

ture

s co

uld

he h

ung

in th

e ro

omid

ellii

riC

att0

11 B

attle

s lo

tI

he c

olor

of ?

he m

ount

ing,

pap

er o

r th

e in

divi

dual

ow

ning

a c

erta

in p

ictu

re. c

ould

be

pk.*

-cd.

LE

SSO

N V

I

PUR

POSE

:T

his

less

on in

trod

uces

the

use

of th

e ta

pe r

ecor

der.

kee

ping

tim

e by

cla

ppin

g to

the

mus

ic a

nd f

inal

ly m

ovin

u to

the

mus

ic.

The

fin

al s

tage

will

invo

lve

sing

ing-

and

mak

ing

cert

ain

mov

emen

t's w

ith th

e m

usic

.

MA

TE

RIA

LS:

A ta

pe s

houl

d be

mad

e be

fore

hand

with

no

mor

e th

an tw

o si

mpl

e da

nce

rout

ines

. Exa

mpl

e: "

Loo

by L

oo"

or, "

Bro

thel

Com

ean

d D

ance

with

Me.

7. A

n -e

xper

imen

t ind

icat

ed th

at th

e m

usic

is e

asie

r to

fol

low

if th

e te

mpo

is s

low

er th

an in

dica

ted

on th

eor

igin

al m

usic

. Die

act

ivity

par

t of

the

reco

rdin

g sh

ould

be

repe

ated

. Exp

erim

ent s

how

ed th

at w

hen

the

at: I

1V

il/.s

ectio

n w

asre

peat

ed th

ree

tune

s th

e gr

oup

deri

ve:d

mos

t ben

efit

from

the

activ

ity.

MU

SIC

:'L

oobv

Lou

""I

irot

her;

Com

e an

d D

ance

with

etc

"_-

Bes

t res

ults

wou

ld b

e ex

pect

ed b

y us

ing

one

song

at a

ses

sion

. The

y co

uld

he c

ombi

ned

at a

late

r tim

e w

hen

both

bec

ame

lain

har,

ME

TH

OD

:T

his

less

on s

houl

d be

gin

by li

sten

ing

to ih

eth

en c

lapp

ing

in ti

me

to th

e m

usic

. It i

s be

st f

or th

e ch

ildre

n to

sit

on th

efl

oor

in th

e ar

ea w

here

they

are

to m

ove

tthie

lit la

ter.

Aft

er th

e ch

ildre

n ha

ve c

lapp

ed to

the

Mus

ic. t

hey

can

stan

d up

and

hol

d ha

nds

mov

ing

in a

cir

cle

in ti

me

with

the

mus

ic.

Whe

n th

e ac

tivity

sec

tion

begi

ns, t

he g

roup

can

sta

nd s

till a

nd g

o th

roug

h. th

e m

ovem

ents

.

NO

TE

:T

his

type

act

ivity

is a

goo

d on

e fu

r ra

iny

day

rece

sses

.

LE

SSO

N V

II

PUR

POSE

:T

his

less

on a

ided

in th

e se

lf-co

ncep

t in

mov

emen

tby

hav

ing

the

child

ren

view

t;:,m

isel

ves

infr

ont o

f a fu

ll le

mah

mirr

or.

MA

TE

RIA

LS:

A fu

ll le

ngth

mirr

or. i

t wou

ld b

ebe

st to

hav

e on

e br

ough

t int

o th

e sc

hool

roo

man

d a

shat

ter-

proo

f mirr

or w

ould

be

idea

l.

MU

SIC

:"I

've

Tw

o Li

ttle

Eve

s"-"

Hea

d, S

houl

ders

. Kne

es a

nd T

oes"

ME

TH

OD

:E

ach

child

had

the

oppo

rtun

ity. t

o vi

ewhi

mse

lf in

the

mirr

or w

hile

mak

ing

the

mov

emen

tsde

scrib

es'_

in th

e so

ngs.

The

oth

er

child

ren

obse

rved

whi

le e

ach

indi

vidu

alch

ild to

ok h

is p

lace

iii f

ront

of t

he m

irror

.

NO

TE

:If

the

full-

leng

th m

irror

is a

vaila

ble

inth

e ro

om fo

r ea

ch s

essi

on, i

t wou

ld p

rove

use

ful

for

a se

ctio

n of

tim

e du

ring

the

less

on.

if th

e us

e of

the

mir

ror

isno

t con

trol

led

by th

e le

ache

r/th

erap

ist

it co

uld

prov

e to

be

very

dis

d--c

ting.

LE

SSO

N V

III

PUR

POSE

:S

enso

ry, s

timul

atio

nta

stin

g, h

earin

g, s

eein

g an

d sm

ellin

g. T

he o

rder

of p

rese

ntat

ion

may

he

alte

red.

In fo

llow

-up

less

ons

alte

ratio

n of

stim

ulat

ion

is r

ecom

men

ded.

TA

STIN

G:

Sal

t and

sug

ar: E

ach

child

rec

eive

d a

few

gra

ins

of s

alt a

nd s

ugar

(cu

be)

in h

is h

and

to ta

ste.

HE

AR

ING

:B

ell f

or lo

ud s

ound

.W

atch

for

soft

soun

d..

.

The

chi

ldre

n lis

tene

d to

the

soun

ds w

hile

obse

rvin

g an

d ag

ain

whe

n 1-

1c o

bjec

ts o

f sou

nd w

ere

out

of s

ight

.

SEE

ING

:F

lash

light

the

light

was

,-di

rect

ed to

the

ceili

ng-w

here

it c

ould

he

easi

ly s

een

by th

e gr

oup.

Eac

hch

ild to

ok h

is tu

rn m

akin

g

the

light

mov

e ab

out o

n th

e ce

iling

.i

SME

LL

ING

:.

Flo

wer

Per

fum

e on

the

wris

t or

hand

, (A

sol

id fo

rmO

f per

fum

e w

as u

sed.

)

UL

TIM

AT

E G

OA

L:

Iden

tific

atio

nof

the

part

of t

he fa

ce th

at h

elps

to id

entif

yth

e iti

mul

us. T

he s

timul

' wer

e th

en p

rese

nted

in a

ran

dom

ord

er.

PUR

POSE

:

LE

SSO

N I

X

"WH

OL

EN

ESS

OF

SEL

F" O

neof

two

less

ons

pres

ente

d to

aid

the

child

inpe

rcei

ving

him

self

as a

com

pila

tion

of p

arts

into

a

who

le.

n ex

tens

ion

of th

is le

sson

was

utili

zed

in "

sex-

role

s" id

entif

icat

ion.

An

1,di

vidu

al c

olor

ed in

stan

t pic

ture

was

take

n of

eac

h ch

ild. A

fter

the

pict

ure

was

take

n th

e re

sult

was

dis

cuss

ed w

ith th

e

youn

gste

r to

insu

re c

ompr

ehen

sion

.

299

EX

TE

NSI

ON

:T

he p

ictu

res

wer

e m

ount

ed o

n a

colo

red

back

grou

nd. T

he b

oys

pict

ures

wer

e m

ount

ed to

geth

er o

n a

blue

bac

kgro

und;

the

girl

s pi

ctur

es o

n a

red

back

grou

nd.

LE

SSO

N X

PUR

POSE

:"W

HO

LE

NE

SS O

F SE

LF"

Sec

ond

of tw

o le

sson

s.

DR

AW

ING

:E

ach

child

was

dra

wn

arou

nd w

hile

he

was

lyin

g on

a la

rge

shee

t of

whi

te p

aper

. Whe

n th

e ou

tline

was

com

plet

ed, t

heyo

ungs

ter

was

enc

oura

ged

and

aide

d in

col

orin

g th

e co

py to

mat

ch h

is o

wn

clot

hing

.

CO

MM

EN

TS:

A g

ood

resp

onse

was

ach

ieve

d fr

om m

ost o

f th

e ch

ildre

n in

col

orin

g.A

ssis

tanc

e, h

ad to

be-

giv

en f

or th

e fe

atur

es in

ord

er to

insu

re id

entif

icat

ion

on th

e fo

llow

-up

activ

ity: (

See

Les

son

XI)

Col

orin

g of

the

clot

hing

was

eas

ier

to a

chie

ve.

LE

SSO

N X

I

PUR

POSE

:C

ulm

inat

ion

of th

erap

y:

A s

umm

ary

of th

e m

ater

ial w

as p

rese

nted

:n s

eque

nces

for

rev

iew

ing

by th

e ch

ildre

n. A

t thi

s tim

e a

reco

rd o

f th

e un

it w

as'm

ade

on f

ilm.

.;.

aT

he c

hild

ren

iden

tifie

d th

eir

own

pict

ure

and

" ot

lined

imag

e" w

hich

had

bee

n hu

ng in

the

foye

r of

the

scho

ol.

Bef

ore

taki

ng h

is "

outli

ned

imag

e" h

ome,

the

who

le g

roup

par

ticip

ated

in a

ssem

bly

for

the

entir

e sc

hool

, and

eac

h sh

owed

his

own

pict

ure.

RE

FER

EN

CE

S

B A

RSC

II, R

ay I

I."T

each

er N

eeds

Mot

or T

rain

ing"

in T

he T

each

er o

f B

rain

Inj

ured

Chi

ldre

n,-W

illia

mM

. Cru

icks

hank

(ed

.)Sy

racu

se. N

ew Y

ork:

Syr

acus

e U

nive

rsity

Pre

ss, 1

966,

183

-195

BL

AC

K. M

arth

a E

. Spe

ech

Cor

rect

ion

in th

e Sc

hool

s.

Eng

lew

ood

Clif

fs, N

ew J

erse

y: P

rent

ice-

Hal

l Inc

:, 19

64

EV

AN

S, R

uth

"Rhy

thm

ic A

ctiv

ity in

Chi

ldho

od E

duca

tion-

Edu

catio

n, 1

954.

75.

88-

91

FAR

RA

DA

NC

E. J

. "R

elat

iona

l Ind

e.X

ing

and

Cla

ssif

icat

ion

in th

e L

ight

of

Rec

ent

Exp

erim

enta

l Wor

k in

Psy

chol

ogy"

Info

rmat

ion

Stor

age

and

Ret

riev

al. V

ol. I

, 196

3, 3

-11

FRO

STIG

, Mar

iann

e an

d R

onne

. Dav

id T

he F

rost

ig P

rogr

am f

or th

eD

evel

opm

ent o

f V

isua

l Per

cept

ion.

Chi

cago

, Illi

nois

:, Fo

llet t

Pub

lishi

ng C

o., 1

964

KE

PHA

RT

. New

ell C

. "T

he N

eed

of T

each

ers

for

Spec

ializ

ed I

nfor

mat

ion

on P

erce

ptio

n--.

The

Tea

cher

of

Bra

in I

njur

ed C

hild

ren.

Will

iam

M. C

ruic

ksha

nk (

ed.)

. Syr

acus

e, N

ew Y

ork:

Syr

acus

e U

nive

rsity

, 196

6, 1

71-1

80

LA

TH

OM

, Wan

da "

The

Eff

ect o

f C

erta

in A

ctio

n So

ngs

on B

ody

Con

cept

" M

usic

The

rapy

, 196

2, 1

15-1

22

LU

DW

IG, A

lice

J. "

The

Rol

e of

Vah

ed T

hera

pies

in th

e R

ehab

ilita

tion

ofth

e R

etar

-ded

Chi

ld"

Am

er. J

. Mem

. Def

ic.,

6], 1

957,

510

-11

MU

RPH

Y, M

ary

Mar

tha

"Rhy

thm

ical

Res

pons

es o

f L

ow G

rade

and

Mid

dle

Gra

de M

dnta

l Def

ectiv

es to

Mus

ic T

hera

py"

J C

linic

al P

sych

o!.,

13. 1

957,

361-

4

O'C

ON

NO

R, N

. and

Her

mel

in, B

eate

Spe

ech

and

Tho

ught

in S

ever

eSu

bnor

mal

ityN

ew Y

ork,

New

Yor

k: A

Per

gam

on P

ress

Boo

k, T

he M

acm

illan

Co.

, 196

3

PIA

GE

T, I

nzuk

. G. 1

1. "

Perc

eptu

al P

roce

sses

in N

orm

al D

evel

opm

ent,

Bra

in-I

njur

y, a

nd M

enta

l Ret

arda

tion"

Am

er. J

. .41

ent.

Del

ft...

,19

58, 6

3, 2

56-2

59

STA

NL

EY

, Jul

ian

C. a

nd C

ampb

ell,

Don

ald

T. "

Exp

erim

enta

l and

Qua

si-E

xper

imen

tal D

esig

ns f

or R

esea

rch

orr

Tea

chin

g"H

andb

ook

of R

esea

rch

on T

each

ing

N.r

. Gag

e, E

dito

rC

hica

go, I

llino

is: R

and

McN

ally

and

Co,

106

3

APP

EN

DIX

DA

NC

E W

ITH

ME

by H

umpe

rdin

ck

Bro

ther

, com

e an

d da

nce

with

me.

Bot

h m

y ha

nds

Igi

ve to

thee

.O

ne, t

wo

thre

e; d

ance

with

me,

Rou

nd a

bout

so

mer

rily

.L

et y

our

foot

go

tap,

tap,

tap

And

'you

r ha

nds

go c

lap,

cla

p, c

lap,

One

, tw

o, th

ree,

dan

ce w

ith m

e,R

ound

and

rou

nd-s

o m

erri

ly.

Pace

, Rob

ert

Pian

o Fo

r C

lass

room

Mus

ic,

Pren

tice-

Hal

l, In

c., 1

956,

p. 1

14**

****

****

****

****

****

****

****

****

****

****

****

****

**

Goo

d m

orni

ng to

you

Goo

d m

orni

ng to

you

We'

re a

llin

our

pla

ces

with

suc

h ha

ppy

face

sSo

teac

h us

a w

ayto

sta

rt a

new

day

.

Goo

d m

orni

ng to

(eac

h ch

ild's

nam

e)

Hea

d, s

houl

ders

, kne

es a

nd to

esH

ead,

sho

ulde

rs, k

nees

and

toes

Hea

d, s

houl

ders

, kne

es a

nd to

esan

d th

en w

e st

and

righ

tup

.

Head,

shou

lder

s, k

nees

and

toes

Hea

d, s

houl

ders

, kne

es 'a

nd to

esH

ead,

sho

ulde

rs, k

nees

and

toes

and

then

we

sit b

ack

dow

n.: (

Use

d w

ith a

ctio

ns)

?k**

****

****

****

****

****

****

****

****

****

****

****

****

*

I ha

ve f

ive

fing

ers

on e

ach

hand

Ten

toes

on

both

my

feet

Tw

o ea

rs, t

wo

eyes

, one

nos

e,O

ne m

outh

with

whi

ch to

gen

tly s

peak

.

Eye

s, n

ose,

mou

th a

nd e

ars

Eye

s, n

ose,

mou

th a

nd c

ars

Eye

s, n

ose,

mou

th a

nd e

ars

and

then

we

stan

d ri

ght u

p.

Eye

s, n

ose,

mou

th a

nd c

ars

Eye

s, n

ose,

mou

th a

nd e

ars

Eye

s, n

ose,

mou

th a

nd e

ars

and

then

we

sit h

ack

dow

n.

I ha

ve s

omet

hing

in m

y. p

ocke

t tha

t bel

ongs

acr

oss

my

face

Ike

ep it

ver

y cl

ose

to m

e in

a v

ery.

spec

ial p

lace

I kn

ow y

ou'd

nev

er g

uess

itif

you

gue

ssed

a lo

ng, l

ong

whi

leSo

111

take

it o

ut a

nd p

ut it

on

..

.it'

s a

grea

t, bi

g ha

ppy

Smile

!

****

****

****

****

****

****

****

****

****

** *

****

****

****

LO

OB

Y L

OO

Her

e w

e go

loob

y lo

o, h

ere

we

go lo

oby

light

.H

ere

we

go lo

oby

loo

all o

n a

Satu

rday

nig

ht.

I pu

t my

righ

t han

d in

,I

take

my

righ

t han

d ou

t,I

give

my

hand

a s

hake

, sha

ke, s

hake

,A

nd tu

rn m

ysel

f ab

out.

-

(lef

t foo

t, lig

ht f

oot,

head

, who

le s

elf)

Pace

, Rob

ert P

iano

.for

Cla

ssro

om M

usic

Pren

tice-

Hal

l Inc

. 195

6, p

. 31

4,,-

.***

****

**.c

****

****

****

****

****

****

****

**'*

****

****

****

Run

alo

ng h

ome

and

jum

p in

to b

edSa

y -y

our

pray

ers

and

cove

r yo

ur h

ead

The

ver

y sa

me

thin

t! I

say

unt

o yo

uY

ou d

ream

of

me

and

I'll d

ream

Of

you.

(U

sed

with

ges

ture

s)**

****

****

****

****

****

****

****

****

****

****

****

****

****

*

Tw

o lit

tle e

yes

to lo

ok a

roun

dT

wo

little

ear

s to

hea

r yo

u ca

llT

wo

litt'e

fee

t to

wal

k ar

ound

Han

d to

hol

d fo

r on

e an

d al

l.

My

hand

s ca

n cl

apM

y fe

et c

an ta

pM

y ey

es c

an b

righ

tly s

hine

.M

y ca

rs c

an h

ear

My

nose

can

sm

ell

My

mou

th c

an s

peak

a r

hym

e.

My

eyes

can

see

My

mou

th c

an ta

lkM

y ea

rs c

an h

ear

fly

feet

can

wal

k

My

nose

can

sm

ell

My

teet

h ca

n bi

teM

y lid

s ca

n O

utle

tM

y ha

nd c

an w

rite

.

But

whe

n th

e sa

ndm

an c

onie

s at

nig

htSc

atte

rs s

and,

turn

out

the

light

I'll s

ay g

oodn

ight

to y

ou a

nd y

ouE

ach

part

of

me

says

good

nig

ht to

o.

Fing

er P

lay

Poem

s an

d St

orie

s, H

elen

Fle

tche

rT

he E

duca

tiona

l Pub

lishi

ng C

orpo

ratio

n, D

arie

n, C

onn.

- 90 -

.

SUG

GE

STE

D. P

RIM

AR

Y D

AIL

Y S

CH

ED

UL

E

(C. A

.5.

0-8.

11M

. A.

2.0-

3.11

)

8:30

9:00

Tea

cher

Pre

para

tion

9:00

9:10

Free

pla

y pe

riod

.C

hild

ren

have

pro

babl

y be

en r

idin

g on

bus

for

som

e tim

e.T

each

er c

onfe

rs w

ith b

us d

rive

r, c

heck

s at

tend

ance

, lun

ch m

oney

, etc

.9:

109:

25O

peni

ng E

xerc

ises

(C

omm

unic

atio

n Sk

ills)

I.Pl

edge

of

Alle

gian

ce2.

Show

and

Tel

l for

spe

ech

enco

urag

emen

t3.

Pers

onal

gro

omin

g4.

Atte

ndan

ce c

hart

s9:

259:

55Fu

nctio

nal A

cade

mic

sI

.O

ral v

ocab

ular

y id

entif

icat

ion

2.C

alen

dar

and

wea

ther

3:_N

ame

gam

es'4

.N

umbe

r ga

mes

5.C

olor

gam

es6.

Part

s of

bod

y ga

mes

7.A

ssoc

iatio

n ga

mes

8.Se

quen

tial g

ames

9.-

Mat

chin

g ga

mes

9:55

10:0

0H

ave

a sh

ort m

ilk o

r ju

ice

brea

t:10

:00

10:3

0G

et r

eady

for

rec

ess

Go

to r

estr

oom

Out

door

rec

ess

for

free

pla

y on

war

m d

ays

Indo

or. r

eces

s fo

r sh

arin

g an

d pl

ayin

g w

ith to

ys o

n co

ld d

ays

10:3

010

:45

Follo

win

g D

irec

tions

(E

cono

mic

Use

fuln

ess)

1.C

olor

ing

2.C

uttin

g an

d pa

stin

g3.

Coo

rdin

atio

n ga

mes

10:4

511

:00

Spee

ch e

xerc

ises

(C

omm

unic

atio

n)1.

Flan

nel b

oard

sto

ries

2.Fi

nger

play

s3.

Spee

ch g

ames

11:0

011

:15

Sing

ing

11.:1

5 7-

11

:20

.Get

roo

m r

eady

for

lunc

h11

:20

11:3

0R

estr

oom

, was

h ha

nds

and

get r

eady

to g

o to

sch

ool c

afet

eria

11:3

012

:00.

Supe

rvis

ed lu

nch

with

teac

her

or a

ide

teac

hing

goo

d ea

ting

habi

ts12

:00

1:00

Res

t Per

iod

(Sel

f H

elp

Skill

s)1.

Dre

ss a

nd u

ndre

ss2.

Qui

et ti

me

for

mus

ic (

slee

p)3.

;Q

uiet

tim

e fo

r st

ory

(whe

n al

l are

aw

ake)

1:00

1:30

1:30

1:45

Art

s an

d C

raft

sPe

rcep

tual

Mot

or S

kills

I.

Exe

rcis

es2.

Supe

rvis

ed p

lay

3.R

hyth

m b

and

4.D

ance

'act

iviti

es1:

452:

00R

estr

oom

and

rec

ess

1.O

utdo

or p

lay

2.Su

perv

ised

pla

y in

the

room

2:00

2:15

Mov

ie o

r fi

lmst

rip

Stor

y re

adin

gSt

ory

telli

ng2:

152:

30G

et r

eady

to g

o ho

me.

Whe

n ro

om is

in o

rder

, let

a c

hild

sel

ect a

sim

ple

gam

e to

pla

y.2:

30G

o ho

me

stud

ents

wal

k ou

t to

bus

or p

aren

t's c

ar.

NO

TE

:So

me

inte

grat

ed p

lay

at r

eces

s w

ill b

e po

ssib

le.

How

ever

, mos

t of

thes

e ch

ildre

n w

ill s

till

need

a r

est p

erio

d at

noo

n an

d sl

eep

will

pro

babl

y be

mor

e pr

actic

al th

an in

tegr

ated

pla

yat

that

tim

e.

SUG

GE

STE

D I

NT

ER

ME

DIA

TE

SC

HE

DU

LE

(C. A

.9.

0-12

.11

M. A

.th

roug

h5.

11)

8:30

9:00

Tea

cher

Pre

para

tion

9:00

9:05

Put

aw

ay w

raps

whi

le te

ache

r ch

ecks

lunc

h m

oney

Gre

etfr

iend

s,G

et s

uppl

ies

and

plac

e un

der

desk

9:05

9:30

Ope

ning

Exe

rcis

es-

1.P

ledg

e of

Alle

gian

ce2.

Sho

w a

nd T

ell

3.C

alen

dar

and

Wea

ther

4.R

oll c

all a

nd a

ttend

ance

cha

rt9:

309:

45S

elf H

elp

Ski

llsI.

Hea

lth In

spec

tion

2.G

room

ing

Per

iod,

may

be

need

ed b

efor

e H

ealth

Insp

ectio

n3.

Pra

ctic

e S

elf H

elp

Ski

lls9:

4510

:00

Com

mun

icat

ion

Ski

llsI.

Spe

ech

gam

es2.

Fin

gerp

lays

3.S

tory

telli

ng a

nd r

ole

play

ing

by S

tude

nts

4.. O

ral v

ocab

ular

y id

entif

icat

ion

10:0

010

:30

Res

troo

m a

nd r

eces

sS

uper

vise

d re

stro

om o

r up

per

grad

e m

onito

rIn

tdgr

ated

pla

y du

ring

outd

oor

rece

ssT

oy s

harin

g du

ring

indo

or r

eces

s-10

:30

11:0

0F

unct

iona

l Aca

dem

ics

1.C

olor

gam

es2.

Sha

pes

gam

es3.

Num

ber

gam

es4.

Ass

ocia

tion

gam

es5.

Seq

uent

ial g

ames

(au

dito

ry, v

isua

l)6.

Pen

man

ship

(on

ly w

ritin

g ne

eded

for

mor

e in

depe

nden

t liv

ing)

7.S

enso

ryga

mes

8.S

ocia

l Stu

dies

act

iviti

es9.

Ora

l voc

abul

ary

inde

ntifi

catio

nI

I :00

11:2

0S

ocia

l Ski

lls1.

Gro

up g

ames

2:.

Rol

e pl

ayin

g11

:20.

11:

40M

usic

and

Rhy

thm

s1.

Sin

ging

with

or

with

out r

ecor

d pl

ayer

2.A

ctio

n so

ngs

3.R

hyth

m B

and

11:4

011

:50

Get

rea

dy f

or lu

nch

1.Pu

t aw

ay s

uppl

ies

2.G

o to

res

troo

m f

or w

ash

up3.

Put o

n w

raps

and

wal

k to

caf

eter

ia11

:50

12:2

0Su

perv

ised

lunc

h in

caf

eter

ia12

:20

12:4

5fr

itegr

ated

pla

y on

sch

ool g

roun

ds12

:45

1:15

Qui

et T

ime

rest

on

floo

r m

ats

1.So

ft m

usic

stu

dent

s en

joy

2.St

orie

s st

uden

ts e

njoy

I:15

1:30

Occ

upat

iona

l Ski

llsI.

Follo

win

g di

rect

ions

2.C

olor

ing

gam

es3.

Cut

ting

and

past

ing

1:30

1:45

Perc

eptu

al M

otor

Ski

lls1.

Supe

rvis

ed I

ndoo

r ac

tiviti

es2.

Supe

rvis

ed O

utdo

or a

ctiv

ities

1:45

2:00

Res

troo

m a

nd r

eces

s-

Supe

rvis

ed r

est r

oom

or

uppe

r gr

ade

mon

itor

Inte

grat

ed p

lay

on s

choo

lgro

und

2:00

2:25

Lei

sure

Ski

lls1.

Art

, act

iviti

es2.

Dan

cing

'3.

Sing

ing

4.G

ames

sug

gest

ed b

y st

uden

ts2:

252:

30G

et r

eady

to g

o ho

me

I.

Put r

oom

in o

rder

2.Pu

t on

wra

ps3.

Wal

k to

bus

or

pare

nt's

car

F.1)

PR

F: N

OC

A I

I (

)NA

L S

C11

1:11

)1i1

,ES

tI

tliro

ssE

ll6

Ili

ly s

o-

00E

,

'JJ'

uts.

*H-1

.ss

(,11

1 pl

.1+

'S0-

.55

Grn

i. .n

HS

C:I

I',L

ift',

t)pl

,41

1,,;

;;H;;;

,',...

Jcin

up

it11

Cei

lti,

itlpl

eS%

tire

SSeS

,1)

04L

fc..t

lI

pcct

.ni

/sod

:. as

nec

s.le

si9:

S5-

10:2

5an

d V

os:a

hilli

i.iy

1

4.)1

!1;ip

V,)

C;ib

tIldt

olliC

CtS

mat

eria

ls,in

i! :L

ime

oril

n m

any

inst

ance

s)-

10:5

0N

umbe

i,S

Eor

eV

.111

1rn

ai m

oues

2.11

thei

3.(u

nii.n

ss;u

nts,

i-I

.1i

uic

10:5

01

1:05

1:1s

estr

oom

in1

111-

1.:a

lsl5

,mw

sin

sis:

nts

may

ma

tlI W

ed ..

::Cqu

ent r

estr

oorn

pri

vile

ges)

11:0

5-

11:2

5co

rnin

inne

ai p

in S

kills

_1.

icch

eis

etct

ses

2.St

ui:s

ri:1

1111

,s b

y ,s

tudt

'nts

3.1<

ols.

:1E

1E

;

4.iL

3i'ia

incs

11:2

5I

1:5,

5So

cial

151

;111

s an

d (l

iicus

iiip

1.-l

ics.

.-;:i

1:11

sie

hs:s

havi

orE

liA

fete

ria

2.A

s...p

t:shl

s.: b

ehav

ior

iii p

ublic

3.St

uden

7l,s

rci

spon

sibi

lit:s

tu li

orne

, sel

ls)(

11-1

.R

ok!

Pa',

un11

:55

1 2:

00(1

room

int:

I 2:

0012

:30

tinch

ssci

sool

c;ic

eri

w11

i Son

ictip

ervi

;ion

1 2:

301:

00Q

uiet

Tim

e1.

N1u

sis:

liste

ning

2.St

ones

siti

kiss

mts

eni

ov3.

1...i

sEts

;th

ose

svho

ni.u

ult

100

1:30

Wuu

P Sk

ids

1.A

ctis

ities

:,,Lo

pac

tiviti

es

3.A

nv.

hts.

lid

i vow

- pr

ogra

m',

but h

ave

not s

ched

uled

1:30

2: 1

0Pe

rcep

tual

Nlo

tot S

kins

.s)

cal 1

-1;h

:cat

ion

ctiv

)1 lo

s2.

\c ;o

n i',

;:tIn

es a

nd e

xerc

ls,s

t-k1

OR

L,C

ISlir

eI

2. 3.

FT,

ON

!..:t

rnic

:1 r

itN:th

ni2:

10

2-30

1.(l

ean

E1;

;'N,

Pia

d;1,

;!+

at:t

IC!.

.;

;h,

-..)

11td

4.w

rAps

ii,\1

1..\

I(

\i\it'

NI(

,t,t

1)e,

ire(

1rn

uit

Let

ter

1)[.

tss

keio

pr n

t ()I

sel

l hel

p sk

ills.

itis

i.tt,

"A

l V,:t

ttl!',

ttly

ft,,1

1,11

,..,

(211

(m)

It:

uuhi

lti

Sire

d

Eim

g

Now

t. A

ctiv

ities

kl:\r

e in

xi m

ppor

tinin

ie:,

ue p

in; h

e su

re c

hild

is

plop

,-; d

ista

nce

limn

LIN

: and

pla

te. H

elp

child

iisçu

ii in

,teai

j ot

lits.

Cut

loud

sm

all c

uollg

il so

Be

iitI

J\lie

tiset

) ea

sily

.

',lit(

'tit

Id n

at p

lope

r di

st.ti

ice

Ton

i lah

1,2.

(liv

e pi

-act

ice

head

up

%O

n!fv

e br

othe

ts a

nd is

ter;

fles

I!e

i.,:ie

rit

rem

inde

r:. t

o ch

ildi

use

napk

in; h

elp

child

1)

wha

t im

pl.d

r, d

oes;

.'ee

..sc

inec

i

nam

e to

:fl

id. m

odel

wor

kiti

Ii H

ttlI

Liv

e. c

hild

flad

at

hr.-

4 hy

vin

rupr

2

I

Z..C

rfl

-1.1

c,

"s H

.

(,I

11/1

II

OR

S(

f100

1_ A

IDE

S

thy

StA

tc'li

tilrd

1.(h

icat

ion,

...1

1111

196'

7)

11hr

iii". .,1

1(1,

-Ii:i

r-:;C

rt.r

o re

lIC

VC

Ont

.'1

Mor

e1l

;.:11

' lin

k to

ins1

nitH

)11.

(; L

1)

z.'1

0111

en:A

rc S

C)t

c01.

,..!

icic

:ts, s

houl

d be

1)r

orrl

oted

.r!

lc o

lieni

,:lio

;1 s

essi

ons.

c;L

\1R

AL

i

t

NIA

II

RIA

LS

\ND

EO

UIP

ML

N-I

NE

ED

ED

IN

TH

E I

1II

SPE

CIA

L.

H)U

L \

I IO

N C

LA

SSR

OO

M

,-

.;,!,

:,

;..-

;.,:m

t;!

nd t:

iik

litY

LSE

KL

I PI

Nt,

AN

D E

t)11

PME

NI

II I

t II

EN

I.ir

on a

:13

;rol

nng

b;,A

H.}

.lie

vk-

lied

!men

"\(q

,;:;t

1Ni

ls.N

I I

INC

,

H)R

C.R

()()

\ii

-:

toile

t pap

er

k.Sh

oe s

hine

kits

Scal

em

.B

lank

et a

nd c

ots

or r

est m

ats

espe

cial

ly f

oryo

unge

r st

uden

tsn.

Firs

t Aid

Kit

o.N

apki

ns

ACI)102a

1()V

II'N

IEN

I

Jud

:ce4

=rt

isIt

rom

1P,

(,T

e\;,s

:N

le's

;i:,.)

or

.62

2 ltC

h1)

rivc

.t

'112

01',

h:11

1.1-

1;4

!

.::;w

it} I

iioA

e11

AR

MT

N I

TS

r,,)

orc,

1

peS

-

p;t1

)e.,

C1a

yeq

uipm

eni

u. U.

C11

:itco

ai1)

,:ste

()11

clot

hSt

rim

!1

:we

Pip'

.ljdU

CrS

14)1

2 PH

YSI

C:N

I, 1

-.1)

1..;C

AT

IC)N

, (2(

)OR

I..)

LsA

TIO

N (

.;AN

IES

AN

D P

LA

YT

IME

AC

TIV

IiE

S

ILic

icie

is, p

ipes

ro

1t),

:clu

totto

n to

,..s

N.

scot

Item

, (,-

.11(

1tw

:s..

halls

:Lud

bats

),:i:

i;'V

,R

A1-

, I'

.:!,(

1

..1di

k7'

1)f

arlf

.1,

:%,,z

tcm

bo:

irds

1.1e:w

317

1.l'e

g bo

atjs

inaL

.:!;

;d

FOR

GA

ME

S A

..).1

) PL

AY

II

ME

:S.

IT?

ca

at.d

.pe

op:

!HI

"Ha

:ht:1

!pC

..

ar,d

; peo

ple

labk

Ilon

nnoc

.,an

d sm

all 1

);,0

TE

:...s

.(71

1EN

G A

WS

eael

nto.

2on

! hy

apar

t !or

Ins

pe...

-tw

n..1

;pa

rt,:

1:1:

!AIR

's

Mo.

11C

:.

P1:4

1

,pan

;,Is

and

nent

le

Judy

Com

pany

pla

y ef

oLek

s I'M

- ch

ildre

n ,_

ss w

ell a

s ol

d cl

ocks

that

can

CO

M.N

1E12

0.11

.I

'PE

..\1

1)S

2.l'u

...11

.)()

ti,-

1H

cvel

ounk

sni

Ku

!Lvc

l P a

ndI

.Pe

r.,:e

pttia

l De-

o2lo

p,...

ent C

ards

as

put o

ut h

Idea

l'tp

ous

s.rt

h pe

nId

e,d

Car

rLls

u. C

otin

ntn

t(.1

:110

-;"

7.11

,:I

SI .0

t))

by N

lar'y

IhiT

d :I

nd N

ow:L

I()

Levi

ne.

k:m

ire

:lafe

t\.%

VO

RIS

as

tirc,

and

clam

r to

TM

Fi)

.ac

:::,

').liu

ttc,;1

and

iipp

t 1r:

umIh

ePl

oght

m r

uV

rsrr

aL P

erce

ptio

n lM

arra

rrrr

e Fr

ostig

and

Dav

id H

orne

II.

I ca

anln

,.:m

ater

ial a

s:C

,,,)r

dlita

t ion

1..N

eres

ses

Pit c

ur B

oard

Net

clse

s1I

otor

l-v:

mse

s

Pere

z..-

ntua

t Ete

vHop

mer

it N

tate

rr,d

s tr

illf

ted

\tast

ers

for

liqui

d D

ui)l

le,.t

tots

LIS

trim

Con

tinen

tal

Pres

s

Vr.

sual

Rer

thne

ssSe

elr,

1.0

-,en

esse

rs a

nd 1

...tit

icre

nce

e.V

isua

l 1),

,,cru

nina

tIO

nd.

Vis

.11;

c1`,

.loto

cIt

;non

e,us

ed. b

e su

re it

FOR

VO

CA

TIO

NA

L, P

RE

PAR

AT

WN

s;in

nple

gar

deni

ng to

ols

take

, sho

ve!,

!',.)

wer

pot

s. w

ater

hos

e.W

_ood

wor

kln:

:ha

mm

er. p

liers

, rite

, itin

l,:cs

. wor

kw

ilt v

ises

, pla

ne. C

lam

ps. r

uler

s. y

ards

tick.

scr

ew d

liVC

T ,

asso

rted

sand

pa.

-per

. scr

ews

and

nags

Sass

vano

us tH

le, a

,.0)1

,11*

!, !

Irs;

.0...

..ill

pur

pose

sas

vB

race

and

hit.

, hits

or

Val

"si

ies

Tot

sni

ps!l

and

du il

k, p

uv.e

r du

llsPa

int,

varn

ish.

lacq

uer.

she

lla,-

OH

-lel

:um

type

sor

Lum

ber

Nta

sktn

g ta

reB

rush

es

SPE

CIA

L E

DU

CA

TIO

N I

NST

RU

CT

ION

AL

MA

TE

RIA

LS

CE

NT

ER

S 1N

NE

W M

EX

ICO

)Me

New

Nh.

.

\lhd

I',h

;C:I

tIol

l";

;1,2

.\.1.

11s:

r1.1

k

ii;:tr

:AL

A

-110

IH

LI1

.01

N. I

:.N

cw

IhN

.3i )

111

:1:!

C!,

(`cy

.

o!pr

ovra

ni d

evel

opm

ent.

and

eval

uatio

n el

: mat

eria

ls.

NO

TA

TE

D B

IBL

IMR

APH

Y I

il'I

tOFT

.SSI

ON

AL

1..1

1310

12Y

tIze

I2:

1711

,1L

ify;

:,1 (

ii,w

-e:e

ttl'u

t,;k.

(.11

(.!:

-!e.

I lip

11,

th,-

abli:

ty.

t

A.

iitz

/(r4

tp'u

a(,p

,p.r

tral

Han

/l,tr

y' it

(at

!

P--.

..!i..

.ei,1

1,11

1\

i(ho

,c

it-to

t,)t J

city

litu.

li.r

ctcr

t.io

tcllt

ct c

cct

'Me

lionw

.1fe

.t t

urn

ohv7

:St

.itC

,pi

cud

tlucr

,!ro

ur!,

ft;:

ttI

NM

:An

p:w

ocw

:itc

1ii w

mp.

tivit

1-..x

pl;m

:ttoy

. boo

klet

.

1jf

ii1,

,r

vim

.se

11:1

7111

.tion

9r,

:\lo

t

P..1

, Iw

7:cr

tta(

0 ttr

ncii

v. H

cht:r

s1.

111%

1:N

0k19

/..1,

,1 `

.t111

11,"

Ic.

.'()(

iege

.

Br%

Tor

olta

lrc

tilt:t

al

Ap[

V-1

1i)f

latC

;!:

i)H

;II

) th

e

.wttf

lii

t!

Pere

eptz

,t ai

r,1

Peek

1,-o

4cc

Itk:

vci1

tnci

;--

IH

OL

d M

.t

l c.th

ci./.

..-t-

ccfn

tSc

h,,h

.),

rkI

lilt.

Potte

;I-A

rt n

i NV

inst

'''f

An

,..ot

o;ut

luv

..f.!

t !ci

es. 1

w n

ine

'HI

the

h,ic

Iet

Pcv.

:.pijo

n,d

cc

1.o!

--w

rtI.

Rcc

rnck

..

1...

.1bi

t1,

r12r

.I

Il,u

cuun

tnc

cccc

ultit

jV

..1*

ut th

e

1A11

1

NI

11.e

,,;

\law

,I'.

litnY

,1 il

l1

a:,1

111-

16:

tard

,I

IlH

n,)

foi

Ho.

N.

h>th

L!l

enl)

111)

. iijr

tor

jital

f [h

i'1j

ca ta

thIi

I N

III

al L

arad

onI

hill

S;:;l

for

1:x

cenl

iona

l

NI.

to.e

.iy."

II

Jo1

u Pr

Jr r

ite P

c:. !

, vo?

,,,nt

III

In f

olk;

Puhl

f,hn

n:: C

o..

,

No

ispr

t,l)I

.,'n)

S,

iitif

fhi

vary

of

dild

Ic'

airl

is

tnJo

161

arik

ti (;

:ilar

en,

rh,,

hook

that

"N

UJ

Jith

ltii

enjo

y w

h.ir

e si

ne: t

o th

e tu

beo;

old

flie

s, a

lrea

dy k

now

.

+H

.

John

stir

o,ol

.4,

,,,o!

.iies

.I

qte)

c"."

."..;

sli1

11t.1

11',

;or

st,lf

.te,ie

i:

lindt

,on.

tihe

r T

each

-in:

: Tra

rnab

/e (

\Vas

hiri

vion

,C

oune

ti ft

1.x

cein

ikul

:dC

hilk

lren

.NL

A (

CH

: Res

car-

11 M

onog

raph

No.

2).

11)

03-T

his

hr tu

ft p

roce

dure

s fo

r te

aclu

if,,.

.-IN

ilt c

hild

ren,

hard

. Jea

u.N

tiri.-

0 (,

:nra

tdT

he M

NN

ew Y

olk

Yol

k: A

lyie

ton-

Cen

tloy-

L19

62A

ll te

aehe

i,. o

f 1

\III

dul

dre;

; Irw

bd r

ead

!In'

, hoo

k. I

i ,,J

fves

fit

:icco

unt o

f th

e fi

rst i

ccor

ded

proc

edur

e us

ed in

tryi

ng to

educ

ate

st'a

rth.

..d b

oy.

wel

l C.

fh,

(7a.

cso)

,,,n.

Ohi

o'. C

harl

es h

.. M

erri

ll l,,

,oks

inc.

,I

11:f

s tw

o ch

apte

rs w

lti.

nJ w

ith 1

110t

Ot

1:il!

ling

and

spec

ific

mu

mot

or :I

ctn,

'itie

s. B

oth

will

he

help

ful t

oIll

the

FNII

I

Abr

aham

/ht.

ifci

a:zi

lyC

hild

;(s

uit'

for

l'aoR

ts.

New

Nev

.' Y

ork.

Hie

-Joh

n 1)

av C

ompa

ny, I

revs

book

will

he

help

ful t

o te

aehe

rs in

ing

pire

his

with

thei

r pr

oble

in,.

loot:end:dd.

'Y

d`, 1

1ve

rcir

es jo

r M

e M

enta

lly k

iSw

arth

tuoc

e,''a

ura:

'A. C

'. C

raft

s, I

nc.,

1'4)

7l'h

ese

help

ful f

or th

e m

ore

Abl

e '1

N11

1 yo

ungs

ters

.

\lage

r, R

uber

t F.

rh-p

,i/In

stru

ctio

nal

1):1

10\It

oI

I11'

ia.

Fear

on

Publ

ishe

rs. 1

962

App

raic

aLR

ehab

llita

tiott.

Fdi

ted

by A

lt re

,B

at:1

111e

itit

!iya

go.

Ald

ine

Publ

ishi

ng C

ompa

ny. 1

90 7

h(ik

isa

colle

ctio

n of

cur

rent

thie

kin;

, of

spec

ialis

ts in

the

area

s of

Spe

ci: N

duca

tion.

Med

icin

e,SI

)oec

h an

dT

he::

to g

ive

slud

ents

and

wor

kers

res

earc

h lin

aing

s an

d tr

eatm

ent f

orth

e

NI(

ilkv

Julia

S.

Tet

te/ti

nt: t

he R

etar

ded

Chi

ld I

?) T

ali

Gui

de [

or P

aren

ts a

nd T

each

ers.

I lie

Joh

n D

tiv C

ompa

ny, I

90

I(I

ns h

ook

-en

for

pate

nts

and

teac

hers

who

arc

tryi

ng to

dev

elop

spe

ech

of v

ery

youn

g re

tard

ed c

hild

ren.

It

offe

rs ii

elpo

_r

ions

for

dev

elop

ing

spee

ch in

IN

III

youn

gste

rs.

Tra

in.ie

n:(.

1111

dren

(itr

ric

anti

wed

urrs

Nev

. Yor

k. N

ew Y

ork.

''ie

Julu

l Dav

f'om

pany

, I g

ni3

his

nitin

ut if

iles

crib

etic

ulun

t rif

Orc

hard

Sch

ool f

or R

etar

ded

Chi

ldre

n in

Sko

kie.

Illi

nois

.

Nel

son.

Les

lie W

.ht

str,

../in

ota/

Dub

uque

, Iow

a. W

illia

m C

. Bro

wn

Publ

ishe

rsM

any

[cac

hets

hav

e fo

und

help

ful i

nfor

mat

ion

In th

is h

ook;

Pert

.. N

atal

ieT

oici

unt:

the

.11c

adal

i Re:

Jrde

d-C

hild

.N

ew Y

ork.

New

Yor

k: C

olum

bia

l'niv

ersi

ty,

I A

OT

his

book

is o

neth

e m

ost u

sefu

l in

orga

nizi

ng y

our

curr

icul

um f

or th

e T

N11

1. I

t als

o co

ntai

ns li

elpf

ul in

form

atio

n fo

r'h

ome.

sch

ool,

com

mun

ity r

elat

ions

hips

.

Ferr

is a

nd 1

36 3

hi1

1S.Je

tinet

Et

-al

lc;r

tal k

Irrt

htni

esJo,

hand

icap

ped

Chi

ldre

n.N

ew Y

orfv

, New

Yor

k: if

uriio

n9f

:5lu

hook

col

umns

mov

emen

t exp

lora

tion

tiviti

es p

rogr

essi

ng f

rom

sim

ple

to d

iffi

cult.

'The

se id

eas.

wer

e de

velo

ped

bya

Swis

s gl

om)

use

with

ret

arde

d.

Ri:h

niso

n. I

ioib

,a a

ril R

obin

son,

Nan

cy A

l.T

he .:

rent

ally

Ret

arde

d C

hild

.N

ew Y

ork,

New

Yor

k: M

cGra

w-l

id' B

ook

Com

pany

, I 9

65tT

he o

f th

e m

ost c

urre

nt b

ooks

on

men

tal r

etar

datio

n.A

mus

t for

eve

ry p

roft

.ssi

onal

libr

ary.

Ros

e II

I W

eF.

'and

Lon

g, J

ulia

Unt

iers

ittud

int,t

and

Tea

r-hi

ny tl

tc L

hpen

dnt R

etar

ded

Odi

c'.

Dar

ier'

Con

n.: l

i[lic

atio

nal P

ublis

hing

Cor

p.. 1

960

Tht

sco

ntai

n, m

any

activ

ities

whi

ch c

an b

e us

edH

ail

rile

TM

II.

Rot

b::.

:Je

rnlie

II.

:Tha

lia' R

etar

dati,

41.

New

Yor

k, N

ew Y

[irk

: lic

it, R

ineh

art,

and

Win

ston

Thi

s ho

, 4. c

onta

ins

man

y tu

ticle

s de

fini

ng m

enta

l ret

arda

tion.

its

caus

ys, a

nd s

oine

cur

ricu

lum

idea

s.

Val

felt

Rob

ert F

.Pr

,.:ra

,nm

tn:.!

Lear

ning

Dis

abili

ties.

Palo

Alit

-, C

alif

orni

a: E

arn

Publ

ishe

rs. 2

165

Park

Blv

d.94

306

\luny

teac

hers

rin

d so

me

lie!p

ful i

deas

or

teac

hing

Mu

in th

is b

ook.

liaro

ldi .

arat

i(,)

1f

I/it

erer

elt.

Ret

arde

d C

hild

.W

ashi

rigttm

D. C

.11

. S. t

iove

rnm

ent P

rint

ing

01 (

)co.

U. S

. Off

ice

of E

duca

tion

Prin

ting

Off

ice,

196

1T

his

book

wri

tbe

hel

pful

Hi i

dent

ifyi

ng th

e va

riou

s ch

arac

teri

stic

s of

the

TM

H a

nd d

iscu

ss c

urri

culu

m f

or th

em.

PER

IOD

ICA

LS

"Exc

eptio

nal (

.1i:i

dle:

C..

tpub

li,lie

d m

onth

ly e

xcep

t Jun

e an

d A

ugus

t)C

ounc

il fo

r E

xcep

tiona

l Chi

;dre

nfe

rson

Pla

it Su

ite 9

00.

Jeff

erso

n D

avis

I lig

hwav

Ai!

uitn

.V

ufi

na22

202

"Edu

catio

nun

..Fr

atur

rnu

of d

ie M

entl\

- R

etar

ded-

( pu

hlh,

H2d

4 ti

mes

yea

rly)

Div

isio

nM

enta

l Ret

arda

tion

The

iM-

I \

.C

hild

ren

Jeff

elso

u lia

ra S

tnie

)00

.149

9 -J

effe

rson

I);

uu:

I lig

li%vt

ly

Arl

ingt

on. V

it,i3

2220

2\ "M

C'u

tal R

etar

tiatio

n'pu

hlis

hed

In-m

onth

ly)

rrw

rica

n- A

ss-o

ciat

ion

on N

lent

al D

efic

iene

t.S2

01C

olin

ecti.

:ut

Vef

itIC

yeP

Was

hing

ton,

D. C

.2t

../01

5

Tea

chin

g. E

xcep

fion

.it C

hild

ien7

(pub

lishe

d 4

times

per

vea

l-)

CE

C b

RIC

Cle

arin

g I

lous

etu

tU I

M(

Net

wor

kC

ounc

il fo

r E

xeep

tiona

r C

hild

:en

Jeff

erso

n Pl

ata

Suite

')t-

tfl

1499

Jef

fers

on D

o-lit

!thw

avA

rlin

gton

. V,:r

yini

d22

.7,0

2

The

Dig

est o

f N

ie7i

talh

,R

etar

ded

i.is

.-!t

es p

er y

ear

and

suPP

leln

ellt9

/ 07-

20 1

25th

Sir

edt

Ric

hmon

d H

ill. N

ew Y

ork

II-1

)9

AN

NO

TA

TE

D B

IBL

IOG

RA

PHY

FO

R P

AR

EN

TS

Ayr

ault,

Eve

lyn

Wes

tY

ou C

an R

aise

You

r H

andi

capp

ed C

hild

.G

. P. P

utna

m, S

ons,

196

4, 3

18 p

p., 5

5.95

Thi

s bo

ok c

onta

ins

'man

y pr

actic

al s

ugge

stio

n's

whi

ch m

ay b

e he

lpfu

l in

solv

ing

the

reta

rded

chi

ld's

pro

blem

s. I

t has

chap

ters

on.

Men

tal .

Ret

aida

tion

and

pare

ntal

atti

tude

s.

Bar

e, C

lair

e; B

oettk

e, E

lean

or; a

nd W

aggo

ner,

Nev

aSe

lf H

elp

Clo

thin

g fu

r H

andi

capp

ed C

hild

ren

and

Adu

lts.

The

.Nat

iona

l Soc

iety

for

Cri

pple

d C

hild

ren

and

Adu

lts, I

nc.,

1962

, 84

pp. 5

0 ce

nts

Thi

s bo

ok d

escr

ibes

the

kind

s of

clo

thin

g ha

ndic

appe

d ch

ildre

n ca

n le

arn

to m

anag

e. S

ome

sugg

eStio

ns f

or a

dapt

ing

read

y-m

ade

clot

hing

are

incl

uded

.

Bau

mga

rtne

r, B

erni

ceH

elpi

ng th

e T

rain

able

Men

tally

Ret

arde

d C

hild

.N

ew Y

ork,

New

Yor

k: T

each

er's

Col

lege

, Col

umbi

a U

nive

rsity

, 196

0H

andb

ook

very

use

ful f

or p

aren

ts.

Buc

k, P

earl

S.

The

Chi

ld W

ho N

ever

Gre

w.

New

Yor

k; N

ew Y

ork:

Joh

n D

ay C

o., 1

950,

64

pp.,

S1.9

5T

his

is o

ne o

f th

e fi

rst b

ooks

wri

tten

to f

ocus

atte

ntio

n on

men

tal r

etar

datio

n. T

his

mot

her

wri

tes

abou

t the

deve

lopm

ent o

f he

r m

enta

lly r

etar

ded

daug

hter

.---

----

-

and

Zar

foss

, Gw

enth

"T

he G

ifts

The

y B

ring

: Our

Del

--t t

o th

e M

enta

lly R

etar

ded.

New

Yor

k, N

ew Y

ork:

Joh

n D

ay C

o. I

nc.,

1965

, 156

pp.

, 54.

50T

his

book

is ty

pica

l of

the

chan

ge in

atti

tude

reg

ardi

ng th

e m

enta

lly r

etar

ded.

It r

ecog

nize

s th

ere

tard

ed p

erso

n an

d st

ress

es h

is r

ight

to a

chie

ve h

is p

oten

tial:

Als

o su

gges

ts c

omm

unity

coo

pera

tion

to m

eet t

heed

ucat

iona

l and

soc

ial n

eeds

of

the

men

tally

ret

arde

d.

Coe

, Mar

ilyn

R.

"M H

Chi

ld: F

rom

one

par

ent t

o an

othe

r"C

AN

HC

Rep

orts

, Los

Ang

eles

, Cal

ifor

nia;

15

cent

sIt

oft

en h

elps

for

: par

ents

to h

ear

abou

t the

exp

erie

nces

of

othe

rs in

sim

ilar

circ

umst

ance

s.

The

Chi

ld W

ho is

Men

tally

Ret

arde

d. C

hild

ren'

s B

urea

ti, F

olde

r N

o. 4

3.Su

peri

nten

dent

of

Doc

umen

ts, U

. S. G

over

nmen

t Pri

ntin

g O

ffic

e, 1

964,

23

pp.,

10 c

ents

Thi

s pa

mph

let m

ay b

e he

lpfu

l to

pare

nts

who

hav

e ju

st le

arne

d th

at th

eir

child

is m

enta

lly r

etar

ded;

cont

ains

info

rmat

ion

abou

t sym

ptom

s, c

ause

s,-c

are

and

trai

ning

of

men

tally

ret

arde

d.

Ditt

man

, Lau

ra L

.T

he M

enta

lly R

etar

ded

Chi

ld a

t Hom

e, A

Man

ual f

or P

aren

ts.

NeW

Yor

k, N

ew Y

ork:

Nat

iona

l Ass

ocia

tion

for

Ret

arde

d C

hild

ren,

1 9

6142

0 L

exin

gton

-A

ven.

, New

Yor

k 10

017

Thi

s bu

lletin

giv

es p

ract

ical

adv

ice

on h

ome

care

and

trai

ning

for

the

men

tally

ret

arde

d fr

om in

fanc

y to

ado

lesc

ence

.

Doo

rly,

Rut

h K

.O

ur J

imm

y.'

Wes

twoo

d, M

assa

chus

etts

: Ser

vice

Ass

ocia

tes,

(B

ox 2

24, 0

2090

), 5

3.95

and

35

cent

s po

stag

eA

mot

her

and

fath

er te

ll th

e ot

her

fam

ily m

embe

rs a

bout

thei

r re

tard

ed b

roth

er. I

llust

ratio

ns b

y a

reta

rded

boy

.

Egg

, Dr.

Mar

ieW

hen

.-t C

hild

is D

iffe

rent

: A B

asic

Gui

de f

or P

aren

ts a

nd F

rien

ds o

f M

en ta

lly R

etar

ded

Chi

ldre

n.N

ew Y

ork,

New

Yor

k: J

ilin

Day

Co.

Inc

., 19

64. 1

55 p

p., S

3.75

Prac

tical

way

s pa

rent

s ca

n he

lp th

eir

reta

rded

chi

ld d

evel

op. E

xcel

lent

.

Fren

ch, E

dwar

d an

d C

liffo

rd. S

cott.

J.

Chi

ld in

the

Shad

ows.

New

Yor

k-, N

ew Y

ork:

Lip

pinc

ott.

1960

Thi

s bo

ok is

wri

tten

for

pare

nts

arid

dis

cuss

es th

e m

enta

lly r

etar

ded

in n

on-t

echn

ical

term

s. R

esid

entia

l pla

cem

ent i

sdi

scus

sed.

How

You

Can

Hel

p Y

our

Ret

arde

d C

hild

.N

ew Y

ork.

New

Yor

k: J

. B..L

ippi

ncot

t Co:

, 196

7, 1

91 p

p.. 5

4.50

Rev

ised

edi

tion

of C

hild

in th

e .S

hado

ws.

Thi

s bo

ok d

iscu

sses

nee

ds o

f th

e m

enta

lly r

etar

ded

and

prob

lem

s th

eir

pare

nts

Mus

t fac

e.

Gin

ott,

Hai

m J

.B

etw

een

Pare

nt a

nd C

hild

.N

ew Y

ork,

New

Yor

-:: a

ll A

von

Boo

k, T

he H

ears

t Cor

p., 9

59 E

ight

h A

ve.,

New

Yor

k 10

019

Goo

d re

adin

g fo

r pa

rent

s w

ho a

re lo

okin

g Fo

r ne

w id

eas.

Hel

lo. K

tiow

Who

I A

m.'

Lee

Cou

nty

Ass

ocia

tion

for

Ret

arde

d C

hild

ren,

Inc

.25

70 H

anso

n St

reet

Fort

Mey

ers,

Flo

rida

5 ce

nts

each

' Exc

elle

nt p

amph

let i

n w

hich

a r

etar

ded

boy

tells

abo

ut M

enta

lly R

etar

ded

peop

le.

Hill

, Mar

gare

tT

he R

etar

ded

Chi

ld G

ets

Rea

di' f

or S

choo

l.Pu

blic

AiT

hirs

.Com

Mitt

ee. i

nc.,

Pam

phle

t No.

349

, 196

3, 2

8 pp

., 25

cen

tsT

his

pam

phle

t off

ers

sueg

estio

ns to

hel

p pa

rent

s pr

epar

e th

eir

child

for

sch

ool.

John

son,

Wen

dell

Is M

r C

hacl

Aro

nial

?D

anvi

lle, I

llino

is: T

he I

nter

stat

e10

cen

tsA

sim

ple

pam

phle

t all

pare

nts

shou

ld r

ead.

Junk

er, K

aren

Ste

nsla

ndT

he C

hild

in th

e G

lass

Bal

l.N

ashv

ille,

Ten

ness

ee: A

bing

donP

ress

, 196

4, 2

56 p

p., 5

4.00

A-m

othe

r w

rite

s ab

out h

er e

xper

ienc

es w

ith h

er tw

o m

enta

lly h

andi

capp

ed c

hild

ren

and

wha

t she

is d

oing

abo

ut h

erpr

oble

ms

Kir

k, S

. A.;

Kaf

nes,

M. B

.: an

d K

irk

_W. D

.Y

ou a

nd Y

our

Ret

arde

d C

had.

New

Yor

k, N

ew.Y

ork:

Mac

mill

an C

o., 1

955

A b

ook

all p

aren

ts s

houl

d re

ad,.

Con

tain

s go

od a

dvic

e fo

r pa

rent

s. a

nd r

elat

ives

of

reta

rded

pers

ons.

Lev

inso

n, A

brah

amT

he M

enta

lly R

etar

ded

Chi

ld: A

Gui

de f

or P

aren

ts.

New

Yor

k, N

ew Y

ork:

The

Joh

n D

ay C

ompa

ny, 1

965

Thi

s..

has

been

rev

ised

and

upd

ated

by

the

staf

f of

the

Lev

inso

n Fo

unda

tion.

Ans

wer

s m

any

freq

uent

ly a

sked

ques

tion

Mag

ee, C

athe

rine

Fow

ler

One

of

the

Fam

ily.

New

Yor

k, N

ew Y

ork:

Dav

id M

cKay

Com

pany

, Inc

., 19

64, 2

10 p

p., 5

3.95

Stor

y of

teen

age

girl

who

se p

aren

ts h

ave

a m

ongo

lid c

hild

the

day

she

grad

uate

s fr

om h

igh

scho

ol. P

robl

ems

she

enco

unte

rs a

re d

escr

ibed

.

Patte

rson

, Kat

hery

nN

o T

ime

for

Tea

rs.

New

Yor

k, N

ew Y

ork:

Joh

nson

Pub

lishi

ng C

o., 1

.965

, 109

pp.

, 53.

95A

n ep

ilept

ic n

othe

r te

lls o

f he

r st

rugg

les

with

her

hyd

roce

phal

ic s

on a

nd th

e ad

just

men

ts th

e fa

mily

had

to m

ake

for

aha

ppy

life

toge

ther

.

Penn

ingt

On,

R. C

orbi

n 'a

nd J

ames

, Eliz

abet

hFo

r th

e Pa

rent

s of

the

Chi

ld W

hose

Spe

ech.

is D

elay

ed.

Dan

ville

, Illi

nois

: The

Int

erst

ate,

50

cent

sA

n in

expe

nsiv

e pa

mph

let w

ith g

oon

idea

s.

Polla

ck, M

orri

s an

d Po

llack

, Mir

iam

New

!lo

pe f

or th

e R

etar

ded.

Bos

ton,

Mas

sach

uset

ts: P

orte

r Sa

rgen

t Pub

licat

ions

, I95

3T

his

book

can

off

er m

any

sugg

estio

ns to

par

ents

teac

hing

thei

r re

tard

ed c

hild

at h

ome.

Rog

ers,

Dal

e E

.A

ngel

Una

war

e.W

estw

oOd,

New

Jer

sey:

Fle

min

g H

. Rev

ell,

1 95

3Pa

rent

s co

ntin

ue to

enj

oy th

is m

othe

r's s

tory

of

her

reta

rded

chi

ld.

U. S

. Dep

artm

ent o

f H

ealth

, Edu

catio

n an

d W

elfa

re,

The

Mon

golo

id B

aby.

Was

hing

ton,

D. C

.: W

elfa

re A

dmin

istr

atio

n,-C

hild

ren'

s B

urea

u, 1

966,

10

cent

sSi

mpl

e an

d in

form

ativ

e fo

r th

e pa

rent

s of

you

ng m

ongo

loid

chi

ldre

n.

Val

let,

Rob

ert E

..

Mod

ifyi

ng C

hild

ren'

s B

ehav

ior.

Palo

Alto

, Cal

ifor

nia:

Fea

ron

Publ

ishe

rs, 2

165

Park

Blv

d., 9

43 0

6R

ecom

men

ded

by te

ache

rs a

s a

book

whi

ch c

an h

elp

pare

nts.

PER

IOD

ICA

L

"Chi

ldre

n L

imite

d"N

atio

nal A

ssoc

iatio

n fo

r R

etar

ded

Chi

ldre

n`4

20 L

exin

gton

Ave

nue

'New

Yor

k, N

ew Y

ork

1001

7

(Enc

oura

ge p

aren

ts to

join

Loc

al, S

tate

and

Nat

iona

l Ass

ocia

tions

for

Ret

arde

d C

hild

ren.

)

SOU

RC

ES

OF

FRE

E O

R I

NE

XPE

NSI

VE

MA

TE

RIA

LS

HO

W T

O O

RG

AN

IZE

A S

PAR

KY

'S F

IRE

DE

PAR

TM

EN

TT

his

is a

gui

de to

sta

rtin

g a

Spar

ky's

Fir

e D

epar

tmen

t (or

any

juni

or. f

ire

depa

rtm

ent)

with

sugg

estio

ns o

n ke

epin

g. it

rolli

ng a

nd m

akin

g it

inte

rest

ing

and

effe

ctiv

e fo

r ev

eryo

ne c

once

rned

. Sin

gle

copi

e,s_

,are

ava

ilabl

e.(N

a' la

nai F

ire

Prot

ectio

n A

ssoc

iatio

n)u=

.

OT

TO

TH

E A

UT

O S

ER

IES

Thi

s is

a s

erie

s of

ten

whi

msi

cal i

llust

rate

d sa

fety

sto

ries

whi

ch c

hild

ren

love

, as

told

by

an a

utom

obile

! T

hese

sto

ries

can

be r

ead

to p

rim

ary

grad

e sc

hool

chi

ldre

n, a

nd c

an b

e re

ad b

y ol

der

child

ren.

Thr

ough

the

fanc

iful

adv

entu

res

of.O

tto th

eA

uto,

eac

h st

ory

teac

hes

a tr

affi

c sa

fety

less

on, f

ollo

win

g th

e sa

fety

slo

gan'

on th

ecu

rren

t pos

ter

of th

e m

onth

.Ava

ilabl

e in

sing

le s

heet

s an

d bo

okle

t for

m (

both

81/

2x11

inch

es)

suita

ble

for

stan

dard

thre

e-ri

ng n

oteb

ooks

.A

vaila

ble

only

on

a re

ques

tth

roug

h yo

ur lo

cal A

AA

Aut

omob

ile C

lub.

Sin

gle

copi

es a

re a

vaila

ble

to te

ache

rs o

nly.

(Am

eric

an A

utom

obile

Ass

ocia

tion)

CH

ILD

RE

N'S

GA

RD

EN

, TH

ET

here

'is

an im

port

ant p

hase

of

flow

er g

arde

ning

that

is s

oine

t;,-,

,,es

over

look

ed. W

e re

fer

to th

e C

hild

ren'

s. G

arde

n. D

idyo

u ev

er s

top

to th

ink

wha

t a f

low

er g

arde

n w

ill d

o fo

r a

child

? It

wile

l/giv

e hi

m a

n un

ders

tand

ing

ofna

ture

that

will

be

help

ful t

o hi

m a

s lo

ng a

s he

live

s. I

t will

fos

ter

a lo

ve o

f be

auty

that

wilk

p at

eria

lly a

ddto

the

artis

fic

side

of

his

deve

lopm

ent.

It w

ill p

rovi

de a

trai

ning

in m

anua

l dex

teri

ty th

at h

ours

of

scho

olin

gwill

not

equ

al. A

nd p

erha

psm

ost i

mpo

rtan

t of

all

afl

ower

gar

den

will

giv

e th

e ch

ild h

ours

of

happ

ines

s in

hea

lthfu

l sun

shin

e. T

hese

mim

eogr

aphe

d sh

eets

tell

how

to p

lant

and

tend

a f

low

er g

arde

n; 3

pag

es. S

ingl

e co

pies

..

.If

, aft

er in

spec

ting

a.co

py a

teac

her

wri

tes

that

he

has

foun

d it

suita

ble

for

clas

sroo

m u

se, a

dditi

onal

cop

ies

wil)

he

sent

.(M

ande

ville

and

Kin

g C

0.1-

LO

YA

L F

RIE

ND

, AT

houg

htle

ss o

r m

isin

form

ed c

hild

ren

can

have

man

y un

happ

yexp

erie

nces

with

thei

r pe

ts a

ndca

use

acut

e su

ffer

ing

toth

e an

imal

s. T

his

brie

f le

afle

t on

dogs

is d

esig

ned

to h

elp

the

teac

her

give

the

child

the'

"kn

ow -

how

" on

wha

t is

fund

amen

tal

in k

ind

trea

tmen

t and

pro

per

care

of

thes

e pe

ts; 2

pag

es il

lust

rate

d. S

ingl

e co

pies

to te

ache

rs a

nd li

brar

ians

who

mak

e th

eir

requ

est o

n sc

hool

sta

tione

ry.

(Am

eric

an H

uMan

e E

duca

tion

Soci

ety,

The

)

CL

AY

MO

DE

LIN

G M

ET

HO

DS

NO

. 38

Thi

s 4-

page

, 81/

2x1

Iin

ches

, tw

o co

lor

fold

er d

iscu

sses

the

diff

eren

t typ

es o

f cl

ays

and

expl

ains

in s

impl

e te

rms

thes

em

etho

ds o

f m

odel

ing:

(I)

Push

and

Pul

l, (2

) Pi

nch

Pot,

(3)

Coi

l Bui

ldin

g, (

4) S

lab

Met

hod.

Obj

ects

mod

eled

by

the

diff

eren

tm

etho

ds a

nd p

hoto

grap

hed,

illu

stra

te th

ese

easy

met

hods

. Ava

ilabl

e to

teac

hers

and

libr

aria

ns. S

ingl

e co

pies

.(A

mer

ican

Art

Cla

y C

o., I

nc.)

EA

SY-T

O-M

AK

E G

IFT

S`Y

ou d

on't

have

to b

e an

exp

ert t

o m

ake

the

unus

ual g

ifts

sug

gest

ed in

this

boo

klet

.In

gred

ient

s ar

e si

mpl

;),.

and

inex

pens

ive

-- y

ou'll

fin

d m

any

of th

em r

ight

in y

our

own

hom

e. T

he' i

deas

in th

is b

ookl

et w

ill p

roba

bly

stim

ulat

e so

me

ofyo

ur o

wn.

The

se w

ill b

e ev

en m

ore

exci

ting

to c

reat

e be

caus

e th

ey in

clud

e a

pric

eles

s in

gred

ient

your

ow

n im

agin

atio

n; 1

6pa

ges;

illu

stra

ted.

Ava

ilabl

e in

cla

ssro

om q

uant

ities

.(J

ohns

on W

ax)

FRE

IGH

T T

RA

IN C

UT

-OU

TH

ere

is a

ctit

-out

act

ivity

for

gra

des

1-3,

fea

turi

ng a

loco

mot

ive,

ten

frei

ght c

ars,

and

a c

aboo

se, i

n co

lor.

..The

cut

-out

,w

hen

stan

ding

, sho

ws

an e

xter

nal v

iew

on.

one-

side

and

a "

Cut

-aw

ay-

view

on

the

othe

r. S

ingl

e co

pies

. Ava

ilabl

e to

in-s

ervi

cete

ache

rs, s

uper

inte

nden

ts, a

nd o

ther

sch

ool o

ffic

ials

.(A

ssoc

iatio

n of

Am

eric

an R

ailr

oads

)

FUN

WIT

H S

TA

-FL

O L

IQU

ID S

TA

RC

HIn

spir

ed id

eas

for

all a

ges:

Fin

ger

pain

ting,

str

ing

art,

ballo

on d

ecor

atio

ns, h

and

pupp

ets,

spo

nge

pain

ting,

ste

ncili

ng,

drip

less

,pai

ntin

g:"

scre

en p

aint

ing,

pap

erba

ck m

asks

, spa

tter

art,

dry

brus

h pa

intin

g. c

rayo

n sc

ratc

h ar

t, pa

intin

g on

foi

l,m

ottle

d de

sign

, bra

yer

pain

ting.

Thi

s bo

okle

t und

erta

kes

to P

rese

nt c

reat

ive

and

prac

tical

sug

gest

ions

with

in th

e ba

sic

prin

cipl

es o

f fr

ee e

xpre

ssio

n, f

or a

ll yo

ungs

ters

. Sin

gle

copi

es a

rc a

vaila

ble

on a

ny r

eque

st. M

ultip

le c

opie

s ar

e av

aila

ble

tote

ache

rs o

nly,

and

onl

y w

hen

requ

est i

s w

ritte

n on

sch

ool s

tatio

nery

.(S

tale

y. M

anuf

actu

ring

Co.

. A; E

.)

HA

PPY

HO

LID

AY

SE

RIE

ST

his

is a

set

of

four

81/

2.x

I1

inch

fol

ders

. The

y ar

e: H

H-1

, Ide

as f

or H

allo

wee

n, T

hank

sgiv

ing,

Chr

istn

ias;

HH

-2, I

deas

for

Val

entin

e D

ay, E

aste

r, a

nd M

othe

r's D

ay; H

1-1-

4, K

now

You

r N

eigh

bors

, Can

ada

and

Mex

ico;

and

HH

-5, A

lask

a an

d H

awai

i.Pa

intin

gs d

raw

ings

, and

mod

eled

obj

ects

wer

e m

ade

of c

lay,

cra

yOns

, tem

pera

, and

wat

er c

olor

s, th

en p

hoto

grap

hed

toill

ustr

ate

the

Hap

py H

olid

ay S

erie

s. A

vaila

ble

to te

ache

rs a

nd li

brar

ians

. Sin

gle

copi

es.

(Am

eric

an A

rt C

lay

Co.

, Inc

.)o

PAPE

R F

UN

WIT

H G

LU

E-A

LL

Thi

s, li

ttle

book

let w

ill in

trod

uce

you

to a

wor

ld o

f w

onde

rful

glu

e-it-

your

self

'fun

, Ti\y

s,. g

ames

, par

ty f

avor

s,de

cora

tions

..

.th

ere'

s no

1; -

nit

to th

e cr

eativ

e pa

per

craf

ts y

ou c

an d

ream

up!

Thi

s bo

okle

f\ p

rese

nts

30 e

asy-

to-d

o,ea

sy-t

o-gl

ue p

aper

pro

ject

s. A

vaila

ble

in r

easo

nabl

e qu

antit

ies

for

clas

sroo

m u

se.

(Bor

den

Com

pany

, The

)

POST

UR

E M

AK

ES

PER

FEC

TT

his

book

let,

like

TH

RE

E L

ITT

LE

SL

OU

CH

ES,

list

ed e

lsew

here

, was

- w

ritte

n to

impr

ess

upon

you

ng c

hild

ren

the

post

ure.

It i

s a

colo

ring

boo

k. S

ingl

e co

pies

are

ava

ilabl

e fr

ee to

teac

hers

; add

ition

alco

pies

are

SlO

per

impo

rtan

ce o

r10

0.(A

mer

ican

Chi

ropr

actic

Ass

ocia

tion)

BR

EA

KFA

ST G

AM

ET

his

is 'a

gam

e fo

r fi

rst t

hrou

gh s

ixth

gra

des

to s

timul

ate

good

bre

akfa

st h

abits

. Inc

lude

d in

the

kit a

re in

divi

dual

pup

il's

brea

kfas

t sco

re c

ards

, a c

olor

ful w

all c

hart

for

team

sco

res,

but

tons

for

eac

h pu

pil,

and

blue

rib

bons

for

mem

bers

of

the

win

ning

team

. Cor

rect

ly a

ssem

bled

kits

will

be

sent

to th

e te

ache

r fo

r th

e ex

act n

umbe

r of

pup

ils in

her

cla

ssro

om. B

e su

re to

spec

ify

num

ber

of p

upils

in e

ach

clas

sroo

m.

(Kel

logg

Cot

tipan

y)

TO

TS

AT

TH

E T

AB

LE

Thi

s bo

ok is

pla

nned

as

any

'eas

y -r

efer

ence

for

par

ents

-in

the

feed

ing

of p

re-s

choo

l (ag

eI

info

rmat

ion

on th

e ba

sic

food

nee

ds a

nd a

sug

gest

ed g

uide

to f

ollo

w in

mea

l pla

nnin

g to

mee

ttr

avel

ing

with

you

ng o

nes

mor

e en

joya

ble

are

also

incl

uded

. The

re a

re s

ome

bran

d ne

w p

arty

idea

slit

tle f

olks

. A h

andy

cha

rt o

ffer

s so

lutio

ns to

som

e of

the

mor

e co

mm

on f

eedi

ng p

robl

ems,

_ 23

copy

. Req

uest

s fo

r th

is m

ater

ial m

ust,m

entio

n th

eFG

UID

E'n

clud

e re

ques

ter's

zip

cod

e.(N

atio

nal L

ive

and

Mea

t Boa

rd)

to 5

) ch

ildre

n. Y

ou'li

fin

dth

ose

need

s., T

ips

to m

ake

crea

ted

espe

cial

ly to

ple

ase

page

s. O

ne c

ompl

imen

tary

FAC

E W

ASH

ING

CH

AR

TS

The

se c

hart

s, f

or u

se o

n bu

lletin

boa

rds,

dem

onst

rate

cor

rect

fac

e-w

ashi

ng p

roce

dure

.(C

ampa

na C

orpo

ratio

n, C

ut ic

ura)

Dep

t. PH

, S-3

, Bat

avia

, Illi

nois

605

I 0

LIT

TL

E C

AR

PEN

TE

R, T

HE

Just

abo

ut e

very

boy

in th

e, w

orld

love

s to

ols.

The

y lik

e to

look

at t

hem

... a

nd to

pla

y w

ith th

em...

but

mos

tly, t

hey

like-

to m

ake

thin

gs w

ith th

em, i

nclu

ding

noi

se. T

his

book

is f

or th

ese

boys

. The

y w

ill e

njoy

itas

beg

inni

ng to

ol u

sers

, ari

d tit

the

sam

e tim

e it

will

hel

p th

em d

evel

op s

kills

in w

orki

ng w

ith to

ols.

Mai

labl

e in

cla

ssro

om q

uant

ities

.(S

tanl

ey T

ools

)

CH

ILD

RE

N'S

ZO

O, T

HE

Thi

s is

a c

olor

ful-

illu

stra

ted

book

let O

f rh

ymes

abo

ut "

a jo

lly jo

urne

y th

roug

ha

juve

nile

jung

le."

Fun

to r

ead,

it is

avai

labl

e in

cla

ssro

om q

uant

ities

.(L

illy,

and

Com

pany

, Eli)

LIT

TL

E E

NG

INE

TH

AT

CO

UL

D, T

HE

Thi

s is

a c

hara

cter

-bui

ldin

g st

ory

for

the

prim

ary

grad

es w

hich

em

phaS

izes

the

virt

ues

ofco

urag

e an

d st

ick-

t6-i

t-iv

enes

s.-

"Whi

le th

is is

the

com

plet

e st

ory,

itis

an

extr

act f

rom

an

entir

e se

t of

book

s fo

r ch

ildre

n; I

0 pa

ges,

illu

stra

ted

in c

olor

: Sin

gle

copi

es-a

re a

vaila

ble

to te

ache

rs a

nd li

brar

ians

onl

y. W

rite

dir

ectly

to M

rs. V

icto

ria

S. J

Ohn

son.

(Tan

gley

Oak

s E

duca

tiona

l Cen

ter)

TE

AC

HIN

G K

IT F

OR

PR

IMA

RY

GR

AD

ES"

The

Sto

ry o

f a

Loa

f of

Bre

ad"

Chi

ldre

n ar

e na

tura

lly c

urio

us a

bout

peo

ple

and

the

wor

k th

ey d

b. T

he p

ictu

res

of th

e fa

rmer

, mill

er, b

aker

, gro

cer,

and

how

they

hel

p to

mak

e on

e of

our

bas

ic f

oods

will

cap

ture

thei

r in

tere

st im

med

iate

ly..

You

r cl

ass

will

enj

oy m

akin

g.a

clas

ssc

rapb

ook,

pos

ters

, rhy

mes

, cha

rts,

a f

ilm S

trip

, and

oth

er th

ings

sug

gest

ed b

y th

e st

ory.

Thi

s te

achi

ng k

it in

clud

es. t

he r

eade

rin

sim

ple

line

draw

l-jig

s. s

eatw

ork

in R

eadi

ng a

nd A

rith

met

ic, a

nd o

n th

e la

st p

age,

sug

gest

ions

for

cor

rela

ted

activ

ities

are

giV

en. S

uita

ble

for

use

in th

e 1s

t, 2n

d, a

nd 3

rd g

rade

s: S

ingl

e co

pies

are

ava

ilabl

e fr

ee to

teac

hers

. A s

light

cha

rge

is m

ade

for

addi

tiona

l cop

ies.

(Con

tinen

tal B

akin

g C

ompa

ny)

VIS

IT T

O T

HE

DE

NT

IST

, AT

he d

entis

t is

one

of th

e pe

ople

who

hel

p us

sta

y he

alth

y. H

e he

lps

us ta

ke g

ood

care

of

our

teet

h. T

his

isa

stor

y ab

out

Judy

and

Joh

nny'

s vi

sit t

o th

e de

ntis

t. C

hild

ren

in a

ll pr

imar

y gr

ades

will

enj

oy r

eadi

ng th

is c

olor

ful b

ookl

etto

lear

n bo

W th

esc

hool

and

fam

ily d

entis

t tea

ch th

e im

port

ance

of

dent

al h

ealth

; 15

page

s. S

ngle

cop

ies

are

free

. Ava

ilabl

e to

teac

hers

onl

y.(A

mer

ican

Den

tal A

ssoc

iatio

n)

AM

ER

ICA

N H

UM

AN

E S

OC

IET

Y T

EA

CH

ER

'S K

IT-

Thi

s is

a k

it of

mat

eria

ls o

n an

imal

s. S

ome

of th

e le

afle

ts te

ll ho

w to

take

car

e of

your

pet

s; s

ome

show

the

teac

her

how

she

can

.util

ize

anim

als

as a

teac

hing

tool

; oth

ers

emph

asiz

e hu

man

ity to

ani

mal

s. A

.sin

gle

kit i

s fr

eeto

teac

hers

. Req

uest

mus

t be

wri

tten

on s

choo

l sta

tione

ry. T

he it

ems

in th

is T

each

er's

Kit

are:

Ani

mal

s in

the

Cla

ssrO

ont C

are

and

feed

ing

of c

aged

bir

ds; C

are

of th

e ca

t; C

are

of th

e do

g; C

ushi

oned

Cla

ws;

Dog

and

Cat

car

e; P

arak

eets

as

pets

:. Po

nds

Aliv

e; T

each

ing

with

Toa

ds a

nd T

urtle

s;W

hat d

o yo

u kn

ow a

bout

Ani

mal

s?; Y

ou a

nd Y

our

Dog

.(A

mer

ican

Hum

ane

Edu

catio

n -S

ocie

ty, T

he)

AC

CID

EN

T P

RE

VE

NT

ION

AN

D S

AFE

TY

BIC

YC

LE

SA

FET

Y P

OST

ER

S-'

Thi

s is

a s

erie

s of

fou

r po

ster

s, in

col

or, o

n bi

cycl

e sa

fety

. Tw

o si

zes,

I 3x

1 7

inch

es a

nd 8

1/2x

10

inch

es. A

vaila

ble

tote

ache

rs a

s a

set.

Des

igne

d fo

r cl

assr

oom

and

hal

l bul

letin

boa

rds.

The

fou

r po

ster

s ar

e:*A

lway

s us

e hi

ke h

and

sign

als.

*Be

sure

you

r bi

ke is

rea

dy to

go.

*Bik

e ri

der's

Saf

ety

Rul

es.

*Bik

e Sd

fety

Aid

s(B

icyc

le I

nstit

ute

of A

mer

ica,

Inc

.)

TE

N T

RA

FFIC

SA

FET

Y P

OST

ER

SFr

om s

ome

50,0

00 d

esig

ns s

ubm

itted

by

stud

ents

thro

ugho

ut th

e co

untr

y, in

the

AA

A N

atio

nal S

choo

l Tra

ffic

Saf

ety

Post

er C

onte

st, t

en w

inni

ng p

oste

rs a

re s

elec

ted

each

yea

r fo

r re

prod

uctio

n in

larg

e (1

:7k2

2"),

two-

colo

r fo

rmat

. Edu

cato

rsha

ve.f

ound

that

imag

inat

ive

inte

rpre

tatio

n of

,a s

afet

y ru

le b

y on

e ch

ild o

ften

spa

rks

the

imag

inat

ion

of th

e ot

her

child

ren.

Som

e fo

ur m

illio

n of

thes

e po

ster

s ar

e di

stri

bute

d by

AA

A C

lubs

eac

h ye

ar. R

epro

duct

ions

of

the

post

ers

are

used

inT

RA

FFIC

SA

FET

Y G

UID

ES

and

MY

OW

N S

AFE

TY

ST

OR

Y, l

iste

d el

sew

here

. Ava

ilabl

e on

lyon

req

Ues

t thr

ough

you

r lo

cal

AA

A C

lub.

Sin

gle

copi

es a

re a

vaila

ble

to te

ache

rs o

nly.

(Am

eric

an A

utom

obile

Ass

ocia

tion)

GO

OD

HE

AL

TH

RE

CO

RD

.T

his

is a

cha

rt to

be

fille

d in

eve

ry d

ay o

n ea

ting,

kee

ping

cle

an, a

nd s

leep

ing.

It i

s us

able

as m

otiv

atio

n fo

r go

od h

ealth

,ha

bits

. Sui

tabl

e fo

r pr

imar

y an

d in

term

edia

te g

rade

s. A

vai a

ble

in c

lass

room

qua

ntiti

es to

teac

hers

.(K

e og

g-C

onip

any)

SCH

OO

L H

EA

LT

H P

OST

ER

ST

hese

pos

ters

are

on

vari

ous

aspe

cts

of h

ealth

with

eac

h on

e pr

esen

ting

an im

port

ant l

esso

n. T

he s

et in

clud

espo

ster

s on

such

sub

ject

s as

was

hing

han

ds, e

atin

g pr

oper

ly, a

nd c

over

ing

coug

hs a

nd s

neez

es. T

itles

of

the.

pos

ters

are:

Cov

er c

ough

s an

dsn

eeze

s; S

leep

for

Pep

Tom

orro

w; W

ash

Ger

ms

Aw

ay; a

nd G

ood

Food

Hel

ps Y

ou G

row

. Eac

h po

ster

is 1

1 x

1 7

inch

es. F

or u

se,in

upp

er e

lem

enta

ry a

nd J

unio

r H

igh.

(Nat

iona

l Tub

ercu

losi

s A

ssoc

iatio

n)

TO

OT

HB

RU

SHIN

G C

HA

RT

SIn

'Clu

ded

are

a w

all c

hart

for

cla

ssro

om d

ispl

ay a

nd s

mal

l cha

rts

for

dist

ribu

tion

to c

hild

ren.

..Wal

l cha

rt, 1

7x24

inch

es,

illus

trat

es to

othb

rush

ing

met

hod

whi

ch h

as b

een

sugg

est b

y m

any

dent

ists

to h

elp

give

teet

hpr

oper

hom

e ca

re a

nd p

rovi

des-

for

an h

onor

rol

l lis

ting

of c

hild

ren

who

hav

e br

ushe

d th

eir

teet

h pr

oper

ly a

nd r

egul

arly

. Sm

all c

hart

, 6x9

inch

es,-

repe

ats

illus

trat

ion

give

n on

the

clas

sroo

m c

hart

and

pro

vide

s sp

ace

in w

hich

to k

eep

a m

onth

-lon

g-re

cord

of

toot

hbru

shin

g at

hom

e.Fo

r gr

ades

one

thro

ugh

four

. Ava

ilabl

e in

cla

ssro

om q

uant

ities

to te

ache

rs a

nd li

brar

ws

in th

e U

nite

d St

ates

. Sta

te n

umbe

rof

pup

ils in

cla

ss.

(Lev

er B

roth

ers

Com

pany

)

GO

OD

GR

OO

MIN

G.P

OST

ER

Add

ress

ed to

you

ng b

oys,

this

pos

ter

cont

ains

a c

heck

list.

of f

ive

good

gro

omin

g m

usts

with

a go

od g

room

ing

ratin

g fr

om0

to 1

00%

.(M

en's

Tic

Fou

ndat

ion)

TE

AC

HIN

G C

HA

RT

ON

SE

WIN

GT

o re

ach

the

joyo

us, c

reat

ive

stag

e of

sew

ing

take

s on

ly a

rat

her

brie

f pe

riod

. Mag

ic b

egin

s to

happ

en w

hen

you

are

able

'to

dea

l with

all

the

ordi

nary

, eve

ryda

y. f

unda

men

tals

. To

spee

d yo

ur g

reat

day

of c

reat

ivity

, of

fash

ion

insp

irat

ion

and

-ori

gina

lity,

mak

e up

you

r-M

ind

to le

arn

the

esse

ntia

ls. O

ne o

f th

e es

sent

ials

is k

now

ing

thre

ad.T

hrea

d an

d fa

bric

arc

par

tner

s,co

mpl

emen

ting

each

oth

er, s

ubtly

res

pons

ive

to e

ach

othe

r. T

his

char

t sho

ws

how

toch

oose

the

prop

er th

reat

for

you

rfa

bfic

. Sin

gle

copi

es a

re a

vaila

ble

to te

ache

rs. (B

eldi

ng H

emin

way

Com

pany

, Inc

-.)

LE

AR

NIN

G W

ITH

' TO

OL

S N

O.-

468

-139

14T

his

char

t pic

ture

s m

any

com

mon

tool

s an

d em

phas

izes

, thr

ough

the

use

of q

uest

ions

,saf

ety

prac

tices

to b

e fo

llow

ed in

usin

g th

em.;

-II

x22

inch

es. S

ingl

e co

pies

are

vva

ila'-,

le to

teac

hers

and

libra

rian

s on

ly. R

eque

st m

ust b

e w

ritte

n on

off

icia

lst

atio

nery

.(N

atio

nal E

duca

tion

Ass

ocia

tion,

Nat

iona

l Com

mis

sion

of

Safe

ty E

duca

tion)

AD

DR

ESS

ES

OF

FRE

E M

AT

ER

IAL

S

AM

ER

ICA

N A

RT

CL

AY

CO

., IN

C.

4717

W. 1

6th

Stre

etIn

dian

apol

is, I

ndia

na 4

6222

AM

ER

ICA

N. A

UT

OM

OB

ILE

ASS

OC

IAT

ION

Mak

e re

ques

t to

your

loca

l AA

A M

otor

Clu

b

AM

ER

ICA

N C

HIR

OPR

AC

TIC

ASS

OC

IAT

ION

P. 0

. Box

153

5D

es M

oine

s, I

owa

5030

6

AM

LR

ICA

N D

EN

TA

L A

SSO

CIA

TIO

NB

urea

u of

Den

tal H

ealth

Edu

catio

n21

1 E

. Chi

cago

Ave

nue

Chi

cago

, Illi

nois

6061

1

AM

ER

ICA

N H

UM

AN

E E

DU

CA

TIO

N S

OC

IET

Y, T

HE

180

Lon

gwoo

d A

venu

eB

osto

n, M

assa

chus

etts

0211

5

ASS

OC

IAT

ION

OF

AM

ER

ICA

N R

AIL

RO

AD

S.E

duca

tion

and

Gro

up R

elat

ions

830

Tra

nspo

rtat

ions

13ui

ldin

gW

ashi

ngto

n, D

. C.

2000

6

BE

LD

ING

HE

MIN

WA

Y C

OM

PAN

Y, I

NC

.14

07 B

road

way

New

Yor

k, N

ew Y

ork

1001

8

BIC

YC

LE

IN

STIT

UT

E O

F A

ME

RIC

A, I

NC

.12

2 E

ast 4

2nd

Stre

etN

ew Y

ork,

New

Yor

k10

017

BO

RD

EN

CO

MPA

NY

, TH

EC

onsu

mer

Ser

vice

s35

0 M

adis

on A

venu

eN

ew Y

ork,

New

Yor

k 10

017

CO

NT

INE

NT

AL

BA

KIN

G C

OM

PAN

YH

ome

Eco

nom

ics

Dep

artm

ent

P. 0

. Box

731

Rye

, New

Yor

k10

580

JOH

NSO

N W

AX

Con

sum

er E

duca

tion

Dep

artm

ent E

TG

.R

acin

e, W

isco

nsin

5340

3.

KE

LL

OG

G C

OM

PAN

YH

ome

Eco

nom

ics

Serv

ices

Bat

tle C

reek

, Mic

higa

n49

016

LE

VE

R B

RO

TH

ER

S C

OM

PAN

YC

onsu

mer

Edu

catio

n D

epar

tmen

tPu

blic

Rel

atio

ns D

ivis

ion

390

Park

Ave

nue

New

Yor

k, N

ew Y

ork

1002

2

LIL

LY

AN

D C

OM

PAN

Y, E

LI

Mis

s M

ary

E. H

endr

icks

Publ

ic R

elat

ions

Div

isio

n' 7

40 S

outh

Ala

bam

a St

reet

Indi

anap

olis

, Ind

iana

462

06

MA

ND

EV

ILL

E A

ND

KIN

G C

OM

PAN

Y12

55 U

nive

rsity

Ave

nue

Box

134

Roc

hest

er, N

ew Y

ork

1460

1

ME

N'S

TIE

FO

UN

DA

TIO

NR

ober

t Gri

msl

ey43

2 Pa

rk A

venu

e So

uth

New

Yor

k, N

ew Y

ork

1001

6

NA

TIO

NA

L E

DU

CA

TIO

N A

SSO

CIA

TIO

NN

atio

nal C

omm

issi

on o

f Sa

fety

Edu

catio

n12

01 S

ixte

enth

Str

eet,

N. W

.W

.Thh

ingt

on, D

. C.

2003

6

NA

TIO

NA

L F

IRE

PR

OT

EC

TIO

N A

SSO

CIA

TIO

NPu

blic

Rel

atio

ns D

epar

tmen

t60

Bat

tery

mar

ch S

tree

tB

osto

n, M

assa

chus

etts

0211

0

NA

TIO

NA

L L

IVE

ST

OC

K A

ND

ME

AT

BO

AR

DC

onsu

mer

Com

mun

icat

ion

Dep

t.36

Sou

th W

abas

h A

venu

eC

hica

go, I

llino

is60

603

NA

TIO

NA

L T

UB

ER

CU

LO

SIS

ASS

OC

IAT

ION

Plea

se o

rder

mat

eria

ls d

irec

tly th

roug

hyo

urL

ocal

or

Stat

e T

uber

culo

sis

Ass

ocia

tion

STA

LE

Y M

AN

UFA

CT

UR

ING

CO

., A

. E.

Publ

ic R

elat

ions

Div

isio

n'D

epar

tmen

t PR

-FSF

-3D

ecat

ur, I

llino

is 6

2525

STA

N_

LE

Y T

OO

LS

Edu

catio

nal D

epar

tmen

t60

0 M

yrtle

Str

eet

New

Bri

tain

, Con

nect

icut

0605

3

TA

NG

LE

Y O

AK

S E

DU

CA

TIO

NA

L C

EN

TE

RT

he U

nite

d E

duca

tors

, Inc

.'

Mrs

. Vic

tori

a S.

Joh

nson

Dir

ecto

r of

Edu

catio

nal R

esea

rch

and

Serv

ices

Lak

e B

luff

, Illi

nois

6004

4

Hel

pful

Hin

ts W

hen

Wri

ting

for

Free

Mat

eria

ls

1.W

rite

you

r re

ques

t on

offi

cial

sta

tione

ry.

2.In

clud

e yo

ur ti

tle, p

rinc

ipal

, dir

ecto

r, te

ache

r.3.

Req

uest

the

mat

eria

ls a

t lea

st f

our

wee

ks b

efor

e yo

u pl

an to

use

them

.

The

. fol

low

ing

corn

parl

ies

offe

r fr

ee f

ilms

and/

or f

ilmst

rips

. The

teac

her

can

send

for

a lis

ting

of a

vaila

ble

film

s. B

orro

wer

spa

y th

e tr

ansp

offa

tion

char

ges

on f

ilms.

FIL

M A

DD

RE

SSE

S

AM

ER

ICA

N H

UM

AN

E E

DU

CA

TIO

N S

OC

IET

Y, T

HE

180

Lon

gwoo

d A

venu

eB

oSto

n, M

assa

chus

etts

021

15__

ASS

OC

IAT

ION

FIL

MS,

IN

CO

RPO

RA

TE

DE

xecu

tive

Off

ices

600

-Mad

ison

Ave

nue

New

Yor

k, N

ew Y

ork

1002

2

BE

LL

SY

STE

M T

EL

EPH

ON

E O

FFIC

ES

Req

uest

fro

m y

our

loca

l Bel

l Sys

tem

Tel

epho

ne b

urin

or c

all t

he m

anag

er o

f th

e ne

ares

t Bel

l Sys

tem

off

ice.

,'BE

LL

ING

RA

TH

GA

RD

EN

ST

heod

ore,

Ala

bam

a 36

582

CO

NSU

LA

TE

GE

NE

RA

L O

F C

AN

AD

Aor

der

from

CA

NA

DIA

N C

ON

SUL

AT

EFi

lm L

ibra

rian

510

Wes

t Six

th S

tree

tL

os A

ngel

es, C

alif

orni

a92

037

CO

PLE

Y P

RO

DU

CT

ION

S77

76 I

vanh

oe A

venu

eL

a Jo

lla, C

alif

orni

a92

037

EA

STM

AN

KO

DA

K C

OM

PAN

YA

udio

-vis

ual S

ervi

ce,

343

Stat

e St

reet

:R

oche

ster

, New

Yor

k14

650

FLO

RID

A D

EV

EL

OPM

EN

T C

OM

MIS

SIO

NFi

lm L

ibra

ryC

ollin

s B

uild

ing

Tal

laha

sec,

Flo

rida

323

04

FOR

D M

OT

OR

CO

MPA

NY

Filn

i Lib

rary

The

Am

eric

an R

oad

Dea

rbor

n, M

ichi

gan

4812

1

ess

offi

ce. I

f yo

ur c

4,nm

unitY

is n

ot s

erve

d by

Bel

l Sys

tem

, wri

te

MIA

MI

SEA

QU

AR

IUM

Ric

kenb

acke

r C

ause

way

Mia

mi,

Flor

ida

3314

9

MO

DE

RN

TA

LK

ING

PIC

TU

RE

SE

RV

ICE

922

Ban

nock

Str

eet

Den

ver,

Col

orad

o 80

204

NE

W M

EX

ICO

DE

PAR

TM

EN

T O

F D

EV

EL

OPM

EN

TFi

lm L

ibra

rian

Sta

te C

apito

l Bui

ldin

gSa

nta

Fe, N

ew M

exic

o87

501

RA

LST

ON

PU

RIN

A C

OM

PAN

YSu

pplie

s Se

rvic

e Se

ctio

nC

heck

erbo

ard

Squa

reSt

. Lou

is, M

isso

uri

6319

9

RO

SES,

IN

CO

RPO

RA

TE

D21

7 A

nn S

tree

tE

ast L

ansi

ng, M

ichi

gan

4882

3

FRE

E F

ILM

S

AB

OU

T F

LO

WE

RS

16m

m.,

soun

d, c

. ()k

ir,.

6T

his

film

is a

nat

ure

less

on ta

ught

ina

fiel

d of

flo

wer

s.C

onsu

late

Gen

eral

of

Can

ada.

.

BE

AV

ER

DA

M16

mm

.. so

und,

,15

min

.T

his

film

sho

ws

the

beav

er a

t wor

k.C

onsu

late

Gen

eral

of

Can

ada.

CA

RE

OF

TH

E C

AT

Sile

nt, 1

5 ru

in.

.Thi

s fi

lmst

rip

show

s ho

w to

car

e fo

r ca

ts.

:AH

ES

CA

SEY

HA

D A

PR

OB

LE

M87

fra

mes

. sou

ndT

he f

ilmst

rip

show

s th

e ca

ttle

driv

e an

da

two

day

rode

o.R

alst

on P

urin

a C

ompa

ny

CR

EA

TU

RE

S O

F T

HE

SE

A(1

960)

16m

m.,

soun

d, c

olor

., 22

min

.T

his

film

cov

ers

the

colle

ctio

n of

trai

ned

mar

ine

anim

als

and

exhi

bits

..M

iam

i Sea

quar

ium

.

EM

BR

YO

NIC

DE

VE

LO

PME

NT

TH

E C

HIC

Klo

mm

.,ol

or, s

ound

, 25

min

..B

y us

e of

tim

e-la

pse

phot

ogra

phy,

illu

stra

tes

the-

deve

lopm

ent

of th

e ch

ick.

Con

sula

te G

ener

al o

f C

anad

a

FAR

M A

MA

LA

.LS

t 5 m

in.,

colo

r, s

ilent

film

stri

pT

his

film

stri

p te

lls th

e st

ory

of f

arm

ani

mal

s.A

mer

i'ean

-1-

Itim

ane

Edu

catio

n 'S

ocie

ty

HID

& Y

AY

PU

PPY

.Fi

lmst

rip,

col

or.

Sh6w

s th

e ca

re o

f pu

ppie

s.A

ntec

ari H

uman

e E

duca

tion.

Soc

iety

.

LA

SSIE

'S L

ITT

ER

nrr

(29

90)

I6m

m.,

soun

d, c

olor

, 28

Min

.T

his

film

dra

mat

izes

the

cons

eque

nces

of

drop

ping

litte

r ca

rele

ssly

abo

ut.

Las

sie

and

a fr

iend

pro

tect

wild

life

from

anni

hila

tion.

Mod

ern

Tal

king

Pic

ture

Ser

vice

, Pep

si-C

ola

Com

pany

.E

ngle

woo

d, C

olor

ado

LIT

TE

RB

UG

, TH

EI

firn

ra, s

ound

, col

or, 8

min

.a

Thi

s fi

lm is

a W

alt D

isne

y pr

oduc

tion,

sta

rrin

g D

onal

d D

uck.

It d

eab"

with

kee

ping

our

cou

ntry

bea

utif

ul.

Ass

ocia

tion

Film

s, I

nc.

Exe

cutiv

e O

ffic

es, 6

00 M

adis

on A

venu

e, N

ew Y

ork,

New

Yor

k10

022

N -

-'

MR

S. S

QU

IRR

EL

AN

D H

ER

FA

MIL

Y15

min

., si

lent

Film

stri

p te

lls s

tory

of

the

squi

rrel

fam

ily.

Am

eric

an H

uman

e' E

duca

tion

Soci

ety

MR

S. B

EA

R. A

ND

HE

R F

AM

ILY

15 m

in.,

sile

nt.

Film

stri

p te

lls th

e st

ory

of-

the

bear

fam

ily.

Am

eric

an H

uman

e E

duca

tion

Soci

ety.

PET

S15

min

., si

lent

.T

his

film

stri

p sh

ows

how

to c

are'

for

pet

s in

the

fam

ily.

Am

eric

an H

timan

e E

duca

tion

Soci

ety.

SAN

DIE

GO

ZO

O, T

HE

.(1

965)

16m

m.,

colo

r, s

ound

, 26

min

.T

his

film

pre

sent

s th

e zo

o, w

hich

is u

niqu

e in

that

ani

mal

s liv

e in

enc

losu

res,

not c

ages

.C

ople

y Pr

oduc

tions

.j

SON

NY

SQ

UIR

RE

L A

ND

TH

E P

INE

TR

EE

S15

min

., si

lent

.T

his

film

stri

p te

lls th

e/st

ory

of s

quir

rels

.A

mer

ican

Hum

ane

Edu

catio

n So

ciet

y.

TR

EK

TO

TH

E T

ET

ON

S.f1

966)

I6m

m.,

soun

d, c

olor

, 23

min

.T

his

film

_sho

ws

huff

alo:

stam

pedi

ng, w

hite

tail

deer

, pra

irie

dog

s, a

nd o

ther

anim

als

in th

eir

natu

ral h

abita

t.E

astm

an K

odak

Com

pany

.

WIL

DL

IFE

WO

RL

D/

(196

1)16

mm

., co

lor,

sou

nd, 3

0 m

in.

Thi

s fi

lm p

rese

nts

New

Mex

ico,

with

its

quie

t des

erts

, gra

ssla

ndpr

airi

es, :

affd

tim

berl

ined

rid

ges.

New

Mex

ico

/Dep

artm

ent o

f D

evel

opM

ent.

PIC

TU

RE

SO

UR

CE

=

Bru

ce M

iller

Pub

licat

ions

,B

ox 3

69R

iver

side

, Cal

i orn

ia1.

"S,

you

wan

t to

star

t a p

ictu

re f

ile"

50 c

ents

2."S

ourc

es o

'. fr

ee a

nd in

expe

nsiv

e pi

ctur

esfo

r th

e cl

assr

oom

"50

cen

ts3.

Sour

ces

of f

ree

and

inex

pens

ive

teac

hing

aid

s"50

cen

ts4.

'Sou

rces

of

free

pic

ture

s"50

cen

ts

MIS

CE

LL

AN

EO

US

MA

TE

RIA

LS

AN

D A

DD

RE

SSE

S

Punc

h 'n

Gro

Kit

-Kit

cont

ains

the

plan

ted

'see

d, s

phag

num

pea

t mos

s,' v

erm

icul

ite, a

nd a

spe

cial

nutr

ient

to c

arry

the

plan

ts to

the

Nor

thru

p,ee

ding

sta

ge.'O

ne k

it av

aila

ble

to te

ache

r.N

Kin

g C

o., M

. de.

Far

cli E

dito

r, 1

500

Jack

son

Stre

et, M

inne

apol

is, M

inne

sota

5541

3

Who

Is.

How

dy?

Mee

t How

dy, t

he s

ymbo

l for

the

Goo

d O

utdo

or -

Man

ner

Ass

ocia

tion'

s ed

ucat

iona

lpr

ogra

m..

Lim

it of

30

copi

es.

Goo

d O

utdo

or M

anne

rA

ssoc

iatio

n, P

. 0. B

ox 7

095,

Sea

ttle,

Was

hing

ton

9813

3

The

Sta

te D

epar

tmen

t of

Edu

-Il

ion

Lib

rary

Ser

vice

put

s ou

t a c

atal

og li

stin

g fr

ee m

ater

ials

.R

eque

st y

our

copy

fro

m:

M. B

aker

, Dir

ecto

rL

ibra

ry S

ervi

ceS

Stat

e D

epar

tmen

t of

Edu

catio

nSa

nta

Fe, N

ew M

exic

o (8

7501

Ele

men

tary

Tea

cher

Gui

de to

Fre

e C

urri

culu

m M

ater

ials

, 23r

d A

nnua

l Edi

tiOri

Edu

cato

rs P

rogr

ess

Serv

ices

P. 0

. Box

192

1L

a Jo

lla, C

alif

orni

a

Free

and

Ine

xpen

sive

Lea

rnin

g M

ater

ials

Div

isio

n of

Sur

veys

and

Fie

ld S

ervi

ces

'G

eorg

e Pe

abod

y C

olle

ge f

or T

each

ers

Nas

hvill

e, T

enne

ssee

3720

3$3

.00

OT

HE

R C

OM

PAN

IES

WIT

H S

PEC

IAL

ED

UC

AT

ION

LIS

TIN

GS

OR

MA

TE

RIA

L S

UIT

AB

LE

FOR

SPE

CIA

L E

DU

CA

TIO

N

1.B

owm

ar R

ecor

ds62

2 R

odie

r D

rive

Gle

ndal

e, C

alif

orni

a91

201

2.C

ontin

enta

l Pre

ss, I

nc.

2336

Far

ring

ton

Stre

etD

alla

s, T

exas

7520

7

3.D

avid

C. C

ook

Publ

ishi

ng C

ompa

nyE

lgin

, Illi

nois

6012

0

4.D

evel

opm

enta

l Lea

rnin

g M

ater

ials

3505

N. A

shla

nd A

venu

eC

hica

go, I

llino

is60

657

5.D

ick

Bui

ckB

ox 1

267.

Gal

esbu

rg, I

llino

is61

401

6.E

duca

tiona

l Act

iviti

esP.

0. B

ox 3

92Fr

eepo

rt,'N

ew Y

ork

7.E

duca

tiona

l Pub

lishi

ng C

ompa

ny15

25 N

orth

Sta

te' P

arkw

ayC

hica

go, I

llino

is60

610

Folle

tt Pu

blis

hing

Com

pank

1010

Wes

t Was

hing

ton

Blv

d.C

hica

go, I

llino

is60

607

9.G

ener

al L

earn

ing

Cor

pora

tion

Ear

ly L

earn

ing

Div

isio

n3

Eas

t 54t

h St

reet

New

Yor

k, N

ew Y

ork

1002

2

10.

Hol

t, R

ineh

art a

nd W

inst

on, I

nc.

383

Mad

ison

Ave

nue

New

Yor

k, N

ew Y

ork

1001

7

11.

Idea

l Sch

ool S

uppl

y C

o.O

ak L

awn,

Illi

nois

6045

3

12.

Inst

ruct

° Pr

oduc

ts C

o.16

35 N

orth

55t

h St

reet

Phila

delp

hia,

Pen

nsyl

vani

a

13.

John

Day

Com

pany

62 W

est 4

5th

Stre

etN

eW Y

ork,

New

Yor

k10

036

14.

Lau

ri E

nter

pris

es.

Hav

erhi

ll, M

assa

chus

etts

1S.

Maf

ex A

ssci

ciat

esB

ox 1

519

John

stow

n, P

enns

ylva

nia

1590

7

16.

McG

raw

-Hill

Boo

k C

ompa

ny'M

anch

este

r, M

isso

uri

6301

1

17.

Play

time

Equ

ipm

ent C

ompa

ny80

8 H

oWar

d St

reet

Om

aha,

Neb

rask

a 68

102

18.

R. W

. Par

kins

on C

ompa

ny70

4 M

umfo

rd D

rive

Urb

ana,

Illi

nois

6180

1

19.

Scie

nce

Res

earc

h A

ssoc

iate

s, I

nc.

259

Eas

t Eri

e St

reet

Chi

cago

, Illi

nois

6061

1

20,S

i:anw

ix H

ouse

, Inc

orpo

rate

dPi

ttsbu

rgh,

Pen

nsyl

vani

a15

204

21.

Tea

chin

g R

esou

rces

100

Boy

lsto

n St

reet

Bos

ton,

Mas

sach

uset

ts02

116

A

Act

ivity

Cen

ters

, p: 1

9,p.

280

Aid

e qu

alif

icat

ions

, p.1

1A

mes

, Lou

ise

Bat

es &

Ilg

, Fra

nces

L.,

p. 2

1A

nton

yms:

prim

ary,

200

ein

term

edia

te, 2

14, 2

15A

rith

met

ic, 2

25A

ttent

ion:

prim

ary,

1 97

inte

rmed

iate

s 21

1-24

9A

udito

ry d

iscr

imin

atio

n:pr

imar

y, 2

05in

term

edia

te, 2

18A

udito

ry 'm

emor

y, 2

18-2

19A

udito

ry m

otor

:pr

imar

y, 1

19in

term

edia

te 1

24pr

e-vo

catio

nal,

127

Aud

itory

seq

uenc

ing,

218

Bal

ance

:pr

imar

y, 1

16in

term

edia

te, 1

22pr

e-vo

catio

nal,

125

Bat

hing

:pr

imar

y, 3

0in

term

edia

te, 4

4pr

e-vo

catio

nal,

57B

esse

ll, H

. kPa

lom

ares

, U.

101

Bla

ck, 1

1 2-

116

---

B1

umen

feld

, J. &

Vog

el, B

. 159

Boa

rdin

g ho

mes

, 19

Bod

y im

age:

prim

ary,

79,

112

-117

inte

rmed

iate

, 86-

120

pre-

voca

tiona

l, 12

5B

rans

ford

, L. &

Det

tre,

J.

21-2

3B

rune

r, J

erom

e S.

, 21

Bus

: prim

ary,

82

pre-

voca

tiona

l 257

-258

Caf

eter

ia:

prim

ary,

38-

39in

term

edia

te, 5

0-51

pre-

voca

tiona

1,65

Cai

n, L

. F. &

Lev

ine,

S. 9

Cal

enda

rs, 2

12C

lean

lines

s:-

prim

ary,

36-

37in

term

edia

te, -

47 -

48-4

9pr

e-vo

catio

nal,

57-5

8C

olor

dis

crim

inat

ion:

prim

ary,

202

-203

inte

rmed

iate

, 217

Com

bing

, 30-

31C

ratty

, Bry

ant J

. 21,

23,1

10,1

11,1

12, 1

15,1

16,1

20, 1

21, 1

25, 1

33, 1

47

D

Dia

gnos

isD

irec

tions

:pr

imar

y, 8

1, 1

41, 2

3 7,

195

inte

rmed

iate

, 87,

148

, 209

, 244

pre-

vOca

tion

al,

93D

irec

tor

of S

peci

al E

duca

tion,

14

Dol

l, E

dgar

21-2

3D

ress

ing,

(cl

othi

ng):

prim

ary,

41,

42

inte

rmed

iate

, 54,

55

pre-

voca

tiona

l, -6

8D

rool

ing:

prim

ary,

37

inte

mie

diat

e, 4

9

341

E

Eat

ing,

(fo

ods)

:pr

imar

y, 3

8in

term

edia

te, 5

0pr

e-vo

catio

nal,

65E

ngel

, A. M

. & M

acki

e, R

. P.

14E

quip

men

t,25

3-25

4-25

5425

6

F

Faci

al e

xpre

ssio

n, 1

42Fa

mily

:pr

imar

y,80

-81

inte

rmed

iate

, 8 6

-87

Fiel

d tr

ips,

256

Fire

dri

ll:pr

imar

y,82

inte

rmed

iate

, 89

Fros

tig, M

aria

nne

1 16

, 1 1

7

G

Ges

ture

, 140

.141

Get

man

, -11

3G

room

ing

Box

:pr

imar

y, 3

0in

term

edia

te, 4

4pr

e-vo

catio

na1,

56G

roup

rel

atio

ns:

.pr

imar

y, 7

9in

term

edia

te, 8

6-24

3-24

4pr

e-vo

catio

nal,

92G

ullio

n, M

. E. &

Pat

ters

on, G

.14

2G

ymna

sium

,29

1

Hai

r, 6

4H

ealth

and

hyg

iene

:pr

imar

y, 3

0-31

-32-

33in

term

edia

te, 4

4_

pre-

voca

tiona

l, 56

Heb

er, R

. F. 8

Hin

dman

, Dar

rell

A.

7-5

Hom

me,

Llo

yd 2

1-13

5'.

Hot

and

col

d:pr

imar

y, 3

6in

term

edia

te, 4

7H

owar

d, J

.7

I

lig, F

ranc

es L

. & A

mes

, Lou

ise

Bat

es21

Inst

itutio

ns,

19Ir

onin

g,69 J

Jobs

: inte

rmed

iate

, 246

-24

7 -2

48pr

e-vo

catio

nal,

252-

253-

254

K

Kep

hart

, New

ell C

., 21

, 110

, 120

L

Lan

guag

e de

velo

pmen

t:pr

imar

y, 1

44in

term

edia

te, 1

51L

eft a

nd r

ight

,pr

imar

y,11

5in

term

edia

te, 1

22L

ehtin

en, L

aura

& S

trau

ss, A

lfre

d 21

Lei

sure

act

iviti

es:

prim

ary,

.84

inte

rmed

iate

90-9

1pr

e-vo

catio

nal,

96L

eVin

e, S

. & C

ain,

L. F

. 9L

iste

ning

:pr

imar

y, 1

40in

term

edia

te, 1

47pr

e-vo

catio

nal,

153

Loe

wen

dahl

, E.

112,

116

M

-Mac

kie,

R. P

. & E

ngel

, A. M

.14

Man

ners

:pr

imar

y, 8

3-84

inte

rmed

iate

, 89

pre-

voca

tiona

l, 95

Men

stru

al c

are.

63M

enta

l Ret

arda

tion:

defi

nitio

n, 8

term

s, 8

Mer

shon

, P.

112,

295

Mol

loy;

Jul

ia21

1M

oney

:pr

imar

y, 2

01in

term

edia

te,

214

pre-

voca

tiona

l, 22

7-22

8M

onte

ssor

i, M

aria

21

Moo

re, 0

. K.,

21M

osst

on, M

uska

21-

23M

ykle

bust

, Hel

mer

21

N

Num

ber

conc

epts

:pr

imar

y,1

99-2

00-2

01in

term

edia

te; 2

1 2-

21 5

Nam

ing:

prim

ary,

194

- 1

95 -

196

inte

rmed

iate

, 208

-209

0

Opp

ortu

nitie

s,9

P

Palo

mar

es, U

. & B

esse

ll, H

. 94

Pare

nt c

omm

unic

atio

n,25

, 29

Patte

rson

, G. &

Gul

lion,

M. E

.135

Penm

ansh

ip:

prim

ary,

198

inte

rmed

iate

, 211

pre-

voca

tiona

l, 22

3-22

4

Pets

, 98

Pled

ge o

f A

llegi

ance

, 87

Prep

ositi

ons,

141

Prob

lem

sol

ving

: 22

prim

ary,

201

-241

-int

erm

edia

te, 2

20 -

249

R

Rat

ing

scal

e, 2

4R

eadi

ng, 2

21-2

23R

ecre

atio

nal p

lann

ing,

17

Res

pons

ibili

ty, 2

51R

est: pr

imar

y, 3

8in

term

edia

te, 5

0pr

e-vo

catio

nal,

64R

outin

es:

prim

ary,

239

-242

inte

rmed

iate

; 244

S

Safe

ty:

Prim

ary,

82-

97in

term

edia

te, 8

8451

-210

pre-

voca

tiona

l, 94

Sche

dule

s, 2

80-2

81Sc

isso

rs, 8

2Se

nses

.

prim

ary,

204

pre-

voca

tiona

l, 60

-62

Sens

orim

otor

trai

ning

, 112

Sew

ing,

69

Shap

e di

scri

min

atio

n:Pr

imar

y, 2

06in

term

edia

te, 2

19Sh

avin

g, 5

7

LT

helte

reci

wor

ksho

ps, 1

9Sk

eels

, Haw

Id

M.

9Sk

in G

iire,

623 M

. 21-

22-8

6Sp

atia

l pos

ition

:pr

imar

y, 1

1in

term

edia

te,

121

122

Spea

king

, 154

-156

Spee

ch r

eadi

ness

143-

144

Stra

uss,

Alf

red

A.,

& L

ehtin

en, L

aura

E.

21

T

Tab

le r

itaur

tnis

-=

may

, 84

inte

rmed

iate

, 90

Tac

tile

disc

rim

inat

ion:

prim

ary,

146,

206

.207

itile

fille

d1A

4,21

9T

each

er q

ualif

icat

ions

,10

nth; Prim

ary,

34,

35ed

iate

, 46-

47ltr

c til

l! g

al, 5

9to

othp

aste

(re

i-tif

l,T

elep

honi

ng,

155

Tho

mps

on; P

earl

E.

Tim

e: prim

ary,

201

inte

rmed

iate

, 213

-pre

=vo

catio

nal,

226-

-T

oile

t:pr

imar

y, 3

3-34

inte

rmed

iate

,45

pre-

voca

tiona

l, 58

Too

ls, 2

48-2

49

Tra

inab

le M

enta

lly H

andi

capp

ed:

defi

nitio

n, 8

char

acte

rist

ics,

8T

rans

pork

1lio

n, 2

57, 2

58,2

59

V

Val

ett,

Rob

ert 1

21V

isua

l dis

crim

inat

ion:

prim

ary,

145,

146

, 206

inte

rmed

iate

, 216

, 151

, 152

, 216

pre-

voca

tiona

l, 15

4V

isua

l mem

ory:

prir

ruir

y, 2

03iis

tuni

tc,li

me,

21

7V

isua

l mot

or:

prim

ary,

117

-119

inte

rmed

iate

, 123

pre

- vo

catio

nal,

126,

127

Vis

ual s

eque

ncin

g:pr

imar

y,2o

4

inlo

rnie

diat

e, 2

17V

ocat

iona

l Pre

p:pr

ogra

m,

,T71

sche

dule

s, 2

80-2

81V

ogel

, B. &

- B

lum

enfe

ld, J

., 15

9