The Aims of Education EDUCATION for the mentally retarded is not different in its aim from education for any group of children. This aim is to teach the individual how to live better; to teach him to use all of his capacities; to teach him to become a useful and a contented member of the social group. Whether he is in a day school or in a residential school, the general purpose is the same. The social group of which he is a member may be the community at large or it may involve the more circumscribed life of the institution, yet the aim is always to make him a better and more efficient member of the group in which he lives. This is the basic philosophy underlying every curriculum adjustment. If one analyzes the concept of social efficiency, two traits stand out as of utmost importance self-expression and self-control. To be able to express one's self in work and play, in individual and in group action in terms of personal abilities and interests is a primary requisite for happiness and efficiency. But to be able to control one's self in keeping with socially accepted standards of behavior is even more important. Self-expression without self-control leads to chaos and ruin. Criminals and ruthless war lords express themselves and strike terror to the hearts of the community and the nation. With all the emphasis that has been placed in recent years upon the need of permitting the child to "express himself," it should not be forgotten that, unless at the same time he learns to "control himself" for the good of others, his life will be marked by failure. General Objectives In accordance with this basic philosophy, there are certain general objectives for the education of retarded children which should help to determine what curriculum adjustment should be made for them. These concern primarily their education for achievement in the world of knowledge, in occupational life, in social relations, and in leisure time. The World of Knowledge The need of educating each child in keeping with his capacities, limitations, and interests is almost axiomatic. While this philosophy applies to all children, it becomes more imperative in dealing with mentally retarded pupils because their limitations are greater and their interests are less varied and less extensive than those of normal children. It is tragic to see the mentally retarded child drilled repeatedly on matters in which he has no interest, on matters which are beyond his capacity to understand, and on matters with which he has little if any prospect of ready association in ordinary life. If a child is considered mentally retarded, he has aiready demonstrated a certain lack of capacity to learn. It is futile for the classroom teacher to attempt to force such a child to master academic goals that are beyond his mental reach. Public education should help each child to advance as far as his capacity permits him to go with a reasonable amount of teaching effort; but, lacking the capacity to do standard school work, he should be offered something different which will better suit his needs rather than merely less of the generally prescribed curriculum. Limitation of his school program to the mastery of mere minimum essentials of academic knowledge will never prepare him to live a useful social life. Participation in the World's Work Every child should be educated for some participation in the world's work provided his handicaps are not so great that he is completely barred from productive employment. Whatever his capacities are, they should be discovered and should be utilized. To be sure, most seriously retarded children will work under supervision in the occupational world. Most of them show weakness of attainment which, even with the best instructional effort, leaves them unable to meet the demands of a highly competitive economy. Some will be able to achieve only partial self-support. With others, the wages they earn may be adequate and sometimes even higher than those of some of their more intellectual fellows! In any case, the school has a responsibility to help them make the most of themselves. For whatever occupational activity they prove themselves fitted, for that the curriculum should pave the way. Participation in Social and Recreational Life Each child should be educated to appreciate social, civic, and cultural values and should be led to participate in those within his reach. Helpfulness and cooperation in civic responsibilities, wholesome fellowship with others in group activity, and the ability to enjoy leisure time are all essential to the well-being of the individual as well as of the community. Even accomplishments in music or dancing or games of physical skill are not uncommon among mentally retarded children. Those who have ability in such fields obtain much enjoyment out of life in society with others, and at times contribute much to the enjoyment of others. It is just as important to educate the mentally retarded child to be happy and efficient in his social relationships as it is to try to make him able to earn a livelihood. His life, like that of all others, is composed of living as well as earning. Specific Goals Apply these statements of general objectives to the 16-year-old mentally retarded girl or boy about ready to leave school. Assume that the school has equipped him with the simplest tools of learning, in order that he may not be at a loss in the life which he is to lead. He may be able to solve arithmetical computations with reasonable accuracy comparable to that of a 9 or 10-year-old. He reads rather haltingly the simple stories. in fourth- or fifth-grade readers. His hand is equipped to do simple manual tasks. Excellent as this education may be, visualization of the problems he must meet in the community proves it is not enough. He must have an education, the experiences of which have fostered day by day: 1. The knowledge and disposition to keep physically well in order to enjoy life to its maximum. 2. 3. 4. An ease and a joy in social relationships that help him to make friends and to participate in social and civic experiences. An ability to plan and to choose his leisure activities wisely. An ability to live as a contributing member of a family and a neighborhood group, and later to maintain his own home as head of a family. 5. The ability to earn as much of the necessities of life as possible. The knowledge and ability to spend his salary wisely. These are the specific objectives which must be kept in mind if the retarded child is to go out from the school equipped to carry on successfully in terms of his own ability. Life for him will be largely a day-by-day experience of work and play, in home and shop and community. It is to take his place and to make his contribution in this situation that the school should prepare him. Every activity, every field of experience introduced into the curriculum must be justified on the basis of its contribution to the objectives named. Summary 1. The basic philosophy underlying the education of retarded children is no different from that recognized for all children. The fundamental aim of all education is to teach children to live wisely and well in the environment in which they may find themselves. 2. The realization of this fundamental aim of education as applied to retarded children requires that in curriculum adjustment emphasis be placed upon: (a) Education in keeping with the capacities, limitations, and interests of each child; (b) education for some participation in the world's work; (c) education for healthful living and wholesome social experiences. 3. The application of these principles demands that specific objectives be formulated for the mentally retarded that are of a much simpler and more practical nature than those which can be used with normal pupils. Physical efficiency, happy social relationships, wise use of leisure time, earning capacity, ability to spend wisely, and acceptance of home and community responsibilities are of major importance. These should all be interpreted in the light of the limited sphere of activities which most. seriously retarded children will experience in adult life. Differentiation of Curriculum UNDER NDER THE LAWS of compulsory school attendance as commonly administered, it is possible for the child who progresses regularly at the rate of a full grade each year to complete at least the work of the ninth grade (or junior high school) by the time he reaches the age when he can legally leave school. Although the junior high school course of study has been planned to meet the needs of the early adolescent period, a large percentage of school children reach the end of the period of compulsory school attendance and leave school before they have completed the standard course of study for the ninth year. Emphasis should accordingly be placed upon planning the best education that can be given over a period of 9 or 10 years rather than upon the completion of grade requirements. The information, habits, and attitudes necessary for wholesome participation in community life must be acquired, if at all, during the period of compulsory school attendance, since relatively few seriously retarded children remain in school beyond that time. Chronological age, as well as mental age and intelligence quotient, should be a guiding factor in determining curriculum content. Any curriculum for retarded children might well be organized in the light of the needs of two groups, namely, the pre-adolescent group (from approximately 6 to 12 years in chronological age) and the adolescent group (from approximately 13 to 16 or 18 in chronological age). Each of these groups may then be divided into two classes according to approximate mental age, as follows: 1. Pre-adolescent group (a) Children having a mental age under 6 years. (b) Children having a mental age from 6 to 9 years. 2. Adolescent group (a) Children having a mental age below 9 years. (b) Children having a mental age of 9 or more years. 921543 51 3 13 |