centre for newfoundland studies · 2016. 5. 10. · a program of compensatory affective education...
TRANSCRIPT
A PROGRAM OF COMPENSATORY AFFECTIVE EDUCATION
FOR CEREBRAL PALSIED ADOLESCENTS
\ CENTRE FOR NEWFOUNDlAND STUDIES
TOTAL OF 10 PAGES ONLY MAY BE XEROXED
(Without Author's Permission)
GARY ALEXANDER WOODILL
C. I
385.567
. ;
-~ ' . ..
~
··. ..
..
· ..
\ . . ·
·' \ ...
• 0
: . .
-......
... '· . . . . ..
) . .
. :·: ·. .
.•
, ..
• " '
. . .
. '
- ~,;
I .. .
' ..
·. . . \
. , . . . . • t> • ~, I •
. \
• ' • • f . . . ·~i ..
. , '
I A FROG~ AM ·Q.F . c6MPENSATQRY AFFECTivE . ·ED~c~k>a~- · 0 ' •
...
·'
- ~. ... ·· :
. ...
' ' . . .. , \ I
. '
...
FOH. CEREBRA 1~. PALS TEn" ADOT.f.SCF.N'J'S - ·. . . .. . .
\ · . ~
.. .. . . . , •, "' . ., .
. . A Pro ·;~ c t · ~r·'por t . ,, .
' ' P;cse·n~e-d ·. tJ ~he'Paculty of Education
•• 'f •
Memori~l - Univcrs'.i ty_· ~ ~ . '
. '
,.,
, ·
·.
·.
1n~P.rir.t1aJ · Fullfi.llmcnt . . . .
.t- . -of the ··Hequiremer;tts for th_e . pegree
·: 11 .
.. ~ --· " .
.-.: ·
.. Master of . Ed~cation
·~ .. ' ·' ......
. . -... _.._
-: .· -.:....· -_-- 5'' . . J
\ "
,. .... . •
. .. . .
. '
- ~ "'-. ' . . ·. - . . . .
. . . . ' . . (\
. .....
.. • . \ 0
. ... · I
,,
. \
. . . -. . ·# . .. ' .
.- .
. :
, ,_· Gary -Alexarider Wood1ll . . .
©.· : . . .
' '.• . . ..
- -· ~_i""' . - . •.·.·
.h
. ·Aug.ust 19~ · . . .:.i/ •• ... c , ' . _,. ; .... . ,:;
, : ' .. o '~ I '. , .
-·
., ---
~· .. ;.• ..
. :· · ·· \
' ' ':
·' '
·. ·-·- ' • . .. : . . ..
. ·t . •. .•
.. ...., .
'.:
I ,
' .
I, ..
. · ."(...
·,
'•.
..... . : · ..
·· ..
. :
.. ...
..
. ' . . .
, I ,
' ABSTRAC'P
''l'h i ~ project wa:=; undertak_e~- ·in or-tiP.r to meet some
·~~n necrl,;; 0.f the_ ,7 tud en t~· ;"I~. 'a -' r;choo l for th r · c'Pre brCJ1~;
pnls\.0.rl. '1'h~ pro.iec~'w~r: · ~lso :m' rtttr~p+ t0 introduce· "tn ·
the _teachers of t.he scho.ol s 'omc new . a13proachE:'s for' dealinr; . . . . )
' w l th thq _p.ro? t'ems of cerebral pals i ~d s t;udcnts.
· 'l'h0.· 'P~-n,iPct report~ :e.'ivc;, ~he rr-;:l.t··l_, r_ n.tl . ~.n~icat. ~un · of ;,nr11? o,f t.hc r ·:--:,ycliolog\icn 1 rtnd ;,o·c in I. rcri::; of ccr~r:al
pn 1. ~ .i !""rl an?. · -o th~r -phys ic·a 1 ~ -~:t h~~ct i c at:cd c i 1 d r'cn and· ' ,/ .
· ~ · sugEests a number ·of met~ods that can · ;?~l~cd to deal \vi.tb
'th.cse needs. 'I'he .. report foc{ises on two major' .·problems . of. . i
. -' ~q.ercbr~l pa 1 s_j ~d ch"j ldre111 ·that the • .Y . l~ck · many o\..Jh.e · '· dcvclopment:J.l cxpPr1c11ces wh.lch <1-t:'C rcad11y available.· to I •
· ~ '
· : ~ · · .. · '-.}i'~o~.:.ha~dicaJ?·Ped c~~iidren, and they experience a - nu_~?er_- uf ) .
"
. .'~~:u\'r~~rUIIll:,~nt~l r.tr.c::::3CG· ii1 \hctr early ye-.;.;-:,, 7ttC~;e pr61Jlcrn:::i
. . l~~d . to abnor;nial bch'av~or .afl wc.l.l as cor.;n i. tivc and .. ·
a~·fect1ve · ret~;da t-:i.on. . ,,
•' • , ·. ~ · ,. .
· A -,remedial program f.or· cere br:1l r~ l;. i eri . :1cio l e r:c~n t ::: . .· .
c~1rr'lc(~ out-·:by :the _: at~thor 1s desc.ril?cd . i'~ ·'the report·.. 'I'hc . ' . ,. " - .· . . · .. . .. ·.
prcr.:ram uf:P.rl il' .. ~rna~ r gr_oup _act i.vjtj e .~{: ::Ippro8.~h artd 'de a }-t . " • •·. • . ' . <:, . _-!_ -~ - ~ ,
with:· th.P .. fo~l-owin~· arc·ns of af;·fP.c.i1ve ' e<luca Hon..v· · ·,, .. . I
_. 1
. . . . ' . ' .. u . .
· ·, . . , . .
..
. . - ·. r Sen::;'ory awar·e~ess, · inc:l ud i ng body aware-ness • ~ .· .
0 _.
' ' . ...
...
. " .. ...
... . .. 0
o ~ '0 ' , I o .. ' • I o ~ ~ • ,• • ' -
> ?.· verb~ 1. an.d non-.~;.?rba'J. co·m~m:.trfi.ca t :·(on,·. · ; , · .. I • . •• o • • ~· • , ' ' ' ' :~ ' ' · ~ ~ · ' ' _.,
. ) Group inter'fct?._on, and .. . i i.
,o '
. , . . '
. .. n ·<· ....
r;
I. •
~ -· : : ~~ . .. ·~·
. ' . .' '
. ' . '
..··
j" • •
. ;
' '
. . ,...;,
. I
r
· '
·. '
,
... · .·.
il I
. ..
. . . . .
~ . ... .
. . .
. '
0 .... .
. ' ...
-·. l v •.
.. ·,I
. ·,
·-
. ; ' ·\ . .
' 0 :. \
.Y '·
iii ,· . /. \ ........
. , . .. . ..
14 ' Rclnxati.on. trait:dnr;-·. . ·.: . 0 '·. 'l'he · ·t:eacherr,-r q'f the · sch.oo 1 were a J so·. invo 1 vcd .in . · ·. ·
0 ' • ~- ' '
.. t})e:· program. both as ·parttcipan.to in th~ ~ctivi ties . and .-~s· . . ,a .. •
-·' group
... 'l'llc nvaltlation .·o·r tho· p~o~rnm hl:)icat:C'rl thnt. n.bo;~:t
hR l f 0 f .th0 . ~ tU<\C'nt.~. ~hOVI~d 'S.Cm0. .1 m_pt;d~ent. ~~ a reSU 1 t • • • 0 • .. •
·~: .: ,·
of thP. proc;ram; 'fhe, teachers' reactions to tlic program. '
~w~~e -~ery f~vorable ~nd: they : jn~ ·~cated_that ~he~ ~o~l~ use - .
. m::my of the tf.':.hniques introdnocd ·in the pr<"'(~r~'!'· 1n th0ir · . \ ·. . · l ,., .
own c . a!>sc~ .- . . . ..
··rhe Scl.f-.Tmage. Questjonn:lire . rlevelop~d' by · op~ch-ln . . . . l . . . . .
. '
,,
I , I ' ,
• .
. . ' . (1970) ~as: admin1s-t;er'ect before-:-and r:tftcr tt).e .·pr~r;r~m' to . • I , , . 1 , . ~
... ~ .·
r.;cc if the proe;ram had a f)OS~ tive influe'n~; on student . ..
-fle l f- i mar.;e •.
foO'nd to · be
'rh~· ·judr.;es• rcxt,nr:r; of thP ri_uc:-stion·nai.rc
~hly _ u~~~-liahl~·- ~nii . so · ftir.thl'r ana··~y~i~ 0 • • .): ~0
wc_re
the 're'stil ts' wa's not _carrjed. ~ut .
· ··rhe rcpo~_t . inqica~es oth~r problems faced by the ,.. , I
. .
.":btdents of th~ s.c.hoo-l·, su_ch . a~ · thr. · -nc~_d·. ·for · vnllJC'S train- ~
. \n0 and · .~o~~ ti .onai c_ou~fle ~-U11_r: ', ·.:_.,~; e-h
Jr r;tudy. · · .. · · . . . . . · - '
. ·,
.. ·:
.. .
0 (l
, . . • . . ~
i ... - ..... · ~ . ·-~
. >
•:. : .,. u·--... • I
- --
. ; • • I " . ~ ..
'·
j- . . • . ' . . ·;.'~
, · (' . . ....
,. .. . '
.. ·; ; -~--.. f.·"'· • . r . . / ... !
. :
; .
.. · .... · . .. '.'
. . .
,
• I. .
n~e~ fur thP.r ·work·
•, ..
..
~
. ,
· ..
.~
" .. · ... -.. .
·. :: \ . •. . . ~ '
.. . ~-
. : . , •'
... . '4< '
;-<'' .... ..
. . /' ·'
' .. ~ ' . " ...
. . ~ .
.' . ")•"' .. • . ·- .. i· . : . . ~ . ~ . . ' .
' .
·.
:. '
. : ~ . ' ' .. ~ . ·
·. · ... ',.
. d''
' . '.
.. I
. .
'·
. iv
., ·,r
.... ' ' ;
r.>n~l;«inR. i.l, _ w~~mt.h, an,d wil11nr;nr.~·s _to lr>:Jrn r:>ho.wn . t:y _t.hn
~ -t.itdt:'~~f3. ~·t: ~.n ·p : · ~~r-:?b~~l · J1Rlsy, r>·~n~<'l . . 1 v:0\l\rl likr- to • I .
. . ' . . . . :..
.·· ' I?Xrt:'l?!1!1 my . s ·incere'thank::;· to· tbf'!s~ ~turr.?nts. · · .
. . f "11'hc two · ~eacner~- at ~he school who worked " with me
... th?u~hou t . thP. . ·.pr_o jec .t .:were most he 1 'P fu 1 and e~c6urar;i ng;
1 .. ~1oulrt . lik~ .t.o thnnJ< .them for .t'heir supp0r t ~ l · would nir:o : .. ~ . . . . . - . . . ' . . .
. :.
' . ·'' .
'l j l th<:\nk. .'t~e · .!1choo1 . bonrc~ for r:r·~ntinr; me pP.rmir: r: int1 t o · · : . . . . . · ~ ..
carry out the ·pro jcc.t at the 'hchoo 1. .. .. . . .
· 1· aiT_J esp_eci'ally . inr-l~:bte·d .to my sup'erv1_sor; Dr .. . 'De.rry . ··
for his as~istRnce an~ ~ncour~gcme~~ s~nce th~; · . . . .
i.ncr?pt:l:on nf th0 rr.ojsct._ Dr·.· Norm · r~<ll"l A ~ wn. s mn::;t. h ~· lrf.ul
.. · in hi. .. s ed]t.i'nr; and- comments on thf' 'f'ir!1t · ri~8.f t of· thc ·' report.:·
., . .-;;,
"
'.· .
I f!OU J.d.· a ls·a 1 ike · to . thank .Dr. K_evin . '!':racy :ror" read inE·. t he • • • Cl.
·.
......
- • r . I • . ._ Q \
first· draft of the ·repo'r't. · •• . jl
,; '
: Many o·r th~ -·act1vities ur:P.d · i'n t.h~ pr.oject wer.e· .. ~-- ,. . . .
orieinal Jy introduced_ t,o me by· my r.;o'o0 fr1P.r:td •.. Bernie .
..
·'\ . ~·· · . . : .. . . .
. II
. .
. . I . . . . . . ~ . . . ..., ...
' 'BoresRoff .1n the F,radua.tt:'.' cour'se ' l'~ Or::t.l Comm,micatj' o'n, 'J . . - . . ....
. ·. .... ' · .
. ·.'-'Speci_<1l tha.nk;,. are. extcnrl~ri -~o mY_" friend ~ a nci'
.- .o- ·~ ·coll~e a f3ue~~ ·. wh·9 .·":;v·~- ~s~,;i~ta~c~ :t·h'rouc;h:~u~: ·_th~ pro-,i~c:t.. 'I'o, . . '. ' :I . : . . ·. . . . . . ..... •• . " # • :. 1l , • . ' \ .., .. • ... ,i' . ' '
,the thr~e . jude;es whp rat~d ·the . ~e lf.:ltctl'mage .. Q~e s t tonna i~e, to · , t
I • ,( • ..,' ' • . • • > I ' ';
·· i'1ls.;:' :Nk ncy Holt whd. helped · in ~di·t j ng 'the fl!'la i .. ~;raft;, and td . ·"-: .. ,.. . .,· .
Dr. Day~ . M~rrjc~s ~ho loan~d- m~ th~ masks, thankyou. " ·-· · . . _:'~. ,~ .. ~ . "' . .. ·, ) .
~ '! --·· . ~ ,... ' ~~
.• :~ ·.' ... ·. -.. -... \ : . ,
.. . - . ... . .,
· ~ .... ·,, . ·.~r , ·_
o I
-.r: '.
. ' r.', ' ,'.
,'
. ' ~'. .. ·
•.
' .. .
· : ,. .· .... . ..
·. , V
... . · .. to-'m:i w.i..fc and pa.rtner, Marc;ia • . ·. ~h .o' . pu :~·n i::,"rPat .. cif'al of
0 - '•
. . . . ~ ~
her.se 1 r · into . :th i 8 .work. . . . ~
She did . ~ese~rch, .... r;ave .encourn.t:,e-. .
· ... ,:m:fnt, .P:' t ir..nr.r, . c:md ·1 ovr.· ~~ ::1nd d .i rl ;:i 1·1 t.hP. typin.r:. , I
; .
. .-:·
·vi nn i 1 :v, ·a. 'thank . you .to \ (~ h r i;, to phnr 1nd EJuct<iy for: . . . . . 1 .
. ·,
\hE:')r .. p;,i'.1 .~!lCP "r1urinr: n . frustra~{~ ·rr:
rr.ce iv~ .. the at tr.nt ion they ctes~r:-.vb.
.·
···. .,
I .
... . >
.summl:'r .. 'l'hPy wi J 1 ·now ·
\. ··'
,· . .
· •. ' '
•.
\
.•
;.· . \ ' ••
• • ' • ~ 0.
..
. . . ..
' . .. . . · •.
{ .
...... . .
·' .I, ~~
.. '·
. I
. . ·:.
.. . I
. · :
"'·' .
. .
.· ' ,.
· ~ '
...
..
. . .
~ •. ' 7 '
·. · o
'· :. ... .· I ~ ' • ' ~·
' ' · :
.. . .~ "
.. ;-·
: ' \
,. ·, ..
'
• J •
' .
,I
. . ,.~
..
f ••• •• • • .
':-:" ··- -; , .
. ·. ~
·. ·.
. ''
-·
·. '
, ·
. · .. .
-' ' l. .•
f 1 , ..
0 ·.· '
" TABLE OJ•' CONTEN.~'S
~ . . ,;
-t.Cl\NO':fl.EhGF·~f.'iEtl'rS.,, •••••• , · .• · ••• ~, ~ · ••..•• ~ ' ~ ' • ' ' I , '
'rf\ Rl ~F.~; a ••••• · ••••••• : •.•• .• , •• . . . . . .
'·
·, . ' :· .
. ! ' .:. P"" crro ' l ' c:.tw· · .7 .
.. > . ' ; .. ·· - I . . . . . . ...... .
......... ; ... v ·i i i
Chapter
.1. 1 r·PJ~Roouc 'T' iON .• .. •. .••• · •••.•.• · ~ .. ••.•..•..• -. : •.••.. · • 1 . · . .
. ·_-C f.:Pf.:~-U~A ,·,· PAl.S'f: Dj~FlNT'T'l.ON ~rH'~ . E'!"' T 0 1 ,oc y ••.• · •· . ... • . • • . • . • . •.•.•. . I .... ......... . . . '
1 ' '
:.'PA'I'EfJlEN'r OF 2
·- . STATEMEN~-6~ RELATED ' PROBLEMS •• , ••••• ,.~ ••• . 3
PURPOSE AND SIGNIFICANCE .••••••• ·, ••• ~ •• ,~~ •.• ·. 4
HF.VTEW OF RELATED J.lTF.RNPTJRE, ••••••• · ••••••••• 6
t\.PJ'fWACHES. Ttl 1'.lii~ BRA TN . . OA~.~ .. \'CED CIIILD. · ~ · •.• J! ;"-•.•. ~ ~., .· .... _ •.. ·.· ..••• .
-- J &
- . '
. . THE EAl?L'f EXPEH m~sCES OF : Tm~·: . . . CEHEBP.AL PALSIED CHILD •• , ....... .......... . 9 -.
PSYC-HOSOC-IAL DErf~lVAT10f\ 4\;m·. · .... ·-·_ ·. DE\1 E r 01.,"1EN. '" · . •. . . · . · ·
J. J •' .. ...!.. • • • • • • • • • • • • • • • • • • •••••••••••• • • • Q 0 ,
t - · . RErt.r·; D T A J,· PROGHAM~~ FOR f',;ER.EBHA T. · . . - PA1.~1ED CHILDREN ••••••• · •.• -••••.• ~ ..••• : . ~ ••• ~ . .. . . .
' I
1 6 / .
JJ
SUJVIf,~ J\F~ OF' ·' THE :T.T'rEHATUI~E •• ; •••••••• '• •• ; . -•• - \ ' .
DACt\G_~{Qf..Tf!? FOR· PI_{O,JEC.'1' ••••• ~ •.•• -. ~, ••• ·• ~, _. ••• ; ,· . I .,.
' ~
J,
4?
IJ- IJ. ·-
DE~:r;p ! f''!'TOn;~ OF ~;'f'llf)EN 1!'!-~ •• ~, •••••• • ••••••• ·, I . ,.. ~ ,/
. . .. t''
on.r'ECT TVES 0 F 1'JIE . i1HOGRAM •• ; ·• -•••••• : -.- ••••• _ • . 5'~ - .
· D~SCR JP}'J_ON OF_ THE __ PROGRAI\1., •• 1.,. · ..• : •. •-•.. -55
TNVOhVEMEN'r . OF THE TEACHERS •••••••• '! -' , • • • • • ·56 ' .
. • ·
.. "Vi
- - . •• •• \../'>
- /)
',•
. : - ,,
- ' ~ \)
r--"
' -,'
t '-
. ,(
' r)
' . "}' .r :··/-;.
'·· ~
'/ : I, ·('
.. ~;
':', ··.·
1..•
r -
•
. . !.
. . . I
, . '
' . ~~ ...
. { r· ... ..
... .
. . §':
•• (J
. \
' .
. .. _ .
. "
. . ~\ .•':
. ,. .
. .
/ I I'
4.
s.
\ \
.... i
i: ·'.
niTn'-A"T l .... .. , . 1\ ,._) J
oF 'I' If~- _rnoc::;-p M~; •• I : ••• .... ' .......... . I I I •• I t I t I I
I . ... ~-· -- · · .. '··
. ...... . . . . :rH"E s~:-~ IoNs •• I •••
EVA!.1J.~'T'10M OF Tim PR0,JE~'r ••••••
. . •• •••••• \ • 41 • • ..... ' •••• ,f • • •• . . '
./
'• I I I • · • I • I • I • I,
·j)RORT,!:-~~!!.S TN .EVAl.l.lA1'lNG '!'l.!E ··:pJ1nr;pf1r.1 • . . . .·.. , . ...... ... "' I'H0GT~ F:~-;~s f-1ti.DF. HY . S'PUDEN'J';; TN ...
'I'll E .PROG R A. fvl , •• , •• 1 •••• , •••• . . . ' . I • I f I I I •• t
.· SF.T.P-1-MA.GE QUEST10.NNAIRE. I ••• ...... t I , . I .•f• . ..
...... -· . . , P~ -\r;TlO.N.~~ 'PO . TND!VlDIIAT: M-:'J'l-V.J'! 11 !':" . . . ... ·•, .
·r
0 !l.:iERV A 'T'10NS •• ~ ...... • .. • • ' I • e ..... . . .
• ' v j 1
~.-,:> -· .
70
. RO
' II • f'/) '
81
RP.
• '
.. · .. , . - '• ..
~·: ' !.' .. j,
. . . .~
, .. I. " ., . ' .
.: .,
... ~ H •
t 0 t 0 ,_ • o I 0 0 0 o ' 0 I 91 • I l : ~r ' SUMfv1AH Y, •• . '. • e ' I t I I e • I I I • I I e t I t e •
- -----·6. CONCT.US TONS · AND RECOMMENDATl ON~;~ • ' • t • •. • t • o • ' \ , · 'I . ·· 9J·· .:~~-.. ,·".: , .
. I 1......... . ... ,.r .. . . ~ ..... ~ J ~ •• 1 • 'J~'' ' ~· 93 ),1 ·, , I I 1. \. f f • •• , ••••• , ••••. ~ ..... . 'if "/{ .. '
' : ' ;t' • t !\
• • •- • • • • • ' • • • ;- ~: C) " l -~ ... . ~ _, ~ ~
C 0 ['JC T.ll ~; IOt,iS. • • • 0 • •••••• . ....... . R F.C(lfJ!f·1 ENDA'f'1 ON~1 •• t
I I • I • I • • I t I • lit
• e I I • t I . . . . . . . . . . . . . ..... . ........ \· 97· .
APPENDIXES. • t •• . ............. . • • • • e I • I .......... . ..... • •• 106 .
A •
:1.
. .
SeJf-ImaGe Questionnaire ..•. ... ~~·,c-r:t1 onn:-t ire for '}0.achers. . . .
. ' .. ,
~ . ,, ..
' .
9
. . . . . .
. . • .
f l-} . ,
. /
. '>·l
..... · 1 06.
4 • ' t ••
- •, .... . ;
) .
..
..
([) . . .~
\· . . .·{/
~ . ,· 1'£ )t '• .. '
. · ..
i • •
: '
· · · t : · - '· . ,. ,i
I I : J •
. • ~·· . . .. , " ·.· , ~ -· ..
I -.·· / ., ~
, I : ' l .. TST o·r Tf A B T ~.ES .
... :· ·
I •
'i'rt h 1 ("' ·; .' ...
. . . . ; .. tt:~~~ ,);,·:,. ~n +." ' H ani: i nn;" ' 0 \' l': i r;h t . 1: ha ro ~ t .n r· ••,•ypn o . .\Ji~ I ~\cl'll TP~s .t. n'hj<?ct.inn\_hlP . tf') hi r:~i •
. ,.,\, ('I'- • 1 . h 1 . . . .· . .
? . .. ..... ,
. . .... . ;l
~"- . . '· ' .··;pi·.· ..,-:. j . .. . ~
Q .
.
.. •'
.. , .
, t' ,·,,_ n c . ; ~ on fl. o. .. .. . . . . • • . • . •. ~ . ... ;;('
!I· . 0 • .
~~?~ros "n' ~P.lf-Tm<l[';~ : <.~uc:.~.i ·.(:mn::l)rc •. •• · ••••• , •..• ' ..
S~tmm:1ry ()~ ta o.f ,J.l!dr;e's • ·.lh1. t :i n{'"~ o :'f :."1 f>lm::lfYA. Quest.'inrma ir0 • :~ ..•.. · ......... .
r\ .r: ~fllr':1,.. i ~on of ~-;t.wil"h t .f1 '. fl ~ n ;l "t~ i ~ ;; l.:'m :t i h~s w i t.h f\r::1rtom'c :J.nd Voc~t~on~t· ..
; .
~ .
~· .. · ~
.. .:. ... ·. ~ r .. . , ..
\ ' ;
· ... ._!) ..
' ~v,
" I
•.
1- .
·\ .'.'
' Arr,.,~: ;1n'l ·thP i r r;n'll ~ .
• 'l '
.,.
. '
,, ·
·.. : ~
• II: .. . . . ,.
f
... ·.· .
. ...
..
'
, n •
' •
P~r,~ . .
. '•
. ~
.. ' 0
. ...
• ,
. '
·.· : i
-'
. .. . •
.11 '
···'
. j
. ,~ '
, ., :
. .. ,• ~
-.
. ' ~ . ;,
'. ' ' ..
, -\. ·. . .. ,.
•' ., w '. ,, ' . '
-~ ··· . · . ·
I N'rH.ODUC 'l'lON: . ,. ' , .. ' -~ ...
.. . A c·ompensa tory program ~n 'ar fee ti vc. cduca tio_n was .. ' ' . ') . ' ' ' . . . . '
ca~ried o'u t with .ele.vcn students. ·at. a · s.choo 1 for 'the . '
. : .· ·cer.ebral palsied, 'l'he progr~m included .'·training for ,the .. ' <, • ' \,
js~_udents in · .se~s'ory .. awarenes~, relax~ti~n. · verbal and
non-verbal communication, 'and ih.terpersonal· skills-~ :l'hc1
. . ' . .
·, r~rcr,;~am, ~as · ~arr·ied out in April, r~ay. · and J:un~: _,,~f lCJ74~ 1- - . ~' ,· ' .· .· . ' ".: ; ·. . ' ' . ' ' ·. •' '
.- ,. An· .evaluat10n of · the· proJ·ect and a rev1.ew.of· iihe r ·elevant . ·. ,.. . ' . : ' ' ,
\. .. . literature is. include·d in 'this repqrt.
·. -· • c '
.CEREBHAL PALSY·: DEFlNITION ~ ANU ETIOLOGY .. .
•
follows:
C~.rcbral ' palsy lS a ·general . term used to "d'esignate -any paralysis,, weakness; 'inco.ordif)a tion, or functional· deviation of: the·· motor ~ system resulting· from an . · . · intracrania.l . . lesion. S inc~ the prain- is the cen tor ·not only of mu.scu'la ontrol but also 'of intelligence, · behaVior' COn'tr t personality t 'itnd many .. 0 theli , funCtionS 1 .
'it is possib e for a -.brain · injury .to . result. in motor . . J?a.~a.lysi:3 . an or convulsio~; mental _de'ric.ie'ncy. ' ' personality problems,_ or sensory defects such as .loss of hear i_ng, vis iori ·or sense of_ touch, · depending on t _he .·· .. locatio.n and the degr~e of involvement.· The general phynical · symptoms may be ·far · more o.bvious cli.nically th~ the men tal,. emotional and: other a:ssoc ia ted hand.i- ·
.
'.·. '
· , ; "
·'
' .. j
~ . . ~ '
' ' '
': , ' ' '\
• ~ 0
caps~ · Thus cer.ebral palsy ba~ ically is a · phys i~al .· . d~sab~l~ty resulting:rrom an . i,t}~t8.4-~I)ia1 lesiorl-; such · . d 1sab1.l1 ty encompass1ng paralys-n~-; ·:weakness., . . .
..
.. . ...
incoord_ina tiory., or fu~c ti~nal\ de~ia tion · ol. the motor s ys te m ( p-. 6 ) . . . ' i . ~ · · . · •,
. ' · .. ' . ' . . . 1 (: 1 . ' . . • . '! .
. , . . ' :~ ' ' · .~- '
·. '
.. . . ·.
'i
' • ·.·
.. . . •
.· ... ' ':: ...
~ - .
. '
'. ·cr.- . ...
'\.. ' '
I ,
.~ 0 •
... ' " . ,.. ' . ,,
' ''-' ~'
I ' ' ' ' •
. ~· .. . · uo.wever~ cere.bral pa)sy does·:not include c~ri'dition·s
' ·
2
. Keats, .'iri . the · ~same . publi~a tion~ gave· a comprehcns.i ve
·· · · .··;<·, · li~·t .of the Pass ible .causes Of ce~eb~al palsy:
. . ,. . . . L Prenatal. Factors. · /. • . , .-.. ·-· .· · 41•
. -. ·.. A. Hered1tary Factors ·
'• .._
·.'
.,
.. : . · ~B. -Ac.ctufred During Gesta tjon . 1. l'rrad ia tion
/ .. . "" : :
f . .
' ' .. ·.·.
·-
u , . ..
Q •• · .. . --?-. ·Maternal lnfect1on .· ) • ·Prenatal Anoxla .
· ~. Hetn.orrhage pur;ing· Pregna·ncy.-5\ -. Foetal Cerebral H~morrhage· .
·6. kernic-terus
f '' " ' ' - 'J
. "
' . ·- .... , ' 7 • . Prema-tur~ t'y : · - ~
8. ·Predispos·i _t:lon··1'o . 1'11lscaTri'age . . . · ... . · 9~ Metab.o_lic Distu'rbances Dur_ing. Prcgnan_9y ·._ , · '.S(· .
1 o. · ~la ternal 1'oxemfa , . ' .· . · - lY' ··. · ., · IL · raranata.l Causes of_Cerebral vP_qlsy · . · ... · - · ·.· ·
·A,· Mechanical Caus~s . ·· . 1 . . Pro. longed Labor · ·. .. , . 2. -·Mechanical Factors During -D~liver·y B·.· Foetal Asphyxia ·. ·:. ,· · _ ·
.. , . ', . · . . t'. Meehan i.~al Respiratory · Qb~ true t'ion·. · 2 .- · ln-jud i c i ous Use o.f Analges·1 cs . and ·
. . . , -.'
, . . '
-· . ' .
J .
:' ;""
" ' . .
. •. Anaes.th.et:l-cs · III .. Postnatal Causes of Cerebr.(,l l Pal~~ y· .• . ,; A_. 'Prauma tj,c Injuries . • . · · B.· Iri.fec tions\ ·
... c ~Toxic Fa:ctor~ ··. . · .. D . . Vascular Acc1dents
t ' . ··Brain 'rumors · pp .1-J~?. R J 0 : • •
" . -
. t
· E. Cerebral · ·Ano~i · ·
·Most author:s. wo~ld gree wiih .Kea ts' defin i ii o~ and
~ist '6r.~auses .of c~rebr.al ~pa~sy ~:Jthough-"fe_w, h~ve<spe~led' 1.t · out- 1n. such de tall. · · · · · · .. , \ . ·
$ .. "
S'l'A'l'EMENT, 0 r' PROB4EM
'
' () .- \ .. .'. . .. '(}" ' ' :-.; '
' ~ '
. 'fhe project was. based orv~a n~mber · of . the develo.p- · • • ' ~ -- ' • f- ' ' I .
• - • - .... ,.. ..... ' J,.. " . • • • ~ • • . : . (I
m'Eintal 'need.s · of cerebral· palsied c.hil:dren as indicated in ' • '• .,· ~ ' , !I f 0 • . . -· ~ · , ·. ' • • . ' . • -- ,.
· the li ter.ature and as observ.ed a t the :··~ere.bral· palsy . schoo_l~-----:--~ ·. · . ... -"'.r,)·_ • - • . .·
.· . ' - ~
·~ . ~ · . .
. •'
...
ll . 0 ·. . ,.
.. . . • t .
· .. . . 3
. . .
·1 -t· shoult be · no ted. that · many · of . the~e .needs apply . equally_ · · • \ • ' t. ' ' -:,. I' • I • • ' • • •
· to other types of phys ic.aily. - h~rid icapp~d ~h'.i ldren .and · many . . . . '- . . . · ; j ~ . ~.of' .the methods. ~s~d i~ th.?prog'ram de~cr,l~ed · ·1n thls. · ~ .
.'-='
' . . . .. all children, , . . . . . . . ..... . . . . . '• . . . . ~ . . . . . . . . ..:__;
whct};ter -or ..J')ot .they are .-physically - h.ahdicapped. 6 . • • ' ' I '
. · repo~t ~p~ly t? the dcvelopm~ntal needs of
.~ ... '
. .. '~he problem with wh ie h the Pt:'O jec·t deal' .t, rna~ ,be· . .-, . .. - '
s ·tated aci " · followsi"c~_ildren with a mot'or handicap, in this .·
,. •.
case . ~erebral :p~lsy • . tend to· be less mobile in .their ear.ly: . . . . . ~ . . ' ' . . \ . ' . ... .
· years than their non-hand icap.ped peers. Because ··CYf ·this>. .. . . . . ' · '· .
. they tend to lack ma~·y · ·e,xperiences which are e-as .i ly' . '!" - •• • • 1\ ' • • ' . • • .. ••
~vailabl~ to non-ha?di6apped childre~ • . ~h~s lack o~ ~any . ' ·:
.· . 'typical 'experi~nces is ' reflected in reta''r.ded cqgni ti ve ·and· . ~ ' . . . . :~
.· ..
. .. "lt . \~ .~ . .. , . . 't· -: ·· .. )
. .. \ ' 't . .
' .. ' {
."· i,~ .... . ·.·
·. r
. - Q
.. . ·a,ffect.ive· developm~nt. · . ... · ·; ·. ~ ; , , . . . ,.,
. ' . STATEMENT Qf .RELATED PROBLEMS . . ·a
. '
• • • I '• •
·. In ·any short te:rin project,. there is the. problem of ,. ' ·
. ' c ~.ntinua tion 'and fo llm~ up. , ' I ' ... ; ·
' of ttle work done i .n this ·pr~~ect, it was ne~essar:y to
involve the t~e~S SO ~hat tn~y' · C•OU~d con ti'TIU~~ jlS i!!.g. the · j ' •
methods intro_duced · in the prog_ram. · 'l;'he te·a~ners . seemed · to . . . . , • f) , 'I
01 •
be doing.an ex'ceil.ent job in working with ' thc children on : .. f • ;7.. ' : •'"' ' ' ' 1." f ,: , ' ' ' I ' '
~ognitive de~e .lbp~e'~t· but - i~.&:~ppear~d . that little a·tteni;ion·
' was being ·pa-id.- :~· the ~ffe~ ftv~ nee.ds of the · children. . • .- I ' ~~ . ' ' ol ' ; .• • t. ' -..8
' ' • • • • ' I .;J ,b·' ' ' ,·· . ' • ~~ Therefore, the : .teacher::; .. needed . to .. be .conv 1nced ·d f the ·
• . ' ~ • • . • ~f' • .. .... ~2."':::~~- . ~. . ' . . 0 • . • • .:. ••
. ' .d.esi'r~btli t;y of: .. :.~ _ _prog:a~ C?f ·. affec-ti v.e ·.ed-~ca yon in suc_h a :"· '
_way that .yms nQ-t}J·th_re~teniAg_ blkt Y.et • W;;J:S interesting to · ·
them,
. .
'' · ·-!
' . i
I •
.!: :· .,.. . . . ' • • • 1 .•
' • . J '
. ),
' •.;.. I '
'·•
. . "
.·
-.:· , . . .. I • , - ·, . ')
~ • ,[1 •
t .. ~ ' 1;. j
··.:,, ..
...... '
·"' ,·
•' ..
·' ~ . . ' . ·,:· L. . .
._.,. ·--•, ,., '
-! : . ' ' ) .
\.
\ .
'. '
. . .
· ~..:.
·'
c •
·.
. •
. .
' . ~·
'-
~·- ~~ .. ~ .• -t:· t.
. ' ,•
. -'·
..
q
,,-:·.
- r -Pl{&·J ~~·t• ·
' .··
-\ ...
L 'l . , - --~ ... ~ ~--) ____ , ··-
" . . . . .· ' ' . . . ' . - '
., . 1 . '\'q· mecl.\t;omc of Lhe· aft'<!ct.ivq __ .• n~~C'cl~·o~·- the, . " " ' t '
- !i ·~udent:> :1 t t.hc-! cer~~lJr;~ 1 pa l:;y> :;chao l. 'l'lw:·~l~· ncc.d.:.; . w~n~ ·
• i.nfcrr·cll · rr-~ril" -·-o1n;. er\la t.i.on:r m~1.ti'c · uy the Leacht~n; at·. Lhc : .;.._;, ' • "" .. 't ' • " I ' .,. : :•.·
\ C"' ' " • '" "a ' • ' ' G
.nchoc;~ n,n<.l from pernonal. observ~_-,Ltonu l>y Lhe ·author. 'l'hcan ~ c : •• I' f.)
- <ill!~c!rvat:iom; arc described ' .i·n dct.ail under·- t.he :;cct.ion.
<~ '~l~nckr:r·ound q·.-or. · l'ro'.)6ct:·~ 'l'hn · l .int ·of ncc!f:; · i .n alr;0 _ o ' . ,
nuppor ted ·. by the rev"h~w o.f t.hc -l i'Lera Lure·. ,1
. ·' "' •.
.. 0 ··iJ • ' '
?. To ir~ve-:.;L\r;aLe whether ·v~i·ious Lec.hn.ique.:; of • ' . :J .
r\rrec·. uvc educat-ion- which ·had been tried wi t.h non..: · ..
. ' ' ' .. . ~
' I . . . . .
_:.,' 0 '
• 41; ; : .
• • • · . 'II
~ . ', ., .
' ..
·,
•" " .
' •,
' . •
f\
' '
> '
·'
• .o hnnd icaripcd chi ldrOJl could be .. :tr>pl ic(I' t.o · phyr.; ica ll.y , I
, •
• 0
bnnd icnppt.'(r ch 1\drn.n wi t.h the ·nan)e :>ticcet;:..;.
· J~ ,·l'o dc~}m:.,; tr·~ te , to. ,Lhc teacher!>_ a number u r me lhod~;
6f 9cal1n~ w·i tl~ ;_~ffcc {\ ve n'l~cds · .in · onicr tha·t Lhc ·tcachern ,·· r. . ' . . . I' • . • .
-:}-woul_d bn encq;1ra1~~d . (6 _: \n tr§~iucd ,th_ei:e _. l.('e·hn iq ut~ ~ in to the j r
• ·t.cuch inp; •. ' . I .. , ..
'•
,, 0
11 'l'o 'ihdic:\tc the type:~ •of cu·criculum changt?s that ·..,., s
' , r:houl.ct tw -mn'<tc.
gould
-~ · . . (
It wnn bcl.'icved .that. t.l-w rc:;ti ~lt.~~ ·or lhj~ · pro,i~cl ~. · _·: _
;1ln9 mak~~ a -contribution lo · Lhc ~cn-eral r1nld of 0 • • ' . • • t.
cduc.:(.\ LJ qna l · _p:~yclwlo1w. ' . '
'l'hn -pro,icct:. rcpo'rt r;ivcr; Leachcr~
and_. c·o,un::.eilo.rri' ~in ·iml.icntion · of some o~\· t.hc . psy.choiGgical ... . . . . . . ' : . . . ~Dd 'i;oc ial t~ccds ~of cerebral pals icd ' ~nd:· . o lhl'~ r •ph~/:; i c ally .
. ~ '\. ' . . . . .. -. . . ·hand i en ppel.i. chi ldrcn. a,:"l'hc . .follo,w ing Gee t.lon~~ 0 f t.he repor't
T o • J { ' '
I
,( t I , .
. , ·-r
·-u· .. I
' '
' -' '
, •
~ . -
...
. .~. .
' D ·.
t'. i
·•· ..• t • . ~l
• o •.
... , . ' .
;,. .
' ·.
•' ;
·· "" '
9 '
' '
~-
:-.. ·.i r. . , r' . . "I · : . .. r ..
ggest a ·number of. ;method-s . . .
'"· .· ..
. _ •. _
. ~ . ' ; ~
• I
... . .... r.. . . l .. .. . -these·· Qe·~.a:s ·. . Many;~~· these · ~ethods
. ' I • • .
could .. als.9 · be .. applied to
o~her ~ types · q·r~t.u~~.t;~s, . ~u~~· a~ ·- th~ ·~e!lta'tly _retard~d, the
: ···culturallY . . ., . . d\sa·d·vant~g·ed, and/o~ ~e·~\e'(m.t stu.qemtG.
·. I
. t ·.
'· .. .
..
:.·.-· .. ·· . ...
.. • ":• . . ~: .
. ... ~.~
.. . ·-.:. . ..
·.
. I
, ..
'.
· - . , . . ,.·
•.
.. '
. ~· .
J ,
. .
. ··.
....
·' .
. . ,,
...
0 •
.. . , .
·~
~· ... ·,
. ·
.. ~ .
. ... ..
. .• . "
, .··
:;~ ~ ,:f~; : . -~ .. .:.,~~:~-.-
· ·:
...
0 .•
' . ·' .....
' ... .. . ·, . " .. _ .. .'· ..
o•
•.
r .
. '
, .... ,
' • . ,.
• • •••· 0
.· ..
:: .......
. ~ ,._
. ' ..
: ~ .
.· '.
Ill · ' ·'
· ' .,
/ . ·J
.:''
,·-4· •
..
·-· , .·
.., . .
·.
. ~} ·- , ·'!
:
. ' '•.
• .
. ..
·.
.· ... ·.
._
.. ,..~. . . '
··' ' .
". · .···
. ~· . . : .·.!::_
,·,
.. ..
.. • , .
',• -.- ·· ----~ -~ ... -
.·.
·. ...
' . . . .· :- ~-
...
...... .· .. :·
' .
....
.-
·'
. .
r.
Chap,ter 2 • ft .. . li}
-, . . . REVIEW OF RELATED LITERATURE
~t-' -. .. t
neror~ considering ~the problems of a p~rson with a · . ' . - .
physical h~~dica~. it' is worth noting the folloW~ng comment" .. ~ \ : by Wri.ght ( 1960): · -'-
· ~,. f··
. .•. · ~· .a physically d isa~led person .~·is als'o a . p}lys ica.lly a bled person. There are th irigs that ;he. c~m· · do ... as wellas things that he .cannot do ••• it is .
. ·precis ely the perception of a person w-ith a .Physical disability as a physically · disabl~d person that haG reduced all ·his life , to the disability aspects of his physique {pp.?-8) .
.. However, .there are mal}Y ph~sically ha~tficapped
p'ersons who show a mul tiplic i'ty of symptoms,' compl:-ica tions., · ..... - ~ . . .
- · and proble~s · a~sociat~d with, : b~t no~ necessa~ily _ having . , . \
the same .etiology as,.the primary · handi~ap~ This cha~tei I
is a review of .. the relevant literatur~ on the problems
associa te1d with the lack 'of normal developmental
_experiences which often a~companies ~physic~l · hand~cap
such as cerebral palsy •
APPROACHES . TO ·THE BRAIN DAIV1AGED CHILD ,.
. , In the case of brain damag-ed -children with. m·otor . .
· . ~rders. there is a long list of symptoms associated with
( th:~ "brain damage", · ~appaport (1966)- .listed the following
' .
symptoms. for the diagnosis of "brain damage·_· 2 . l . • ·
u ) . '!/ ' ..
(~<-""I'. ·Inadequate 'Impulse Control ·or Regula tio.n
. 6
. :;• . • f
. "
' .
0 f
/ ; I . . ... ' .;..
' •' .. .n• ., I I
'
'' t
.. '
. •i r .
: '6 ~ /I :
. ,."? .... . ~ .
~-........
,.
,.
' ' I I •
.A · •. :Hyperac .t j vj ty ... B •. Hyperd is tract i b i 1 i ty
' I c~ ' Disinhibit1on
·,··· ;.·' ; tY. Jmpu lsi ~~i ty · . . _ . -
.. .. -.. · ·' .E_. Per1~e·~~fat.ion· ~ _·! . •·•. _. .. F. I .a.bi1.l1 t:~f.' of Affect.
~.. G .. ~ · Mo..tor. Dy~funti.ons : . ~1. lnacteq\)~t~ lntegratire Functions
A. ~ Perc·E:>ph.lnl Diff.ic•ylti~s ·. -=-· .• ,. · B. Conceptual Dj ffi r.1.11 t ; ·e~ ·
· ' ·'\ " .. . ,. ;,;· _:- •·.
./", .--··.1· '
~~ Jl" "'I I ·-~-' • ·....,~:,---.nA
. I
-"'.' . .
11 r. f)~TP.Cti.VP. Self-Concept ::lnrl ' Nr\rc'sn\stic · Hyperieru~itivity · : . · · . A. Low Frustf~tion Tolerance B.· Flight F~om Challenge C. Overcompensation ! .
·o. C6ntrol ~nd Manjpul~tion of Oth0rs . -E. N~~ativism or PowPT Str~ggl~ (pp.J9-40)
Ra~paport~aw these _ s~.mpto~s as prob 1 ems of er;o
development anr:i stated, ''•:-.<when 1nsult ·09CUTS to · t.he • ·~ Q ~
br~in ••• th~ int~griiy of . the organism i~ ·jnt~rfcred wJ~h.
and th]s. in turn. fs reflected in- som~ type of .disrupt1o_n
A number nf other writers hol~ aJdifferent viPvw:
: ~, . ..
. Barke'r-; Wright, Meyerson ann .Go~ _ic .. k ' (l9SJ) ··s'\.atert a·'t'hat 'the . '
rcla~ionsh]p betwee·n Physique bn·cf.behav1or is "rriedi:~ted by·
. th~ ps,ycholof,ic~. l · situat.ion, .. which phy~1qpe helps to -c:ren..-i::e ., in its role as a ·tool . an.d . -a~ · a soC'ial . stimulus · (p.67)."
Po.rid ( 1960') !,nP.} i Pv~d . th~ t apa;t, .f~om,:!, ~h~1J:ymptoms th.a t aro~e . : ' ; . .
__ ._ oir:ec·tly · frol'l'\ ::h~ loss of brain function, chro~1.c..,~~:f!r>orders_ .. ""' .:_.. .1 . .... ' •.
;: T ,
. I
.. :
follt;>w1n~ · brf.l.~·n riama~e ~er~ .. lar~ely . the rrrq...tl_t of mir:- . f1
~andllnt: nf .the ct}.·i..ld hy pa.rent.3 and- societ;{ e;enerally~
Brereton (1?7?.) took a middle pqsition on.-:ihe· relut10nship
· between bra'in damaee and app~r~'n.t_ symptoms: . . ..... ,..,.'t" -· ' ,
. · Jn some children it is of course true that th~re is brain-injury at inte1lectuaL1.~·ve.ls .-and this ·is- thP.
·entire explanation. Qf th~ i r lea':n tn_r; ah i 11. ty and
• •• ,iJ'
. ·~
'
•
., .
0 ...
I . ,
. ' . . ,. . . ,~ \i~ . 8 '
. .. ; .. .. ... . . . . ~ , beha v 1 our . . l r~ o th~rs 1 t · seems reanonab lc to- be J 1 Pvc
··thnt impaired ·iparning ability ' a~d b0hnvi~Gr that · ·appearr: ~bnorma_l, occ-tir aft t'he re r:u 1 t __ or· secondary -· dif·ficult~cG in vi-su'al and visuo-motor· skills which result from · the motor handicap i tsc if .. · They may ~n9t
_resulf from brain-·injury ~t intellectual levt'ls (p-~-L~). f 0 ° • • • • ~ ' ~-
! ~~rl.n~r n11.t.h_ors have pointed cut thrt t t.h_0r0 1 f> no ' 0 '
I ~ , ~·
direct-. teltltion~hip bctwcrn thf> rlP(rr.er. of rlisabi)ity · - ~n.c.i -• 0 • ' .. \ '
0 p
beh~vior or persona~ity •. 13 · 1• , ~ ] ( 1 () r· -., ) " • d t ' h t ' n r r. c r f? .. 0 (1 • : 1 sa .1 a - 0
0 - • • · \
accord1n~ to the resGarch reports, person& with cerebral
palr:y ct~d not. 'exhibit corr.mon ch<lractprj~tics . of behnvior or
pet·sona 1 1 ty. ~·urthermi::rre., they s 'tat.Prl tl;J::Jt "th~:rp · is no 0 ° . . ~
0 0
evirlPnce of ari nppieciab)P rclatlonship hPtween-ctegr~c ofm
· physica] impairment and extent of' per~nhality . disorganiz
ation (p.65)." l~rl~va'rcts, Alley and Snj~e~ (lY?l) c~ntencted
~~at ~i~~s . oi . m\i\~~1 b~a'n dysfunctio~ rl\d not have· a - • 0
' • 0
direct ~Pl~tionship to the readin~ <lchinve~ent ?f the
sub j ec tr-: they tcs ted_. . Br:ere ton ( 1972) fOl.lncl that·. the · ·
growth of cerebral p~lsied children wari nubj~~~ to mo~~ -'
var_iablcs· th::tn that of no.rmal chi.ldren ·bu1: she also . no'tecl
tha-t on the ter:tr: ur;e·d "many unusuetl re::ponsc!:~ a-r8 m~de by
chilctren wjthont cer-ebral palsy.(p.lA)." 'T'hP.refore,
' 0
~nusual rP~ponR0S on a particular ~e~t rln not ·ncce~snriJy ~
' 0 .
· A 1 thour;h fpw peo!}fe w~u 1 d !iC?ny th0 importance of
· · con·r.:nnital f:1ctors nnd hcred1tq.ry endowment, jt would s(!f?:n . ,
that - ~ .nE>u~logical expl_a':ation wi lJ not account for all . .... . • I .
-the variations in the beh~Vior a~d pernon~lity of the brain . ' ..
dama13ect chi l d. . ..
'l'h.e emphasis should be -on a neurodevelo-p- "
L
....
- " 0 •
• < '
.- 0 . r _.
' · 0
1
, ...
. , ,' •'
q •
.. '
r .
·~ -
. ··
....,
,
.· .1 r -
... ~, .
· mental app~oa~h where such influenc~~ · as child . rcaring,
· environmen.tal stresses, 'stigma,:_ and deprivati·on c·ompiement,. · . . . . .· .
. . the~ neurologi~ai ex'plana t·iofi\: ·..:;--A: ·corp;~lary of the . · ·-~ · .·
·n;u.~od~veit?P~ - Yi7Y~ Js . t~e· ins~~tuti~r~o~; an ·
.interdisciplinary tefi.ffi approach to -'th'e·dciy'e\o"pment of the . . - \. .
brain. damaged child .• / :..>uch a ~am might inciude physic,al
t~erapi~ts, me.d i ·c~l---perso~~el ·, occupa tio~al thera~-l~ ts, .·
'te?-chers, counsellors;;" and···child psychologists. ~.
·Acc.ordinr; to Cashdan ( 1966). one·- of the chDd
psycho log is t. s tasks is that .'of exp lor in~ the ._re\a tionsh 1p between ~ particular rearing and teaching pr-act'ises · and. the
. . .. . . subsequent development .. of th6 · - ~hild. The · child
·' '
. ·,
' .. i'' ., . ,. )....~ ' ,:-·. ·.
psychologist could also ils~.i§t in d iagnos fng· the child··!:;
deve}opmental d.ifficul t~~~ and w·q.rking with \the rCst ~f th~' . .
~earn · in ~evelo~ing and evalutitjng new programs for the child. :
' ' ., -;::=~~ ..
: <· ·~· .. ;.
\ \ ; ... ~. ~-. ' __ _ ... ~,.. .
'J'HE EARLY EXPER I.ENCES -OF ,'l'H; . ·. CEREBRA~~PALS lED CH lLD
·--- - :.· 7 •• ' . ·. ' • • :., , .
. )
)
~ _..,_,
' 6
- - \ . ----....::-_ . As Pr.inglc .( 1%5}=-"has-'p:oirl\ed ·out, · ccrc.bral palsied
... . ' . ·~· ..
c-hildren have the sam·c needs as· all children: v·
. -~]. .. .. e._ ., :.- ~ .. '"'! - . '
I • '
.. . , . '":--; -:- .
', .
1. 'l'he need .for 2. 'Phe need for ) . 'I' he · need for 4. 'l'he need for
love and-.-.sccurity. new expe~iences. . . . . . rec.ogn i.,:t~ori and achiev-omcnt. respor'l.S ibili ty ( p ~·52).
. ;...;.
Cerebral. paJ.s ic-.d ch ildrcn and other physically' .. (
'1: handicapped ct)ildren are often .. "at r:isk"· in mectinEf':' all of
. ,
".
, .. .
I
I ; ·
. } these basic human n~eds. · ;'i1his is because " a· spas t~ic ·c.h lld ·.
· ~ · has -a different environment .from a .normal child arid \is ( . · _ · 1 - ~ experien·ce is inc.vi t a bly· limited because of his _hand-~t:ap · ~ .
'
r' ' ~· ·
.. ;
. . . . / - ··,. ' · , ~r·' __;
' -~··-
• '
: '. ~ ·
·' I
..
. •• 11 •
. (.Wpa-tley, 196.6,p.4.9)." . ·Br\~.r-eton 1197·2·) : ~l~o emp_hasl.z.ed . . . . ' . " '~ . -,
· this_ po'int: · ·, . · _, .. . . ~-·-- ·\ ' : -:--,~ , \ • u • I • ' • •
. In the · case of cereo:;-al_ .pals ied~\1-ild'ren, ~t:Ie .. . . · environmental f(actor may ··play an exaggera tel) -role_. . In
treating the physical handica~i one . has ~o allQw for the absence· of . 'inform~ t _ion (for example about balance) because .of the ove.ra.l'l ~nadequacy of the child·'~ 1 • •
e~perience. ' 1 t. i.s nece::;sary, als'o' to allow ' for the · ·" .-.-.. · · · presenc.e o·r fau·l ty developmental ceq uences aris inr.
··--·-:- ·- . · fro.m at te.mp ts a't int~ractjon. 'rhese . ar'e themselves .?.J1 . environmental variant (p ·:6). .. +-..!
.,
·. •' 'fhere are. a number of prominent ·~nv ironmental· stress-. . . .:·'·. . : . ' . .
•o. e,_ which are commonly P:r:'~pent during.'' t.he ear-ly ye?-rS of a .. . , at , •
'11 • •
r • ' -· , .. ..
~erebral- .palsied ch.ild :which are not Qrct' i'narily pre~ent in· .... .. ' . ' ·. . . . . ..
the .·ea~l;(years o.f a ~orm~l chi-ld. : Environmental Gtresses . . -.' . . . .. ·._ . .: .• .' .. (). . . ...... ' ' .. : . . .. ... . ' : .
may be present · ~n the . following 8:rea~ ,· ·. " t .he .-ini tia 1 ·.~·
parent ch~ld relationsb~~··~~he relati6nship . b~tween the · • ., •• .' t • • • , ·
·.· chtl~ ~nd the ·o.bjecti../e · wo·rlci ' arou'~ct . him ••• levels o~r' . I
· ' I • '
asp ira tiori and success at schooL .• lack .of verba' • • • •. • • 0 • - • '
' coinm~nication .•.. hospitalization-;· ... the ·pny's i~al ha .. • :,;,."1 . ~ . . , · . ' • . . '1 ' • • .• . , .
itself as a ·continuing pressure ••• ins~~tutiohalizat1on ..:l - • ... - .
, , . ·"' (.Bre·reton~·. 972,pp.5P-5J~)\" . < • •
. \ . .. . , .. ::~..:
. ·•
.... ,.:· I . . · ... \. :'£~ - ~ jor deficj ts · in the develo-pment of th
· ~~;e,b~ pa~: ed· and' othe·r. ~-hy~ _i'caily ~hand i~ap.ped ~~~i ld~en may b; .s·um~ar zed unde~ .the follo.win~· . headi~gs z 1 Se·~~~r;·: :' :-··
. : . . . 'l J. • • • .. ~ _ ::, • • -~'\ "' <I • \ • • • •
Deprivat i on, . Soc i al De.privati'on,-~~- Probl.e.ms · ·~-it.h . .. . . : J. Paren.t~ ~ ·.· .. . ·,
'.
· · _.~ -- . "\ .
.~-.:. ·
. ..
. . ~ . ~ . ' •!' • Se.ns~ry ·Depr 1 va t1on ·
. ' it' . ·. . . . . . . · ·.. Cerebra1 pals~~d and other physic.a'lly handic~.;fpped
, . . l':.-.~~· . . ·. . ·. , ~ ' . . ~ . ,· : <' .. . . . . . , . i .-. __ :..; ....
' .· ... . ?hi-l:dren often ' l~Cit]:many . of the sen~_ol;"y '' experienc~s . ·.·· ·.
', ~·: . ' . ..
'· ' • ·~ ' • I ~· ' • '
t '• I .. . ... : ·'
. . .:, \ '•
J_ . : I. . '• /". ' ~ .·.
: '
. · .. .. :. •.
: ·. ··.
'-:l~ ...
• ' .
'":
' . , "" · '
11 . ~~ .
available to the · "norma_l"'child in . the · early years of life •.
'A de fie it in sen.sory input <ian occur in - several -wa~s ~ 'l'he .
sensory loss may be d i:rec tly as soc ia ted .with brain damage
as Keats (19bS) . noteds
. · 'l'Jle . sensq.z:-y loss may be in the nature of a coitical d~f~ct. sine~ learnin~ - difticulties whi~h some children, experience are suggestive. of the . sensory and p~eptual difficulties associated with parietal: l<?be ~mage (pp. J2J ... J24). . _ . . . · . . ... . . .
How~v.er. it:may be that . the child has th·e ability . - ! ~ . .
to . Pr~c~ss sensory ·il\rormation but · l<;J.ck~ the opporturii ties· ' . , . . ; . '
··.·
. IL
..-. ,.
· for· se~sory ·exper ienc~s .• .( Gulliford. ( i96 .5) .coinmEmted tha( . . . ~ ~ ·. . ~~ ~
a great· !Jl~my handicapj>$d:-;~hildren have had only llmi ted . ;}:'i' . • : . •;,'~ . . . . . • ' · 'I--~ . j
op~ortuni~ies fo~ the iriformaL ~earning which comes :(:
through childho.od play; m~ny have ·had very l .i ttie · sbc 1 al· ·;_. t. .,. • ' . '\. ~ . • ':.;>
~ontaci with . ot~e~ c~ll~i~na i~ ~~diti~nr many ·h~ve ha~ a _ 1
- ·,
rather limited "experience of the natural and human -(I • . •
0 •
~nvironm~nt •. · Berko (i~66) pointed · out .ihat f~r the \ . . -' . ' r ,<1. ~ • ~
cerebral·palsied 6hild. " t~e fbrmative years h~ve been ,-'
. ' . ·· spent as an observer .• rather tlj'an as - a- participant in li .. fe,
~.and fr~~~-~.~tly t~e chi~d is. n~t·: ~iven -the o~portunity· ev~n . to observe the ac ti vi ties · common. to · his. age •. l~ve i' (pp. 265-..
- :··.;;
. -266) ... __ ,. Bec'~u·se of 'this ·, he · approaches school age as an • • ,-_-: " · ' . t
academic reiardate because he has . an exper~ential ~eficit
in ·those· areas "u,Pon ~hich~ the primary education is based .
. This lack of.e4periences : may come about by · lack of moto~
abili~y~ _parentai overprotectivenes~ • . or : isolation and ·
neglect caused by stigma. Even when the cerebral palsied
·. child ·has" a" r~nge of sens.orji' experi~nce~ · a~ailable •to "him . ' :
w.·· ,. ' :
' ·'
y ,
' .. . ' '
•,
' ·
•. J '.
..
·.
0
.,
12 ..
they are not usu~\~t accompanied .by normn l motor -
· · expe'riences and so the child . may be faced with probiems · oT . ;~ .. . ,
sensory-motor integration. Breret~ (1972) stateds '·
Many cerebral palsied children ~re relativ~l~ · later learnin~ to walk than in ~cqulring'a degree of ha!v:l-cy~ · co-or:-dination. Normal chiLdren learn q\.titci
· <l 'lot from handling objec;ts1.a .t two ~o tr.r~c ,yu2._rs of ?.([.e• a~ toddle;:-:.; ., C:llt~ th1.s 11~fot·mnbcn hr.1ld;. c,ood at a~·:' 1~:! to 5; -.,.:i~~..: n LltC'Y become much mo!'c.rre clr::c j,, thejr interpretation of data~ Cerebral pal-sied children. who have ~easonab~y good hand ~nd head c~nt~ol have · . ~cveral problem8. Some . of their eye-hand movamentG are learnt frnm a ~itting position at two nnd a half t6 t~ree and R half .years. They then ntart walking n~d ~ obtain a different set of eye-hnnd rclnti~nchip~ · arid~ harder ~till, the new set \is bafied on . informatjon .d i~tortcd by uncertain po.stur;-e and uncnntroll .ed :
_ .moveme~pp •. 7-8 )·. · . - .
Br~nfenbrenner~968), cited in a study .by the
United Sta:tes Department of Hea·lth, · Educat)on anci Welfare
(19118) made the. hypothesis that. i.f e.;e'ncrril stimulus
depri va.t.ion .,.,a;; 1nt.roduccd ~n e'n.rly· i'nr~ncy :)nrr 'cont i~uerl ,. , J· e ,
into later· ~iiE.~es, serious d-is turb~nces would rcsul t. which
.could become p.ermane"ntly· d:isabl ing if isolation was· . . . . . .. ' . ' . ,. .
maint~ lned throllf,h hoth mlddle ·and _lrtter Jnfancy • . rrh~.
~-,idcnce for this nroposition w:ill · be examined in the · .. f,
s8otion.'whic.h dc.als with the develdpmen"trlf pattP.r:-ns of t hr> ·
j-p~.rebra 1 pal:S :i erl · chi 1 d. ~· . . . ,,
·:: :; "c) n. 1 . ;
of many social contacts ·which are rea~Hly available .to h·is
' non'-hand icapped pe,ers . ~his may come about -because. of
· h~~pitali~a~ion :or institut1onalization~ ·becaus~ of ·parepts .. • :J· . •
. " \ r ~. .
.... ,;
\
\ . . \
'\
' ' , ..
• .. "' --;.... . ..
., I . ' . \ ' . - \' '
• 1)
. '
',l{ho ·"hide him away": either· from overprotectiveness or · ..
from being ashamed ·of having a hand~capped child/, and/or
because of ~tigma~ which ca~. lead t_o .. -:a·o~~al avoidance. I
A number o·.f auth.ors (Deschiri, 1970: Harway. 1<;62: • t
Kinnane and . Su~iedelis. 1964~ Wiggles~orth. 1966) discu~sed · . 1·-.:t" . ~'~ .. •
·the pr.ob~ems .of·,:phy::;cially handiqapped chil.d:r;-en inle.racting . • , . • _er «.
·: with rion~physidally ·handica~~e~ c~ildren. For example, ~ .
Wigglesw::::a~~9
::~ ::~::~apped ch.ild b, deprived mo~t b~' ·· .
. all of 'early .. contact with ·. his pee·rs. If .he has contac ·t; __ . with other chjldren at :all in the early years, the
. · chances are that al~ho~gh they may be the sa~e ~g€, ·. they ~ill be . .'his ~:;up~,ri.o.r.s in physical 'and/or mental ) ablli~y. Th·is can be , a ~amaging eJperience,
·espec ~ally when . it--is combined with the additional .deprivAtion of ex~erience · in exp~o~ing the environ~ent or sui~able play ~aterial (p.l).
Not only might · the phy~ically handicapped person . f
fe~l i~ferior in a soc~~l grci6p, b~t he mfght also have to ·
endure peOple wanting to "help" as ·Well as those who are· ..
curious, or sympa-thetic · (Barker e.~ al. .1953). He may ·not·
·be given responsib,ilitie.s ·because of his h~ndicap. and
thid less~ns the opportunities for recognition and
~ achievement. _He. might even be made to fee 1 that he ~a
burden on 6thers. · Wright (1960) summarized the ~egat iv~
effects of stigmas ·
~ •. a physical nttribute may become haftd l capping not because it is Jfu~sically limiting but because it ad vers e ly affects noc ial· ·relationships .• ·. ' Physical 1 imitations per se 'may produce suffering and frustrationf but the limitations imposed by the evaluative attitudes towa~'d physique cut .far deeper and spread far widerr they affect the person's f.eel.ings about himself as a whole. One of man's b~sic strivings is f6t . acceptance by the group •. for.· ~eing important 1n the lives 9f others and ~or . hav ing
---- ·· • •
' . • I-·
"" ... .
. .
·.- ... _ ..... ...... --:
j
...
I' . .
.. · .,
.. ,
~ .
. '
-14
othtrs count posi_tively in ~is life (pp.lo ·~ 14 ).
Problems with Parents . (!
"" · If a child i§ ·to developnorm~lly, ·he should
exp~ricnce a "warm, intimate and continuous relation~.;hip · ' c
- ...... . with his mothcz:, a · relationship in which~both i'ind
II
satisfa-ction and ·erijoyme:nt ·(Bowlby, l95J;p.11 )'. ·~ \l'here ·
are' many ·ra.cto_rs in the early life- of the cerebra'! palsied
child which ·Conspire to deprive both "the child and his .;. ~: .··' .
moth~r of this re·lationship . .
Accordin~ to Wilion {1970), the arrival ~fa ~ -
handicapped· child can ~e a ~evere s~ock to parent s which ·
McDonald ( 19~6) believed was . the resui.t of di~appointment .. ,,
'·over unfulfilled expectation~. Keats '(1965) agreed: ' '
.. No pare"nt wants to have a hand ica'pped child bo_rn i.n .'the f amily. Ho·N often ha.s it been said by · .
.... y • t: ·
expectan:t" parents: . "All that I really ask f'or is a ncirmal, healthy child.~ The degree of ·a 'hand ic~p is a .
. measure of the_ extent to wpich a ·chi-ld 'will . fulfill' the· hopes of the ·:pa"f,ent • . \'/hen• 'the diSability . :is severe, .0
· t_here is the pr-obability of t'ailure in all important · • ·· ~reas (p.287). · ·
.· 'fhe atyi tu~es of pare~-~~·~.?wa·rd children who hav.e a
disability t~nd to be e:xt.reme. Several ~ : tl1 ings .may happen . . I .
I ~ • . ' • •
, "-after. the parents · have expe.r ienced the i ni ti'a l shock and' ~=·=--::-·: . . .
,,t.. disappointmeryt_, _ c__~-~~~d by t he bi~_th of the i-·r handicapped ( .
child. l'n pa·rticular, parents tend to s how_ the. f~.i_lowj rig \ · . .
patterns in extaess& oversolicj.tude, r:: . .e j ection, pressurjz i ng , . . . '
and incons'ist.ency ' (\'/~ig~t, ·1960)·. Accor.dlng - to W~g~leswo.rth ·~ . .
( 1966) ·, the most C_?mmon r eac tio!'l ·-by m~th.ers is usually
overpr~tect ion. '!'here is t:a_ daf1ger that · t he mo t h e r may
· JJ' -·
' .
. (),
\ .
..
. . -
.. .
_,.,;. .
15 . . .
become tcro r1P.epty.involvr.!d~wi~ h0r h::mdicn.flped ch.ild and
devel~p an almost physiolor;1cal state calJf:"ctd-hyperpae.dophil- .
' ia. Wiggles~orth .defined thi~ as foll6wns
Tn 8impf0 t8rms. thiR means th8t the .mother remains }inn?l tur~ 11 y . ci~ep~y a ~tach~d .t.o her h::in(ll r.appE!d,. helpless_· __ _ ·. -- ~ . ~nn baby-J .lk£> ch1ld Jn tne _same .sort of wa.v that the . · . :
' ·. norm~l f;00d mother is atta9hed -·to hr.•~ _comrlPtC"ly • . h~ly>iess and ' depcnd'1nt newborn· inf:1nt.· 'I'hr ~anger of
'"' "tl)ir: .to tho handicapped chi.ld is .that he js no~ helpqcJ .to gro·.'l~up and.e;ai~ experience of the world~:~~is . .. O\'m therefore rema1nS . 1mmature (p.l). · · · · · .. -
.Whatley (1966) also co~ment~d on th~ i~maturity . 0
wh1ch ~eemed common among ce~ebral palsy. ch~ldron and,
iike \·Jiec;leswoP-th, believed __ that it · was· often cat.:.tsed by"' · : • • ' ~ • ' ; :"; • . • • • ~ • l
overprotective ·paren~ •. ·"-She cone luded "both · ., P.OS i ti ve •
apd ·'negative' parent~ can make exc~ssive.or unrealistic ' . ~
demands 0:1 a child (p.49)'.". . '
· ~l'hr. · r.erebral pnlP.i _cd child._ may have n part.icuiar '
-problem in relation to ~he in~tial mother-child co~tact. . - .
~he normal s~c~li~g infa~t is "very"weli pl~cad for . ) -··
engaging jn .eye_-to-eye contact wrth his nurse. . : h _ • '
However,· :: .r - ... 4 # f
)
- ·Brereton (1972) noted that .this is not nlway;:; thp case for :,, . {
the ceretiral palsi~d chil~: .
'l'hink no"; of the cerebral pa]sierl inf~nt-. · ~nd ','ot;· vdli rca]izl? it may.~ by force of.rircnm::t'JQC'n, su~h . ~P. protonc;ed . tubP. feed:in~, fixation ir.1 asymmetr:'Jcal .. t~:m1c neck reflex posjtion, iiwb1Uty ttJ ~:dt up, etc., fail to make eye contact with its mother's face, _ and ~ for. thiR re~son a1one -b~ d~prived of t.he init.ia1 · Rource of ~nformati.on (p,.?h . . .
. Part) Y. because .of: ,his parents ·' ,rear.tion and partly . .
~ecause of, hjs physical inability to cooperate, the
. ,. ' ~ .
cerebral pals icd ch.j ld i's · parf.i cu larly vultle r.ab_l~ to · \J .•
• l
.,•
, •
·~ ... ~ . ... ...
..
' !
. ·lil
• 0
·.·
.·
... ... :.:
·'·
· ~ 0 In
. . t ..., . matPrnal and. pat~rnal deprivatioh .
. . r'inally, -although the parents of .a h~nd ·icappP.d . chDd ' . . ~ . may love him .artd care for h·im, they may be worri,ed about
~ . ··.:
' ' · ·what oth.er pe6pl.e might think;· and feel e~harassed to b?-- 4 t . .
seen with :their h~ndicap_ped child in .Pl.lblir.II_(McDonald, 1962). •,
. I .
'l'he con-ditions of sensory restrictiory, · social
dej,rrva~·prnbl,;ms with paY.ents ~ll add-· .up to a .
~ene~al cond1t1on referred to by some authors (CaldWell,
·l ~)7J; .1 esso~ . an~ r-{ ich~rds~n. 19.68 > ~·s . .-... ~sychos.oc; ~ 1, ~ ' ~ . -
~Jn ' a: real sense' ' hand i'capped children. are . ' . ' . . . . . . . .
among the ···cu 1 turally dis ad van tag,ed .~ •·. · Television has . " -· . - .: . I . - .
. imprbved the nituation but c~nnot s~bs~itute : for first • ' ~ 'Q, •
hand' exper.ier'Jce. · Watc~~~~-_ .. television is t>as)cally a
-. ·J
. ·, • . ~
pac9.ive. experience and the content-of t~levis_ ion may g~e a
distorted or e~roneous s~nse of. rdal}ty. ,;. ''
'rhc E·;::,luli.uil 0f I · Lhc ~cprivation rt.udt•l "
Ths co~cept of p0ycho~oc ·ial ·dcr>r . iva t 1 on and its
conseque·1~cc~ h·as .. bvolvcd from a: rium'ber of sourer-a~ · . 'l'he •' oC T
0 ldef: t r;~urceG .. arc .. those th i nlcer{j · .. ~Wt)o .C'mp h a~ J 7.cd the ·.·
imp or tanc e of P.ar'ly ex per 1 ence ~n the d Pvc l o pmen t of.
, personality.- l!unt . (l96'7') cited the following example of ,.. \ .
interest in ·ea,rly experience found in ancient Greek ,
- . · ~istory': .. .
,, •• j n Plutarch'.s LJ VES, Lycurgus,.· the Law Giver ·or · - ':. '
•.
\
. '
- ~
-·--
...
' •
. o
. . ').. -··· ' ·· , .. \ , . '· . ..
. , ~~,l Y' ~ { ;.l·· . . '.;. .. ,, . . ~ •
. ' L
' ' . Ill'; : J/'t ~~:
· ,~
... . . \ . \ ·. . ' )
J . ) ~· ' . ·-· ll.
. \. . ·. 1 . . •
~ . 1 the Spar.tanr-::, ·.took. ~u~pi P,r-; · from t.he · s8m0 l.j t· tnr 'aut'! . ~:..· ..
.. '
.. ·t·:"'·-:.-~ ~ ., · - ~P.a.red ~hPm i. n · d i yer's·e · w:J.ys, so fh::l t' . nome be> came ~reedy
· } . rtrid ~ischie..fous curs while othP.rs bP.c:;.amP. ' .folJowers ·of · ~ d . .. i:t! the .. scent and hunters • . · He exh i b 1. tBd the~se pup·s, be fore ~·r:>t 8is conteri)poraries, .saying, !'Men of Spa~ta~ ·of "a :trut·~-.-
, . . .oi .~,~habit and. traj,njng and te'a._chin .~ ~nn r.;ui.Cianc~ in 11ivi'nlf~ ·::~.re a- great -irifl_w~n<;:e toward engen:derinc; f>xcel-J.en~e, · -:o1nd 1 w1,1, malcP. _ this eviden,t. to you nt nnce."· · 'l'her':?-: upon he . produced the doe.;~ with ct 1 verse ·l:caf i.ne "( p. 26?).
. . . I ; • , . • l ·:" .• • ·. 'I'he -m0de.rn - i ~.erl of the i mport~nlce o~r- e~ . .r~y ~xper.\cm.ce
. ., ~ -.
\n~ti~lly cnm~ ~rom Fr~ud (1905) and ~i ·s lheor~ of ·
·.
' . .
psy~h.osexua.f de~f,!lopme.nt,. Much of · 'the curr~nt intefest · in ··o . .
early e\~p~rience stems ·r;om, ·th~ _- work of_~ Pi'!t;et .and tii -~ , I , : • • ' ,'. , fl • .~ 1 • • •
a~soc\~tes (Piag~i· and . lhhelder, 196~) who belie~e~ that the . ' . . . . . . . . "' . \
~rowth . ··of intel. If~ence was dep~n~en~ oh·~~nso~imoto~ · ' ~ .:. ' . ' .
·:experie~c~ a~d operati_ond on.----'the' en.vJ ronme-~·t". -: .· . .. , • .
n
6
" 'l'he . j ~portance of early e~peder{ce' t and by .,
f 'mpii.'catlon, · deprlvation ouri.ng early" 'childhood,. has· its '.. •, .. .
·.~
. . .
root~ ai ~n experimental q~esti~n ~ i~ ~he s~udi.es of ... . . impr.inting by -the ethologi7s_t?; L~·renz~ ( 1937), 'l'inb~rg.en
. . ~
. .. ::-\ '
. . . ( 1951.) and ·later· Hess (·19 59). ·.He la.ted to the· co!lccpt of
:'
. . . impr i .~t \.ne; is· . the cr i t .ic·a 1'· p.eri oc\. hypo:thes is d i sc.ussed. -by .. . .
. . ~. . 0 : . ' . . . . . . . . . . . . ' . ,.:~. ' ... :.
· ma_ny authors ·· (G9-lri'wel!, ·l968, · Deru~nbert2:, ly()~·, [·J!ci;rawi .1·91-1-6; ,·
· scott,' 196B). ·. \ ' '
'rhe theor.y.of Hebb . -(19~9) ·v~ct to anum~r of ~tud\es
. base.d . on -sencory' ct·epr i va.t ion ann/or 'sen~ory erir ichment. • • •. ~ • • • ' • • : t1 • • • • • .. • • ~ • ,' : •
. Ivlos t .of thcsP. · ~ .tud i e? were d'orie· using· anima 1 ~, · u~ua,l::) y dogs , . . . ·.· .
':
·· or rats • . / ~- · · • , .
. ~ Perha,P_tolloWing, the f?otsteps. ''or ~~us.s.eau: 1 1'~62) ' .• 1 . . · . • •.
~-- -:--.--: :-~ho _Pres_cri?ea that th_e . chi·l .d, .Em_i~_e, . sh~u-~tl · ... :ver_y ear~y be\ :~
- ----:· , V. e~osed.~o p~in an:~ cold, that he, mgh\be~· ~· .'
• . , • - • 0 . .., - .. ~ . ~~· ';. 0 ,: • '
;\., ! ' , :. -..... ) ....
• • t).
. ... ' ··.: ..
· ·~· , ..- . D ..... • ' ., . \ A . .
. . . . · ~ . . '
l '· ' ' .. . .,. ~' .
' ~·
. ~ .. ··~ . . . ..
• • ' !t
~· • <Z l~; ;- . , . . ~ ~ .· .. ,· . ·~~J~bP.r· of · ~r1t;:1rchET~ · haVP. ;. ttHli.ed. th~ e fl'P.~ t~· · p f no~ io'us
. ~- • •. t •' • .
· ~timu1atjon· given ear.ly ln ll.'fe~.· . Re9ent s 'tuoiJs (qen8~berr;,.f .. ' ' ' n ' • ' ' '
' : } • i . ' •
. 1962-J' Goldman, 1.9641 Le.vihe, .i.96o·, Salama ·and -· Hunt, ·1964) I •' "· ( ~ ,.:; # ' "' • , J • , r. , • , ' ,
hnve s;u{!:,o;e.st.P.tf {ohnt earl:y ·n:~1nful st1mulat1on · m:1y' havP. .. h . . . . . ... ~ t ' . • .. . • . 0 •• \ '
- \Y • .. ...,. • • • .,
posi·tiv~ 0ffect.~~ : ~'he . f ·1ndini}S' 'indicated that both · nox.ious . ( . , • . . I . . . . ~
·ariel _p.lf'.~~n·t f:t1mtll~fi.~n .in· __ e"arly i~fanc'y was · af:~o.c .iated ·_ . 0 ' .
l R.
0
·with decre.·ased e~otionali t; ·and· inc~eaped growt\1 in ad\)lt ,.'
''~C.• .. rats. Ori.e ~-~,{ld draw.· the conclusion r'rom this· work . that •' . ' ' .· ..
• . t t:hr. ·wb,rst, . .. p'O?.Sible case for an_).nf~nt 'NOllld· 'he · .l::l~k flf •!
s t i mJJ ln. t i. on .. · · ' t, ••
. . ' • \ ' . .
P.a.rly stticiies on' the lack ·.of stirnulatiqn .. jn rarly ·~ '··. ' ' ·.r . r
chilciho~d (Bowlby, .l952J Goldfarb, 1~955,: 'Ribble, 194'): . ' ' ...
" ~ .... ~. . .Sp.itz, 1,9lt-5) concentr~ted on· tl).e · conccp.t of "ma.ternafl '· 0
, . ..... ·- - ·depriv;tio:pi', and' i;,dica·ted thai: jnstituti.·onally reared·-
~·.. -l j I
. o
( ' l~ ~ .: •,· 1"/
' I .Q" • · 1
, ' ,. • .- 0 _ , ' ~ •. -,.
chi l dr.en ·h,{rl more psychol'o'g 1 cal ·problems th:1n horne rC"a·r~d . • ' ' 0 • - . '• ' .. ..,J ' • • • _ ... _ • • '· 9 .
: ·1·\· ·children •. 'However, · because of such critics· as Pi!'lncau (1 951)
. ;
( ' · and Qasler (1961) · and th~ work ·of s~c~ · r~~earcheis· : as. . ; . . ~ . . . . ' ~ ·
R_he ine;o-ld and Bayley (l<]S9) and H~r·l~w .: ( 1 96~) the concP.~t .of '. .. ':. ,· ~ :
"mat~rnal .depriy:B.tjon" has been revjr;0d in favor of ' ·a ru>re: ·. \ .
.. ', '
; ; '• '
/ >?
' ' .
.. ' ' ; ·; . ..
i . I
' ,. ,•,
.'\ . .. ! \' .. 'l;a. 0 • , .....
0
.. ... ~ .:;
·general co.ncept . of rlepr:-hi'atio~. , .
I . .. . , .. j, Heiatcd to ' thp. concep11 '·of J'Tla t<' rnnl dPprivn.tion· ~
'. ~: ·• J' • . ' . var1ous studie's.of chlld rear]nr, 'p:ract.is'es (fJ::lvi.r-: ' ~~·1ri .--. .. .: '.o' . .... . , Q I . . . ·
Ha;··i.'nphurs ·t,· J91~6; . Wi1li.a mr-; ~nd ' Scott, l')S'\) eiam i~e rl ·th£> • p , , I I • • - •'~ "'""' ,. ••
. . :.-d.if~·,r·e~~«;s ~ctwe-en !ower cla~s and mi.d?'le : c!<:-sr.-: ear_l_ ;f · ~ . · ~~- . ··
· fa~~~~&· ~nv.i:t; of.lments arid ' suggested that the lower .clas·s child · ·r~-";~t " 0 -
.Wel:-S·· p'~rriaps m~re comfortable· in · te.r:ms of parenta l .···
\ ' ~ .... ~ . . , :pe rm1.ss.1veness
..
•, .
I
than -the middl e class chilo.
c .
0 0
~ .
:..· "-.J. .
Howe "V'er, 1 ') .·
.- ,··
' . . ...... . . .. ... -- ,-
:~ - ~ .
( (
.-.,
; · . ..
...
19
study by Maccoby and Gibbs (1954) suggested just the
reverse pattern. With the publication of Riesman's (1962)
book on "cultural" deprivation, the "concept of maternal
deprivation as an independent variable was broadened to take
in the entire social-cultural domain (Caldwell, l97J,p.2l)."
In summary, several types of deprivation in early
childhood have been suggested in the literature. These
include sensory deprivation, maternal deprivation, social
deprivation, and cultural deprivation. In most cases it
was reported that most or all of these conditions existed
together and all referred to a general lack of stimulation.
As discussed in the previous section, cerebral palsied
children, and other physically handicapped children, often
suffer from a similar lack of stimulation in their early
years. Brereton (1972) summarized it well when she stated:
The presence of a motor handicap from birth could well disorganize development in many ways. It could be that cerebral palsy children fail to interact well with their environment because of a basic lack of facility in apprehending information, but it could also be that their failure depends on inadequacies in the information available to them or to the erratic nature of the information with which their brain is furnished (p.9).
Psychosocial Deprivation and Behavior
In reviewing a number of animal studies, Brereton
(1972) stated, " ..• one can readily draw attention to
experiments where deliberate deprivation of interaction
produces behaviour strikingly similar to that of some
cerebral palsied children •.• (p.8)." Before reviewing these
r
. -----
.....
·~ .
---
~ir.- . .}· 20 t' ,..., ~ ; ' •
s 'tud.ies, the 'followi!lg cauti.on · 'b'y Mogen~;on ( 1972) 1s . 1n ~ order: . '
It is necessary~ however, ' to be cautlous . in generalizing from ·findings in lower animafs to human' · · beirigs. Animals have ·much simpleF nervous _systems and their social·enviFonment ~nd · organism-environment :lnterac t ions differ cons ic\erably from 'those 0 f 'children (p,lJ9). . . ..
. V"'
· However,, because" of methodological co.nsid_erations,
many _types .of ear.ly experience _studie~ . with childr,~n are -. . - .
unfeasible. ~herefor~ there· would appear ~d be a .good deal . ~ . ·'
· to be gained from early experience 9t\ld.les with · animals in
~pite ·of the criticismd and ~autions reported above.
:
· .. •rhompson ~nd Hero~ ( 195L}) compared _the behav.ior of ~:
.. i . raised in isolation chambefs for 'several months after
•' . weaning~ith t~ei~ litter ma{es who were raised as pets.
Upon re~ea?~ the ~solated dogs were hyperactive, had a : ·o ·
. .
sen-sory motor disturbance, and . were markedl'y weaker in
.· · probiem,solving. Thompson 'nd Her~n-~escribed the deficit ·- · . ·. .
.. ,--::_-
as .. a: lack of aQ,ility ·_'to discriminate 'relevant from
irrelevant a,·spects of t~ environment·, .or to adapt. to i
.. changes . made in the experi'mental s~tua.t:ion (p.2Y) ·." · llJ a
. I ~
:more recent i .so la tion exp·er imen t with . beagles. r~tc lzack . ; • , ,-.-(1965) confirmed most of · the ·earlier findings.
' . - Forgus (1 95L~ )
~arr~ed o~ a · si~ila~ o£· rats as subje~ts.
f i . .
type of experiment using (hree ,g roups
His fir·st group was 'in · a -large ,. . . . .
black-painted cage_ with .toys, ' ... ~'he second .' group ·.could only ·
see th~ ~oys and the third group had· no toys , at~ll. · When '
tested . later, -:~the first two groups moved around faster, were
. .
.·
' .
•I
..
'1
. ~ " . ,
/
.' .I!
... ' .
·.
21
9 less. emotional and frightened, sh()wed .,much more varied
behavior, and ·were better at probl~m solv~ng. He ict and '••
I Hein _(1?68) placed · kittens, initially raised in the dark, .. into a special ca~ousel car. One kitten was able to .- walk :
about where1rs--t-ne-·:o·th~x was. carri~d ' . . .. -_J~.i"'. ~ •i•
::..,. . · -
. - -la t7 tests the kitten that had the passive visuc;-1
• . - I
ertbounter .with the enviroriment showed a number off . ' ' ·, . i '
behavioral deficits •. ~~e ~uthors concluded that~~self-. --- . ~..t,. ·~.-
. . ~ . ~~ ~ ~
··· produced movement w1 th' it~ concurrent v irma~ fee_dbac k ·is
' necessary for the-.:.developm·ent .. of. visually-guided--behavior . . .
(p. )68) ... _ Mogenson (~972) summarized th~e and other . ' ;: .':
studies 'and concluded: ;:
. . . ' . (. - - ~ · .,
· • .• .. there i~ a good d 'eal of evidence that a r.ee.uc tion in the total amount of sensory stlmula tion or e~en ·in . the~varietj of sensory experience in early ~ife
·cin 'influence later beh~v56ur. Although gro~s · · histological chanGes ar:-.e absent there are changes in ·perception~ pro~.f.em-solving, so9ial behaviour,. etc,, indicative of su't5tle- physiolog~cal effects _on the nerVOUS~ SYS tern ( p • 10..1) 0 I • , . · .
·Lindsley and .Riese·n (1968) · agree with Mogensen and stated
th~t "··~an impoveri~h~d s~nsory erivironrnent ~~suits in th~ . -~ .
-~rrest of behavioral development, ·in retarded bio~ogical ~ • • \ ... I;
J-• • -~ .
. dcvelop·rnent, and in an anatomical and physiol~gica:l
change's in· the nervous system ( p. 251)." ·
.,. '
• __ ..... ' ~ .. .. .. ~- ....... ,. .
.. . Psyc hos·oc i al Deprivation •and ·cognitive Develonment , ..... .
... r-. -. ~· .
.
Many of . the .s·tudie's of th~ relationship betw·ecm
deprivation and . cognitive d~veio~nt fo-llo~ from ·Hebb's ~ • . . "" - ' . . . ' . . . . . ~. .. . lt.- ·''-·.;f.- i =;.:;·' ·. .. .. :<r . ~ .
(1949) .-;~heory that .. stimulat.~on::fac-i!'itates th~ dEi'velopment
·. ...
... )t
... . .,..._..., _ ,. . ·~ ..
:·".:,, -: . · - t · , .. ~ .. .. ~ . ~.
. ·- ; ,.
-~- :1
\',
. '
..
~· .
-~~-:::~ - . -~"' ... 1"
...
·.
.-
. ' .. 22
\ (
Of~ CC ll assemblies and phaSe. S.~'C[U,·C;t;lCCS ln the brain, .. . . -' .
According .to'the the~ry~ t~ese ~truciures then serVe as
m~diating processes that enable th~ organism more ~
_readily t-o process subsequent sensory input. . - .
Ros~nzwcig (1968) reported that enriched'experi~ncc
leads tp ·ana tornical and chemic~l cha_ngeu .)n t)1e · brains of
~rats and mice. · Animals in the ~nriched environm~nt
consistently ~evcloped greater weig~t 6f cerebral cortex
than . did their impoverisbed litter · mates. · Hosenzw~ig ·
said tha~ "changes in the .brain induced -by experience
underl£ the changes · in learn-ing ability ·brought. about _ by
.e:x::perience (p.13.1}." Re·CG·nt studies such as those by .. e. -
~ . gchapiro and Bukoyich (1970) and Vo~km~r and Green~ugh (1972)
'• . -have added to the cv,idence that an enriched environment
increases ~rowth in the . brain •
. Increased growth throug_h enr ichm.ent also takes. place_
in the sensory sys terns. Lindsley and H iesl"n (196~) reported ..
tha·t: - .. -~
.. vi s u-aL auditory, olfactory. and vcs tibular sensory .
sy_stems a'll share a common response to an optimum level ·s timulation. - Cell diameters increase. B1N,A. concentrati~n . . ... ) ;~ . increases , _ and 1-n some 1nstances - wherj(:! . JTie~surements ha~e been taken - there is a change in thi~knecs and weight of the layers of 'retina or -cortex· (p .• 25J).
' I
.:. tJ ~ ivi<;trS:h_ ( 1973) reported t hat a period .of s .ensory
_· s timulf;tion ·~nc~_eased tf1e -~b i l _i ty. of fourth ~md ·•s,ixth . '
g~ade childr~n to lea~n-~ langua~~ ta~k. ln a . r~ view. of I
various studies, Mogensori (l97~) . summariz~d the ~ffe~is of . ' I
restriction or deprivation a nd enrich~ent on cog n itive and . .
.'1
\ I " . .
J
- -
p
·-
:
,. ,. '
'
. ' . ; . '
2)
intellectual processes, He found that:
n •· .
'
. maze learning ~ind. problem-soiyingl performance are seriotisly disrupted following total 'v1sual deprivation and inferior fol"lowing~ res tr ic tion of environmental · -experience. On the other hand, performance in ~uch ·tasks is enhanced fol1o~in~ · enriched environment~! ~xperience. Motivation~! arid ernotional!ty chan~es contribute to the behavi6ral deficits a~ well as perceptu·al, cognitive and inte.llectual effect!:?. (p.l52f·. . . --- ·.. ·. .. •. ,
6 . •' ..,;.. - -
1l'hese c tud ics ·have spec ia,l implications fo.r ·the
~.cerebral palsied 6hil~. For exa~~le, Brereton (1~72)
corrirnente"d 1
. . In the case of cerebral ~a1sied ~hildrcn, the
environmental factor may _ play an·-~~xa~gerat~ri rc~c in . relation . to int.ellectual development . . 'l'hcr:::;c children·
.. are ·nkely, in·many ways, ·to be "'at risk" in the\r ·. ·. oppor·tun i ty to· acquire experience· by in t~raction· with .. . . . . '• . ~. ... . . . ...
~ the~r env1ronrnent, Added to th1s 1s the )Jkellhbod. _·. -·~ . th'a t · the physical handicap w i lJ. cause dis tortio,ns o :t:
...:....~ __ ... ·-::;.· experience; Added. to this again is the like1ih.o6d · ·· t}la t a tternpts to C'ope -with ' this ·distorted exper ien.ce.
will them~e.lves produce fault's in . the sequence' of intellectual development (p,-6) • . ·· . ..
'" •. ' '• '!' r ~
· Before· teaching ·the cerebral palsiect- ·.c'tii ld. a ... \ . . .. school shQuld make an eva.Lu.ation . of his exper'iemtial
' ' . . . "•'
development and ."any gaps_ in this process · of· normai · ... ' .
. experiential d~velopment should be correcte d p~ior to~ - or (' ' . •'
. /
. . . •' .
·' ·'
., ··-
concurrent with standard currfculum ' (Berko. 1966, p.26'6).·~ ... - · ~· ~ ..... , . . . . ..,: ··,.~· .
· ~ .
Psvch6sociai Uenrivatiort and Affective . Developmerit
...
No~ only can ~sychosoci~l deprivatib~ ·affect • , .. • \· • /'1 • • , . • ·--
behavjo:r an~ co_gni tive de_veloprnent .... but it. can .. alco ~·
infl,uence the ·,way · · th~ : deprived . person. f.eels about' the ,.4
wor:-ld and the way he interacts with o:-t;hers .
'> • ~
~~e development of verbal communication. The i .
... ~ .
'.
(
j
' . I"• ,· I' .'
· . ..
. . . . -.... .·· I .
, .
.! ~ . '
. ·. · ---~· , .. · . • ~:.;.'If'
~~ .
. · ... ..,; ...
.. ;:~>-.;_:·. :- ·~\
, ..
,c. .. ~
. • . .:- -.
, I
~,·
. ' . ,
24
importance of earlj experierices ·i~ the ·d~velopment ~ of - ~ · . .
.:
. language was clear:ly es·tablish~d in th~ 'ii ter~ t_ur~. ~- Church
{ 1961') . emphasized th~ importance of pre-verbal ·experience .. ~ . ,,
.. on language. development. Sinclai.~ (l'J?l ), ·.1~i.n[; Pia,get's
theory, · arr,ucd . that ncnsor i. motor pat tcr'ns are prereq u is }"tes .·· ly ' I .
• - . ~~~ - . .. ' . (jlt ,.,.
for the ~devc lopm.en t _ or' language~ Neal { 1 Y72· ) reviewed a ·: ·1,
j , ., •
number of s_tud ies which indicated that ' 91 ' ·" ... ., .• · . . .. .... .
the. effect·~ · o_f,· .(1·:: .;~ : . . ·':-
• ~I'~
de:velopme·n t • • ' • I')
. . .
. e·nvironmental~ depr~v~tio~ .on ~peech a~g~age
can t? e· · s i gn i f i cant • . . . " · ,_j" . · Th~.~hild with a physical ' handicap is depri~ed of
. '
much of the day · to ~ay . experience of other children. A · :-- .
- l~tk or.e~perierce is reflect~d in ·th~ · ~etatded spee~~ - . - ~ .
de_velopment · of ·physically. handicapped ch'ildren. ' ·According - . -~ "' . .
' ::. .
to Byrne ( 1962'), studies. have itidi.cated ·that speech . and
_langua~e . develop s-lowly among athetoid and s 'pastic
children. However, .. it should be noted that-though r'etarde.d, . " acquis.ition or · language a~d articulatory skill follows -·
' ' , • I '
• f
the same sQqu_~ntia~ · pattern observed. ''in' normal children . . . .. . . .
{p.S2r) •. " / ,.
4
• t •
· ·'Children. learn about :woz:ct~';. throug(h exper.ienc i n g : . . :- . . ~:~ ;~;;~[.. . . . ; the _ quality or.· the object which :'i!he ··word s de s cr.itie . ,. I,t . ~ . , .~ .. ~ .
.I
. c~~not .be taken ro}· -gra~ted ~hat phys'ic ~_lly. ha pd icapped "·. c'h i .~d.ren'~. becaus e of_~ the ir iackl. of J ;xp.?r.1-cnce· • . un_~e r s-_:tand ' • 4 .:~--r:- ~~ • I f
. clearly the me~ning of simple desctipti~e words _evcn · i r ' . . . . ·, .. !
' the y us'e the words when . . they ·$peak. :~~heerari . (.1965) told '. . . . . ·. ' . . . -;... 1-.'if:~:: ~ . ·. ~ .. . .. . .. .
'·-. an ·inte.resting st.ory which: illust~ate'ti .' this ·poi~~~ ' . .. .
• ' j .
~e vera l 'years a~o a very h~avily han~ic a~ped pupil . ·a sked 111e· dur.fng an ari thme.ti_c ... less.t~.n. . . ~CJ.t: was really ·'
.. I '"';:'- ~ y...,._-.. . . . . I t - ~-'·_;'"'f-J.V•
.....
.. , ~ - ~
l . I . I I.
·.·
. l
• • ·r .. . . .
~ ' .
·'
' ) ~
I •
. ·
I.
·.
. ~ .. . .. '
•'"'=' .. _._., ' • t.":, •
m~~nt by "he::\v1er''. Bec:=Hise of hf~--~r~nt. h:mciic<lp', )la. had 1 itPrr=lJ ly bet:.>n .ct=tr:r.iPd arouno . frmn chifrlhood anrl
'' r:lll rhys i cal· tasks ' had' of necessity he .. carr 1 e ~..---~-by others on his behalf •. J ~atherea he d y handled a pencil or pen. - ·his -hands were- .ry· deformed-. a..nd was not at 'all'_ clear of the meani.rir.: 'of weight, . nor was hE' conr:;cious of 1t. This 'boy ·.was .an exceptio~ · , but T soon found .out that a l 't..hout?;h m<1ny of th~ o thor~ . were con~cious o:r·· ~ei[;ht, they .hnd very litt.le idcn .of . m8ETnit\.lde or relative wejghts 'Of obj~ctf:. : 'l'he pup.il~ ·v1Pr~ then introduced to a · se~ _of kit.chen wei.P;hts. If'. they · were no.t capable , of . holdinr; them, then the w~ir;hts were :fasteri~d to their harids. This ~iscovery · made me wonder how :much·6f the knowledg~ we·take for rir3nt~d in the normal .'11 plus child, must not be. taken for ' ·
· -r;rantert wt)en deal i·n.g with pupi lq,_. who have had nn ·._ .. -ir.rer;ular ~ducation o(.p/1Q6) · : .
I •
' 'J'he ability ta._.sp~~k has a .direct 'efrect on ;,elf- . . .
.. concept. ·· PhiJl,ips, Butt . .and :.Metzger (1974) felt thr1t
:. "cot:nmuni~atj~n and , id_enti ty ar.e in:J5tr·i~abl~o~nd ··up. in .one
· anoth~r (p. 211). "· . Donovan ( 1.965) · affirmed this when she.
stated: ' ., '
' .r
Spee~h-_ iG i~~ortan~ to the ps~~ho\ogicnl develorment of a h.umaf\, beiry'g b~caur:e - it js a norm~l mc::tns of selfexprer;sj.cn.r·fiJ.s ·~ell as a mef!ns "o.f r .elnting to other people. Serioi1s impairment' in the ahili ty ·to· communicate orally i~ a frequent . causg._ of personality d i::>order.s and 1~gti~naJ,. problem's (p-. 4). · ·
tr ~ ' . • I V' ' . '
. Q..onov~n _added· tnat effective ~,pecc~ i·s biwic to ' . ,. ~·-r .
:.: .. ee!-ucation, to social · mobility and vocat]onal comp~:te_ncc.
Th~ · ability ~o . expr~ss ~neself ~ffectivel~·iR a so~ial . . -....: . ~ .
. a's::;et to a.ny person and greatly enlarges his contr~l over '
fl. .. <
' ·,. · ··· p · . . . ' .·· .the w'o~id ··around him. For t~e .ph;sicaliy h~nrljc;tpped~ good. ;·'i.
·.~· · oral Communica tl un Call br lnb th~ reCO[';I1 it ion 3.0rl :!Ch icv<Jmcn t "'I' . • ' - •
. . l ht: su bauly need~ am:~. can par1tly compcnsa te . for his
• .. • • p . ~ . - ~ • • • • • • •
. disabi~i'ty_. : s.peec.h · is the easie5t and mo::;t ~·c:;cepted
m~·<thod . of· .·.~el.f-express ion and is the ke:y- to ·soc ial .. and .
.A ·~ . .. ~ : " l"' , .,.._---.,.. -~---•''4~ · ~· · • • •
I, . '
'
" 4 ' .
'. ..
' • I
... .
'( .
.. . !'" ... .. .... ...
o,
. . . ,
' ~·
·~
;
'··
. ','
... . ·
26
jnterpcrson~l ski·Jts •.. Ham (1965) .cmpha~i?.,.;rl · "t))p import·mc.e
of'-oral communication to the phys1cally. handicappe.d when - ~ ------ '~]
he commented: \
· rro thP.· chi ldrcn vii th whnm Wf" dr:::tl , shtt 't up ·; n their ; n~dP.Cl ua tc . hod ier; and cut off from s 0 many f'ormr; 0 r
. . . , . .- self exprcs;,ion, · r;ome vehicle for the r:xr.hnt'lc;c of' thou~ht :::1.nri fE'el inG . w]th their fel lo\'JS ir; n nP.cer;sity
-of _life (p,l.2?).
/
'1'rombly . ( 1968), in wr.i ting about laneuat;f' and the
cerebral palsiP.d .child':, ·st.atE?d th.at lan,p;unr,;f' is most. · P.asily . ~ .
l e~rnerl at. momt=m t~s when thr chi l 'rl r~ao t.s, ~ or c :'n h·~ m::t dr> t.o
react to some specific :Cxr'erience. Recn\lsf! of lack of
e_xper .if!nce,· a l~ne;uae~· ·.development program for the cen~ brn l •
pa:l s 1 eel ch il rl shou) rt 1. nc lude sensory . awa rPn~ss act i v j ties.
'l'he purpose of the.se' ~c t ivi ties ·for _chi Td ren is ''" t o
enJarge thc5r 'vpcabulary throut:;h talk in(" and C'Xpl~inine . ~ .. . ' ~ . . . .. "\
_about the objects '{L9wndes, 1 <;i70, p.)6}." tJlecham (lG/36) . r ae;r_eed w'ith Lowndes and fel't( that:.
': c- bee a us~ of the cer~bral _. palsy · ch ·i_l d's 1 i mit:::~. t~ o·n~ 1n ~.xplor1n~ and e:;P.ttmg around, much 0f the environ
· . m~nt Which is ·nor~~lly enc.oun_;.P~d ·r'r\\1St be ~rnn~ht to . h1m anct mrlde menn1ngfi.1J\ for: h1m~ J.n term;, of languRge
· andexperience (p.lOl) . . · ·· . . · ·
'l'he dcve1onmr.nt .of interpf!rsonnl compet0ncf! . • le s sor
and Rich3:rdson (196·8.) outlin~d- : f.he rel'a.tions:hjp betw~en
ps.ycho ~~ oc 1 n 1 d P.pr 1 ~at ib1 a·nd the deve b pm.Pnt -'·a f 1 ptC'rpr>r;,on-
nl comrHd:enc~. rrh_ey' . :rep<?rtP.d thn. t:
a' recurrent the me? in . this rcViC'W of r:ocfal and emot1onaJ.factors r:n pr;ycho-soc.ial deprjvatiori js the importance fo.r the individual of feelinr; he -has some. d e f:'_;r e e of control of his social environment. An · important skill~ ·t'hen, in parti.cipati.ng in ·soci·e ty is· the ab i).i~y · .t~ ~nfluenoe others' thque;h ~~ · 1 eellnr;s , and
,\."
"
..
,.
t
,-
... . . . . ~ . .... -)· .
act ion;, to sharie -thc:..rcspons i ve tre ~ tmen tt'rece i ved ·from others.~ . • An impor~ant se,t of j n tcrpcrsonal nki lls re la·ted to ini'luenc ing o. \:;jJ.ers are tho sf! required· for soc i a 1 interact ion_,__ :--.P.f:!.r,;,fi_c qlar ly for en ta'b 1 ish iri~ and main.taining identities ··'in relation to.· others (p.it-0)."
• I ' ·~
. ' . Lack of practise ,iri in.tcrper_sonal Gk ills ,. may . come • ' l . '
• \ ' ) ·, I
about because of .. e i lher \ la<;lc ·•o r soc \a l con lac l or la~k of
opportunity .to take on s~'cial roles •. ,Jessor ;utu~ Hich:1rclson ~ .. .
., (1968) stated that tl ex.tensive. experience and cognitive
growth are.· rieces:.>ary. to de_al . ~ ffec ti vely' w ~ th social
' -~ rcdationships and maintai'n flexibiUty in the complex and . . . e.l '
rapid-ly .chane;in~ ~ocial condjtions of today (p. J'5) . . " " For . . - .
a pcrsqn \ti th -~ physical hand.i.cap, .· effect .i ve social role
development . becomes very d i fficl)-'1~· 'l'&emar:- ich and Ve ~.lemen .. ... .
(1969) who su.mmarized t ·welve years of test · rcsul 'ts with ' . ·-,.;;. .... ;..:)'i-·'·-- _ __ . ~ - l, - ... . - .
~andicapped 6hildreA found · that: . -
... ... this r;roup of children. ~ n wl1oJc •. sho~t{,G a greater tendency toward a more ~rsonal ized. intro-spec.tive· view of li.fe than ab.Le ·boQJ.ed children •. '!'hey experience dif f icutty in fac ~ng soc"'ial situation?
.·generally, ~:specially situations which may imply ··guilt 'or personal inade~uacy (p.2)~
~ ~~:t· ' .
'l'he · relationship betweefl isola t.ion and abnormal
.,.
social t;>ehavior has been con fir~¥~- by a numbe/ ... of .an.imal .. - ' • . ~ .. ·~·
studies. ~- l;{arlow. (ly6B.) and l\1~-son (1968) tested the. , . 4
behavior of ·'lnonkeys raised as social isolates 'and Thompson . . , \ . . .
and ~ron ( 1_.954) described· several' cxpcrim~ nts with d.og~--. . .
Mogensen ( 1 ':}'12) ::a.l·mma'rized the results of.. these. experiments: . . . .. . ,
·-.. --Hestriction causes retardation in. social deve1oprhent of· dogs and monkeys. Following isolation 'dogs are \ · "puppy-like" and submi~sive in certa in social situations. following , maternal deprivation monkeys show atypical · social behav lor, . the most ·striking abnorrnali ties be ijllg. · .. ... ,.,.._ as soc -~~ ·~ed with sexua~ behavior ( p. 153 )·. .. · ·
..• . , .
. (
." ,. ' ....:..._
~,. I
I
. ' -· "_ ..
2H
Ah intercGtinp; point .is that the t.·endcncy for a " .
ph.yr;ically handi~apped person to be a soc ~al isola ~e· may I ,. , ' •
be greater for· a pEirson with a mild disab.,il i ty than for · one ..
with a .scver.e dis<tbility. Although Wr~ght (1960) · state<j
·that there is li..·ftle ·relationship between ·the degree of . .. ' . . ) .. . ,;~ . .
.,adjustment ancf the degree of disability, she also .
. Postulated that a person with ·a · mild ·disab:llity may,.
because he is almo~t normal, ,have a greater push tp hide and
deffy his disability. . . -- ·- --
there. by thwartin~ hu:; - ov:n adju£;tment. . ' . . ..
A person who~e -disabilitY, ir. so severe as to be ·Undeniable·
haa -little recourse but to grapple with the problem of . ~
/ ..., . . . -..... . . . accepting . hims~lf as a ·person with a disability •. Resul:ts of,
' . . . . . . . . .
a study b~Z_a,~~ ... {1969) supported this hypothesis(.- - . / ' . .. . ' . , . I
. ' 'i'he development of self'-conc·ept. 1 t i:' important '
. that · t~e..,:.·phys ica\-ly handicapped 'pers~n . have . a.' st~ong se 1r.:.. ·
· concept and· h·igh se 11·-cs teem. J esno;r and H) ch;n·ct son's. ( 1 <;68) ..... '
d'iscuss ion ·of the consequences of low 8~lf-csteem is quoted
'below:
\'/hil.e the destruc·tive conseg.].le'ricco ·can be ·considered ~t lenp;th ~vena brief 'l-isting indicates the pervasive ·
.. .. socjal; peroonal and vocational harm resulting from · • :-;·nec;nt-jve attitudes towards oneself. 'l'hus. we f'ind · that
• . perS'·ons wi'th low seli"-e::;teem tend to be soc i alJy with-. · drav;n and . appre hens ivel, incline d to r 'eject the:ir own .
per:-ccptions and .iudgment -and accep.t thos e of other pers ons , and lacking t he socjal skills and ease that make for fr !endsh ips and soc ial -·parti c i pa tion. 'l'hey arc " likely Lo be aelt'-conscious and preoc~cupied with their O\'m d e f i qi'enc i es. and overwhe lmed w] ~h f e eling s of helpless ness and hopelessness. Such f e e .l i ngs a re expre ssc!Q in hig h e r levels of anxie ty, hig her levels ·Of {psychos omatic) symptoms .and reduce d e f f'.ectivenes s in
·performing academic ·and vocational tasks. · Lac king trust ·rn their capacities and ·anticipating failure, they are
. . . " . ·'
. . •'
(' (
• .1' ,.
·· ..
)
,•
. -. ,•
• I
f' \ . t_
I
)
.
. . ' ..
2<;
inciined. to be cautious in their · expl~mations. · limite'd in the risks they will assume, and qu·ick to cease their. efforts. Convinced th.at tne ~r . powers are. too · limited to have a favorab'le influence upon their . • future lives, they tepd to lose hope and adopt _ a .
. 'pessimistic . and ·:fa tal isJ~~c view towards . the failures ~nd un.~_appJ:ness· triat presumably_. av,~lt them (p.28).:
' . '
Pringle (1965) stated," •.. how a child f~e~s about
hi mse:J..'f . and h :1 s hand i 'cap is a much more P?ten t fac t.or in .•
de·termin i~g his personal· and social adjustment than th.~ . . t? .. " . ·na tur·e or even degree of the handicap . ( p. 58) .• "
A physically handic.apped . person has. a number of,.
. problems in .developing high self:- esteem. . Wr i g)l t' ( 1.960_.)
pointe~ out that "arbitrar~ly-hoid.ing up 'norma-l' ·
performance as the model of behavior unnecess·arily . comm~ ts
many·.··persons with a disability .. to ~epeated feeiings of•-• Q • ' •
failur'e and inferiority (p.25)." ·i~oml cases, 8.- · J •
physically handicapped per;on cann~i~t6 ~h.e' no~m;l,, group but does not want .to be · assoc1ated Wl th the ~ ·
. . ' 'handicapped ·group.. \'/right . ( .ly6o~) discus.sed this type of teact~on: . · . r
. ·· .. ~ . .
1 t is ·the social reality'. of an · undesirable . 'personal- chavacteristic. awareness .. of it . on the part··· of 'others, that threatens one's grou·p status . .. 'l'o at;t-empt to ·.h j d/2' to deny' 'to forget is common sense although l t does not make adjusti'ie sense. ·· It does not make ·· ad·,;us tive ~nse because acceptance of a disability requires that the person ·absorb it within his · psychological o.utloo_k in such a ·way that it i s no. ' long~r a _painful .:f.act- that. must _be co,ncealed ( p.~-2).~\··
. Body-image plays an important role in the · ' · ' ,. ' .
development of the se l.f-concept of the_ ph~sically ~ ·. ' .
handica_Ppeq .. child. Cruiksha~k, Bentzen, Ratzeburg and
Tannhauser (1961) contended . that a poor body-image can ....
.. . . \
... . _.. .. 1\ -=-~-..- --~ , .
"'S • .. •
.·'
I.
..
. · . .
. . .
-. .
r. .
·.~ .
--.... -
~.
. . >
:.
· ' ..>
,"' .. ;. -j"" ...... -J ..-"::-
( .
.... ~ ~-.
. 1 i . ..·- .
inflqence'boi.h th~'.? ' learnine; 3:nd .the . a~m~nt - of R~ ' "' ---{
handicapped child. 'l'hey repo:r;_ted ·: . L.,._ .
.. . , .... bnd.n. ;~·u~d~~n o·;tP..n: ar~ characteri~ed by inndeq ua te 1 ~eve loped cO.ncP-pt.s of t.h~ body i maP.;E! •
. S_uch imp~ _iynen · has _?:lso br.E'n f~nmd trl hP respons-ible . :for _the ..c:i"PVP lopmen t of i nadP.!]lJa te sP).f-t:"oncP.ptfi in · brrtin _injur0rl.ch·jtdren,, .until ·a~.oh'11- d has riPvelopeci a . relnt.~ve]y c;ood concept o.:~..,..::t_h_~ . --n'oriy iTT1Clf,P. 1 hiP. own self roncP.-r.t will be_ si.r,nif)cantly imp~\rP.d ~nrl . l~:trn.,lne; of
··-· · ar.1 _ typ~s""'will be_ sie:njficant1y~ retarderl • . 'I'he · <-, devpJopmP.nt of a realistic body-imae;e concept ·· · .
. · necessitates ·co..:.ordinated p~ysical e;r6wth . and sound emoti'ona l dev~ lopmeni·, j. e. a gener.ally secure person. lf any · o-r these ·racets . of healthy r.;rnwt.h ~rP. retarde·cf for :my rnCtson, thP. i.-nd i vidual • ~ horly i !Tlar;e may b~e · _impairerl, anrl len.rninG and adj':lstmPnt. wj 11 be retarde·rl _as a res u·l t ( p. B}. .. - ~- · · · · .
: ~
f,anE;den anq . Sto\xt ( 1"~r~3"'i:1 studied well-a~ .ius ted
-handicapped chHrlren and di!'lCOV-~red · that,_ desp·l te . " ' ~ . ' . . . .
'tremendous d iff~rences . i-n the"'=-b_ackground and physical .. -- ·- ,:.
-~- , .
chri.r8.C'ter1stics;.of thes~ ' chil(dren, thcte was . one out!'ltandine . ' ~'
n i ~ i J r.t)j ty ,: . 'l'he chi. -~dren .were loved __ by thP. ~ r 'par-en tn · in an ~ . \ , atmosphere of warm, .thoueh not nocessar j ly demons tra tj ve'
accepta~cc. . Wr'ie.;h t ( 196.0} c i'ted ex-Perimental support :for the . ~ ·, .. :-:. , . ':· t !:: "'.-~:-!- .. ' . . . : .. . ' ' . '
·folJowine;·pro-positionss '' l There is a positive relat.ionr>hip - ~ '4 . - . .
. ' ' ' " . between s~lf-acceptance and .acceptanc~ of others, and 2 . . ' _,
' - . .. there· j s ·a. positive n.d.a t ionsh i _p between .se 1 f.:-acc .. ep_tance
Q. • , . ' '
·· and the accept:-tnce a child perced_ves from other;,. However, ' '
'it~may be that. for th~ physically hal}cLica_,p_ped person~ .. .• . social devaluatjon must come before self-acr,ept~nce. Wright
(1960) stated: ... ..·_ •. w~~ rrar:not say ~h~t~re1u~~c,Y or in-tensity of · social
d,.. .. ,aluat~on 1s related.-· ln a direct or on·e-to-onP. way to per$onal fe~lings of .. inferioritt ·With increa~e in· ·soc :i al dev'alua tj on · may come an · creased need for a ·new look _ jnt-o .one'•s valu~s •. which, s an. important first .
~ ' ,, I . ,
~ .
. ' . . ,,
. .
-·---
.'
'"
' li
o' •
.... ...
•, --~
~ .· I . , ......
'"
of'
J
. J
.. · . ,.
- . 0 '
' (
~ .~:~, ;~ . : ·-:.~· . f l • .
- J ; ....
st~p in -the process of ad ,i.ustmen\ may dq .:·ml.lch'{to C:.6.unterac t · the des true ti ve power of · -~·rifer::~irer &oc .l a 1• . u·s :0
• ( p , 54 ) . · · ~- ;_ \ ~
• <
,. .•. ~ .
. _...-
. I
)1 .
sta.t ·-
... ' ....... , Emot·ional and motivation,al . devel?pment~: Bo.wlby (1958)_.....
0 ' ,. :• ' . has . suggested t~~ 't;:. in . addition to~ the ·s _e'nsory .all? learning
'capaci tie~· of 'the ' youn,g in!ant, ·l:,.c _rtai~- exp_erienc:s may be ' ?, , . .. . •"' ~ . . .........
. related ~o the ·exteni to wh1ch affectlonai · bonds .. are· p . ,
_,
21·
, . . , r
;
' defv,e_loped ~etw_een mot~er and child.. C~rtain beh~viots suc.h
0
'as sue kine, clinging and fol~owing ·e ~i.e rt. emb_tional . . .. ~responses in· the mother. 'l'tle mother 'is' drq.wn to .and l;>;ecomes . ·"';
0 ? I . •
. attached ta her i·nfan t, · 'l'he cerebra 1 .pa_ls fed child.
·· oecause of his motor handicap, may · ~ot' be . abie to carry o\lt ~ . - . \ :· .. . . . -. ' .
these typicat behaviors. Jesscft and Ri"C:hardson· ( 19.68) · • . • • ~ - - ~- " • • 0
further e l~boTa ted .on the dev.~lopmem t o_f th.e affec ~ iC~nal
bonds': . . ~ The .. co~d{tions nsc~ssary for the development of .
early attachments,'· as best we know them, · inc.lud~ · ·:. ~ _\J .
• 0 •
..
·-
.,.. contact w~ th an ad'ul t(s) who ·proyides senJ;ory stimul-.· · .
. ation to the child, 'who is responsive- ,:to the : infant's .---=..-- ...... _____ · needs 1 and who provides _this ;res pons i v~ness w·i th :some · regu!_'~ti ty -in :rel;~,_':tion .. to the 'Child IS ~Wn_ OVertureS.- . . ....
•"b·-
-, ·::·
Parental neg lee t-.e i t~er · in the fo~f ~9Q 1 itt !e o 0
stimulation or stimulation . that is not .. contin'gent with respect to the child.'s own actions-has been quite. con-S i 'stently indicated as an antec~qent of weak deve],opnient of the affecti'onal system !n yo'llng chi-ldren. It h 3··_probably no:t of .crucial 1mp_ortance · whe~her .a
- motherJor 8. .- mother surrogate provide s the s tl:·mu] a'tion, Rathe r, it .is the lack of a ppropriate _s:t-imulation..; · orniriari ly" g ~ven the chi l _d thr:.ogh talking · to 'h·im·,·. touching him and cudd-ling him, whe~ he is awak'e and ' o
"rec~pt'ive - to' this stimulation-which- is crucial ( p .1.4).
~· rVIoge.nson ( 1972) agreed with the abov'e a ·utl1ors . th<,~. t "ta~ tile · •
stim~lation i~ important in emotional development' and in the I
· - attachment t o th.e mother wh i ch ~-s- ·the . basi'&.....,?f subseq~erit . '""'• \,. .
. .
. ,.
b
. \ .
..
. :. ..
# •
c
' o • . '
0
'b •.,}•
. •. • . • .
' 0 ,_ .. . '
soc'iali.q.at'lon · (~.152).i• Montagu (1971 ·) in l}i~ bot;>.k,· . ' . ,.
I , , , 0 . ;.;
; • ._f;_ Touch inr; •. stated·: .. . ( J
' . . '
. . It appears probable".that for.h~mari beings·t~ctile stim~la~ion is·of fondn~ent~l conseq~~nce for the d~velopmcnt 0f henlthy~cmotional or 3ffccti.on~l relation~h~~s, that · "licking"~ in i'ts ~dtu~l.and in its .figu·rat.lve sense, an.? love are clo~e1y C0[1!1.P..ctedl in . ~hort~ · that one leatns to 16v~ not by in~truc~i6~ but by b•c in .~ · 1ove,cl.. A.~ Professor _ Harry H~n~Jow. h~!'; nut it, fl·nm -t:hc ' "intimate attachment of the chi lrl t.o tne · , · :
-·~other, multiple learryed and ~~neralized affectional ·responses are_ formed" (p.35). · ~ · · ·
. . Th~ probl~ms that a cerebra} pal~y c~ild rnny ha~e
with the \ri~tial parent~chilrt . relationship~ hnve bP~n .
di~cu6se~ previously. It wou 1 ct be .expe'c t~rl from this that
.many·o~ · the~e chil~re~ mieht show ~~tarded ·emotibrial 1:> • >
development. Ingram' ( 1965') cqnfirmed , this whe,n he repq_rt,ed . \ ·~
/"/~''" ,!>
, tha.. t t '
' / . . ·. . Ex per_ i ence. of the pr<?b lems o.f ydunr: ~dJitl ts · n·nffcr 1 nr:.
~. fr0m ct::-r0hrnl -pa'lsy sugge·sts th~t m·nny -~c~~ol·. )r:>n.vers ·. are 'rrt thcr ,_ov.er-educa ted~ . but that emo f.ionall_y they ._are. :ver.y i.mmat.pre·, very unrealistic about. their handicaps
- i nd have . the greatest .difficult~ in [o~min~ .satisfactory personal relationships either at wurk. or in their 1eisure hours (p.4) •. " · · · ( ..
' H~.mt (196.)) .,believed tha:t motiva-t;pit1-i-s-"basec'l -on - { ' ,. ~· '
informational interaction 'df an active "e*pect.an,:t••--.: organism • ~ " • ' • ~ ' ~ 4 • • :'1 . r:.. . • . \,
with . it;, environment.' . The T9elati've ·in<?bil ,itv of · cp·r.P.'bra1 • :;; ' • .. • - ;., ... .. c.
. ~ ~ , v
me'nt ma;'l affect the development ·of motivat\oD_· ' The . l ) . . - . . . \ . conf;tr~ints on~· physjcally , handicapped ·chi;Jd·can h.f?. .f rusl-. . ~
'· rat'i ~g and disc~~aging: Cruik-shank · (' 1:972) I·~~~ ted that· ~ .
physicnlly n~rmal persons often have barriers to i .
·, '.
·accomJ?l~shine;·:th·~·ir goals qut· unlike th.e phys1cal1y handi-v" -~
capped, t~ey can . ~ov~ freely ar~und in their environment ·
- , I I
' . I
, ~ '· ,.. . ~·
•'
I 0 .. ' .
..
~ j/
• ' 0
,.
.. ·-·
·,
\ - ' i, ...
J .
' \o
'
J
(, ; ---
v .•
·--\
r, '
0 .
. . \ ' . \, .
_ .. - '!_ - -·
.·_ . . . I ·
JJ
_;:'-- · a.nd- often change, these barriers~ and ~hey are no.t faced wi-th . . ; . 1 c .
: ~ the safue ba~rier in· every ~roblem ~ituation. ·,- ' $ ·
. ·
' •:..
, . 0
t . . . .
Moral development. Althou~h moDal development is a , ' . . .. .. more d :i.fficul t area to· cval ua te, J..essor_·- and R icha.rdspn .( 1968 )· . .
reported tha~: , _ _ t ':. .. .,~..,.. ...... .,
.. -· <,
To a con~idcrable extent m~ral beh~vi~r is determined by the same abilities that determine effective 'cognitive . performance and school ach~evement. .The implication is that the sa~c: ·tonditjons which cause poor learping and poor a~hievement in psycho-socially deprived children
··also caw:~e· r;,e tarda,t ion in morally re 1 evant "eg·o strength_" tr:-aits •. In ·that ·sense there. is nothing specific to ·the'
· area~~ fuoral ~evelopment (pp.J2-JJ).
'1 · _J es~or and Richa~rl;ori also linked · maturity of moral
judgment to Q.c_ficiencies 'in ."role.:.taking opportunities". , . ' '.
~ . Kay . ( 197'0) in his ~eview of mora.l dev~l'opme·nt stated:
· .. ·.since ··the arr ~ v~ 1 of "readiness" depends upon previous experience .•. [one] must see that children are ,£';iven .. every opportuni,-ty tp _be involved. in preparat<;>ry experiences. They must ~- prepared for understandrng waight ~y w~ighing as many thin~~ ,s· possible ••• for understanding morality by being involved in moral situations (p.250). J_ ·._
.o
.rn· view of the other defici~ncie s ~~u~~ d by lRck of
_ e~pririenc~~ ~~ ·i~ possible th~t·c~rebral palsie~ children •
- may also be ~eficient in moral dcvelopmerit.
HE~·1EDJAI, P-ROGRAMS FOH C EREni~ A J., PA l,SJED CH IJ,OREN'
- 0
0
~Tpc pr •..! VtoJ :::; ~~:.cussion sh~wcd' ' tl~3..t the cerebral ·
palsi~d child ~s b~~ ~nly faced with ~is phYsic~l handicap
:but also 'must often suffer environll}ental underst i mula'tion
which can lead· to problems in a number of deve:lopmen.tal areas. I
f ,,
- ~
.:
,
. ;· " Bowley ·anrl. Garrtn~r ·( 1959.) r>t:tted the tn:il~ of the teach"!"
d. or therap'ist in remediation:
. '
The effects of limited ·experience, if allowed to contiDue over many years, can be profound, and the tas~ 6 f parents and teachers. and the rap!:::: t:::: 1 s · the • . urg~nt one~ a'::; far a::; the very . ha'hd'ir.arpc-j :,-cu••G ~,;idle · :is concl'1";"i.d, . ~f flrovirling li1dX~t:'i1 ~ ro :. ~ _iruuld l ~:J:1 ~· t. t h e ric;ht lev~~ of ?r1nging r;t.imulnt.i-cm to thn c .hi 1r1· in sit•Jation.:-: where he cannot· reach out f'nr it, a;; cat·ly a~ possible (p.9) .
Critical Periods l> .
Any pP.r~on settjng up a remedial progp11n. must
c Qll_tc..nn_ w..i:lJ:.l th c' 'j ~r l i ca.. t i. ons of th P "cr i t 5 c a.l
~. / hypotheSIS".
roriori .,
'l'hP. particular. ·implication wh]-;~ concern;, th~
- .;:..-o
·'·
· therapist is that his pr~gram may have litt.lc. or no re::::ults O• .......
bec~use the critical peri6d. h~s pas~ed - when such . stimulation
would havc .been effective • . ------· The phenomena of·c~itical .periorlR h~~ bean invc :::: t-f .
iga ted · by Lo~en'l~_.. ( 1937) and· Hess. ( 1959) in· their · work with . "'-- . -· ' ., . -
imprinting ·rri'7ce::::c. McGraw. (1946) dc.mo!lstratP.d cr i tical
·periods in the ac<{uis.it:i.on of motor skills :in human infa.ntc~ . .. \
,__.. , · Scott (1962'), · wor.king wit~_· dogs, differentiatcrl thre e mnin
· .ty~es of critic~l p~rindsr for l~n~nine~ f or estn~l i ~hin~
:.o~i::tl relation:.hips, and for infantile . stimuladon. 1n_ the ' _, ' ' .: ~ ,. ... ' • I
·' many sensory deprivation . experiments (l11n.rlow1 °1968, · He- .l d and< . .
. . . . " ·1
·• Hein, 1968; Niz7.cn, Chow and Sen:., 1 ~) ') 1) cr:-itical pE'r i ods-- '· ·
~ hav~ been demonstrated, althoug h·not ·precisely . measured . . ' . . . .
· A .number of writers have taken issue with a strict ·critical ·
.. ·period· hypothesis.- Der:~enberg {.1968) questioned the ·r i xed ~ 1\.
1· tim~ ' interval concept of the critical peri on • and f a v'orP.d
., .
u
..
' !" I
)
' ·
. . .
35 o . ' .
· the "maximum suscPptibility" position . Caldwell ( 1Y68) . .
emph~sized the· importance of stu'dyin_g critical un~erlying
events rather than critic·al time period~. · . In r~lation to .,
' ' . . . f . psychosocial deprivation, ~escor and Richardson {1968)
• • •• • ;: . ... , .... ~ •(r,= .... •t; ,. ~' stated, . "There is no ev ide nee that the deb 111 ta t1ng .. e t t ec·ts -f~ · · ·
produc~d · ~y ·early deprivation of the . type encount~re'a "in." ... . "" .
. h
· insti.t.ut.i9ns a;r:e irre~e.rs,ible _·(p.58}." ·Woods . (l95<i)·,, in a . '
study. of p~o'blem-solvi'rig_ behavior · in .rats, concluded, "'rhe . . . .
results clearly - indicate that .. thc effects of early sensory - . . • J
and motbr depr~vat'~on can be mar~edly reduced bY., subsequent ' - 1 . . -~ . ~ .·. · . . . exposure to . an enriched environmen~ ( p. 401 ~. ·~:-~ <•, '
.,: . ·- . ~t .. ... - ~he therapi~t running a . ~em~dial program must t ake
the position that, although th~re · is a optima·l' ·.time when · . . ' ~ .
I .
le~rninE sho~ld take place, a remedial progrdm can··have . .,. \ , • .
~ . . . . . ;
some positive effect. at a J.a·te_r_ ·d.ate. Caldwell 096B·)
paraphrased"" orwell and proposed that "" " au" peri~ds aJ "
cr1tical,· only __ some are . probabiy more critical .than others . t .
(p.222)," ' ( .
Desi~ning a remediai program; Ideally. a proeram for c
~ ,,
cerebral palsied-dhildren should involve the fam i ly as well . . . . . ' .
·-~ .. < as the school.. I
McDanial (1969) found tha t f~mily ~upport in - .... ~-~-:.:..--
ter:ms of active· intere'st, acceptance ;_tnd · e ncouragemen-t: . . b~ .. .. '::-.·
a de-finitely · s~ gn]ficant rel~tionsh1p ·to . .th e \.pat i ~nt.'s .~·. . .
l'"~ _sp_onse to 'rehabiii tati~n. \ •'
. . .
'in ' ·ciesigning a program, -it is ·· important . to remember >
.. ~ttha t most . of the deyelopme~tal principles ."which 'apply to ' r "normal" children also apply to cerebral pa1s.iecfi'children •.
. •.
\
:
.. \
• • '<' • •
. . .
-~ .
_ .: ... ) ..
'
, p
*
. '
. '·
)6
Elvin ( 1966) brought out thi::~nt as, followS' ··
••. some Of the diff'i . es of spa*c children are that they · are· in homes which by1 their .· y physical ·
· ·\· strudture no more permit ~orne excellent practises to · be f~~lowed than th~y ~o for their unhandicapped ·
·· brothers ·~nd .s,isters ("p·.i}. . · · .. ~lost children who have · cerebral paJ sy a~re
mul~iply ~anct~capped. Each chtld jn a . grbu~ - of cerebr~l
~a~si~d c~}. ld~en. is.qifferent a~d"\t~;rer~re)any pr-og~am ·:
must be inciiv.idualized to take into account each ch"ild's .. . needs, deficie,~.cies, ·and abjlities. ·oue ·to differ-.ent
t..
degrees · of phys5cal dh::;abili ty and/or diffe·r-en't ('nv·iron-. .
mental bickgroundB, various children within one group may
be,at several different devel~pmental levels. Berkq (1966)
propos7d ~he use of the following checklista ~ . 1. Is t~ a·cti.vity· within the child's d~vel~pmenta1
l .evel of performance? · ·· 2. Does the child comprehend wha .. t i~ required ~ ·f : ,.
h i.m? · -,.. . " }. ls ~he learning situation it~elf .in proper "' structure? ' · .
· 4. Has the child been· prepared for~Hanee when cna·n.ge in structure or situ.ation is n~eessary? {
5i: What· is the relatiqnship between the · ~hild and · the teacher or · therap~st1 . .
6 .. How does the special education teacher, the · · 'clinician who teac·hes cerebral palsied children
·in a group,. allow for these . indi~id~al differencei (p.274)?
Programs OtherL 'l'han Th.ose For; 'l'he ·Cerebra 1 Palsied
which
. 'l'here are a large number o~ . i ntervcnti onfprograms
attempt. to counteract the eff~cts of psycho?q,c ia.l , . .. . .•
·. ~~P!:t va tion caused by pov.erty •. Many of . ~ -.. ,.,. ' . . . . . ...
.~ by Ryan (1972) •. · The types of programs . .
includ'tfd:
. .. - ..
' I
. '
... these were ·~iewed
which Ryan. ~udied,
/
. ./ . . .
.·· .,
.::
'·
J
I' -.
. . ... "":'lo
. '
· I. :__~timnl:-~t).on th-rou.r-:h homr! t111'Clrin.!"': nf pnrent;.~ 1 I. Stimulation . th rou.n:h {~roup pror:rnms. _: .,
T 1 t. · In fnnt Day Care Proerams ~ .LV. PnrP.ni: education. f
V. I.n. n·,n;.u·n.ge oriented p-r;e .:.school prof,r::~.m;.. Vl.· Sprri:1l . rrojcctr; -~mch n::-: }1r;:~rl St.Clr;-t.
V I l. J>r,'nn t.~ l nu .t.r i t. ion prof.r:"l. m~ " ·V 1 1 I , Short t.erm st. i mula t ion or ins t i' t.u t. i onH 1 i 7.r'd-
int't1ntG ·. IX.' K'1nrlrrr::1rfrn for four yP~r:' olrl~~.· X. Prcr;r7l.m;, for native pcopl'pr; (p-p. ~?J-?111-)
A number _of pro[>:rams have attempted to ·enrich" the · l
expP.~~ence ~f the mrn·tally retarded. K,rk (1958) ~tudinrl
. .
-17
period of " t.hre0 ·to five yr;j,rs. 'l'hP c_hi _lrlren C<..1 m-r)ris~CI four I 4
- • •• - ,., , - ..... .. II'
.. ~roups as follows: an experi~en~al g~o~r ~ from the com~unity
· who a ttenderl nn enri.ched · nursery school, a CQ.Jltrol r;ro~p ·. . ~ ......
· ·· ·~ from the c'ommunity, an ·institut,on'a.'lizeci experi.mental r,roup ; •
. wh_o ha·d thQ:- :arne nurs.ery schoo 1 . experience ~!) the 'commlJr1 1 ty
cxperillH'nt.al c;rouJ.?, and an inr1titut.i.onal i7.r.rl c0nt.rol· r;r.oup • • - 4 • • •
Both the· communi.ty and institutional experimental {iroups.
improved the .ir jntelUeence and r,ocial . quotients to a ·. · • • • • ' • • 11
· f;1i';nl_'f)cant1y [.re~ter ~Xtent than d'.i'ti thP Control g rOHJ' :.; ,
anrl re ta 1 nerl. . thc~e i n:itial ga i.. ns in the follow up per...,.od,
'rh j.p ~ t.ud..y q_emons tra ted · thn t e nr i chP~l nursery GchooJ ~ ~ · .
·experiencr.;; can · he · beneficial to overcom·i·nr; SQJTI(> of t:he· ' • • ' 4 .,.
-
· eff eci.s o f rlcprivnt:i..Gri' .expericncerl by the mentally rt:!ta'rrlPd ·
- . . A thirty. year longtitudinal · .. ~tudy. by . Skee)s· {.ly6() )··
. . . ,
involvint t~irteen mentally ~etarded chil~ren showed
~. · ..........
. s i milar resul~ts~ _When.,. the ·ch)ldren were still und&r t hree · ._-;;--
years o f a fl:e; t hey were t rans .ferred f rom an orp hanage to an '>.
. • ... .,' ~ · .. ·
• • · - • •• • • I • ~ I
~ ·- .·' .
- -·-ill.~ ·.
·.•
0 ~"·~~. · .. ~~~ · 0 0 ~~.
. n
. '
r · ~
.. .. "
ins:ti tutio'n .for ~th'e mentally retarded in.· whi~h ~hey . ~xp~r· i enced a one-t~-one re ~a ti ~n.sh.:-vwi th an ~.dul t who
was genero~s with love and affection, and t~e - chil~ren . . • ' 0 1.
r .ecoi.ved an abundance of attention and expcri.ent1a\l
)~.
at.imulation from a variety of s 'ources • . 'I'he_y .wer;e· c9mp~red. .,.
with a r:r.ollp·of children, 'initially hip;he-r in intelligence} .
than thf!} experimenta-l• tfroup, who ··.w_er-;(: lei't behind · in the
orphanage. ... .;. -,.. .. -
After two years, the~.:Ohildren•in the experi-.....,.
mental ~r()ijp , showed an ~ ~_y.erage·· ~ain. of zu>:., l.Q. point~:;#\,
Th~ children in the control group · showed an · average losn 6f
26,2 ;1 .~:. ~oints. ~ A follow ~p survey, twenty one · years ...
la t9r, . showe~ ~hat of thos·e in ~he .or i~ina l experimental
group, none were <:fwell.i~g in ·' an. institution~ · ln the con-trol
group, one of the subjects. had died in ·adolescfjnce and the'
remaining/subjec.ts '!!.ere st.ill wa,rds
various kind.s. · 'l'he children of the
of institutions of
experimental , grou'p· had . ' : F . .
comple~ed nn average _of twelth grade. 'l'he . control gro.up .. /. comple·ted an · averar;e of less than third graq~. All ·
thirteen- of the :children .in the exp~rimental p;roup were self
·'
supporting or marr1'ed ~nd "funct1onil"lg as h6usewiv~s. ln . r
tt:te control g ro·up.· only one ·subject atta in~d · an oc9upat.ion
lP.V8l above that"·of unski lied · labor •
Kreeer (l97i) ~~scribed _ ri compennatory c~vlronment
irr a . ·lare:;e institution _for the s~,verely men~a'lly retarded.
'l'he .pr~eram was insti tute'd when it was r.~ea lizect·· that ·:the ' • M . ~ .
severely retarded can and do become bpred with the
env·i..ronment .in 'wh .~h they li v.e (p. )0'};." · By ·alter 1 n·g
, _ _ ,
l.
. .,.....
.•
~· . _,., .. ~ ..... -.
. '
-~
., ·r
.,. ; ..... ~ ll .~ ~j~ ; J .J
·/ uti117.ation o.f l ivi._n~ space t':' ·rf'ci\tr.P. ~0n_!':"Gt1on ~1rirl hy
inc.rear:inr: the avai.lab _il ·ity of vari~~~~~ ~f.~~nsory ~ . ... . .
stimulation, the -- staff wan able to eli.min~tr.a numb~r of • .. ~Jo- •
.. ()f !~per.i~1 int.Pre~t t .o tho~"' ~l.tCllT' t.inc: · r>nri.rhmr>nt
pror;rams .' for rlisndvantaged chilrlrcn ar:-f' ,thr contr'tbutions
of Milr'la Montessori (see . Gitter, J970). r~:ontc>r:r:ori 1 8 . ' '
- ~,.thods inrl1vidua11'71.d ~ .n;, ·t.ructir.n "ot>r--~ r:- -l1 r.hild ~~ IH,;r
mPthorl~ w~re has~d ~pon the spontanPnu~ int~re~t~ 0f
ctd1d'!"'en in · lrarni.np;. · ·She · us_ed mixect c;roupinr;s of th.rC'e t.n.
~ . r. i x .venr o lrl;. which eave the : yo.~mcer chi 1 ct~f'n a vr:1.r: i ~ ty
of novel models for imi-tation while supplying the olde"r
chi' ldr~n wit.h an qpportunity to t.Pach; l'lloYJtcr.~~ori )
. em.rhas ize·rl train in.~ -01' the early .
e rll.,Ica t ]·on . . o
Cru i kr.hrmk c t al. · ( 1.961) ~o t "1p :in P.Xpe~ j men ta-l . ... . •:{ ' . -pr.or;ram· r'gr f0rt.y brain~1njured ch1lriren wh1ch ~1ncorpornted
' I ' '
four h.::1.sic p'rinciples: l the reri·u-: t ion o.f P nvir'onm~t~l
spac~. 2· the rP.rhJc-t16D of non-essP.ritial vt:.n~1 · ·:-tnd . .
aucli ·tory enviro!1mr>ntnl -s -timuli, 3 the .:st::1.bl ishmen t.o~f::~a
h ighl.Y struct.ur~d Cfai ly. p~ogram, .r:1nd 4 th~ increase· in ·. th_e . ~-
stimulus ·:value of the ·instructional materjals ·-tnefuseives.
Rermlts of a multjtude of tests indicated th:lt · there we\e /
f.o statistically significant dif;erences in academic ' j .. · a~hievement betwe~n those in . the experjmcnt~l group a nd n
:
• '
,..
ho .
con tr'o 1 group. 1 n fact, · hlth groups of ch 1 Ldr:cn ;:;howcd · .. s ta t:l s t i ca~ ly s i r;n i r icant ·improvement du~_inr; ~he follow up
' ~
year. Meyer .( 1968) commented· on the pro~ram as follows t
Perhaps the ma,jo~ question that cnn be rcnsonabLy asked, in npitc of the methodolop;]cnl -rroblems, is '
,.. whether or not the data lend s-tipr5ot't to the ~Emeral hypothcsi.s that a minimal. stimulation classroom is . slr:nifican.:tly benef'icial · ror the Pduca'tion of "hrait:' injured" ch:i ldren, rA careful consi.rterntl.on of all .the data fails to provide a convincing ·cade for tne ·
· hypothesis (p.207).
In general, the philosophy of most devn~opers of
prop;rnm~> r .or
who sa irt:
the CP.rebral palsied· ar;rue' wi lh Wi r:3on ( 1970) . .. . ~
' ""-"~ -·
'I'hc expc,r~ence in ' that. flu_lt.r. :1 few chi. lrl_rPn with cerebral ~alsY need to bb . tau~ht to see and to liston •. It would seem that they also need "t-.o b~1 • taue;h t ·to . . dev.e lop awareness (p. 15) • . ·.
Wiison described such a program:
'I'he late Madame Albertrece'i'·s, when deal'in~ with n hemiplegic ,chiLd stressed the. n~ed for· t.he child to be ma~e ··.~warc of hi~ · own body. through touch ·as well as sight: · She enc.ouraged the · child to extend and touch his . para lysed limb, saying "my shoulder", . "my arm'~, · "my wrist", "my . hand", "my fingers", thus br.ing i.ng • in to h l.s co~ni tion a limb he . scarc.e ly knevi he possessed; Si~ila~~i the c~ild must be allowed to feel the ~urfaccs around.hi~- hard, ~oft, ruu~h, smodth, hot,
· cold, wet and dry, thus developing his sensory paths, almost l'kc a ~~ind chrl.d. Thes~ ex~criehces must b~ mad~ possible for the .cerebral palsied child at the a~e when a T)Ormal chj ld would rccf.dve them and they must be pu_r,~,_ped with great dilligence (p.9L
- '7 B~wle~ and G~rdner (19~9) wrote of a . prb~ram used
~
wi,th .. Y'?ung cerebra1 pal~ied children. 'l'he program. ·consisted
o{ (1) manipul'ation _mat~rial· , : (2·) . . locomo~i.on, ·(J) crcat.lve ~
act.ivities. (l~) · imaginatt~" play, and (5) ··group activiti~·s • . ' Brereton (.1972 )' 'des-cribed · a simillr ·program wi tli children
. I . .1.
'
;.
..
,_
' -.·i t
-. '·
( fr~rn four and ~ half to'si~ yearn old: - \
'I'he skills considerl~d were all non-verbal and involve~ touching, moving and feelin~ objec~s ~nd rel~ting the information to that which is acq~~red through vision. 'l'hese. norm.al children acquire before or about the· time they commence form::R sch.ool in~. · 'l'he .level at whic·h treatment is .. to be pi.tched is assessed by .an· occupational therapist. ·'l'hc programme of .testin~ is supervised by a psychologist (p.2l)~
Brereton and Ironside (197~) outf~ned _a pro~ram for
severely han~icapped cerebral ~aloied cl1il~ren wfio could not
speak. The program was based on interaction g3mc~ and .
demullGtrat.crt thnt even th·eGc ch11dren could bcr:e,fi t ·
. ~r~atly. f~om an enriched and stim~latinr; 0.n~ronmenL. Mecham (1966) helleved that relaxation·trainin{';
·should be
palsied.
porated into any progrn~ for the ce~~bral
of relaxation -described by Mecham
' Progressive Muscle Relaxation. Semantic-Relaxation as developed by Korzybski. Sugges~ivc Helaxatidn. Lis tenl.np.; to Music. ·
V. Liu~hirlg: . . vI. Bathing\ if! Warm Wa~ter·. ·1 .
VJL Willtz-1iB.y becornin~ as limp as possible. I '"V Ill . su·n Bath i n t:; .
IX. Massa,ging. . X. Helaxinr: Grtmer.. ·
Xl. Using cbmfortable furniture such as sandbags . . X l I. Drugs.
Xlll. Rcla~ation a~ a result of suctPos ful achievemen t of- a goal.
. 0
day. It can and should be - ongoing all the tim~, both at ~
home and at scho~l. Mecham (1966) c{ted ~uggestions ma~e b~ " . ' ' . .. ·Huber for b,uil~ ing up ·3: .world of experiences around 1
the ,. -- . _ .... ~-
.·
0
:· ---.;....
1~2
·qcre·hra l · pa1 f; i orf chi 1 d. liP ritatf'd thai nrtr> :.houlrlt *; V')
· teach your child to not 1 cc more. th i nr;s eve~y day . bj meanR of the senses of Aieht. hearin~, touch, smell and . tar: te. Tf he must remr-t.in !H~ated a (';rea t part of the ti~~. pl~ce him where there is ~om~thin~ wo~th \ lookin.o: :1t. !•:vPn n. t.in~b<=:\hy, !f prorp0ri \\"f1 comt'ort.- · nbly on pillowr; whf're h ~an :::Pc
1f._Oll1P. nr. 1; ion ,n:oil){~ on,
.P' will bC' content for ·lone; .r peri .od~ or tlmP th:m i r leftc· lyin.c:: nn hiR ~~~k ~~~tn~~ch dur.· ~nr: ~iA wakinr: .. hour •• , •.• lf mothP.r 1., wo1 1nFT m the k 1 t:chf.n, wheel h1m
·in th~rc ~o that he can w t~h her work and Ahc c~n talk . . to .him .-·a.l"lout what ~he jg d,otnc;, smi lP. :1t h]m · ofte·n ~nd pf'rhaps Rine; to .. h"\ril now nnd then. 'J'ake him to the1
w i n<i ows .freq uen tl y· and point out to h 1M · the c h;=mr;e;, ''in t .he :>ky, .t.he weather, the t:r·cer.. plants, anythinr: new that . hn.~ :1rpea r~d on th'c landscap~. ·. 1 f the w0n 1.h Pr 1 r; f"':Oon 1Pt. tlim r;it outdoor~ for lonp; hours and · te?ll him' \vtwt to ohs0rve; if he lS nn.olde~child ' you ffilt:':~t f3P .t him a pnir of hinocul~rs ~o thRt hn can brin~ th0 world of birds, trees, flowers and ··animals clo~e.r .•. 'reach ,T t mmy . to .l j s ten .for: and to uncters tan d. ·the. sound;, .. · . occurrinP.; about him ••• 'l'he sense of .. touch is another important avenue of experi~nce fo~ the very younG child
· (.p.lOl-102). ·~ .......... . 'I
SU!•iMARY OF f['Hr:, 1. l'l'ERJ\1'UR!·:
. ~
·A sun(ey of the 1 i tera ture· · i~iid ica t~d t.ha t then~ is
no direct rela-tionship between the degree of brain damaee
: i~rt psychoio~ical nnd soc1pl .problems ~~pc~i~nced bj the
cer.ehral palsied child •. . 'l'he 1 )t.erature r:!Pmonstrated_ thnt, . /"::. '
environmental factors play a .)a~r:e . role in the dr->gree of
. n.cl .~u~tm~nt and achievement of the .. hJlnd ioc<lppcri per~ on.
Thete nre a number of p~vironmental s tre iTse~ c6mmonl~
CY.periencecl hy the h'3nd ,ic·::Jppecl chilo in ~iA early yo fl . .rf;
· inh i ch can 1 eacl to a ctceree of psychor>o~~ hll d~pri vat ion • .
•rriis deprivatj on can lead to abnormal behavior anci coenj t .ive
and affective under.dcvel opment~ . )
The i GSUe of cr i tica~ per j ods W28 d :i S-,;~SGP.d , ··and led
. .
:
(. ... . : .•
. I
/ · ,......._
~.
·.
( I
·' ; -·" • '·' . ..
4J .. ;.-:: '•
the wr(t8r to ccinc{ude that cerebral pRln~~rl chi11rAn mus t \ . ' ~ ~
be reached at as young an age as ' possiblP.. . .· . '
S'i nee there . , .
are ~any different . degr~es and typ~s of handicaps, each . ~ . . ~ df
pror;ram must hp .1 nd; v i~ual i 7.ed t6 RnriiP. _~xtP.n t ann conduc t.P.d
at thP. levP.l ~ ' -;;\t which t.he ch1ld is fnnr. t ioninrr. .. . <J . ' ..
'l'hf'. var-iOUS . rP.med.i8.l proe;ramfl [i i fiCil!=:i~rl indiCA. t.f~ . r .
th::J t ~P.nsory 3W::treness is a prer'equ.is} t~· for ~other . types· of ---~.-":"''',. '·
·• learning·. --- r .
!· _I,
. L:.: • '=
t' •'
, .. •..
~ -
. ; .·
~ ' .
I < ~ ..
' '
•· ' ; ' . '
·> ·.'
.. .·
....... . ' , ·
" , I ' .
I . t . •. ' 0
'( .
. , • t
.lr;
.. .
.,
.. '
-,
, I
i
;.. · -'·
' · I
.. . · . .. . . '\ .
• • <~-> . - • • f • • ' .. _ •
IT Chapter 3 ..
BACKGROUND FOR PROJECT :··, ..
. ~ . .In .o~-~-~:_- · ~o. ~e._sigr ~roup program, some selection ,
of ~.tudents· was riecessary •. The students j n the program .. · w~re sele6ted adcording to ~he foll6wihg criterii: .· -l .
1 The~ did no_t h~ve a· speech impairment whfch w~_~,ld
seriously ·affect thei:r . abil.i ty to- communic,ate orally with . .
. the other ·participants. • I
2 'fhey were· at · l-east ten ~e~rs o·f age~ . .
3 They were judged by the'ir teachers .as being able • • 0
• ·· · to . benefit from ~he ·.program. · ·
.· I .
·The stu~ents.in the school who' were not selected t6
.J pai:ti~ i pate .in the program e·ngaged in an alternate schoo~ ' ' ..,. . .
. I
~ctivity run· by the teachers,
Alth~ough each .. ~f the ~tudents met th.e · above criteri a,:·
they formed a · ~ivetgent . gr6u~. Some 6f the st~dents ~ere ·
able : to . wa~k withoui mechanica! aids, so~e u~ed_crut¢h~i~ ·
.and two students wh·_o .. ha.d mu,scul:ar . dystrop-hy were in ~·
_ :nheelch~irs •. s~-ie 0~ .. t~e - ~tudents .,lived in i~stitutions,. · while ·. oth~rs li~_ect . with - their .. fami. li~s/' A few .of the
. , · G~udents also ha~ a ba~kground of pov~rty. The studentc
• •
dcmonGtrated ~wide r~ngc · o·f · abil~ ·ities, · intcr~~ts and needs, . '
'l'h)s _c_:hapter describes 'the stu_d.~nts and ·.t lie\ program. . .
.s
. 1 44.
...
Qp . ' .. ) ·
· '
,.
.•
,,. ..... . . • :
\ ..
_·, 0 ,. ' · 45
.· .. ' • <.
. ·"'oESCffTPTlONS OF · STUDEN'l'~.
_. 0 •
At.,a meeting .w]i;h the teachers, ·the:. autho\
recorded · d~tc:\ i l.ed deserip.tj ~ns of thP. ~-t~Hie'nl$ ."' · 'l'hP. . . •. .·
. . de~cri~tjonn ~~re ~R ·f6ll~ws: .. · ;.-- . . Studr:-nt A -· . ., · .. . .. . .....
Student A, a·~e:r.enteenoyear oj~ 'm.~J~, - was hie;hi'y . " .
verba 1 but r: 1 ov¥t.1 n most a eadem i.e area~. HP.. wan ' rfo i ne· • ,p :'.
, .. ..·· ,,
studr-mt.·A was · worri~ci · a~o~t ~.is .Pl.ace·' ins<:;·ciety: .
arid. · ~rt ·a. poo·r self-concept. He ha~ ·· a 0 re·cord of . n.oor · · . .
,.. .. - ... - -:- • • '< ,. • • • ..... 0'
__ :>/ · :~~n_;9-rl him t~ say and '· const~:u1t,ly.::q.I.Jo:tert his fathf!,; · • ;...._../' Q I - ~ ) . ' p 0 ' ' •
) .
~ " . - ... -
-- ' .. --·· ~ .
• J
•·
. - Sturien~ A ne·eded . to .deveiop a · f!'IP.R~ e 0f i .T'l I . . . . .
enci'C'- and to :real i1.e -tha-t, he was ·a.lmo ' r; r · ~ ' '· . \ .. - . . . . .. ·. _...-. . ''
tteeded · f~e·pbac k conqern 1 ng. how.: others· perc·e 1 veri him·.
~ l t~p~g+P. w_\k iJ;e;ly. ver~al, he neP.APrl ,:to. i"nc_;ease h-is
VOCahU la:..-¥ · Rn~, • in : acid i ti.ofl ~ he nP.fHied··. to 1 Patn to ) .iS ten ·
.• . II . ' ·· .... .. ·
. - ,.
St.tl~P.nt· R · . . ..
S t.~uient· H·; · ~ · fourte·en. yp~r :..,lrl ·fPfl!:, 10, . ... w::~s i'l. ·' . . ·• .
- ' •. ;:- • <:t . ,. . • '' ~ • . . • • "" ~ '
c~p~h1P /~i~·l · ·with :n r:;ood $ense of :humo1tr, 'who ~ppe_::J.~P.rl~ . ;1hl~ . ...... . . . . ~
tq =.r~or~· in· s o·r. i e t~ oone daY..•. She hati p~·rcC!p .tua) problem~ ~nrl I ~~ •• ,,:
.. he.f-~. work was· ·. 9-ftP.n errat.i·c ,· but h11r Grarle ·four mn th 'and •. ·, _. .
r~adJne wer~ ~nth progressLng. She sho0ed insie~~ . i~ her . . . ~. · ·
,· ·. '· . .. ! h
• i
. ,
•·
.. , . ·.
,0
.. · . ... • 1,. • • , •
,,
· . .
· .... ·"""
•• '11'
. •
..
• • 0 •
.•• , • • p
~ \
"' ·
. '·
. · '\,.
· \ """ · \\ \· ..
. ·~.
. . .- . . ' · ~-. .....
ct• ..
• #0 :
. .
. I ·-c
0 • «(" • • • • 0 ~~·~ .,- • • ;: "
Y~ork and c o11ld draw· inferenceF>·. · :S-he wolllrl tack lc problems G. ~ · .,, .. , ..
" • 0 6.1 0 ..... ~ •
"wit~ou~ needi~g ·ex~lanation~. : . On the other ~an~. · she · ~- . . .
sometim~s became .)1100dy and _- \h;lsure o-f h:ersel·f', which . might .. • ' . . . v • . }.~ .. " l . '• . I • . .
have been due to many -probl.e.fus·!: · She· w~s conserva ti.ve and · ~ · .. ·.·.. .. " - J J.-r .. · o. • • . c. •
,_· ·1 i I'T_li ted .in hP.r . :l't t,i tude's • . and" needed to, be expose9- to ··new 0 • ~
0 ' • • 0 ' I '
· exp~rienc~s. She· had :a nice~s1n~ine aml speakjng voic~ ~rtd ' ~ . - . . . . . ~. • 0 ' • 4
.:could. e;ive :goad· dramatic binterpre.tat}ons. ·student B n~eded : .· . . . f. : . '. . . . . .. ·. . . . . .
an enriC?'hment program;' more self cor:tf_idence_, and _-pra'cttse
• 0
.,.. . .. .. . a~ social ~ki~l$~- She needed to go· ou~~~a . limh to .try new
•• .' ') . . • ~ .. •· . en .
t~inf.is., She had lea<}e.rs_h.ip ·s,ki1_1s ·wh ,i¢h ·nP.ecfed ·to be · . ·.: . : . . ~ . ~ ·. ·: . .
deve lope.,d. ' . . - . . . ' ... .o
-~~,. . ' Stutfent C r .
• .:.:~6":~; : '. . .~ ···!.· ': .
·stud em ~- • . a . fif.teen cyear· ·o·l~'. ·. tna.le .· :had· ·, inus'cular ' ' ,- • ~ ' ~" f' ' : f I ~ : •• ' ' " \
dys:t:rophy . and "therefore had ·very rest:ritted~mobil1ty. · 'R~ 0 . \ .. 0 ~ • ' .. " • : • . •
' . . . •. . - . . . . . ' . . l . . W<l:S _in a wheelchair and Was often ~i'thdrawn _ _.~ · .'bu,t had' be~n·
' ... lo 0 ~ :. ' I
·~or~ ~~~erful · aroun~ th~ ~lme th~ pr~~ram ·~~gan: • 0 • • • • • .._ · ; . ~ 0 • \1 0
·resp~nded well' ~to frien·dl;y teas1ne.; arid 'bei'ng ·made . ~. ' I '
• . .. a_ part or thines. other childr_en sometimes·c~lle.ct h-im' . • 0
"irons ide': _'i J;'l d~fer.~ncP. to hi 's i'nte~l'igence. · ~--H·j~ chai.r had r '
back-but it ~as nqt
:) rec~nt .adaptat)ons _to suppor'b. h1s
. • 0 • • " \ • •
·comfo-rtable ·and' he•"ti red easily. . \. . . .· - · . . .
... .
·.' Student C said that he could '·'read· all nny": .he'had .. , . ~ ~ . .., ' '
;,a Grarln _e j roh t re.ader a nd 1 iked stories. about. real event~. • • 0 . . ' .
Howeve~, · he· did riot read · at ·home. ~e worked ' at drade ~i x • I> •
math ~ery competently and was almost ready for Grade seven . ... • "-...... (J • .
math. ·- 'His hobbies were watGhing hocke-y. anci pla~iilg chess • ; . .
0 . , .
' .... ...
AL :
...
. . ,
. - ·,.
. .
. ·, - 47
•·
~tudP.nt C needed stimulation throuv,h · so~e type of
~:m·r. i:?tlme·nt program. He needed some_ci.ne to:· ~read to him and r:.::-~--...~
with him, and to take' him on expeditions .. · He badly· n~ . . . '{'_ ··- .· someone to· c .o~fjde i~ • . He \'S_poke very softly and needed to
increase ~he volume of his voice. He n<?eded to . l.earn · to ' .
express his feelings and to speak out .. mor·e f.ree ly.
' ' I , ... . :. Student 6
Student D, a fourteen year old female-, was - a v·ery· . ~rma} pleaf>arit iirl ·who -ap~eared .in most ·respqc~s. to be
¢ .
·fourteen jear old. Her hand.icap.~mainly a vjsual-motor
·dysfunction and memory ·loss, Vi.a:S caused by an illness two
qr ·three iea~~ ago. She was rnaKing_¢ons~derabl~ progress
in ·many areas. f.-or example, her spatial or ien -t.a tion, her
mo1or coo~din0ati·on,. · a~_her 'jmmed.iate memory. She c&tld
j
e dictate fluently into a ta~e r~co~de~ and had learned to
...r-swim. She was learning le~ters wj~h difficul~y and found
- ~ it-almost impossible to assoqiate sounds with them.· She
h·ad nearly finished "Grade one .rna th. She couH1 n.o't
d i stj ngu j sh · be ·tween red and green, . or red · and orange. She ·
had learned about fifte~n s~ght wotds sincP September and
could 1rite her nam~ from memory. ·_ ~he was -developing a
rea). ·-talent .for drawing and had dom~ some beautiful n e.ed Le
wqrk. She ~as good with younger chjldren· and he~ ambition ·
was to be a nurse. ·
Student D.needed at least one hour a~ day of
i:nten~ive· coaching in her ·weak areas. ·she needed marly
,,. ' •' . ·'
)
( .\
.,
' •
-·,
\
'' .
. experiences .6r all kindz t9 · assist in ·neve roping her·
memory. Usine narration ~nd oral testing methods. she II J '
~eeded exploration of at least one subject at a fairly ' . .
advanced. level.
. She
·, · Student ll was \v<iry '>i;.q(iet and_- ne.ed~d neccted to increase\ her vocab~~ary and to
· .
. "'
Student E
to speak .up. .. . . ~
learn to.
.... .
. .h8
Student' 1~, a fifteen ye·ar old fema.l~, haria. mature
- ~ pcrsonality" and "was a "littl~ ·mother" to thP. other children
at a . lo·cal. resid~~~ti tutio~. Her des ire to · be with
her own family was oft~n expre~sed in her. compositions. · She
was making progress in ber Grade four ~ath and reading. , . . . . . .,.. . .
~hP. hact shown a sens1t1v1ty and fondn~ss for poetry. ~he
was very quic~at ~orkin~ with her han~s. She · had musical .
ability ~nd sang well. ~he ~a~ily became ·despondent', but
w~s learriing how ith small failures. ,
Student E need o f a 1 l , a · home . She T') e e de d . ' ·
encouragement and tra· become independent . . She
ne-eded. exper i. ence ;he :world out~ ide,. p~rt\ c.ula~· in
S<;)Cial situati.oD_s. Shs needed-to improve her vo~abulary. ·
·' Student F " .·
Student I•', a :fourteen 'year old f'emale ~ . had made
little academic \ . - } .
~regress during ~e Yft~r and apparent~y had
accomplished 1 i ttle the previous year. Al··though · she read
orally· at the . Grade· four · level, her other language· skills
·' -. ../ - ""·
-·
. '.
:
· ,
' .
were below.' this. She wa·s having dif''fic.l)lty ~i·th math at
the · Gr~de two level, especialiy ~ith problem solving.: ' I I . •
;,.
' 49. '
Pr~vibUs psychoJogical testing had i~dic~ted that Student F
·fe l.l barely into the edu~able mental (y r:~nrde<;i · ra.n.~e-~.· ' ,·. . ., -- . -~·: .. ..... .. "' . .. ; . . •.
... . ~--- ... ~ . Socially, ~she got .along -we-1-1,, wi tjl her sc.hool mates. . . . ; ....
A.Lthou~h not an out~£oiri·g per·~·on,·" ~h~ .was '-c( wi'll1ne; helper ;,· .,. . . .
with. the .younger children. . ·~
· Student ·p needed an educatiqn . with practi~a~ ' .... .. . u • . '
. emphasis. She was often Withdrawn w1th strangers, perhaps
because of a pqor self-concep~ • . She woulct not ~ ive heT
opinion easily and needed to learn to speak up. ~he needed
to : increase her voc~bulari. r
Student G ~ ....
... .
_,... . ··. ~tude'nt G, age· twelve, ~a~ the brother· of Student C.
and 1 ike his brother had muscular ·dystrophy. Stud·ent G . .
~ · had near normal intelligence but was limited in his . · . .
physical abi-lity. · He was doing well at the Grade four lev.el,
but ~erhaps could have done better if he ·had tried · harder.
· He sho·..ied indifference t.o the· craft programi he · ~as' willing 0
but not enthusiastic . . ·Althoug h fond of woodwork, Student .G .•. - '
·sa'id ·he w2:uld:· haye .. preferred a V<;iri~ ty of academic subjects,
in~ludin p.; ·.Frenc'h .... ~nd science. He was inte.re.sted in sports
.·' and a'lthoug h l ' imi ,t _e.d . physica.lly •. he participated ·v;iJl.i.ng l y, • , , , .r.
and cnthusiasticall~ · to : the· · ~~~·of hi::> ability • . . . . •. -- .:. .. ~ . ' · · Al tf\'~ug~_ he.1was not 'outgoing in th'c· classroom,
.- . .,,. k. . . .
Student G could be qll;i te verbal ·at lun·ch and recess p.eriods .' , .
. ·
~- ·
'. .. ' ., /\
. ·.,..:.·· - .:· \ / . , ...
.. ... -:~~.... . -. ...:_.. . . ~~
. .. ·
0
-- -..
He joined in many activities. : '· ·. Student G needed more academic work ' jn a varieti ' of
subj.e;o.ts, with less emphasis · on craf'ts. . ............
. He · spo~e. jn a lqw
--.(.: : , .. voice ·and needed to 1ncrcase ·.his volume.; He nce'<.ie.d to
. .learn rno.re ~>Words and to be cnc ouraged to . ~j. ve his op i.nions
more often.
- · .·student· H~. · ;
:".
..
StuCii(}nt H, a thirteen year old:··f .em-ale, was doing
quite well a~ school despite a late be~in~in~. Du r i ng t,h?~ -~ ..
" year she had completed Grade one :math and was weli into·ihe
Grade two program. Although she w~s sJow and ~ncooper~tive (';
·' at first~ sh~ ~ad deyeldped confidence ip.her reading and .
,,... ·.: . ~ . -·
was workin~ .at the Grade .one level. . \_, ·t. .. ~ ... _
~aud en t H enJo:'{ed and excelled 1 n crafts, cook 1 ng
an& swimmi~g. Although she tri~d, ·she often had ~ifficuJty
in ·getting· alan~ ~ith the others. T~rou~h her efforts to · . .
be helpful, · she was pftan :domirieering. However, her efforts
were often helpful ·and were appreciated by the teachers. "On
rare o.cc~~-.tons · , she . .,.;auld. ta·ke :out\ her ·rr'us tra tlons by
" hittin~ out at other childre~ arid by throwin~ a temp~r "
·, .
tantrum. .....
Student H needed a cont1nuerl ar.ademi.c pro,c:;ram,
acc'ompan i. ed by a ·great · deal of p_raise and_ encourat.:,ement, to
boost her self-confidenc·e. She needed to learn to give . -
' ·oth~rs a chance b~fore taking ov~r · everi t hing. Her ·'·' .
r
vocabulary was lpw and her speech was difficult to
~nderstand, tiut she was receiving ~peech therapy. • Yt . -~
. . · ..
"
---:· ..... .
.. , .
. . ...
,_ '• -.·
.·
-.
~-
-51 ' l
· S t.ude.n t 1 . , . f ~ 'Studcn.t .l, a twelve year old ma]e ,'; wasvprogre!>Sllng
. ~ .. r ~ . ~- . " .,..: ..
~e'1l . . at tt11t d'rade· ·'four level. He had hien. ~e'rb~l ability. -~.:::!"!> • • ~ ... ~:·"· ._ .... \a> ..... ~.··~~~"'
His learn)ng di.f,f'jculties seem'ed :to stem· ·Wrf~~ a diagnosed
Although enth~siastic about·hiR -
school work; he d'id ·not show any inter:st in the craft
prot;ra_rri .. · In fact, he di'sliked craft9 and saw them as 0
unimportant in "real" school life.
·socially, Student I got ~ . . ·' al6ng equal.ly well with
younp;er and o ld.er·" bh ildren. ·• ·He was coop~ra t i ve. and ·
considerate. . . '
Student J needed a · continued academic · program wi ·th . . . " .
all~wa~ces mad.e for his perceptual difficulties ·and high
d-istractibility.- He seemed fairly tetlse and needed to
learn to relax: He also needed to i.ncrea!m his vocabulary.
Student -.. J . . -:..,
~-:.... . --· Student J, a fourteen year oi·~ale, was the twin ' ---- . -I .
-brqther of S tudent K.,. Often appearing ver_y serious · and t, :-- ..r-·~ ..
~orried, . Stud~nt J was the brighter of the two twins~ . . . ) . '
. . . . ' . Academical~y. h~ was doing very well at th~ _ Grade four level •
. -A·l .though he J.i·ke(i rug hook 'ing ,' he ,indica ted l that he would - . . . { ' . .
. ' have liked to have had a more var j e d acapP.m:l~--c:.tho·o 1 · r . -· ~
prpgram wb._ich woulcf include' g eography. sc l.'enc e. and . srorts. ' ----·-Although
· lacke d a
,, he was ·,more realistic. thari his brother, ·student J
'- .· ~=....-: .·· . str6ng ~elf-c~ricept.. He was easily influenc e d b~ . . .
o'thers . and. lacked a y~rie~y of "real'' :expe~ i ence.s~ he , .. was
.,... .~:· .-
I·
·'
"
..
• • • #' •
• ,/:: . ~, f',
.....
52
greatly influenced·by te~&vision~· ·student J got along well
with most oC .the students but preferr~d the c~mpany of the
older boys.· He nee~ed a continued academic program with
e~phasis on praciical aspects and new experiences. He I
needed to learn to relax and ·to ' increase his vocab,ulary.
Student K
Student K, a · fourteen year . old male. ·was the· twin '
brother of Studqnt J~ Student K was 'proeress1ng well at .. ,_
the Grade four level. He·was d~ing particu~arfy w~ll in
writing.
However, Student K was ·lacking in a strong self- -..,
· c oi1cept·· and he accepted at face value what othP.r peop.J.e sa_id.
F'or exa-mple, he still believed in· Santa Claus~ The twins '
usually dressed alike and th~ir mother picked ~ut th~ir
clothes~ Student K had diffi6ulty in so~~ing out the
·"real" world from the "make-believe". ·He· was highly •.• • 'i.
inLluenced by teley]sion ·which he. watched on an ave~aee of
fj V(' hours a .day. ;_:;
Student K was outgoin~~ mixing equally well wlth . boys \:.
· and girls. He .was ·fond of crafts, · eip~ci~lly rug hookini ·,
and .would have liken more woodworkin~ •. . He needed a contjnued
.academic progr~m . with emphasis ~ placed ori practical · ·
applicatio~s ~nd ne~ experiences. Student _K needed to learn
t~listen, demonstrated by his. totally irrei~va~t st~tem~nts . '. '.
often made ·during a discussion. He also n·eeded to. learn to
•'
..
'· •'
"
• J'
I
relax.
Obser~~tions Made at the School
\In- October ·and November, l9tJ, the au ·t.«o~ condnctfHf
.fiVe tw~-hour COUnsel j i ng Se~s- io~S "Wl th the 0 lder hays at " r .· .. '
the school. ~rom these sess3ons, a list of probl~mn anrl
concerns whJch affected the students wal? -compiled. On . ~
March 20, 19?4, a .meeting was held with the teachers _at the
school concern 1ng the project • . From .these two ·sour:ces •. · a . . r
list of Rome general obs~rvations : which co~ld be ··madb abou~ ' ' ·: f
the n'tudents · at ·the sc-hool was der i v·ed. ' " ~ . . . ,
· ~ 1 Th~ students . seeme~ to lack first-hand experience·
with ~he wo~ld . outside. The students seemed to have gain~~
' mo~t of their experience of · th~ ~eal world through
ctelevis5on. h ... ·. ·~,
2 The students - ,
in their interests and
J Most or the
-· to. others.
'
seemed imma.ture
their ( .
speech. -..._
students lacked
. · ~
for the 1 r age,
the ab'ili ty to
4 Many of ~he studerits were reticeni and were
lackjng .in self~ence· • .
both
1 1 s ten
5 A f ew students were ov.erly verba J a·nd u:;; ed t h is
--~_,}~a i.n a l.arg er ~har·~ of attention f r o.m the teacher~ • . "'c . · ~ 'J'he ~~tud~nts seemed t o have di f fjcu lty · work i ng . \
· a rid interacting as a g~~ti~~ ~ There was ' g r ea t d eal u f cha os
when the s tudents wer~ r equ i red to organ ~ z ~ t~emsp l~es"for :
a larg e g roup ·activ i ty. -
' .
' .
..
..
. '
\,.
•- '
. /)
'
•. '· .
., . . 7 The students seemed to haye d)"ff)culty rr.latine:
{
" to each other.- to tfle teachers, or to ·per.sonr.. outside the ' ' / " ' . . .
school on a persona~ or, in some cases, a social ·b•asis. I \ . ....
OB,Jz1~IVES OF' ~~liE' · PIWGHAIV1
..-r
(
Artt}ough it w:1~ .n~cor;n17.ed that the 'ind:iv~· dual
needs · of each student. _we}~c somewhat different, a set of
. general objectives was drawn up' for the. pror;ram . based . on
the observation:. made at the school. . .
'fhe oehav 1 oral ob ,ject 1 ves of' th(> pror;ram were
5_4
.. -:~· _adapted .from the 'l'axonomy of Educa t] onal Objectives 1 'fhe
Affec.tive Domajn' by Krathwo-hl, Bl'oom and Masi·a (.19.61~) .and /:; .
from Communication .in Education by Phill1p6. DutL, <llld
rJic t1.bcr · ( 17 711). Thd: ot j-cc_ti ve 5 ·o·f ' the pro~ram wore: - ~ -
I. A\.·:arcne~c: {rhtj n t urients should become aware of I I
I t~emGe 1 vez ~nd the world arO'Und tJhem.
v • ' A. They sho~..J..cl develop a ~nmyl,edge of the ma terirtl . '
'•'I'
·r1.
J 0
world through i,the ir sense:=;.
B. They should b.e'come ·aware of the qua·li\ie's of , '
other ~epple·around them • •
c. They should become aware or their bodies. ' . ... . .
their feelinf!;;.. n. They should become aware of - . Hece iving s 'rhe Gtudents shoulq bP a h J i'· tn receive
comrnunica.tibns · . .f_rom ·other people.
A. They should be able . to · receive and in-terpret • • ' • 1,) '
verbal messages . from other peop_le,
B. They should be able to receive and i nterpre't )
.... .. • .1
)
...
. ' . ' ' \
\ -·t". ~· · ...
...
'
)' .
non-vc rbal mes:mi?;_es from other p(• r. p 1 c. ·
III. Respondingl The studerits s~ould . be . ~blo · to ·' ~
,.
effectively express themselv.es to others.
A. · 'l'hey should . fee 1 the need to ;,peak. ~ n. Thcy .should have ·a lar~c enough voc~bulary
.. to e xpr~ss thems~lve.!:; e ffcc t i vely •.
... _ ---,;;.::.!'"'' "''J~·-c. 'l'he y _should learn ~ to"·express their fee l'in~s
-~ ·:
and personal · ~xpef.}erices · in appropriate ways . ..... .. i
D. 'l'hey should he ab)c to interact in a ,;r.otlp~
E. · 'l'hey should bP. ab~e'"'' to communicate with · thc.ir ·- ~~
. .. ,. ' . r-
teachers, parents a).:)d other · arhllts. ,/ Q
lV. Valuings The studcnts ·· should hold opinions . on a
number of is·sues· and be able to expre~s those~ ' ·~ ; . .
opinions •
A. 'I'hey should become' aware 'that there ar~ .. roan.V :-.-:_· r-
.. : -- \ ' positions which can be taken.• on an issue:. :..
DESCRIPTION PF THE PROGHAM
· The pro{':ram _cons iste.d o·f twenty sct;s i OQS spr:eart, ..... ~~er
~even· weeks; each session was about one anci :i haJ f hours ·
1n dura,..tion. 'T'hc program used a small ~ro1:ip ·activ ·j ties
appronch and dealt with ,rour main are::1s1 1 sens.ory
<=n:-ra~ene ~s . l nc lud i ng body 'awa.rene ss , 2 verbal and non-verh;J.~ .. . . . . -
. communic~tion, ) group ~_nter-action, and · 4 relaxati'on. . I
Eff.ective group .interac.tion . and relaxation ytere
emphasized throug!'lout th~ ''program' and thus were an
' .
incid~ntal p~rt of the tra~nirig. Ouripg ··the twen t y ·ses·t5i ons, ' . ' '·
f .... . .
...
I I
I .
....... ~ I
roug~)y equal time was spent i_n t,he ar_P~H of sensory -
. a.war~ne'ss' and verbal . and no'n-verbal commun l cation. ~-~
· · •J•he !,ies.sions were h~ld in .a la'Tr~e r~om, .either '1ith
.everyone sea ted in a c irc.l e, · or with ·the r-: tud ents . d i vide'd ·
in.to small groups of three t.o' f1.ve p·artLcipants. - !
JNVOLVEMEN'l' .·op · 'rHE 'l'EACI!EHS ·i .
1ri ·Order to demon·strate .the techni -~ues'i~. the
program. the au thor asked the teachers t<1 ,io i. n vfi;th . ttw.
students as· partie ipants in the activj tle;..· .There were
. ~··
..
many advantages i~ this method of introducing 'the activi. 't .i.es ). '
to the teachers. 'I'he teachers were ab_le to expe'd ence th~ · '
activities first 'hand • . they w~re able to observe now eacti ...... : •.
activjty was carried out, and they could observe the effects
of the activities on the students. " rh1s method seemed the
best way -to prepare th~ · teachers to use the activities •in
their own classes in _the future.
In a·dd i ~·~~ • . a number 'of a
\the
mee_tines wcr~ . he l.d during'-r .
·'pro,iec.t to d1.f:cuss the ·progress which .'was being made
.-. _by~the s'tud8n ts .f 'l'he teachers· also · ass i s ·ted' .. in ·. the
evalur.l ti'on of thP. program.
·'
,., ' ·
/
,-
I •
" ·
"..-\.• I · : .
·.
•.
• .
.•
'7
\'
(' . <. (' '
~ ~ . ....... .
l ' . ) ,.' . l
I ..
I : '.f
Chapter 4
D.ETAJI .• S OF 'rHI~ PROGRAM
: The program coriSi';ed of a !Oht» n•n,beT' of
number of activ·i tics presented to the:\stn:ients in ~wcnty .. a large
ses·sions. This ~hapter is a detailed dcscd.ption of
activities and thE{ ·sessi-ons.
· THE AC'l'lVI'l'IES.
. '
Followh1e is a .detailed . desGription of the act'i.vitiP-s
us.ed in the prog.rarn. Ttiey are arranged . in aiphabeticai • J
order according .·to the t:~tle o·f . the acti.vityo. The sequence
:ih which the activities were ., used is described in the neX't
.section. Activities . which do not ha~c a reference were . ' . invented. or ·adapted by the ·au thor for the proeram . ..r··
·An i.ma 1 Game
The purpose of this game was .to tea9h awareness of ... '-"'
sounds arict to encourage vo'caliz·ation ' of qujel} stud~nts.
Candy or · peanuts.,... were place'd arot;t\d · tne room. and · the I • . , 'i{ 4
entire gr.oup was divided i'n'tc;) equal pat·t~ .• r. dch eroup
represen t inp; ~orne animal • . A ·c8.ptain Vl:lS s e l e.ctcrl for each
group and .on s i £I;nal the 'entire party attemp ted . to' 'f ind ~ the . . . ' . . ~ .
candy or peanuts dl.str-ibuted abou-t the .room. Only the .> "
' . captains were allowed to pick u'p the ~andy. Captn.i.ns were
a ~ . . called by t~ e d.i fferent · membe r .s of th~ir g roup by using the
o57 I .-o:•
.. . \ . ' . \ .. '
( . I
' · ·" . ~ .. ~.: ~·
' .• • l
. . . ' \
.· I_
. •' ·.' " :··:<. •.. \ • J
I ~
··\ \ J ll·
I •
· i \ . ~
. . ·
..
.~
'• / 58
c·a 11 of the a<n imal which they repr~sen tt:?d · { Ed~ren and . .
()•
· Back-.to-back Conversation , . ...
. ·,!'he -purpose .of th)-s ~~ctivity wa,f> to t ·each · ac.ti.ve ~ -~
listen1ng and to mnke .,the students a~Nare of non':"verqall
communications. ,
'I'he students were .paired off, and were asked to sit
-back-to-oack with their ·partners. Wi.thotit.· t.ur,ninr; around, . .. ' "
they were · to talk to t~e i. r partners for one , ~ i n\1 te· ."' · ~'he
r-~.ut-.hor then asked, ·'"How did you fee_l about·k~eping:up the
conversation?.. 'l'he group e x,plo_red ·_the nee.d fo·ri_.n'on-ver9a.l 0 •
·cu~s of interest to maintain a d.i.scuss ion '(Alameda County
Sch.ool Department,. 1969). ' .
Body · '!'rip ..
.. .
The purpose. of thi.s activi.ty ·was to tef3.ch .body ~·· . " \ ... . . . .
· aware·ness and ·to enc QUrage ere a t1 ve ·fantasy • . , ·.
The author gave the .following instruc.tions to the . . - . • "\group: ,; Hel~uc" ~ a~:~much as you can ~n your. €hair •. C·lose .
' \- ...
·your eyes . and ' become aware of -h~·W. y..ou fee•). Now shift your
attention to. yq~r fe_-et and • . w.lthout'mov~: nr: tjlem in any way, . '· become conscious of what they are :r:estinp; on or. hovi they feel.
~ow b~~ome . aware of _eac·ti of your toes, the top of ·your r"ee-"t,
your ankles,· calves, . knees, thighn antl buttock;s, . th~ ch~i,r
that is . supporting ·yotf, your . stomach, chest and hack, the
back ~p~\he chair, ·your shou,lders, 'arms, · elbow~· . : wri.s-ts _,
. ·.·.'
. f ,• •
of .your fingers, you'r'nec7 l'ip,s and cheeks, .
/ ')
I
.•
.. .
"'
.....
u ' 59
.{· no~~ .• eyon·~ face_. .· forehead·, to~ of, the .head .• back . o:f the '··
.- ~·-( . ~; . ~ .. I
\ . ~ ... ' . :\
~ ....
J . . .-
•, :· .. ,.
. ' .
' . . "
·,1•• ·h~ad i you~ en.tire body·. E~perienc.e you~ h~ea th.ing_, ~e ·
somi.rts' in the room, cmd. ho\'( you feel right now. . . . .. j '", ' 4 •
o'pen you·r eyes" (Gunther, l973). : . ....._ -J
Bounc-1 nt f~0 ll .. {? , .
91o~ly • ' _;,.... .
. ' The purpose of th~R .Rcttvity was t6 teach n~areness r
l of ·sound. l 0
" , .·· , ; \,.. . . ' I
l ''· . . 'fhc n.uthqr "· b'ounqed .a ball; .the stud"en"ts qlosed. th.cir . ~ . ..
eyes r}rie, who)1 _ called on, ,. a sturlent 'told ~ow m;:my timPs :the . '
ball · bounced. · At. fi~st the, b~ll was · bouncei:l only.. one, · two· • ' r, • o j . ' • ,. . ~
or thre:e tim.es, then the numbi~r was increas~d ~a · the l~ve 1 of. • • 'I" ' '"'J • r ' /
difficulty the -·children-.. couJ:d ha.ndlE~. Another·~va·riation .. was.
to change. -~he sp~ed while ~ouncing the ' t?all (.W~tsen, 196?). ' ()
.· .. . ... .. . . · ~- . .'l'he ,puq~ose . of brainstorming w~s to f$enera te . ideas
.. and to encourage dis.c.tission arid' participation • . '} . ~ ' · . .
8~ci1in~tormtng is a ·first step in--planninr;, ?1·· way· of· ' ..
~
getting du"t the . g'r~n, test· number of ideas t<;> con:; ider. -~'he ~
quickly a~;.por.rdllf.;_· w~thout .. _c_r ·1 ~ i<..: j ~~~. G f ui•:J c f th(' . idea::>.
·.r I ' '
I • . . One· person wa~;. appu1n t 2d
., .. "'•
recorder .. for · each· ·r,roup. Some topi.cG '-lih-1ch wcr~ uned for · ·
br'a ins tormi nt?: ·we rl~ · : . ,... •. . " . ...... , .
0
r;
. l t he us es ~f.-r;ome - · object ~iuch .. as n · ruler, a nec·kti.e . . . . or a . t-\_n ,ca·n, ._
l.
2 l~j st oppos~ tes ·, for· . exam_ple_ the · qual i _tj es · o:f good •·
.· or bad teachers, or .opposit~ behaviors,
. '. t
' . ,,
·"
0
r
..lot
._., . ,·
. \
j
' .
~ .. . • L>
. / .·
.•
-~
- -·
• w; '
. ;· ... < .. .•
.. 'bo . .
'\, ~ ,_ I • ' o • ' -• "'
· ·, } .l1 s t que~ t:1 onr: ~ ' ' . . .
,--__ ;or, exa.~kle Ga. ·.poli cell)a~, yo·u· m) ~h~t· };.p~e to· · rwk som!?OJ1e ~
a farmer or an ar; trom;\lt (Ntjal
•,
'
. :
• 0 .,
-· -
and Jac~~sqn, 1968)~
.-Cha 1 n ~.aory , ...
0 0 -\. ' I - . • • • • • • 0 • •
. stt.!<:Icnl~ to part1c1pate 1n d1scus::non +n a (';roup .•
" 0 .. -. ... · O~c . sturl..ent bet;ah ··a. ·story. and.. each ·student\,aadect. a
• • J I
' # ~ • : • ..
~. 1: r ri.cr:~~nt to the ;iory -(Ala~~da County School UE>partment·; 1969) • ..
. . ,. ..
, : .'l'hc purpbse .was to teach the s tuden f.::;
lt> •
h.im.· 0 / ., ...
' . ; • ' I
person ~c - fs ~~~a~ing to and at pcople:who are il
• """ .. 0 ' , · •
'-
,, 'l'ho r:i;ude'nts coverorl tneir eyer: whi'le th.cy Gp~okc to
:. f) •
, one ·ano.lhcr •
. . . . . , 'Ph-cy rl i r:cUf?GC::d ·. hov/, ·this mad.~ th<'m i~eP'I · and".
why- ~(A,lamcda County Sch'ool De-partment, 19fi<J) •. ·, . . . . ·r . . • t .
·. Discussion Gamr?~ · I • . . t. ..... ' • . .
'l'he plH'f"or;c 0 f these p;amP!'f was -·.to. , r.ncourar:c~ <:i i se'us:J-
. - . -'· 1 •i'hP studcnt.G r.o]e-pJa.y~d ~ sit.ua.l.ib~ i-n . wh'i.ch· thrPc . . . ' .. ~ . . . . 4
. . . ' / " . . '
~coplc lric.d . c-vc.r.v concPivablc way to ~J. _i~: ~~e op.in.ion ~f
n. .four.t.h. pP.r!~on. 'J!hc fourth . pc·rson rcfur~. c1 to.'particip::tt.P.' . " . . •. •¢ J •
'~'he 'Lh;~~ hlud~ni.!; di~;cusscd ho•...: thc.v fed t. \'•;hen t:;;,P - f'outth _
.did not ~cspon~. . : .... :t . ~ . £?' / : . .,
l!l . .· . 1'-
2 'l~he studcnts .rol.e-:-played a sit\H\ti.on in. .;wl'\'i.ch··- cach ~ . .
. . . ., : 0 . . . . • . . . l,, •
student sa1<i ·. th·1nr,s to,taUJ.:, unrelated to what anyone eJr.:e
...
. •:. . ... ... ( \ . Everyone tr:'i ed to ·ta 11-\ at oncP . .. ·.
.. .. . ~· ,'
. . ?-. . ' ..
' . \. ... .
~ '
< • •
- I .
\ .. ; t
~-·
. . ..
·.
. ,
.. .
.. tl
...
i ·"- .
..... 61
. •'
> .
. n;o th-ing cac h_ student. said was related.· t·~ 'what had · .. "' :' .. 1 ' ' . •• • ., • • •. . .
previou!l.Jy ·hcc'n· ::;aid~ · ln o. ther · word~ •. · ~3ch ~d.ttctcnt. tr.if!d . . .
. ' 1~o-· ch<.lnt~n · ~1.hP. top{c ··t.o wha.t . he wantecl r.o t~;-lk nbou'i:. .A 'liso. -, !) . 4 ' ~ . ...... ·-·· ·~ .•
:the . au t:M or, a nf; . .Ve red ·.Cl UP..S t .i onro ·0 f G t.,;.'t~ cnt:n w i th C om~en LG
• 0
' '. • ' •• • • ~. <.) ••
. ·that hact .f1o b(•arin~ on what th~·i·t.;;tUdent had ~s.ked ~ 'l'he 0 • . '
group d.i scu;,scd .th iy and de6 1 dc.d · !='n ways - to i mp.rovo the . . s'i;tua~ion .(AUuncctn County :;cho"ol Dcpar.tmenL, l96.9).
~ .. .
·. 'I'he .rurpose of t-his . ex.erc; i.~e waR . to t~_nch . the .. ~ffects
ot· ~on-v~rb~J comm~nici~ion. L
~ 'l'he .·au thor read a ·1 is t of. moods to the o'tu<.lcntn •
'l'he sturlcnts made· faces at each. ·other, _to convey the·:~c mo~ds· .
" Exampl eo ·of moods were ."happy"', (
""'<>d" ... ~~ .. ...... .
·";,urpr .i.t~e{d", . . . anci
'·
. . I F~cl .Your llreath·i;1e;
~· . ,/.
'l'h is actj vi.t.y ·was i ri troduced to teach bo.dy ·awareness.
'l'hc students put their hands· o.n th8 i-r chP.sts and ·
st~chs to become :aware of ~heir breathin[": .• . 'l'hev t~cn. ' .~
became aware 0f the.~air cominr,· in and out: cif' ' thci'r ~ noscs
( Gttn t.h ~r, 1 ~J'/ ') ). ~· '
. fo'orcert Choice
· Forced choice ·is an activlty desi{;~ed ·to g~ne~~te
d 1scuss.io·ri 'and help students to sxamine their own valu'es· • . ,,
·~ .'. .. \ ·.
• '-
. ;•.
/ '' ·
' . '
. .
. ..
·-
0
·' ·
' Th~ students w~re ~i~id~d-{into ~m~ll groups. The - < . . .
groups w.er'= -giveJl ~number of _alternative choi¢.?s and asked ~ ~.
· to. rank order these choices according to thelr owrr values.~
'J'he . ·groups . tried to z::eac~ a consensus and··~tli·en were brought
·to~eth~r - int6 . i ~ar~e group to. try to ~rrive at a common·
·'. ~ist for .the entire group. Some example::; of forced
~hojce lists used were: -., 1 Rank order a list· of, .. o~CJ..tpations. ·
- . . ~~..t ·-·if
•
.,
2 Hank ordc~ .itecis Which you · wquld keep in a
survival situatjon.
} .Hank ·orcfer a ll_st .of ,different people when · their
chhracter~ have been ~pecified (Simon, Howe, and Kirschenbaum '
19.72) •.
Gettjn~ In Trouble . e. .II
This ~ctivity was introduced tQ teach the studcrits
to share pe~sonal inforrnati6n with others.
Each .member . of the ·group f~nt~sized for . ~ few • . • f .
minutes by rem~mher1ng some situati6n in which ~they eot . . . .
into trou[fle~·-. _.·'l'hey then shared their fantasy with a .
partner· or_ thE1'\whole . grou~; ·other . fantasies were
r~memberfand . shared with the group ( 13orEH:J8off, l 9?2).
Gra nr:lmo .ther '~ '!'runk { .. ~he purpose of . this. game was to teaph careful'
' 1 is tening and. to in~olve everyone 1n a· c;roup' ac ti.vi ty. It
was u::;eful.as an "ice breaker".
..
The · first persQn said, () . ' ~ '
" ln ·my Grandmo-t:.hcr' s -trunk, ·
,
r=:"- ;r,
.·
)o
~.
.. : ' .
· ....
\
• • l' ... ~..,.
6j
. .. The second person tepeated the object . .
that 0 the · .. fir~t person had given and :1r.lded pis own.~ 'l'he ·r;~:
game ,_ conti.nued wi ~~·~·~ach person_. ad9-ing an·oth~r ooj~ct ·
H.ot and Co 1 d
. . Tha p~rpo~e -·of thi~ activity was to d~~elop ' . ' ; ,:;
se~sory awareness. ' . -. . . . . \
The students were presented:wtth three trays
c~n\??in.ing h.ot, ·.co'~~ and · lukew~r~ water~.· . 'l'he . ~t1.ld~nt~ . -s. • • , . , -.. ~-. : I ;~ ... _~ . , •
. :".::.~' · .. t·- · place-d one hand in both the hot and ' th-e . cold water and ·then
I , ~)
placed both in the lukewarm water. 'l'he hand that was in the /
hot ~ater felt-cool and the ~~nd ih~t was in the ~old w~ter . felt warm when · plac·ed in . tne lukewarm water.:
Interference #.·
-'l'h j s exerc i'se !"'as des ign~jd to t.eaGh the students
. . th~t one·p~rson shou~d s~eak · at a .time,. and tha~ ~ommuriic-
. . ' ation tak~s pl'acc only .~when ther_e are active listeners. The
')
1 The author began ·a con~ersation with une of t he . .
student~J when the. ~tudent was .speaking~ the ~uthor · turne~
and began a ~b~ve·~sation~ with s·~meon~ else~ After a few
seconds, he tur•Ticd and asked the first ·student how he .fe .l t . .
·about thi s . ..
. "
2 Two students had a conversation while sit~ing
facing ' o~~ another. Two ~th~r · students were th~n placed
be~ween the t~o conversers . and w~r~· asked . tb talk. Both ·'
. .
I ,
.. ' If
\.
,.
6..4 .. conversations were stopp~d af~er·~ · couple of minu~es and
the first two were asked h~ they felt'about · their . .sf
conve~s~tioni when the two othe~s ~ere therdr _ the ~wo
' · intruders were also asked how ·they felt about · th~_rr role
(Alameda tounty Schoo! Department, 1969).
Key Game
The pu~pose of this_,. g_~!lle was to show the importance
of the eyes in communication.
'i'he · :>ub.jec t o.f non-ve.rba 1 c ommun j ca t'i on wan d iscus·r;ed • 1
with the gr·~up. ~he students formed· a c ire le with. six . . . \ . . students s11iw~u'g halt: . and· three' ~tudcnts showing loYc wi ~h · . . .
Lh\.!ir c,yc-:; .. 'l'hu middle · student . of- the · t~rec'' ·had a .key. and
the ·student who was ••it•• had to .fihd it by looki!lg at the
~~es. of h~s fcl(qws (Ala~eda County School De~artmdnt,l969).
Mirroring ·' ..
ness.
Th·e- purpose of mir.rorj ng is to d.eve lop body aware-·.
It · c~n also be tised as a warm . ~p · activit~ - for role
piayi nc;. :
Each student" stood ·rae ing another student.:· One . . ' . '
·studl?n:t made a move-me.nt · ~hich : the .. other copied, pretendinr, . . . ' .... . . . -· h-e was .the · mirror reflection of . the first student. Then
th~y chan~ed roles (Chesler and Fox, 1966) • . ,: -.-.,;.· . . . .. -
My Name Is ••• and ~ - Want ~ .~".::
~'h }s ~xer.c ise is ···simi l~r to "Gr.afn:imother 's Trunk" ., .,- --..... -....., _ ... :~~
"' > . and: ser;-ved .;the sa.·me purpose. It also enable tfie· author to
( '
, 6
·-
,.:.. ' . \
/
'·
"' •• ;· ~ J
.. .. ·.
,r . .
~-- .. · ·''' . . .. .. -!- -
..___./ ·:- -, 65
to_ l~arn · th'e names of the · m~mbers . of the ~roup. 'l'hc fir.st
person' sa l.d, . .
~'My name . is ••• and I want .... " · and the sec and . .
person repeated the first person's name and desires and
· addert his own '( Boressoff, 1972).
Perc~n.Lun.l Memory Game (,
The purpose w~s t~_make the sturtentn aware that
there were . mapy common th l.ngs which they· pe·rce i ved bu_t ~'id
not remember. \ \
• •, ', I , . j
· 'fhe r;t.udents w¢re a:::kcd about things and pcopleJ.in· ,. ·~ .
. .... their P.nvironment. · ;to See what detai.)s they C'OU·ld remember.
. ·~ \ • • • 4 • • u , •
Sample ques·tions\were: ! .. wh.at color .are your teacher's eyes?
How miny wjndow~ ~re there in the front of the nchool?
flerr;ona1 Space
'Ph"-' foll owi rig exerc i .. ses were:> ·de:. ir;nnd to teach the
role of dj.stance in s~ci.al ·en'counte~s •
. 1 Partners .sitood at oppos i. te sides. of t he ro·QBJ and
ca~ried on a conv8rsation. On s:i.gnal; they gradua!Jy
st)~~t~lied ~the . distanc~. whil~ carrying on the c~n~v:ersation,
- imtii they .we_r,e touchjJg noses. 'J'he students discussect ,row
they felt Qt the varibus distnnces, ·
2 'l'wo student!}_ he)d. a face-to-face .convcr:~ati on;
on~ stud&ni ~uddnnly _ mov~ d - forward. Th~ ~roup discJssed th~
-O'thP.r student's reactjo·n and he -was askert how he ·iel-i ·when " . - ~ '
-this h_appened .. ( Adapted from Hall, 1966), r.- ... ·~: ~.~
. ,, '
t' ) ·· . .
Relaxatio~ Exe~cises
' ·
r
r·
. .
. ' "
. ·.
66
The followl.ne; methods wer~ used to help th.e student~ ... -. .
,/ · . to re_J.ax.
1 Systematic muscle relax~tion. Olfferent mus~lei ·
i~ the 'body ~· -
undated).
were tightened-and relaxed ln turn
. ,
.. ?. .HP~rl 'l'apni.nr;. _ ~'he- student.s tapped each ethers.·
· · : ·. \ ~ 4
.· .... : ... .:::!· . J 't) •--!
i.
I ,, i '· \ i. l \ ·\ ' I . t. -~ -I
·'') . . .
heads, .with the receiver having his · eyes shut (Gunther,197)) • . . . . . .
3 Back Slapping.· The students-slapped·_each · other - -. -.
on thP. back (Gunth~r. 197J).·
·. 1~ 1'ip;hten R0dy •. The studentf; tPn f;P.d their bodieG .
and then relaxed complet~ly • .
'< Role P-laying
~-
-· ·-· .r_- •
I . !
· \
--·· ~~ole . playi~g had a riumb~r of . pur~ose~: to practise.
' soc ia·l i.n terac t ions; : . .to. uncters tan'ct the· role of the other ··
. . ,, • f •
persona to improve interpersonal relations: to understand
social. problems·.
'l'he stu<ients acted out various s1t~tionst· and then
d 1 scussed what happen-ed . (Chesler ~nd Fox • . 1966).
Screaming . \
This exe~cise was·, used for rela~ation, to ·~pcourag~
the ·_ students to vocal·i?.e • ·· anct for j~1st plain 'r,un·... -~ . . ' ~·:.. . .
l . · 'l'he _s tudent_s ye 11 ed <;~.~ loudly as po·~~ i b l.3 ~:; .. ;\Js\lall y •
-· ' -~ .
thi.s was '
done- at the beginning of a session (Gunthe~~ ~1Q7)) . .
Sound Experi~~hts
The students · tigh.tened and -l~dened a string~ o_f: _. a 11
.
' . ' \ • '1'; • I
I I
I \. I I
!·
. ··.
... ,.':!- •.
..
~ .
'-
.. ..
r•
. j . t·
(1.
gu-itar and listened to the ~iffer~nces 1n p3tch. The • • • I
-~ stude~~s observed the · $trings of~ piano· and a ~uitai and
listened _t; th~ qiffer_ences in pitch· ~etw~en f th fck string
and ~ thin ~tring, A guitar str1n~ wa~ loo~ened so that .
the sturlents could observ~~he ~tring vibr~tine. Th~y could
see -that the wider the strin~ vibrated ., the -~reater the
. volume. , •'
. e
Sp~tan~·ou~ Response Inventory . ,.
Th.is technique· was. used . to encouraf:e thP. students to \ . . . sharc " thei~ feelings in ~~~ group~
·I .
Stude~~s oral~~~_ gave . sentence eDdings to statements
... , · such as those be lows_ ···- • l • , ...
. ,.
. .-
_Examples:
\. I feel hnppy when 2. 1 f~~l sad ~hen
--------------------~ J. .J 'fee 1 anE:;rY ~hen ·4. People like me when 5-. A ~h ing about me I'd I. ike to change is 6. When I'm praised I 7. Whin.·I'm scolded f ·8 • .When i t • s t 1 me · f o r-"m-=a=-t:-:h---:-1-----:f:-e-:-. e-;1-----9" I · fee 1 _'1. i_ke y'e ll irrg whel"\
10. If' I could be so-me6ne · ·e ~ se 1' d l -ike to bn
'"\ (Simon, Howe, and Kirschenbaum, 1972)
Telephorie fanta~y \
Th~s a~~ivi!Y was used -to erycour~~e creative
: ·fcfntG!:SY and to enc_ourage the-- .sharing · of' personal ~hings in
~-
the group. ) . l ·-
-. . Ev.ez:yone in the group c_losed· his or her eyes 'and
_jmagine d ha~jng a 'telephone conversation-with someone~ ..
( _,. -
. "' ~ . . ...... . ~:...:::-- . -. ...- .
... .·
•
.. ; ·--- -· ,,. . .;_!'~
.· . . .. When the con~_P.rsa ti on was over. they opene·d the i.r · eyes and
ihare~ their ' faritasies with th~ rest · of th~· eroup or with
p~rtners (Boressoff, 1972) - . ~
·Touch ·Words
68
'Phis 'a.ct.ivity was designed to :increase the> students'
aw~~eness of the sense of touch -~nd to- increase t~eir ()
"'ocab_ula~y.
The a~thor brought in a ·latge ' number of objects for
. the students to touch a~d . describe wh i.1 e ~eari ng~i ndfo1cts·.
· ·~ · · Verbal Dvhami.cs
AJ.
This ~ct5v\ty was designed to build voc~bulary while · ~ ..
: experiencing words with the body, and . . to 'indrease boqy
awareness'. • .. )c_. " . .
'l'h<:<.,~~d:.kcn worn wcrP. .combined ·w 1)::h 1 ts implied
movement. ··.·~~~~-~~ word 1 i s ·ts used in the . pro grain J wer~ : ., \ . . . .
1 S]c;ht Wordss 1oqk, glance, : e)are,- peep·,. pe.er,
observe, gaze, .·stare, glo\ve.r, gfimJ>se, squint, scrutinize,
of;le.
2· "6usehold Acti~i -tiess dust, sween. scrub,scour\
· -·- '.. r j n s e, VJ i pe, bru~ h, polish, wr:ing, ·shake, fill, ::;crape. ·
hoover .. . . . J··arowin~: ~ ~ie~c~, shoot, , lengthen, climb, reach,
. . open. bloom.' droop, ·'(.op, shrh•e 1, w i.. ther, di e . '
(Burniston and Bell, 1972; Cherry~ 1971)
What If You Were BJ~nd? ' '
.....
..
., :, ,
..... ;;{ . ~--\
'l'h is act i. v.i ty was in traduced to i ncrcace the ~
stDd~D~s' sensory awareness and ~o . get them to appreciate . .
what it is like to be blind~ The• ~ctivity was. divided into . . . ·· s~veral part~:
.,
t_ 'rhe r;tudents ·put on bli.D9folds~~ nnd .liste11~d to . ~ "' . ' . . all the -sounds around them . They trie~ to hear sourids they . . had not no 'ticed before . {Boressoff, . 1972) • . ·
2 'l'he s tud~nts put on a plindfo.ld and tried to walk I
around the· . room wi th-.. :.a. ~tic~ or a ~ong ruler · . . '"'. , .. J 'rhe students described objects the way· a bli'nd
person would describe them. ~-:, ,.-. .. . - .. :·_,.·
~~-. The s tu_dents )icked vartners, One student was r .
' • • •l't ... ~r
blindfolded and the''other took him on a "touch walk.._·· )
(Gurd.itur, i97J).
Wh~t' l s r t? ..
. . Th<:;Gc ac t.lv l tics ·were used to increase the stucti!nt.6'
sensory awarenesG. •·
.. r~}rh~ students . were bl :indfolrlerl . and ~ ~ i ven a number of ;~-r. •,. ~.J. I
·' .
i terns· to · identify by 1 S;me 11 ·, 2 taste, J touch, ~~ SO\lnd
. ~LowndeG, · 19701 · wi tsen, · ~967).
' r
Where Is . lt? ..
·rrhe p~r'poGe. of th ir; actiVity was to i ncrcasc
~cnsory awarenesn.
I ..
. I, . The students were . blindfolded and a number of sotindR
..
were pr6duccd.~ The students had to d~cjde ~he .the~ the I .
sound .was nea r or far·. · ~nd what ~ire·ction i .t · was · · comin~ ·from .· ' I ,-
0 •
·:
, .
· . .
<1> .
~ ·
·,
0 '
.;
~ ,, r
• , r . .. -· V~ !-
• ; ·r.. r ..... ~ • ~ •
,
\)
THE SESSIONS
..... '· . .. . !
.Dtfr·i np; . th.e _·progra.m ~ the· au thor ker t a· ·l r:i~ o( what ·:
·happened in .each' s·ensi on • . • • r ,,- • ' .-
. . . . '
Th~ . followin~ are brief
descript·ii'Jns ··a.f each sessi.ont 0
. : . .~_,_:. .. ~- ..
Ser;si.on One : •. .
70
'· se"ns ion one was· · intended an an intr-oduction to' the
pror;ram •. ··.'l'he auth~r had workerl with · the . boy:-1 · rrev.iously
but · thjs .w:is the f'3rst time he had met the girls. H.e - . - . . .
• • f ~ ... .
. explained the ·.purpos_e o .~ th~ pror;r~m, th~pime and .num.ber
of week,s .which would be spent . in th .. e program ·and the
. ·. activities and format which· would be used~ 'l'he au.thot .used . ·'
. the .... :
activitiP.s;"r:randmo-ther•s· 'l'r.unk", and ·"My name is .•.•
1 ~an·~~"~. ·. ·· " as icebreakerr> · and to learn the~ e; 1r ~s' and I
names.
··During t~is session, the participants wer~ seated . .
:in . a circJe and · for the inost part were very .quiPt.
Se,ss 3 on . Two .,
tw6 was an int~oduction to sensory awareness .
The a~~hor bee;an . with .,th~ : .. ac tlvi ty. II Pcrceptua 1 Memory -\ . -l . • . ... . . . . / . . . .
Gnmc " . 1 n order to demonn tra te th ;;~. t therP. wer e many th i nr;s
which . people saw but donot remembe~. 'J'h c Gt'!Jdcnts were
ask'ed to name .·the fiv·e senses and a br]ef rliscussjon of the
five nenses followed. . . ~
This discuision · ende~ with ~h~ students
s~eculatjng on what it ~auld be like if th~y were bl in~~ .
• v . _.
. ~
...
..
· ...
. I
'• .· ,. .- ·-) 71 -~r'
• were
0·ln order to introduce the activ.jty, "Wh~t. 1f you
blind", · the 'author ~anded out, a number of pamphlets
from the Canadian 'National lns·titute fo·r . the Blind • . He also I " .
passed around a mae;~z :i ne prj nted· 1 n bra i 11 e. · '11he students
were then 'ct1videct ' 'into thn'!e e;roups ann · l'?ach student was
givE'n a m~sk. ·-with the masks on .. · they listened to · ·sounds ·
around them fc)i:- :five m~nutes. Each eroup th~n made. a li~ft . Q
of what-they had :heard. '{
'l 'he r;tw!el{t'ts, while wearin~ the 1
were then! ' :. . • 0 I
p;iven 8 number ~{ o,bje6ts to descr:-ib~. . j' Mnny of th~m namect
\
the · objects instead of describing the~.
J
S'riss ions 'Phree and Four
'l'he ·auth'or carried -out the ·_ac_tiv1 ty 11 T~uch Worri~"~ ' ·
' .. ~'he ;=tuthor brought i'n a lnrge number- of ob,kcts for the . students ·to tou.ch· while they· were wearine; mi'\sks .• · .· Each
obj~ct had a touch 'word, or w~rds, · associatPd wit.h it: for
~x~mple, 6halk-brittl~, egg-fragile, wood-splintery, sod~ . ~ ~
cracker-crisp.-~ The s ·tudents w~re groupPrl irito· pnirs and
: pariic\p~t~d in a· "fouc~ Walk"; lt w~s not particulrrrly · . .
~ucbessful a~ t~e ~tudents who were ~orr r;evPre~y
' h:lnct icapp~d had d iff i cul ty_. in mo~ i nr: aro11nd the "room wh. 1 le ; '
h] indfo1ded. · ·.
'l'he s tudPn tr; ~ccmed to en joy · the f10e 1 of ·vnr i our:
cb jec ts. - 'rhey we re obvj ously relaxed and were openj nc; up.
Session F.ive ..
The author dfscussed -how sound· was produ~ed by ,.. ·'- j ··
I
.,
. A
;p .
<I
· "··
. a
r
;
". 72
obi ec ts v:.t-tfra: t i. n~. ln respons~ to a qur.cition,. the 'huthor / tJ :•~ , . -
./ ~ . . ga·~c ~ a s:imJ?_l~.-~«P.lJl-n~tio': of how the ear worked. Them
~ . M ., the ·students. conducted a number of "Sounc~ Exper i'ments"
f ' • • • • ' ·i.n
'. . ' . wh'ich ~h~y ctiscovered that . pitch depends on the· length and
the th.ic~~.n·e~s of the iibhi'fine ~b.iec t . and that voll,l~e · ..,.
depends otf..~-khe di~tance over _wh1c.h~-the vibrn.1:jons traveL. ,.:'j •
Th~ kuthor let each student hold nrd .lttempt to play a. ·v . :~\'"-~ . . . .
·guitar .. Th~s wn~ a new expnriPnce f~r most of tho s~ud0nts
arid they .enjoyPd . 1 t very m\lch. ·
). \
· •rhe author began with -the .act::i.vity ":..~ c·re.am}ng". · ·'l'he
student,swP.re her;itant at "first but soon · jojncd ip lu'stjjy.
When it was .. ov.cr, there was a gre~t d~p1 of laue;hine; an·d .
lT,ig~l i.~p.; • . 'l'hi~ · put everyone jn n (I90d .mood for thn othPr / . . .
sound' activ'ities wnich were t.ried that. day ~
A Jarge numb~r of acti~ities were ca~ried out 1n ·.
this session. _'l:heJi . included- "Bounc.ing Ball", ... What js it?",
" · Where .is. :it?", ". Bac.k to .Back Conversa t 1 on!';''. "lnte rfer-... . 'ence.", and 11 Animal Game". ' · ...
SP.ss'ion Seven
Thj~ session was devotp~ ~o th~ sense of smell. ~- .-":--·
About twenty-five sub~tances w"ith--di~\inct.i.ve smells were '
. • • . 9 plac~d in paper- c~pn f or the stu~ents t6 idonttfy wj ~h their
ey~s closed • ~he substarices · incl~ded a ~arie~y of foods, . ' ., ; .
household ·chemic.al~"·such as glue ·and alco~o], and .perf umes Q •
and toilet water.
. .
" ·' ,
0 . ··-:::. ..
.· . ··. . . . . . . - ' •• ~. :a
' . . : .
' d
~ . . ~--
{j '
I
• 0
. ....
' .
-
: '·
. ·,
• ~ j • ' •
'· . ' ~~ .
" . ... .
.. , , , I
. .. ·· .·
•. ~:' .
: . ! . . . "
' I
73 . ,-' ' t I ' I ' • \• ,' ' : ' Q
~~~e :~tho_r_.then outLi ne.d ·a ~u·mbor of · use·~ . of smell
0
t
· .·iri - the ani.matJ~orld·. _ .· ,'rhe· · · s~ti_dents were 't<;>fd to c.lose · their '?.;;· . • .. . . . . . . . () . .
eyes - and the a.·uthor_-brought a_ large Ne:wfound lar;1d dog ~.,..i.nto ·
the.room. /
It _was a new experience for most of the s~ud6nts . · to ~et and feed such a - la~~e d?g·
... II- • •
f l. ' .
Sess1on Eight .,.., , ~~ .... This ~~~sion was -~qted · ~o the ~ens~ ~f taste~· · ·
'" ' ... • • • '!) . ..... 0 • ~ ' •
• 0 . : ":\
The studc'nts were .asked to identi-fy the fo~r-:. ·'Eas·tp~, ·wh:ich·
they_ ,d id successfully. )rhen ' 1:hey we~e . .gl ven examples - o~ • · . .. ~r-~
eadh tastei sweet-sugar, salty-sil~, sour-vinegar, a~d • . ... .... . ~ ' ' t
bi~ter-unsweeter'u~d choc'Ola te. . Then .a · loaf of fresh bread ... 'was passed around and . each ~ tuderit_ slowly chewed :-a pi'E~ce
taking n9te -of -the"'te~ture and taste. F~ nall:(, one of ·'the
- ~teachers paGsed around. ~orne Ch~r{e~e ·candy which h_ad. a . very . . ~ . . r ~ ..t
, '. . . peculiar t~ste.
. .
. '
'
. • · ' I c.
Session \ .
Nine . . ' . ,1\
... ( ' - ' .
The :, grou.p· lis _t~ned ·to- a tape· by Lazarus ( urkla ten) fln ~ '
re laxa t~ on -'tr.ain-i.ng~ At th-e ·end of· th~ tape·, · th.e s tuderitn · .. · . ' . -· . ~- ._ . '
and the ·teachers wet"e obv.tou::;ly re;la.xed and a number ,of 'them· . .
• I • Vtc:rc yavm1ng.
"' Session '.:'tn . ~.
... '( . . . ... ... . . · ..
~ . ' .
The ~ c r->:3 i.::m b.e g ari with rcla-xa tieiu-· .e: x..:.cc i~c::; led by . .
,_
' • 'I> . ·• the a uthor based on the tape· -used 'in-~. the pre vious session. " · · ,. . . '
, o' ~ ' ft • ' I ,. , ' . • C•
...- 'The n .. the .group tr·i e d "'M i rr.or ing ~*, a body :tW'ai-e ncss a c tj vi ty. -· • • • ; • t:i• •• •,
Thi s act ~v\ty was·· dif·f i cul t· f or a · numbe r of' t h e. s tudents who · ., .
-" . -\
·-
- 0 • ' 1
I
• - ~ !. - ·
.. - ~"
•" ! -t-
.-. . '
• . i.
. :
~ . ·'
..
'•~>
. '
· ,
...
..
' ..
•:. - . ....
, . . . .
I· . . . \ . . . . \ . ~ , ('4
. ' . ower~ ~~. t able 'to~·use · one or l;>oth of their . arms. 'rhe . · ... , .... · J.. . ~ . . \ .· 't'l
\l auth;r the_!1 int~~?Ucecf"a new set o.f exerc .ise~r "callc4 ·' • • ' • • ~ f
.. ~ \ .. i~ "Ver'bal Dyn,ami:cs·". ! These· e'Se_r~ises used movement· to build . . ·· • i . f, . ,
vocabulary. ln th~.s session. ~ the students a~:tcd out·, a : _· ~ .. ' ·. : ' . ··.
·n~mbcr of "look ine" words • . · 'l'he "r:tuden~s fo'q.,;B th i.~ · i
r "-., '··
. ·. . · ...
. "
·,j
and _· "Getting, 1n ·rrou,bl~". The stude-.ntr wr;;re ·dj vi.ded :i. _n;to~, " : · • ~- 0 • > •• :' •
•· <r
. .
- ·~ /, ~ ..
... , . ".;
.. ' ..
"·
.·
pairs for .. t)'\es~ ·,-~~1tiv_i ties and shan~~ th~i~. f~ntas):!~-~ ~-it·~~
'the'.i. r partners. , ~het- ses~ ions . encte·ctfltj th ~ number . o;r:. :'~fb~1 • J (>. • ' • t
· dyn·a.mics exerc.ises. · T.he students act~d .o1,\t "to.ucb1ng' and i .. . . ~) : . . (\ ; ;·· . .
words de~cr; __ bi nr; "irow1 nr,;; . .. . . ._/ ;
mov.e:ments of .a snake. ( and wordR whicli des6ribed the
· Sess i.on 'l'we.l ve •I
1
'l'hi~ . se~_sion was' devoted. to a number of new . ' . . 't
experiences ~Ol' th~ stud~s. . ~ ·/our ·month 0 I d bnby was
...
I .
. .. ··, ,,
''-~ou~l1t. in and _.each of the. studen'~R hel d ·him. · 'l'hi.s :,,a,s very·
' , . • · , · , , i •> . • , • , .r,
~xcitlng; for : mos~, . <::!sp~'c{cjlJ.y the ~1rls. · '!'he .students were . // • , I
then t:;rk~n by bus ~nd ca~.:,.to see ic.ebc-rf~ ;, and, thc . wat(' r·f.ront. ' . •. ' . . .
') .
. '·
Sess'i' on 'l'h):rteen > c /~ ( ' . .
.· 'l'hl.s session bega_!) with relaxation exercis~s, p ~ , "' • I .
~ ~hi~ :time. ) .e.d, b.Y . a · stvden~ • . · -;hen .the author i.n ·tro.duced
~ .· · th ~ activ\ty, "Ch.ai ·y;~ · ~.t-ory". One stu<icnt bcp;an a story .:inn
\ .
I . '
."
';I . '·
.: --r _·; \._ "' . . ~)f . . .;] 0 . . '
' . . ~
·,
rf' 0
.. : "" ·: .. . ' "'I
'_i: ·
.,
' .
"' \
,,
"
\ .. ~ ·1· ·. ~: :.· '1~\. ~ . ; 1, ,
' '
l . I
~
. . __s. e:::tch persn-n adrl~d !:Amething to it in turn. 'f'hi,s exerq]s.e . • r
.;-. . ~s proi}ably the leas:t succe'ssful a.ctivi ty of th1=- pr.oject,"
~ · as abo.ut half of· the students cou.ld think of .·noilhing to ~ ~ ,
J
0 I . •
nd<i. to the; story. · .{) . ,. . . .. '
• ' • .... ,~ .. : • u ' 0 •
'l'he sturlents\ were ."'then·, rlivirlerl into thrP.P. p;roups
~nd \
ai.n::;torm. op. crea~ive.Dus'es _.for a rulir· +
. sugge~tions foll.owsr. .. .. v
to . r0k~ so~eot'e .. ;n ~the "b~ck ( · · to throw ~t somebody · ·' . ·~ to 1;tse for a shovq l . · · · o
to 1l c;e .,for ~ow j ner/.a~ __ boat_:__:_ " to :- t 1 r . a cup () f tea "' , ...
· · . to see .if y.o~ pe.e~ 'a . shave · to use (r- a hbokmark tn fi~e . ff caps !
to use .a windmi. !'1 ·: .. , c
J 0 •
A-. r.;ample of
~~
Session Fourteen p
by
'{'he s·ession befn.n with relaxation . exercise~~. ~ed
anotfler.,. student. 1he studcpts therv b~~instormeci to .. . . " . .. . '
comr)5le.a list .of. oppos'ite .be~a~iprs; for examp1e, . __ noisy- ,.
·quiet, .k1nd-~n&: ~nd . cr;~:Jaueh:. · ·· ~rhP. st.'.'lden!r-; . then: ·. ~ . •• t .. • • . .• p
.discussr!d appropriat~ situations for each bel1avio~. . ' } .
'l'hc . author introduced a new . ~er\.e:-; of exer'~i:::·r-:s . . . ~
called "r'orr.ert Choice". ·Th.<? students sttr,gesteri a list .of
thirigs ~hie~ they might take in a liier~ft if th~y wer~ iri·
\o -a 's>hi'~ that ""was . ;,inking." 'l'he i.tems ::;ugr;est~ri wore: match0:-:,.
clotnes,·. a. f.ir.hiJ!g ro.ct,· oars;· :1. compass, ,\~nter, .foo.df and • • <
... a 1 ife · jacket.- 'f'tle students were divi,dod 'into thr~e gr,~ups ..
and each group waR asked to rank the. items acbordin~. to . , . , . . .importance to _Ri.lrv iva 1. Arter a period ·ar ·ti~e. each
. , ...
AI p ,
. --. : • • '1 . '
. ..
. 0
/
. · ..
..
... '.
- ...
· ~
h
" .
~
\ ' '' /' .
:.,
.:11-. .
• . .
p
gr6up pre~·entect · i .tR 1 i~t and· each gro11p_ ctP. f~nd~d its . -·
chqices. ·.
sessjon Fifteen
.'Phc se.ss·ion began with. re lax~"'~e~c i ses led
by or_e of _ tho studentr->. · 'L'he stu,dent~ wore then dividf!d :
into thr,~e ~i--oups. and 'brainstormed on . t:he qual j tie~ of a . . . .
good and a bad · teacher. The students wh i~pered ·?;. they . . . .
made. up .. their 1:ist ' as they'-djd not want to bo ~hf!ard· by a-
teacher. ·One · group' 'felt thn t '.~ a eood · tr-nct10.r rl i rl J\1ot ta l.k ... . - • -4 ... _,· \ • ' • '
. ' t • t'o9 much rtbout sex", ~ut wa::; very · .hes.itarit to put thJS in
writing _or say it al.oud •
. _ ·: .. Each . smal~ group then sugGe:; ted · a list or·
' . occupat)ons an·d . ra_n.ked . them from . the most i·mpor~ant ·to the ' . . , . :
lea-s-t i.mpor tan t; 't'he aJl .~hor went from 1~rol1f. . .. to grnup ' ' "' ' ~ ... ~ .' \1, I
. · encoura~i.n~ students-... to"·~~~Pr.esr; their · views .ahd to s·peal~ U? . '. . . . ' ·" . - . -
. · "' when arguini the·ir point of v·ie.W. By .·the end of the . ~ ' . ..
J discuss-i.bn, they grew quite heate~ and some student~ ~ho
,;ere-o:rmally~,,quite reticen.~, · \.,er~ art:;ul'ne; 1omlly. Whe,n
·'a consensus wns reache!d · i.n ~ach of thP. t.hren· small ~roups, · • • 0
. . the s turif!nts. formed one lar'e;e· ~:;roup to i:ry :teO j:lr.r-ive a t a
J . ·. - . : '
Common·. 'rar)k l.nP-; .· .· 'l'he d l SCUSS ion . WaS VP.ry 11 VP l y. ~1rid, When I C. ' 0
• • • ' ' ' f 0
•
• • • 0 ,
·.the o;iuthor.. ·) ~ ft ., it was s_till in ·progres.s , l e d by ~ne of ttlf'! .. teachers.·
~ ~· : ·
.·t\.. . Ln h1. s sessu~n~
~
Cl'\courar-;e . the. ·stuoents- to exa.mine group procer;s. Afte r th~
. .. brn.]n:;tor:m:irir. an<.J..t'the rankin~. the .. ~tudents .were asked Lt '·
.· .. l.. . '
,· • f~ . \
.•
. ..., · . .,. .. t· · •'
. . . - -. .-.
-~-. .
..
l
(
I '
"'' .·,
..
"' •! • ~
" -e)
··'1'
. : .
~
' ·.
. I
77
numbnr n f q uer: t inns, such ar;: .. / '1 \'/ho was the leader? '\
2 Who contr,ibut~d the most? ·
J Who . was_· qu let and who ~m.s noisy? I
.~ lt- Who c;o't ·his own way?. \
Session Sjxteen
'fhis. session ~egan as usual w:i th relaxation
.. ~-Arc·i~es. . ~'hen · the auth:or tr.fe~ the n:_~ .tivit~ "Discuss'i,on
. Games~·. which w8.::> moderately succP-ssful. 'l'h~· author led •• ·- •• • • • - · -· <;) • •• -- • • • • •
two act. i ~it i r.s i'n tendod }o improve_ the _s tuq.en t~·· awarenE'ss
of non-verbal communication. ' . '
1 n the f i r s t ·a c t i v i t y , the ~
students covered their efes while talldng. 'J'hen they played . . . ·~ .. .
.·
0
·.t~re "Key Game", inwhich people attempt to send. messages ...
with the_i r eyes_.· -·~'his was very su~cc-p f _l.J. L . . · .~ ·
1n order to get ~he students to · qucs'tion their
. own· mora 1 va l~es. · the au tt)or ga':e the s t _udP.nts . a 1 is t o f
The st~cteri~s were to rank t~ese ·from the . 0 . ' .
" ·Jear:t objection~ble :to· mpst objecti.''onahle classmate. ' . • .l • ..... .... t . .,.
'rhe /
~/ - .· ltst 'of people . 1nclud·C!ct:
,,l i~0thcr~hlt. He c~·nstant 1 ;r " 1n{;:_rru~ts the · a·las r; • \ I '
. by" t<?-Jk1n'r; to th·c - ~eacher and botherinc; other children. . • \ • •. . . : .• (?' ' . ~ .Jr
2.. Bnck 'l'alk0r. lie talks · back tn h' i;, mother. ·-:,; .
I ' I
"J . ChP.ater: . lie cheats_,'in -.a game. ~
4 · Litter Bug~ - He _drops trash • on ·the· s j de walk . . •. • • . -J
5 Bully. He . beats UPo·a Y<?Unger ch 1ld. · !· .... '·.
7 Hatter. He rats on a .·. ,
;
!I" ..
\ ~ - - I , ,':/ •' .·
'
.... .
(
..
; .
.. ' I
.·'
·.
· ·.
·.
.. ',: ,
''
. . ·
... .. . ··· · '
· 8 ·chewer .• He_putr.; cum on tt)e ~cat of a cl)air.
' '!'he resul t3 of this ~xerc ir.;e ' are pres en lod in 'l'ab J 6' . 1 • .. '
. rablt t ·: ·:,;:...·; . • I • . · ·,. ~
\ • ~ ·.') \o •
' ' I
~~turlents .• . Hnnkings of Eit~ht. · Ch;.trrlctcr () 'I'ypes~ .. _t~,or:n L~ast Objccti.9nablc to
· ·Most Objectionable··
.~·1 ::-====:::============::::;=:;:===============~· .. -· --. • • I
1 ?. '3 It ·. G 6· 7' s·
·Group Oqe ~·\ .
-~
Group. •rwo • .Gro-·up 'I'Ilt·c c
Che.a tcr Chea·tcr .· . · :Topl if L0r T.1 t tcrbur-; Bothe.r Dug ·"Dnthcr· Dng Hatter Chewer · ·H::lcl<. 'l'alker
· .P.:lck''l'alkc,( Litterbug- Bnl~y ' . :.ihopli.fter r-.., Ratter Ratter . Chewer · . Bully Chen t0r Bo.ther Bug ·.Back Talker . Chewer. Bully · · -. Shoplifter. Lit terbu~ , : . ' . ~
--...:..--=..
----------~--------------------------------------~------~~--------r. I • ~
Rahk ihg: 1. ==. ~.eo.s t ··,·(Jb jec t:i onabJ ~ · 8 = Most 0 bJ e c t j on·a h 1 e·
·,4-
S8s~ion S~vcntcen
~ . The · session began with relaxn~~on oxcrc i·set>.
(I
thq authot lcri n.· .verbal dynamics ,~xerci~c on rli fferr!nt •way:>·:.
to move • . ~
'\
. ' 1n th1:> se'~sion, ghe students wcr8 introduced. to.:·
the ·co'ncPpt of "Hole Pl::1ying " . . For ' the res.t o f the !":c?.'rd·on t. . ..... ~
the . r;tudc.nts acted· out. situations b~u:; ect nn i.h;inr:s ·thn.t. made~ ' I ~
thP.m nnr;ry, onri' how others ... trent h3THiir.npped peorll!:·
, .
/ .
To begi h this ·Session, the aui~or led the' students
and teachers. on- a "boay trip". .1rf1e ,purpose of this ac·tiyity' · ·'
was to i n crease horl_y a waren ess ·an~ r .e\1-ax?!.t .ioD.· 'Phcn 1.h.c
i . • '
.· ., ·,
J.. ' 'I
I . ,'
\
'• . # i ...... ;-_ .
\ -
1 '
,.
· .~]' '"v .
·,
.. .... '
. .
..
, •.
•. ._... .a ~ w
·' .... _, --i<i ·
. f!.roup was led into an .exploration of "p~rr~on;:JJ sp::J.r.e". One . .
~xercisc ha~ ihe participant~ hol~ing conversatLorii at
~is "tian·ces varying fr·om -: vefry. far aWay ... to very C 1 CHIC'._ . In th·e'
0 ther 'exerc l s·t'; tWO pcopJC had ·~ f<I.CP to f~C P C On'.Ff.'T0a tl on
i_n ~hich~e pers<?,n mo·;cct closer t·~.thc o t.h0r person';, f:-tce • .., .. . .
Session N-ine tee'n _· 1l
" Phis entire ses.sion ·waa.Jspen t ri l 1 in~:, out ::t'(ld ' ..
. . -shar inc;_ a "~)pont~nco118' RP. s ponse. lnven Lory". 'l'hfi student~~
seemed very oncn ~ith their answers. 'l'hP t.c·ncher.s also "
~ave- answers anrl this eave the stucte~ts thc _ opnor~untty to
c;e t to~ know them be·tter:
. -Ses~~ inn 'l'wen ty
~rh iS se EiS jon was· f;hor. t an its rna 1 r. p urpose wa~; :tn
evaluation . of tKe prog~am. - ·' ' . ..
'I'he ntucients, the_teuche-rs ·. n.n.~ 1:-;-
' ' t.. • ' I • '
the au thor r 'P..v i.ew_cd the eijti:r;e " pro.zram inc lud in~J; wh ic~ ·. · :· .. ..
a6tivities were most succe~sful and which haci . been least / • .
· SUGC es::; fijl • t
Jn thi-s se.f;sion, the -s-tucte.nLr; 8xprP.ssed . . . rer;re t tha-t tnf'
~
. . !, •
•'
.. ~ ..
.. ·; .·
..
prof_:,ram I
0
..
. <:-i . ·.
. ' · . .. ' ,,
'
was over.
~
., '
·,
I : ~ ·.
...
. '":~ I ·' .
••
•.·
1. \
I, \ . I
Jll ,. :. . ..
I
-1 l I . I ·-~~
.' .
..
~.·
- <
f •
carr· i crl
I
,._
- EVAbUA'l'lON OF THE PRO,JEC'l'
f\t:•i";,h0. end cf the :projP.c·t., an· ev~ln::-t .t1on wns .. , , ~
O'.lt bv the· students·, the teachers· ::md ·t.hc. ~·llltho'r. .... .. . . . .
'l'h)s' chapte'r describes the results of.t.h.e evalurltjo~-.
PHOBLEr1iS· TN'EVALUA'i'ING 'l'HF PROr:r~Aif! ·
\..·
.....: '
, . A number of factors'impos.ed li.mitat1 'cmr: . on the:>
• . . . p
methods which could . be us,ed, .to evaluate 'the ·13ror:r.~m . ... 'Phe
smalol numb~r of sub~ects preclu-ded an ~i1bor~tc.-e-xpcri..mentnl • • • .. # .. . . design, as the results would have bean urireliabl~. · )n
- lilt. • • • •
.h.ddition, t.hc Gma.ll num~.cr of ~ub,iects mnrle i_t impo~iblc
~;o S,Ub-d i vide~ the c;rou:p ro; .J.1U~pq~s~:t:>Clf ~0-m!l:i~·]' r,on •. t .. . .
~he . f~ct t~at ~ost . o! the group had cr~~bral p~l·s~ ,.
. ' . . . . . _made t~J£ _·use of a!1,Y_ st_an~~ardiz_e'd group t,es,;t _o'f q~Qstionn.b-le
va!idity. Any te~t o~ method of evaJu~tfo~ · which .requlrrd •. ' ) • J
read\nr:;~or Vtrit:ing was ruled OUt, · as the r;ti! Clcn~s· varied '.
r;~cjt1y in _ tt)c~3r. · Rbi:li ties.
'l'h8 evalu~tion which war; c<Jrrif'rl . qut ~·m.r: t hGre f ore
author':; OQ~ r> rva t ·i on r> . A fi -t andard i z r.d in Le rv jew fo r m, 'l'hf'
s e u- I mar,e Quos t i onna; rC :· use d by Dt!<:ch in .( 1970) (~~ ,. :·
Appendi~ A) was employe ~ to arrive ~t · som~ in~icat ion oT ' I ' I -
whether. there was any change in sclf.-imnge ·-:,1 as · a r~sul t of
80
.. . ~
'• I
. , ,.t
., I
".
' ' '· .
· . ·. ·./" ~ . '
··;~ -
·.
r.
the p·roc;ram .. 'l'hG . t.eac hers' I
of. a questi~nnaire~ ts~~ Appendix B):
~ . An evaluation of the project han tq . determine
• • ~ . a ~ .
some an;,wer t.~ . the .. f~u; .ha~:;ic .q ucs ~ i.ons o ~ ~hytudy- . ~ . .
These ar~ r6nta~ed b~lo~z 1P . . .
· 1 D1d thP .. progr·am' meet som0. of thr a.Pfectivr n~erls
of the students (See Chapte-r J,· pp. 45-5)'}? . - --2 Which of the many abtiviti~s .in the program ,.
wen;i! most ~\]ccessful and ·which were .1e::1st . succes;.ful? ;-'
J Would the teachers in t~odu~e the:•·mc t.h~d s used
in the program··~ n · the j r own teach·j ng? . _ .
' 4 Would the ~hilosophy·. of- the. s'choOl_ ~a~e;<!d to include .affective education in .the curr]culum? ·
. I 0
.. , \ .. '
PROGRE~iS M.A. DE BY S'1'UDEN'1'S l N '! ' HI~ PR OGH AM . J
-. '. -:..'i· -
, An indi Vjidual assessment was made of e ach. stude"nt • r-: ' . ' ~ - .. . ! ' . . . • "
pror.;ress at~·.the .en.fi df the program~ .. - 'l'he fo11ow.ing S}1CC-ifi.c . . ' · " . . . ,,
observations were ,1}.\oted by the ·teac.hcr.s ~n<;i the· authon. for . ,~ ... ,
· C:lC.n stu~e.nt1
11
\ .· · 1 I ... ..
St.u{.lent ' fl. .·
' .. . . ~ ··• .
end· of ·the pror,ram • . ·However, he missed .about · ti'a lf of .· the. . - . ..... ~ . - . / '
.J ' ~> · • -
·scss j ons .and' so · did not receive _'fu 1 1 benc·f it · from .t he-
!' ···'· prqgram ~
. I '~ . f: \' ~ .'
' I •
s tudent -B
" the'· r;r.oup. afi ..
. '
Sh c p-r;ov ided ~e.ade~sh i p 1 n . . .. ' . . .
she was
' ff'' . ~ ' . . ~
J ... ' · ·'
, f;
I
cr.
. .. ,;t
... .
..,;'
.... .
'.
)
' • .
.• ', . ..... . · .. . •. ,... ,
R? "-
always w 11~ 11 nr; to tr:-y new th 1 n5~ ·i·· llowc.vP:r, becau~e she ;., . .~· ....; ,· .
0 . , , ·,~ •
always waG a good ?articipant i~ group cituations, it in
.doubtful whether · t~~s leadcrship1· ab.ility .. resulted ·rrom the . ·
prop;r;Jm,
· Student C ·
. A 1 thour;h Student C necmed to en joy the new
cxpcr.l ences a · gre~ t de.al, there· ~ere fe~ observ~~ · chanr;es
in his behavjor. He r ·emainect reticent ~nd withdrawn and riict
.. n~t fc'arn to ~p~ak up o~ .to expr~s·s ·h·i .s fcc) ings. tl~w~~cr0 he voluntc~ied to join in ~·number of .competitions du~in~ .
Sports, Day, something }1~rqbably would not :·havc d·one prior·
. to the pro.gram.
I
.. ' ·. '"':" · ........ . /;:,·
~~ tudt:mt D
'T0rhap:..; ~the gr.t:atest change .here~" Student D · ... ·a;:; ·'.
previously ' ve·ry quiet in group- situations. . . . "\.
the: program, she c6ntril}ptc'd· confid.ently .·~o
spoke more loudly, an~ was · more outgoini.
Student. E
d iscu~~ iom:;, " . "·' . \ ~,, ,. <'I
Kt the beginnin~ • . Stud~~t .E w~~ nesi t~nt n~put
She seemed to r.:ain
'some' . coh.fidenc.c in . tha.t area and at the r-nd would · def0.nd her · , " ""'..P~'\:o: I 1.-.t* • ' ~ ~ ~· . ., ' •Ji .. :_{
posit:ion ~n n ciiscussion.4~i..t:.m e b'egan t .o confide in onc · of·
the' :teachers •about her fee 1 ~·ngs .c·oncerninr.; J_ i. v,.inr: away from. ' -.•.
her family. .· ·'
I . ' ....... ~
.,
i . . r ' ,
• ' . '· I h · ..
I • ' . ... _· ~ .
-.
'• :. • I ~ •
'•
. ..
J . ~ .
'" . ·.,;
.. .· .. ~· ..
CJ
. .
·•· ..
'
·,
8)
Student. F ·,
Student F had previously been observed to be· ·quite
shy ·r.~.nd withdrawn from strangers. However, nfter the first .
few sessions, · ;;he. was very much at 8ase with thP. author' I .
;:rnd the rgst of ·the group. Althour;h h_0r o•Jbl~rd br.h~rv.ior
ch~nr~ed little, she -secTT}c~ to-· bE(.·a much hnnp'ie_r rcr:;;on
-during the proG~~~. The ·.teachers obser~ed · that she smi 1 ed . . • ,
. and laur;hed cons idera.bly more' but -this mny have been due
t . to thP. fact t'h8t r>he .d.isliked school httt P. n Li oy P. rl t.hP
ac'tiviti.er; of the progran:t~ :
~
'!'his .student was normally very reticent and
w i .thdrawn· .. but he surprised · evcrY.onc_ by .h 1 s leadership . . I 't . . . . .
· qu~lities ·_J n nm·:q, 'll r:roup sit,uat1onr;. He participated
voluntarily 1 n c 1 ass a great · ~~a,_l more by . the c nri of the ' .
, , .. .._, ... " program. ,.
\ ~; tuden t H
s~(\ . was .expec:tP.d to· dominate . the r;ro rJr {]riel t o ..
at~cmpt to h~ve her ~ . 'own way. ~ost . of ;'th 0 t.i m~. · H.owc\T'er, · ·
I t • ' ,',' • ,! ,1" -t 'I ' • t l " . . . '\(
nhe took her own·t~rn and intcr acteri. durin~ the pro~ra~, . . .
·we 11 vd th . evqryone in the group. . -· . -~ .: ,, : : . .
3 tJuden't. 'J ...
-:N o· great Gh~e . in ·behavior was_ o?sc~-v~d .- i~
0tudent l. One teac.he'r commented tha.t t;ne ·thou~ht Stutlent f l ';'t .. ~ ~ '
J had "acted ' immaturely in '·the g~qup, p.s he tal ked and J
"· ' ·
~ ·- .
. • . • • < '
..
' .
i-
J
{
/
!'.
81-l-
r;i{':gled too much". -Previously th~tP.a~hnr;, had seAn
• ·.student I as a well adjusted, "happy-go-lucky" youne 'boy.
H·owever d_ ur_ inc; the program, he revealed ·_to what degree
l1 ~-s h;:md j cap 3 ffected him and how unhapry he wa;, in .J · situation;, with non-hand5capp~d peers.
•• ~'J . -11
0 tudcn t .J
L1 ttlP. _change .was seen in Student J ." a·l tho .. ue;h
h·e is perhr1pr. f'.omewhat mar·e ·willing to li.sten to other's and . \
to ~onnide~ their opinions as worthwhil0;
S tuc! rn t. K
No chane;e was obsaerved in St'ud,eJlt K. ..
J f ~riit.h i np;
he seemed to become .. more., wi ·thctrawn and rl1 s·tan t dufi>inc; thr -
" In f~PnP.T::Jl · , no ~re;1 t ch;::mr;es were obscrvPc! · 1n ttie
students as a result of · t~e. · pror,ram. However. there was
a g.rea·ter• 'lnvolvement · by some stud~nts · in e;rou-p : s] tuation~:(~
A numher of ·;,turlent;, have, improved.''in lir._ tnnin .t:, ~ At -least
GWO of the :.turlon.ts who we~e· very .quiet b r>rr,::m. to r.:pei-ik up
and two of the ::turJents wtr~ were v~ry loud, toned down
· somewhat. 'I' he te..achP.rs observen at ·:.eve r;::~l point~ d ~) r i nr; ' • I , •
·the -pro(~r.am _that the students wP.rn llsinp.;· t hP. new word~ which . .
· hnd · been in troci11C.Cd to ._them thr-1\ll::;h· ~r?n r:: ory_ ::twarencs;,
. ·
~ . ( . '. . .. :.lCtJVJtJPS and V!~r.bn l dynnmlCS,· In numma ry., the r .r'O <"; r ::uf1
sQemed .to · be of some benefit to about half of th~ r-; tudents;
F~' if_ cont~{ted lo~Ger, it ·m~y have ma de an 'important
con't.r 1 but io~ to the j r - 1 i ves •
.. . . ()
. ")-' '
•.
I,
- ·. :. .·-
. . . .
. •
I
I . '
. I
; .
__;..= .. -·.,J .
• . ' · \
.-
\-~
·.
..
. '
1 . . ·-I .
, . . · ~l·;I,F- IMAGE QlJES'P I ONNA 1 HE
. . . As p.rqviousl y ·noted i.n the rcv.l<'w of · the . . • · t'l ~tera.tur0, · a phy~:ri ca 1 ] y li~nd i.cnpped peJ~flon' s r~e 1 f- i mnr;e : . ·
·-n:my ct~pr.n<i nn h.i.0 ·previous exprrien~er.· , hi~~ · ~~ociol skill:,,··
· anrl hir. 3bi.1it.y to 'communicate . ~hcreforo, it mir;ti~t br· ' •·
exp~ctcrl :th~t 8. pro~ram such a'p the one outl incd. in ~.his • ' t 1. i'· ' ' ' \ ~~ 0 .. ~ ~
- ·.
Student
A B c rr·. E
... F · . 4
. . u H T- . d 1\
.•
.. '' ..
r '·
'I.' a b 1 e 2 · · ' •
Score;, on. Pretest - ~nd Po;,t.ter.t. · · 0f 0e l f-lmage Ques tibnna ire, --... . . --
' Prete.st Post~est .. Direction of Ch~·nr;e ~ / '~ -
.-! . i. 0
~ ~-·
1 . 7 ·, ;~ .. ~1 -?.. 7, '1.'1 2.) 2,0 1. '? 2 '· 3
. ·2.7 ~. J 3:7 -
~. 5
?. •. ) .. . -' "?. • '?. 0
2.3 J .· 2.'/' .o
0 2.7 + 2.3 ·~ + •;
2.7 -+
J,J +-?.7 0 j,J 0 ·J.•O . •' - ' I
?. •7 .+ -·· ,., . 0
." -•.. 1 . . .
!.D ordnr to cvaJua tc the> cff0c t o'f ' thf' . pro·{';ram . \ .
• .
'.
on :-:. elf-im:::1,rr:~. r1 stan'dardized in_tnrv.icvi dr.v r. l·npcci b~-1 l)n~ch1n • ' • t
( l Y70) wau actm} n in tered befor·e. ~nd a..fter the · prograrry •.. · ·~·he _ : .
sclf-'i~ar:es as re-y~aled by .the· sturl.ents • rcnponses, were
•' .
-. t-{lcl') rated b:t t hree .judges on ... a scale o£: 1 . to 5 : -1-very· lo~; · _·
' •
.I
{_· .. . ·~. · 'l ' . .
.. .. '
, . . . ·' ' .
..
- . v
·'
•
•,.
. ,.
··,
. ,·
f
"·
.- ~;. J •
?.-low, 3-medium, 4-high, 5-very high. The numerical
values assigned by the judges were then averaged to produce
a self-image score for each interview. These scores are
reproduced in Table 2.
rrab) e 3
Summary Data of Judges' Ratings of Self-Image Questionnaire
Intercorrelations
Judge A B c Mean S.D
A 1.00 -.21 .34 3.00 .. 69
B 1.00 .09 2.27 .62
c 1.00 2,64 1.00
Table 3 summarizes the intercorrelations between
the judges and gives the means and the standard deviations
for each judge. These results show very low correlation
and in one case, an inverse relationship between judges'
ratings. In addition, there is substantial variability
between the means and the standard deviation of the judges'
ratings. Because of the unrel~a~ility of the judges' ratings
furthr:;r analy~:>.is ur tht: data wo.s not conduct~d .
TEACHERS' REACTIONS TO THE PROGRAM
The two teachers . ~nvolved, reacted very favorably
to the program. A comment made by one of the teachers was,
·.•
.,
··.r.,. I
•,
.... ..
. '
. ,· ..
' I'
.Q ~ .
./" . .. . . B'1
. . . oLhcr teachbr· wns-eq~ally enth~siasti~ abput th~ proBr~m. .. .. ... . . . . . ..
11
Both . tc<1che.r~ indica Led ~ha.t. ·they wo~ld use many:··, : . . '·
·of t:he tocll!li.quc;,. ~ntroduced 1n t.h~ ·-pror;rtim in ·thr:· ·sqhoof . ' · . -~- . '. ~
rlurinr: the fol.l-ovnnr: ycr.u· •• '• J.n n?rlll-~, b·oth teachers UfiEHi .• ..
r;on~·-. · of' . the ·l .. cchr\iflueS.., in ,;their. claqser; \~.i lc the l'~or;rarn . ' . • . • r • ./
' ~as ·in . p;o~'re~s: -~incipal indicated tha·t she ll.roulrr ,. "" • I • • , '
~ A • , ·, ... - . , ' •
; 8ncoura{je )1le o.th~r teach~r. :n the 09.hool who was _n.pt- ·
}~vol'·rdd i~ thP- r~o~ram to, usc simil~r mf'i-hoin wi 1-h t.hr' ......,.-. ,,
0 :
... '!'h"e mn.j'o_r cr1 ·tici::;rn of the ~r;ogram'vt!lrf. 'thn.t
~ " _/ .j t v_:P, . .
• ., . I . . ' . , :)
too c o:'!ccntrn-te.d, .. that · the~e wq.~ "too rr.ur.h q ~prea.d over too " . . . . .. . littl~. ·tjm·~". 1t .wa~ . ~)s~··· 1~',.)t. ~ that. ' t .his otyn~ · ;f p,rogr::lm
• • •• \ • •, 0 • • ?. ' .,. • \.1 , • " •
r11r:nt hctvc 'nnrnl) m0r~ ro:uccr>~si•u1 •.vi t:h yo11·n .~~er r.:.h.i lrlren.
·-'!'here wa:: fi0ffi0 - i nCi·i ·~·i on that : the .hr-or;r?in . m ~ .c:':h;t . ,, ·c
- ' ·,\ :·. - . . . . . h'n·\e .hnri ~om0 18s· ~;in_c; e ·rre.q.t - ~~ tf)e cur~icu:_~um (,of .t-~e ·:':=;~~ool~ . r, •
.t.l
·'rh~ ~rjncjprt'J .wrot~ .tf\e. fol .lowinr.; un'solidt.Prl O(lrnme~ ts · ·i. n · ._;
., hf'r· ·;:t.nnua l rep~:r t: ' .
"
, '-
. ..
· l vT.oulrl l'il<;· .to ,mention the w-;'rk ·.')1' [t:'tlC '~~n tho.~J . ." •. wh.om .. yo~t' .m:-1.\' · hl).ve hear_ti.~ .ct h0\'lt. . l'rUom }o11r s}' i lrirr:1t. "
. fl.eforC' CI;Jrir;t.mns n~ hnd flE'V<'!r.'ll ::ntirt·hN~SJOJl~ ':lith ·1-hr ·· .older -roy~, · .,,.,rl · more 1 n'tt~·rl y has h,..,.;,t, runn i nr::· ci · . · )··~ornmnnicatio!!;,". pro{';rnmin-r. w~ ·t.h all t:h('\ .(1_1 . rl~r ~~ilrlPn .t·~ .
~ t'hifj ~ h3n )r:-tvn.lve~rt helf''np; t ·hpm .t0 h0 morP ·:'1.'/Jnr:e. nt, · ... . . t.hems~l'v.e;; ·-rirst, ,then ot: othPr.~~ • .f' .i'ndi~r: . t.hP ~-io-rrl~~ . ·t.n . r.i·~:•ct. r~)(l rj,i .f.f'r:rr.n 't .•f! XJl~r i ~nr:~ n nnrl .tl)·~ m:' l~ i hvc~ ~rl Pr.: l !~ i ~m;. ~ in~o.,\~~}nr:, j lldf~cmr;nts;- 'l'hPy . im'provr'Cl '(' ~ '·Y.,. ·. Pl l;.r.'h ill . lhr'';'~ ....
, <'-.hll~<l•Y t:o 0xpr0.s~; thcmselV''"i • ... lt r;how,.._rf u;:; thP :'"lr_rd ·· t~· :a~,):t .Wl th . our ch'i:)·d,ren msrc! and ·· ~.:>Cl ~ t~.r:~ow. thqn;~
·.posl'f.1v{ly, the va "lu()s 8nd.at.t.,JtWl"':O ( '.'t"' hr.>1 .. ,'3"" 1 n and ttJ ~ t. ·.vc have fee 1'\ nC;p ,~top . .. · 1
,-... .. .~ ".. ·-
I " .... -'u '
• r
' - .. \ r ' . I : " . ·\ ~ l ~ . . . ·' .· /,. ,:
! .. I
·' ,. ':'- .... I
)
j .. > • ' 'I
··'
.:. • i .......
0
•,• 4\
...
..
''o o
. .
,J
-~
' . . ' . .
. \ . .· , J
• 0 :
~J .. > . . .. . '
·. · '
· .. \.
: : 1 ' "J • • ' .. I • , ~t : . ·
d~~AC'flG~S 'rO .JNDlVlOUAJ..-ACIJ.'T.·Vf'l'JES · · . . ' . . . . . .. '
'=- • , ,· .
, .
' . ' '
Bott) · the · stuJients and , thP, ·_.te::\chn.rR indi~?.:t.8,n ·.-!,o· · t.h~ . ·. " . . .· .. . .. , .. '.-- -~--. . .. .~- . . ( . . . . . . .
n·u tl") en· .. v1h it:' h ;.1r. t i v i .t i e s th a·y fe 1 ~ W~"'r_.e ~o~ t \If:~ .r'1l1· Fl nfl. JTl~~ t
. \
. ;·
, . · · .' - ~'timq1atinr; 8nrj __ whi~h wr.orP -1IP<u:-:t qr;~fnl .;-:tnrl - ~t.1mu1Rtit:r:~ , ' , I 6
11 ' • ' . • , • ' ~ ' ,
''11hjs r;p'e~P.r\."t.n · h~ a rliff.icult~ ·tnRl< .for i.he .->;;6ioent.s
· 1rdti.ally.~ .as •• v
(
' "Rr::~. .instorminr;", · "Forced Choice:", -and "Hole Playi.nc./'.. But·. · C . ' . , . Ill
:IS one .~cacher · 4po i 'h ted "out,' these WC re on_l y succensfu 1
h~9ause of -th~ ·-pr;e1 j·m·inary work iT} _sciis~ry ~._warenf?s~: nnd ~ .. . . . ~ '
• . • ,I
SPl.'f-P.X'f)ression; 'PhP least· SllC.rP.,;r;fu\ n.ci . iv\t.i~~ wore ,, ..
tJ,'. '
"C:hi:l.in :·a9;,v", anfi· th~ .verbal. dyn(lmicr: · GxC'rci;;e; __ As~nkcr;". Jl
1l;he'. ln·iter n.c t i vi ty posed · pra_t:llemn ·-in . th.n t 8 m.t~b~r of th.e . . ' .· '
' . . t~ J
;.tudent.s coulrl. not _ca~y ou-t the rnnvemcnt.;. rlne to thejr . h~r:'d:icap : 'Ph.i-s demon~t.rat.es the nP.~d f~_.,.:..~y-"t:R . t ~arP. ,.,i._n
. ~el~~tjn~ · nppropriate activi{_ies fo.r hnndicnpped ~h-11dren ..
II ,' -~~--
•
~ · .'l'hf. . r.~r-,il t~; 0f the valuer.; clari ~ -i_c~ t jon - exr-.!rC' 1s"('·in
'. . . ,~ ... ~ • . J
r;n;,~ io1_1 s_ix ~c~n · ( s.~~ . 'l.'ab 1 e l , p ·. 7~) r.urp.,.. i :. ~rl hot~ tho ··
·' t.e~ch.~;r!'i -and· the au ~hor. It ~eemnrt tilmo~t · shocki.n~·to - the .tl .• ••
',/ ·. . -
tnach~r~ .anr\ th~ : author that the Rtudents · ~ould find
·. ·.
f •• • -.. : .
. ~ ..
I
· ..
',
·. ·'
. .
. . .
-
·J
.· · .. <:~.n·rl puttin~ c;·iJr.~ on so~eone.'B.cha.ir .~ . How€lvf'r, . :1·:=; pr-(v·i~t{r;l~Y ..
: . . . .
~ . "notc.d i .~. the :·revi ew_~.1?·f' the '11 tein ture ~ - hand i.cappect · .·
• .. ~ .· chi ~.dren rare 1 y have oppo~tun i ~ f es · f.O.r. ··rrrak·j nr; mora lt-.. .
. '
dP.CiRi'ons' . ,·l'hj;. . lack of prac'!-]Se if1 ~lOr;:\1 decis~onr; . . 7ji,~tj : :~xpJ_ :::f~n·· the r~·snlt.~ of thf'l V::\1\J.Pr- r.lari'f1cnt.1on P.xerctsP. • .
, • I' '
. . A.,Cl ·t.h~:- - obsPrv~ti.on · which wa:=; not. rPl~.ted .t.o th~ . \ .. . .
,,, 'or i f,i na 1 p\.1rpose;. Of the. program was· thn t th0 ~ ttt·inn ts · WL'rl? • • ' 0 • • • ' ~
( ·.
. . .ver:y unreali~:ftic in their e;o.aln for · ·t.he fqlure. Th~ Se 1 f-·
.. . ~ma,f.;n ~Dest. ion"1;:tir0 Cf"ntr~.im~~ ·· twD qner-:-l:.~rm:. rnl;:~.t;erl t:o t.h~ · -. . . .
t. t.ud P.n t. 's fq..,u•rP. ' l What would you most l i \r P tn h() when you
rrrow ·- >
.up? ·.r~rri · ? llo\;'1 fr:tr· wouin yo'..! li.kr t.n :00 in sc.hool'? . . G\. • • • • . . • I
Vlhen ~ . . . . p I
th~ · studen~.s' ·::tr:tf'~ers to the~e quest.ions '·-wcre- ·compnreii 0
. w-i t.h their. · e;rad e and . age at the ~~.me of the .· study, ) t-was -:.;-
apparent that !-he st.udf.nts werP ver.y unre:1.l i~t~ic ·~bou.t thP.;~ir
·lc>avinr; ;t.h.e ~chonl .within - ~:he nPxt. :three .t-n . . . . . -~ cv~n· . ..
B .
if thP. st.lld ~nts f>ro~rr>ssed at thr:- )"~tP 'o -f onP ~r::t.rlP . pt:r YP_nr,
wh3ch \~~s not th.f' . r~r;e ·at the> ti'm·~ or t.h ·P. rro j P.ct, thPy'
woulrl fa)l f::tr shnr\ of rench.inc; · t.h!?ir Cl.carlPmir:: eoal~ hy · _ ... • '1. • .. • •
. . . . the t 1mr> th"Y lr:-::ivP r;chri·ol'. 'Ph1s wo,tld 3.1r-o he tru~" of m'nr;t .. ~ ofthP.ir voc::ttiona l, [ionln, 'l,he nuthor realh~r>s th a t i t. i s
ben8 ti.cia1 to · h~ve . gbals for the futur~ ·but c~ntend~ that . ·~ . . • thA.re m~y b~ pr.~blem.s \r'·' those goalr-; are 'hi[thly :un.reali'stic.
' • el :
H~ac ey (19~6) also agr~ed with _thi s point of Niew.
. . ~·
. "'
... ......
. .
, : .
...
. t
.\
I
' .
. • . ...
~·.
0 •
: ' t
I' .. . L
. . ·~· '
.. '
..
'l'able 4 ' . . " ' 0 ' . ,.
A . Co!Jlrmr i son . of ~t~Jct-ents' Af!,Q~ ~nct · Academic · stnnd\nrs with 'rhP.ir
A~arlc~ic and Vocationnl I
..
~;tudent. . Arre · · Grade I:evc f
oo " ..
' . ~ .. •
' . :\cact~mic doar
· Vocat. i ("'nal ,_, • "' . coal .. '- \ ,
------~--------~--~------------~------~-----------r~~--~·----~6 . . ' . . ·. A 17
. ) !).
. M~ t .h'PGrane 5 Read in[';- ·
Grade J
.• ... c 1,5 Math-Grade 6
Reading-,, .
-.
. c
H
I-
.T
· ..
. l:!:.·' . . • :a
A ·Qrade 8
]l~' Math-:Grarle 1 Cannot read
1 ~ .. Grnde 4
. .
.. fl~a th-Gr::ide 2 Read i nr-; - . ,
.. Grade .4
·cr::1de · 4 -
i'f.,'J th-Grn.tle 2 RtJad,nG:-
··' Gra de. l
1 ?.- i Grade 4 ..
( ' ...l •I" . Jr<Ju.f.? c~
14 ,/
Grade 4
• c
" . . ,
. . . Grad8 11 &. ·
- nn i ver~ i ty' . . . ' .
' ·. Grade 1()
Grade 11
- Cr.aa~ 1 J ·
~· ~ 1 '1 t: i 1 ~et my
· e'ducatjon;; · b"
Grade 1·1
Grad~ ~1
' Grarl ·~ 11
Grati"" J 1 ·".:- · On 1 vers; +.y .
,Grad~ 1 f) , .,' . \1 .6 .
Gra de ll ·
.vi . '.
. .
~ ~.
Elec-tronic:- or • Book'l<:e0p1nr;
• 're:1chcr cr
: . \
Did . . not know
NurBe· · _ .
'sb~ . e 1. :1: r_y\ , . . .
O ff~ cc Worker
Nur;.P
kirl G" ..
"Cop"
F1rctTl::tri or Farm~ r -
. .
., · l
, ..
. '
~ , .
, ..
'
·I
,. ...
· CI
0
' ,. .. _·,..·.
\
•'
! ' I • - . ' . '
.. A numb~r of faqJ.or:: ·.d l.LJ ._ike J y 1 n fiHPnc 0 · the I ,. ..
,future of' the·. sttldents 'o1'. the· scho·oi." ··J3a;,~d· .on the ' .
obser~~tiona of'. the author ·,: f~ .':lliUld • a.pp~ar that.: • ' I ~· • ' \ ' • ' • ' , " ~ • ' "' • • • .
, l, '}' h (- ; i> fu d e n. ~ S ~d \ ~ . jJ I U :_,at. 1 .Y II u ·f._· h j_ ·.._~ ~; \ 1 f f j C \ C n t .
~. ~'i c '0_;il q_u;i ~: ic~ ti o~f: t(<cnapl(' . t.he~ .to corit i nu.e . at~ _eaucy . . . ,. . .
. 1'mo~t fO~\-~P.-Connjry im;titutjqhs a·ftcr. flH"'y lt~::tve tlH•
~ ~
· · .scho'ol. ' ·. - '\
·\
2 --'I'he 'st.~d _ents' will face· the . _p~ejuciices of (nt~ploycr::; . I . .. . . . .
3~ain;.t hiring. t.h·; · phyn.ically hnnrtic:1prerl .. P .1r~cr et nl.
<1953) \ist~~ ~j~~tcen . ieascn~ omploy0rR co~mrinly ~iv~ f0~ ' ' ' . ' ' ' '
. not hi r i nr: the ph;;~ ica ll:i' hand i carped, . · . .. ·.) .. ,. · .. ·' ' ' ' y . ' '
1 'l'hr? · ~tu'dents·wi'll have f!ad 1 i_Jtle expcriencf' nf ~ ' . ' ' .•"' . ,
ind.ependen.t : liv.ing: . Pe~cey (1966) ?no·t.e·d that i .t was not- .
uncom~o!'l to 'fin~ c0rebrnl_ pal~;jcd schoo.i-l"a:.rc.rf'l . "who ·hn..;P. ..
' • ' 0
' .·
I '/: I .
J! / ~ .
~-
nevr>r ,Wflrkc.t\. oq:t for ·th0rn~C i vci:; a
~ ncrhaps ~'{~·~: mn~.~ cie'~ts.io~;. apo.\tt J • ' .
bl.l:-; 'or . tr-::i i 1) . ,)ourncy. or lhcir. .own clnth~:, (p.l1 0 )._''
4 '!'he rP. are fe~ oppor-tun i tie's 1 n: th i. r;. prov i nee for . . . ... ' I
. the · _:Jt'ldc:-nt~ : t.o work · _jn · a shP.ltPr0rJ ' v:ork;.hop .or o th~r t·yrH'' . . . ' . . ' . . -. .. '
' ·.c) f S''f'0C i :1 l env_1 rnnm-en -t -' fo.r . . the. phys i ca 1 -1 y h ~ '11d.i-c n rr" rt: • .. ' . . \ ' ' . '
. I
' . . t . a . l ' f" s tv l ('> wh l c h i fl .. • · ~ . . thf' s ~.uricri t.G ·m:1.y hr- fRce·d. \'~ i th
. . .· . • -· •. • • t • . , ,, ,
below - their Px·rP..ctat)o,ns r-tft~r . ~ - ' - :. '
much
they leave ~chool. • :: • 4o • • !;· .
.. . !1oon '1'hr sn nr P. · ,iust f?~ln~ of th·~ pPob]Prh;..twhjch wi'll
'\.:..: ' ,.
to b~ face~ : bY thone·~ho -~re workin~ wi·t~ thcsP . ~t0d ents. , have ' '"I" • •
SUMMA.RY . · ·-.:
. n11? ' (' v a lua t'ion 'i. nd j__ c '? t e d tha t. t he .rror,ram h n ri ' :.o-rne 0 ' ' ' .· . \ .
' .. '
' '
.... ,.
' .
. . . .
...
. ,.
,.
'- ·,
111 · ~ . {
· ~ .
.. ~
:;..
..
' •
'r • •
~ .. . . prbb~hli .mo~t· . hencficial .for the t6achers in that it gave
' . . . . ' . . · th~m new ideas and met.hoq~ \;o use in their c lass_eG. 'I'he
.. ·.-·.
. . . ""'-.;... . . . ,j . . .. · evalua•tion · alr:n · indic::tf.erl ~orne other rtr~~;. of concern nnt ·
I • • o • o 0
.·. ·'r"ir.octly rclnterJ to this study, ·fHlCh nr: .vnlll~"S nnrl.
I ' {,.- ' I •
'r:onls, whir.h neerl to .bc> rtrh1t'with ·in ·thP f11tur..~-".
· .. ) vor.~ +:; ona r
• J .. .
' .
.. ..
.•
. .
... :-\ .· . . '
. 1
. . ' h I
:-.., . ..
,. f1
. :~\ ..
,, .
·, ',
_,.
· .
·. (·n . ,.)
. I
)
~ ...
~ :
. : · . . · a ..
•'
r . . ' .
. ,
.. ,· ..
. . •' n
·.
. ·.
l
. · ..
· ,·1~. ./ ._:. .. :
' .. . -.
.. . . :
·.
. ..
. •. . '•.
• f • •
'1
•
· .. '
_:_.{
.. .
. ·.
- '
0 I •
, .
...
' . ,' I
0 , .
-~·
. , \ , ·
i
~ \ I ~. - '
.,\/. ·~ .. ~·
. I ' ..
' <.
··Ch:w> tr.r • 6 :· • • • l
' ' . '' . · ..
~ ' '
··,. .·. ;
' . ...
.· .. ' • .
·I
• # 1 ..
• ' l'
' t. ~
' .. , '' ~- ··
' .. ·~ ·• ' • '
· · •,r """ .,: ,;
. ·.·· ., .. - · . ...
·. t. ' , •', ' , ' II I
. ·\' ... . : ..
' ... ·.·:.; · ... ... ' . ' '
; .
'l'h 1.~ rr.O.i~"c r.: rr>po'rt hci:> 8.xarn1nPrt m:tn~' Rr:r"r ·t r: of t.hj:. .. . ·:> · .. · .
~sycho~;cinl ~eeds qr cerebral pal~iert chilctre~. ' .
o·f cone 1 us1 on!'1· n.ncl rec ommcnrla t 1 ens can bt:.> rl ravin from the · . . : . ·~: .. . . . . . . '.
• 0
Q • ' • • \:. • • • ~
.} 5 t~r::r't.ur.~; and . from ·th~ author• n 10xper1 one"~ dllr P"lf'; th<.:"'
·:· : ·: . ~~. -: ·'r . I • .-
: :. '..: 4 ~
,' : ... ~ .. ' ,• ' I 0:
' . pror~r;"lffi C("'r.r!\_lr. t;('\r! at ::he· SChool, ' 0 \ ~. I : •
\1 '.' . . '• . ' ' ' )
Firs~~ it. has been demonstfatert thRt studc~ts with . '
·a physi.c~J hanr:l1capsuch as cerebral pa_1sy lack (r.any ' of th0,
P.Xp0.ricnCP.S nnd oppor'ttmi+:id,;, vi_h-1ch· "norrr.rt.\" ch1.1rlrf'ri · h8.V"'.
Ras1cal.ly: .three factor8 mil .i tatP. a6:1ins· t,.~ normnl life 'for I .
·the cere h·r.a 1. p~ l .~' . .i ed ·chi 1-d. . ·one is t1}.d.i ;.~b i'l 1 tj; ~ 1 ts_e lf .' · .
. in whir.h r;r·~<ii:1y rerluced mobility prPVP.nt.~ thf' chilrt' .~
cY.plorati0n of his environment.' .·AnothP.r · f.e1.ct.0r 1;, thr
• • ! •• :~
. . · ... .. .. . · . .. .. . ..
'':4 . ·. # , ••
'·, ... . .. .
........
'- • 0 0 ' '
O:V0rprotP.~t1~n · or _.rt?jQ:Ct]on . ~Y J'l:'l,!'f.1l1t~ fr'f>~IHmr.ly P.Xpf"riP:nc~d • t
. · ~
I ' )
'by the' corehrjll -p3l.nied child . ()fte_n, this rr~v·t.:'n.t:-; the
,i
chi .ld fr:om hnvin~ cvP.n those ._~Y·pP. ricncP.s· of· whi'ch hc . ·is.
phyr:i'.cal ly . chpr::~hl ·:. .F'in;'l lly·, .the rc,nc:ti:onf: of othnr, ·p:-o·plP. I • ~ • ' , \ . '
to th.e ,phys.i.cally·· hanrl1.capped JJ·sual·ly .result in con;;idFJrahl .r: 0 ' •
social . i.soi~ti.oh ~·or the .chj ld~. In adcfl tio~·; th.E?f:e re'actions
occ~sio.~al. ly ' c·a ;I~e the _parents . to be emharar:sed by' tho
han~fl C app!Jcl chi lei p and th l S d i scouraee.s. th_PIT\' f _rom tak i·ne.' . ..
9J ...
';t .
. -: . .I
i
. ' . ' -. -'. .,. . \ . ' . . :.
,• ·. I
.... • ~. g • ' • "
!ac.tors, :.tudcnts wi'th ceFehrn.1 .palsy hnvP. had 1 i·tt}c • # ~ ~ •, - • •
e~pe·r ience or oppor·tun i ty· to ·pra~t i se_ su.c·h .th ing.s as a . •
SP.nsory a\·mreriPr;;-, , ~oc]?-l · sk~l i·s; .. ~ommunjcation skills, . •, . . . ., ... . . . . . .
moral ju~fmeMt ~P1 ~~lf-P.xnr~~s\p~. '
. . 'l'h·0 . 1 it.nr;:itur" concernin·rr. · th'"' rr;ychor;or.i ... nl nr'f"<i~ or·
- .!1 . . . • • . - : • . ' I
.Cf'!rebral pah;icrl ·~hilrfrert cqntinU))USly ' r:'tr·e~~;;ed · thf' . ·. . . . . . . .
~·ene .fj t. pf .. :1. ffectrv_e · .~rtu~a.ti on . 'in de:J.,l_inf!; · wi. t.h t~~~·c • : •
1• , • • I' , . . • t .: ' .. • , . .., ,' • , • , 6 ·,(I • ' .
rl/1 fi C i"~n·c i ~~. · ~ f.!- i !"; fjP.neraLl y feJ t t~,q t. :1 rpn .t i nup.d • - • • • • • ... • ' t
•• , '-I • .. • - •
yrror:rf'lmnf , ~t,hi;, ty.ne·.· r.:'ln .,hP. Qf rr;r,r:>Q-~ V;-t)Ur~ Whf'n bP.r';tll'\ . ~·;'!rl ;.,r "' .. .· . r . . . ,.
••
en'p~.1r.;h. Such .n-. f)roe;ram sh#ul.ct ~ideai.l~ hP. i.nstitnted rt.s r1 If· • •• • ~ # • ,. · - . •
prt.r_t of ' the · f-ee.\,jlar acndemic curdculum. · Su~h intcr.;rrt.t:i.~n . .. . / " ... __
· .,.;oul.~t' e~naQ._c~ . thc - ~~rfe.qtivenP.~= · of the acti. ~1t1 .P.s . ancJ·, , . .. ' \1 ' ' • 1 " I , · I ' • , '
\i:~ro;·lt!h in<'r~ci;.P,rl rrJ0vnncP, make t.he . . ~carlrrnic snbic'ctsj ~ • • •• •.) ' ' ' ' I • L
. 0
"' . . . . rnor~ . mr>8n mo: fll 1 ~
' .I I •
I , ' ' . , ··IVh~r: · also been demo.nstratr->rl th~· t many . phynic:1lly . .
handicaprC'ri chil.dr~n rto not poss'css C'-:en "- . rurlim~ritary_ -: .. . view of ·moral values. I.nck· of expe.rieri~P . in m~k inr, moral ..._
· .i~1dim0n· ts . is prP.r;um,r 1 y the caur;e. o:f t.h is.
f\ t . pre;, en t , t h d r e i s v e r y 'l ;· t t 1 " . n't- n d P. m i c: o r • ' t •
vocation:) l~ tounfiellin.'j nv::dlablc . tp thr? phyr;ical ly hanrli-:-. . ' .
capper. in · t.h1s provin~·P.~ .. • ' I
This . hn;. oftrn rAsuJt~rl in nn · ' • ,.,
n.t.tn'inahlr.! by'the. sturlcnt. . ..
~ur~her~ore, · parepts can play a ~njor rol R i~ ai~ing .. It i.s
Q
. ' fl"] t th'ri. t p·arcnts could acc.ompl 'i sh a ,P.;rf'!8. t. . rlea l _i.n th~is .. , .
..
' ..
)
,, '
.,
. ., . '
, . ..
0
. . . .. . rf:?r:nrrl if~ 'they V/F!rf' · ~w~r0. nf •the imrnci. th0~,' roql'rl hcivc ..
and if vm.ys and mean~s •
.. of accnmpJ ir.h 1 n~ th; s \.,pre demon-
' .\,
s trn ted to them. ;/ • . . ~ '
. ..
r.oulrl ::t.'t. least be pr1rti::~l. ly ov~r .... nmc · if the . \ . . :-J~r,rc·} n f E'd11ca t ion w8n r. 1-rf.'~. ;:nct mor<: hi ~h l y
·.
is thr ca~e n. t. r'rcscnt • .. ~ \
woulci mnke· the. following recommendation~.;
First, the author feel~ ethat continuation and . .
expnns~on of sensory and communication ac·tivltics for the . • b ' •
physic:1.·1ly hnn0icapped sh.oul~ be ·m~ndatory. An at. tempt. must . . ...
hr marl>: older ~tuctcnt i~ ~ompenuatin~ _ for
to avoid such dcpri.vat~jon with future studentr.,
r1 pror;ram ,of I " L' -
this nature should bf', :-;t;Irt.->-d wi-t
. ~h illrcn ... :·;,)ch :1
nc"'' .. nd d i r:,c: rent
program Bhou 1 d pt·uv 1 de a
cxpcrien!"r-:.. "'' ' [ f • 11·. J 11 l :- c .. 1.1 .... ::: par 1 a ~~
l l 1: +\- I ) [' · • ,:..., · ' I f'..,,... ..,, • ., ""'11,.... ,',,.,,.. 7'.n ~ l!' 10(1 )J . 1:-, . . ~ ;:: .l· l, '.,> . • .Jl l · llL !'<• · · 1. J . ' "I <,' • ' ·~ U , , "'·'•' . '
or ·
,.
.A - ~ . Cprnvi'dcd ~L• ::raJt:-:port · the r.luricnt:-;·to a variP.ty· o'f loca+i0w-,.; ·
Q
. . ft i;. to bn hor0rJ ·t;hn.t t.hC' · \l:-ir. of t:hi~ \,u:-; (:(IU'I ri b r:· ,~'n rth~"r
. .. .
A qualified counnelor is nec~ed to deal 0j~h the .. many problcms , expericnce~ by physically hnndi6appecl ' child~en.
~;uch a ·co.unn<?lor. {'loulct.be;'of .grc'a t ben'erit in dealin{J. wi.t.h • • • • lilt' ....
• ,
\ .. ·.
0 ' •
•
..
•
-··
'·
·,
...
·~ . \
. , ( .,.. . . . .
. ·' J I .
} . ,., . ~. '!' .. the· pcrsonnl·, · 0Cildcm1r.., anrl v·oca ·tiQnol .. prol'>lC'ms of .. Lhe
• 0
student~.·- ln a~l .dltjon, s~mc'rqrm of -lia;.on between school
, · · ·and ~~me _ .in· ,~equi~cd. Tt '19Uld .be ·hopcdtha·t ::t C(~unsclor conlrl C1!:~is•t p<n·c~ts i.n real1z1hr:· t:h0 f . .they have .n vi tn l
() , .
•
, • ' , . . . . ·.
role to plny in anrl ··ncn dcmi c
. . . rr:~owt..h a·r Lhrir r.1hildrrn,
·.
Fin8.ll ·y, 1t. ·is recommendcct th'1t add i tionnl pror;:r:-nms .. .. and I 0 r ;. 1. w I i r s . h c .. .c n r r i c d qu t a~ . f 0 ll 0 w G : . ~ ...
' · : ho~~y ~\;l:ir0·n"~:: ·' ;.:dn ir.f:. v/i th ynnn~ r.rrrhr:11 ,I.(
"' .. 2 i\•p·ro .o; ram of moral educatio~l · sl-iot~l.rl br. im;titut:cr:t
anrl: it~ .impact shou1d. "· be assessed. , .
-~ t\ nrorrrnm of vocil.tionr-tl ~ . . . . ...
,... • -~r 1: ;1;.-{ ;_1 ~d 0.·~:1 I l_li11.c'd •· .'
' . 11- 'i'b~{S 0 f .in tcr,rn tine l:hn .ph1f.R ~ C<lll y hrmd.i capJ:e.d
· stu~e~~s at t~e s6ho6l wit~ ~hP~r non~hnn~icapped peer~ . • . I . . .
shou,ld hf' r:oxn1or efl ;:-rrHi implemcntP.d where rossih1r.
.. . ~.
. . . : :~
": ..
. j •• • I · I
. · \ . 0 , '·
,
·.
.. '
. .
.•
...
·,· ...
.-
.. , ...
, .
. ' ..
. ....
.. . ..~
. .. ...
·t
,,
. J
~·''
. . .
.,. .. SELF.C'J'EB. HEFERENCr~S
- ~ .. A1<tt1ttH-l:'l. Conntv S~hnol.
Cl.ar~r:,...oc,m': nral._c· r.h i ld
.. . . r . r·
'.Bnrln~·r. · P., ':lric:ht, 1~.1\ ~ •• i'.:leycr~on, L., 1nrJ r: onir.·k, IVI.H • . Arl iq;:t:nont to L'h' sicRl llnndiea nnd llln0:.s: A ·survcv of
' tlv~ ~-~ocl. L 1-':s r:holo of l'h r; i liP ::,nrl Dir-;;:tb.il i t.·r: ·New y.ork: ~~oc i .::1.t.tsc 1ence Hcf;eo.roh CQunc i h 1 Sl~). - . .
''l.' ' . . . •
llcr·lu>, v.r..•!;r·0c .bl . Pdlico~+.ion for 1\11'> Cf·rf•hr:t1 r-"'.lsi0d: ::'\ ~ ~r011P. o.f lnn!~,·•:-~c;~ l~"'nrn1nr; ~"':>:}1f"'·rirnr0r:, In _M •.• I; l\'i0ch~,
- ~·1 •• ' •. P'-'rl<0·!!J'Jo'.G. B~rko, :1nrl JVJ.f•': P:l.l!"'(;r:·,(r:rl::, ). , · ... . C'11"'tn11nir::~·t/on 'l'rnininr; )r. Ch1ldhonr1 Pr~1in llnrn:1f~('· ~ · .. ~;rdngfi0ld, 111.: Charlen c. !l'homas, t<.ltlh,?61-J76 •
. . . .'Borc;,soff, D. Or~l CC'mmu'ni.cation:" A r.ur.ricuJIJm (~uirlc:
St •• Jolin'.s, Ncwfound~n.nd: 'Dcpartmen.t <'rf Ed~tcation, . .
Rowlhy, .. l. r·fl.nt.orn:Jl Cnrf> an.n Mrntal Herdth. Cf?nC'v~. Sw~tz~rl::~nrl:·-Wor(~ HP.alth Orr.;nni.7.:-ttinr., 195?.,. ·
- ' .
/ • Ghllrl · f~·nrc nn'H thp Growi:h·or 1.ov0; l.nnrlnn: . .. . .. • -~...:.: --,.___,,f.e-,;.~n-, .-,:-:.-1 ::l'nrl ,- 1 ~) 5J. ·
,;i }• .
· .'
:..._-~---,...-·; ''t'lw · n:Jturc of the child';::;· ti~ tn.h1s rr.othf)r. Jri ~ntcrn~\~.,i ·onal ,Journnl 0f Pf'lycbo:'lnilly:=:ir~, J9, 1~l58, JSO-.
., 1/:. ·~'-1.1 : . ~ ·)?3. r • I
'•
f~owlf"':l~ A., anc1 r~nrcim'l'r, J.; 'l'he Younr; ·Lonrlon: J . )vin~sto.ne, 1~J61).
,. I
t!nndi<"'nr.'peyl Ch1lci •• . '
l \ r 0. r P. "t: 0 n , ·I) l3 • _.r :..:..!P.~r~n,;. . .:..:.h-7-r;..:.~...:l'----:l~) a.::7:=-l.:..:.r-:~~:..:.::::.:*".:....:....~..;,._..:..;--=--~~~·~~..:..n;...:.!.:..:.~~B:.:.P....:.h::...:n:'-v+.i .:..:.n-:1 .;.;' r:_ • !~:vdr.c:y, i\11'> tr~rl in:· '! 'he N~vJ. !~ nu th . VJn 1 Pr:, 1 Cl'72.
' 01nri 1rnT"r;irl(', M. c ·erP·brn1 P11l!';'[: 1·:-yt·""r ··\r.+;:cn O::tmf"s . _.1'~ ! i "'vr~r~l;y Hrtnrlic:::trperi Ch11rir<"'n \•li thout ~rnrrh. :;yrtne y , · · Al1~;tr·:1l b . : . .,.'l'hr> ~;pr~fiti.c C~ntrc f'or ·NP.w South Wnle~>. l ~l'??.
Bl.lrn·ii.to~l, r: ·., ·Rrid.BelJ. , .r, tnto thr. l.if'\' of 11'h_in,n;r-: : s-rR.~e· nnli Exnlorr~..tion of 1.anr;uac;e '1Phr·o~.i~h Verhq] Pyr.F>m 1cr;,
. Southport, England: English Speak i ne Bpard, 197?. .• . - . .. .
. Byrn0, M.C • . s.re.rch and 1anr;u~ee rl~velopmnni. of athoto1d and . · ~rastjc chlldr'Pn •• .Jn.E. Trapp and P. HjmPl~trin (Eds~ ); .. .
97 . ''· .., : ., . . , t~,-(:' •• ~{J
•• b
r,' -',·
, .
J
/
.' .
...
• a
',
·~ · ...
' ..
~ '
Pf"l .~dipc;r: 0r1 t .hn l~xcPrti0n:1l ·child, N,...y, Yorv.: !lpplnt'nn- · ·C:cn tnr~r-. Cro t't, 1 ~Jh?., 521- ~~ -.U.
G~ldwel1, , B. 'l'he . u::;efuln8flr> of the critical prriod. · hypot.hAsis in tne ·stuny of.flli;1tivR h~?h:w1or ·. lri N:.s.
F.nrllP-r, ·1 .• R. lloultE>r·, 2nd H. Osser (Eds. f , Cnntempor:1r;.r J . r-;r,l)~;, in I>PVl'lopwental Fnyrholor>;;r. NP'tJ Y~"'r·l<: Holt ·,
.. Hin~"hnr+. :-1wi V/inston,. J.9r:,H, ?.lJ-??J,
----=---· ~'l'}lE' nf fn~tr~ p_f rr.:ychor.oc i n .1 rlr.rriv::J t: i on nn hur~:l!) ri'"'''<:l0rrrr.'1t in 1n.f.::Jncy. In f\, ~-;n;"\rinw:.Y:~, ( l~ri.), Child nnd Ariolr,_;.Pr.nt, nevel'opment. New York:: .'i'hr FrQe Pr~~n,·
,l~?J, J:Z<i5. • :::'
C:r!shrlnn, A. ChjJrl . .r~nri"n~ p'rnc tir:es nnd t.hf~··de:>velopment of t .hn h~ndir8.ppnrl rhil.rt. Tn .T. l,nrin .~~ :1r>rl A. !\'1~~0n (Ed:~.) •. 'f'hn ~;f"~:.tir ~~r.hnnL.·Child '1nd 'i.tv" ()1d~i 'rln ':lnrlrl. \.nndc,n:
' ' 1 'b~ ::r~~"~ir~~ !~ociP.ty,··. 19/;r., 2'1-Jl,
•.
• • • • • •• .- .J .. .
G:-tslr.r, · 1, . r.,; ~t.f'rn~l dr>nr1v~t .1nn: ~ c .rd,c:-ol ·rr v-:ew 0.f th,., . 1 i tf:'rn -tn'rr: I 'l n " -. ~ 1 n Chi 1 d [Jr>VC] () .fTl'"n t . Monogr·a'phs, .26 J. • ..
Cherry, G. Crentiv(j rl'lovement for tht:? Devnlnpii1r; Child .. . Belmon1;, California.: r'earoh• J971. · . '
(~ h ~ ;, 1 f' r , IVl • R :~ d F o Y. , R', H n l " - p 1 :l y i n .! ~ · r~~ P. t h n rl ;1 1 n t. h" r;l:-~r.r.rnnrr.- . '~hicA.c;o: So .ir~nce Hr~en.rrh (l.hr.;oci.n.te~, ·Jol)(, •
Chnrch, ,J. 1 , 8!")c;~·t::tt;c' .nnrl the· [) i scovr:r,y of I~Pn J·i t.y: New York t
· Random Housfi, · 1 ~~hl.
Cruikshank~- W.M. ' (Erl.)·GP.rebr:'ll Pnls•r: Tts ln<fividll:ll and Commnn i t.y Prn b) omr. •. ~~yracune, New York: ·· ~~yr:1.cnsc
~ - 1Jniv~r~i ty Pr(:_>s~, 1S)72. _.,.
---=--=-· , Pnnt7.Pn, F.A. !~8t7.P.bP.r[:, T·' ... H ..•. ,ilnrl ·1'<:\nnhnUSf:",..., ~·j , ! i', A 'I 'P.:"r. h inr; ~1,-.i. hnri f'or· lk8.in•lnjllrdi1 .:-1.nr! ,Hyrwr':lr.t ivP Chi 1 rlr~n. ~>yr;'JCUf;P, Nr.w York: :-:;yr<1r. '11~ ~" llrfi vor::: l ty Pr,P\~~· . , I q(d.. .
,• . . .f):'1vjs, A. nn<~ H~vinr;hur~t., H •. J. ~~oc i ~ l r:-.l::-1~~:; ;:md c~nl0r
rliffr;rf')ncrn in ~hilrl · rP::trinr; . . In t\m0 rir.nn ~;oc.i 0lnr;y l~fl vi r\·t, ] 1 1 · l r;•hf> 1 (l~IB-71 0, ·
IJPnr:• .nl.v~rr; , V.li. 'l:h e ~·r:-r-:t!J .o'r<nn r1y f':·rr.ri,.,nr.i' . In E. tlnf'P7. . . ~ E ri • ) ·, 'l' h 0 P. r h ~ v i or o f J) o m c s t i c An· i m ~ 1 r . ; J,o n rj rm : H n I l i r. r~ ~: ,
'Pinrlnll ·anct Y._oqt.t, 196?., .tl :: ·
. · crif:ical.periocir;·,· Ht~m\l]us inru-t. nr.d ,-.;notionn.l ----- '. reactiv ity. ln N.S. Endler, I •• R. BoultC>r, and H. o~se.r ....._ ( Erl!'1 . ), .cnntr1mpornry J~r.uPR in DevP.lopm8>ntnl Psyc~olop;y.
N0\·, York :Holt, Rinehart. a nd Winf;ton, l 9f>H, ·
..
•', "'
·. It .
• .
. ' ,.
. ' ,<13 '
' '
..
.~
' '
' ' , . , \, ~ . . ·-. •:.
~ . . I , ,
·9,<) ". · ... .·•
Be~chin ', r.~~- 'l'hE>.y Can Comrinm·· icit~: .- s~ ·lf-Trri1r;(l .r.:v:-~l,w.tion . • · New York'·:· Ne·w· Yprk Servi cc for the Hand i c.appP.d, . t 970. ·
. ' " "'
: · - Don.ovan, H.. f.. . comprehensive appr<>ach to or:=\ 1 comm~m\c:t tioh for atl children,· In Pathwa:r~ Tn Chilcl r;uirln.ncc. New · ):'or k :. I3i.t r E' n u o .f C h i 1 d G u i cl an c c , 1 9 6 5 , h - ~ .
· F.dr:rf'n·, H.D~ u!1<1 Gruher, .l,:T, 'l'eC\chor ';. !1<1-ndbnok of lnciop; . _,ann 0.1.1,t..nn.')r Go~me~. Enr;lewoorl Cli ffr:, n· .. l:; l_!rPnt1ce-Hal1,
" 1 96) . ' . ·-· ' I .
' ! ,.Edwarrlh, · "R.P,· Alle•/, G.R. and. Sn.ider,, B. AcadPmic ~-" \ ; .
. ach iev"!·men t and .mini rna l brfd n ctyr.; funt 1 on in. mPntally retarrlPd chi~nren. In 'Ex.ceptional Chi.JrlrPn, 3? (?); 1971,
.. ~')9-ShO, . ' · -.
:O:fvi.r., . ·H.T , ~· in forw;,.rrl to ,l, Lorin .~ :l.n' l .fl.. 'V:'\;.nn_· (":~~ • . ), · 'l'hc f~n~~.t~c ~~chool Cn) lr! anrJ' the ()ut.;.idr-- \•lol.,lri~ · J:o:v~"'!l:
'l'ho : :p::J.r;_t1c~ ~~oc1ety,.196h, ·v-vi. .,
Forgus~ .. R.I{, 'l'hr:: .e .ffect of ear·ly pe~ceptwil lr.~r.~,inti- on t he · . b~havi.ci: o·r~;:thi.sation of r~ts •. In Journa 1 of Com·r~ra tivP.
anti Ph~fr:i.olor.;1~al Psyc.hology, ·_47, 1~511., ))1. . . . '
.Fr·eun, s .• 'l'he I'sychopathoJn~y· o:f everyd;:ty. J .if1?'. In A.A· • . Brill ... ('l'ranr:.P.· cF.ri.), . 'l'hP. B;=t!dc Wri tin!';r: of :-i r:munri Fr"!nrl. ·
N,.,,_; .YQrk: rl!nrir::r.n l.ihrary, 1 ~)JB. ( 'l'hrP.~-> .Cont.ri h\'ltlon~ t.o t.h~ '.l'h0orv f)f' S.r.>;.:, ·orJ~iTI,::111y, P'Jt'l ish0rl 1905)~
Gitt.~r. TJ,' .. 'rhe 1\':(lnt-.~s~H:iri. Vlay. Seattle, W;,.sryington: Spe~in.J . .- Cpild·Publications, 197<1': ·
· Goldf~rb, · 1.'1. Ernot) ·on::ll ahd ' int~l·le.ctu8l . r-0 ... ef1uencr--s of ']"l~~/Chn)Cl[?:'J . r. n9prl'vat]qn in inf;mr.y: ~· r0-r·.r'l ltta t. i:)n,' ln P.H. Hnch "=lnri -.l. 7,uhi-n- ' (Eds.),.,.-Ps,c'1n n.thi-Jlo''"' of r.hilrlhood. i\lpw York: Grtmc and'St.ratt · n,1 ~l5), 1.0 5~11? ·.
.. tJ • •
Golr!mnn', .r .fL 'l'hP ~.rf~rt:s . ~f ha.f:'rll ~1~E ~Tlrl r.l-Jn~.'dnc: ·_in · inf::tTi~~, · on ;:jrllllt h~~~'lVlo~ in -the ~lbinn l';lT·. ln ·.1 rntrrm l nr. .· . ~r.onrti~ lr.:.rr.hnl0 .":~ir l ·OlJ. (?)' 19t1l~, J _01-;-] '1o. · \.
' . . . G_!Jlliforrl, H. Sorri~ Ttt:J13lect~d e1.srect.~ of f'rillr;:tion. · 'n .1.
. l.or inn; ( r.~ri. ) , . ll'e:::1r.h '~JT· . t.hn c.;r~hrn l .n;,l ~:i nn Chi 1 rl, ~ll f fn l '', ~o:n ~ l :1 nd 1 ·I .:wf:' nh~ll'l . ·1 'rr~~r;, 1 ~~(, ,-, , : ~h-h 1 •
' . . '
. f:,.tnt.~Pr, '1. ~:-r.ns11 I~Pl :J. xiltion: He"low Yo1·1r r~~ incl. NeVI York: Pockr.t o'f3ooks',. 1·97).
.. ·.
· .. Ho.rJo;_,., 11._F. "I'~P. 'hcter:-osexua)" affectjo_nal ~y/tcm - in monkeys • . . , ' . InN.~. EnriJer, I •• R. Boulter, ann H. 0~:-:c:-r ( Erlf!_. ),
Con t ·£m or;1 r~ i-sou¥s in Deve lo men+!'l.l Ps' cho lo ·~ · New .York·,. ·Hol-t, .r.i.nehart· :=tnd Wtn'ston,. 1. 9 H; llJ .:.15 5 • .,
·.
4 • •
·,,
. ·•
• .
~ . r
; '
. :
· ..
" · J
' . . ..
. ' '
$ •• · .
0 • ' 'l ()().
Harwhy;:v .~1'. ~~l f-cv.a"Ju;].tion ~nd ,?;oaJ-r~ettinr:; . ·q'rh~v.l.dr~ •it-1 ,-· . or th o.nr?d i en 1 ly O·h~1nri i. c~r·r('· (i . c h4 1 ct ren . T n· ~~ . . ·~1ra rr. ~~10 . • ~
. ·P. J.fimP.intr-d·n {Erlfi. )', H0:-~•linr;~ 'on 'the ·Exc~t.1'onal Chj Jd. • . · New Y9::k: App_leton-Century"':Croft, 196?. ,1 .55 -582... '·
• • • '· p • ' ~ • ~S.t:a . ey .Hebh, D· •. o. 'Phc 0rrr;:mjz·8tior'l of ·Bchav1or. Nevl . York·:· \'ljlev,·
1 ?h9 o • • I • I~ '.• .' ' , •
~ ...-I
Hetrl, 1~. c:t-:11. ll0in, A. ''.~6·:em<;!nt-prorl·uc·('l;r. · :_flt.imu1Rti~n in t.'h.e :· . , ri0vclo_pncT\+ f1fY.isun _lly f?;li -iderl hr?hnvior. 1n N.~; • . ·Endler,
T,..R. · . . I~oultn.r, . nnrl ·H.· Or;~cr (I~~rls. )-, Ccmt.r-~mnorn.rv· t!';su8s in rwvelonme!):ta 1 Psycho 1 oc;y •. New }ork: H 1 neh_ar't and \'ii.nnton, 1~l6H, )6~-369. . . · · · ., . · .
. ··lless,-~.H. 1mpr1riti_ne;. In Science, LJO, 195'l •. 1'3:3-11-Jl. • . .
. •
· . Hunt, ,f, r•1c-V . . 'T n tr i f-1s i c mot. i:va t .1 em · ::lnrt i: +.s ro] ~ i-n: ·. · · . • ·. · pr.ycho1· o~l,ca1.r:leve1r:Jp·ment ·. ln .n. J,~·'-··im•. (Ed.), Nr.br;_ska· . ..,_
-:-·vrr:nn-::;fum on Motiv::1tion 1~~6s . .- Linco.1p Ni->bra~kn:: ·urUver~ity·(.)f Nebraska Press, 1965., 18!).-?,82. ·
. . } '
·' • 'f'hr- ps:rcholo~].ca 1 .bas is for ~us i nr, prnschoo i- ' ,· ,. ___ A_n_r..,...1chmr=:nt. as·, an · antirfo~e . for cultu_rnl · dP-~riv~_t ion· •. Jn
• 1 · ~ H~llmLlth (Ed.) Disarrvnnbp;ed Chi lci, l·. Sn.attl .l'! , ,
'' . . y1ashin~'tonr S-pecial'Ch..ild Pu_blicatio~~' 196?., · ?5.5-:-?or~ .• , , ,• • ' • ' , 1 • • .. • O" • ' • • '
. 1n'E?,;ram, 'l'.'r.S. r;ti.ucat.lon-for; what purpo:-;1?? In ·,J. Lori·l!s (-Ed.) ~ · . 'l'ear.hiT' .~ t.hf=> Ce-rP.hr~l - P::1lsi,ed Child. Suff.olk, Enp;.lnnd: '
··· J.3venhnm ,Pre·~sJ"- 1965_~ -1-lJ. ,
Jessor, .R. R~r' Rict}.arnson, s. Psycho~ocinl deprivation and · . · ·· · persona 1J. ty d evelopmPnt~.: In Uni \~d S t::tt.8P. Dep:;,r-t.ment' o.f ,. . .. l-IP.alth, Education, and .We.1fare, Persnecf.ives nn Humf\D ·;
De riv!lt.i.on:RioloP.ical ' • Ps~choJbtTical . nnci Sor.ioloP'ic::tl. . ~·/n~hin{';ton, D.C: lJ.S. G'overnm~nt .Print.inc Office, 196 , . . .. ... l -R? .' ~ .. ~ - · . ~ ~ · . ·
• . ,. . . . ·'""' . (' I ,'' .
1~:1,~,. w . • rviorrll DevP.lopm_ent,o London·: G~orge A~.lcn nnd llr1':>1in., 't" . v; 1 970. . . . .., . .-
!<.eats, s~ C8r~'>br~l Palsy, · s·p~i.nefield,_ lllinoi.s: Chnrlcs- C. · 'J.!homns, ! 9~,5.
' .. Klnnnfte., .T" anrl StJ-~·ierleJ 'jS, A. tiourc~~-'Or .. lntcrp(lrf.on~l .7 ···
lrflxiPf.y-in the Physicnll;,r l!nnrlicapped. Washihe;ton, .. {);q· : .r:atholic .uniyersij:.~resn_ ,_ 196L~. ' · .. '·'". · ·
• • · , " ' ' , , , ' 1 ' I
.. Ki .tk, S.A • . E.;a·r .1y Ecl.ucati'on .. of. the l'ii~n-tallu Retardect. Urbana·, . ' ·. ~ ~Ill ·inois: Un_i:.v:ers'ity of· Il1in.ois ~o·Presr;; 1958. . ·. . .,. ~ . . .. . . ' .
. . ..... · ·. " . ..,, .,.
,.Kratrvi.Johl,, D.'H, B-loom, B.S. and' .- Masia,· B. A. 'l'axonomy of . . Erl,Jcati.ona] Ob ·ect]ves: Handbook : TJ 'l'he Affec _.jvf> Doma i'n. New . Yo:r;-k r TJav.ici McKay, 19 . ~ ·
.' . . 9 •
.· .. ' .
l' • ~ . ( .. .. " •. ·
.,
. " .
• ..
'l ~
·. '
' ..
' . . I
\ " ·· .. ~
\' . . \
'\ \ \
.. I .. '' . \ .
\ , ;• .· \·
. ~ .
. ,.
.. ..
. . ·.·
., .
,,.
.. 1 OJ" . "' ... .. ' • j
KrP.i':er, J<'.C. Gomp0n~:1.t~qry c~vironment.~· pror;r-nmminP; ·'C~r.:, the ·. severe)y r.r!t~rde.rl behavio-rally disturb~rl~ Tn 1\tlentrl.l <>
: Hetarnn.tion,9 ' (1+),- 1971, 29-3.2· ~- ·. ... Ji · ~ t a : • • • ' · ' • ' ' • · ,. • • • ' ' •
~angdon, .G~ .a~d Stout, I .w. · Thes~ Well A.d.lustel'tl. Ch1'ldren. tlevt ·Yorl-o: ·'. John Day, ·1:951; ci.ted by B.A . .. \'lr·i.'ght~ 1 ·
·i'h sicai fJir;n.bilit ·:..A Ps cholo' ·i.caf ·A. ro.nch. Nc.w Yorlc::: "'· .Harprr anrl !~ow~ 19 )o·, ~,u •
, ' • ~ I)
Lav.hru:-:·, l\. ,\ .. ·.r:e; lax a t1.o1-1 cxcrc i s ·~s ·, •·. Tr. :. q ·.' ::---~· : .• ~.:3 ·!'tll''.' 1,l·'-~~t0).;: ~0 '~n'" v•!.,tl\ · '~~\·r.r·. ~a\)ll : : ~ u,-: .\ ! J:: . lr·t ~~1~. Chi¢r.1Go: In~~truct·"ional Dynamic::;~ .und;:, ted .•. on ·tape}
. . . ' . ' ~ ' : ' . " ' . . . ' ' .. : . . ' .
·. ,r.c·y :i.ne, · ·~ •. i;:tfmul~tion; .. 1:n . inf.an'c·y. ~n sci0ntific Amr>ric -~.n.
.,
• c 202 ( r-) . · 1 ')60 · Ao-B6. ·' · . . . .. . .J • . ! · ' ..
.J :·inrl:-.:l:f!y, .. D. ·~nd Hi~~~n. -A •. · fU~)o~-ical . nubr;tratcs" ~;f · · ricvP.lor)m'"?n t a~1 d behavjor •. In un·itPd :!t<ttr':-:: Drr:1rtmrnt
·of' Health, . I•:prica_tion aryj Wc'lfarP, PPrsr(!ctivc:::: on· Hnmiln .;ne~!'i·;~ti ·on: B.io1o ical ·ps chol.o ic:1l ·anci.Sor.iolo'· ical. Wa~hin~ton, D.C.: U~S, Government PrintinG Office, 19 H; 229-2f>9.' . ' 0
• • •
. ' . _! . "
Lorcr17,, 1<.7~.' - 1'h~ · companion.· in the .bird';, world • . 1;.1 Au k , .)h, . :1937, 245-27), 1
. /. . . . · T.owrirl .... ~, · ·H. fl!ov<:?mrnt 8nd .· Drnm8 · in t.h~
111 t!,~ forrl, .1 w;o_. l'rirr.ary School. J.nndon:
r·,hc~ohy, 1.~ . Cl.;'ld S1t-bs, '' P~K. M!1t.hodfl ot;:,',c:h ·i _lrl-rn.arin :: in two . .' ~oc-h!l c. l~r-;s~;,. n1n \'J.E. r~l~rtin :1ncf"·r r.;~. :-,; t.enrller (Eels •. ), H0~ciin rr;~ in ' r.bi'ld De.ve.lopmP.nt.Ne~_~tol7~}~ Harco,\rt. , P.rac.n, 1--~~ 51!. , 38o-3')r,. . ·· "· ~, .. ~ - · :·~ - . ~: ...
/ . . :, . " }:' '
iv1~rch, L'•'tl. :;r.m~nry ~~timn.lation . flJf,.'~t:··:prP.conrl\1-tion 'for th"'
. a
. '
: .
. · r,-.;:~rninc; nf :1 1.~nr:u~i1;n 'l'a;.\.:" h,y.·,FmTrt.h .c:m£1 Sixth Gracre · :~hi lrlrnn. 'mpubl i~hf'rl D.6ct.or',r.<Cii!~s 6r .~. :"l.ti · oni ·llnivcr~.tty .
.· ·. cd' S0uthr>rn ~::tltfornin, 1.97:~. . '.u ,•
M ·~ • . I I II [.' .. 1 • . 1 j • • t • . • av:a~on, · .' .1 ' .• ,·.flr ·y ~OGl:.l r 0.fr.1V:l lOn ln
jmrl i,c,,t1 cih:. f-;>r . h~1m:nn heh"\vior • . Tn Env i r<)nmr>n t.n.l '1 n fln~nc·P.s. Nr.w York: . Pros s '~ 1 <;?1H, · 70-101. •
~.h~ nonhu;;r.:F1 rrim~ te :.: D.C. Glnsr-: (Ed,) H o c'h'! f e J l e r ·u n i v .
· ll''c!Jan1jel, .!.,\'/. · p)]y~ ir.~] Disn.~i .li't'y nnri · . ~ .lurnnn !lf'}l~Vit"r." New York: '1rr{';8.mon. Prnss·, .1 ?hq.: · · ' .
: '' . ff:cnona ld, E. '1' . ·nnd.erstand .. 1'hose 1·'e,e1 i."rks . . P1 t.tshl'rt;h ~ .
· ~a:1nw 1 x House, 1 962. .. . \ . I . . . . 1 , •
rf!cGraw, - il'i.T3. r~atLira·tt,ior-1 of · benavior. In J.,. CarmichaP.l ( Ed .),· . ~n~d of Child Psychol .o!";Y~ New York: 'llil.ey, : t~h6, : J.J?-_-)6~. ~
\. . . ,.
' . · ' ' I)
u • ' \ . " . ..
·• . .
., .
'
' . .
.,
. .
·'
• 0
. .
: .
'<.\
' '
' '
... -1 ' . ' .· J ' .. 1 .
·"··.
. . .
-· •', '• . . •,
• ' ' ,f !,.' ' • •
.fl'l~ch:-tm~ M •. l ., Pr?rko, M •. l, l~t:'rko, F.r;,. :tnrl P.,J.rr.nr·, ~~.f. Co!'imunic.at.inn 'J'.ra'in1r-w . in Chi1rlho.0rl T~r::1in ! J"1T'l'lf"'f' •
Spr ·i.nc;f)~:ld, llli.nois ·s Charlos c. 1'hoft:n~, i96f., .• _ .· . . . ' ~ . . ... .. . :
1 0?
... ' ' .
· Mel7.ll.ck, .. ~. - Eff,.,c't.~'3 pf .. P.i'\~ly exR~F~ ·encr~ ~n hP.h~.vior: . · · .. ,...; · ~"Xf''i'rirrent.~l· :"1nd concP.ptual ~onr~irl,.,· ~::t tinnfl. Tn P.H .• · H0c·h
.- :md ."T ·. :l,lthin'• (.t•;<iri.f, · P~<y~)10I'iltho·l.op;y of' p,.,rcPrt.lon • . N~\·i· Yor~.':. (}r\lnP ·ami Strr1tt.on, ·,1965, ?~l-200, ·
' ' . ' ' - ~ ' . .
~-!~"' .Y,...··r, \'1 ~ ~r ;_.r~ h.r'l l n y~ f~J~C t jon; . . ·1 h• r; -~ 0. , I o h n~> ~n :lnrl. 1.1'. 0 •. .
1q;:)n 1< (!~..-~r~. )~ <- . F.Y.cept.ion~1 J.:h;lrirpn · Hnr..f'~r:rti~ H0vi11w • . \'/;'lGh jnr:ton, D.C: Th~ ·,c.:nunci 1 for· r~xrP.pt.i 0na 1 .. Chi luren,
1 !)6n, 1R1-2o9. . · ·. p • ·:
~li~i, i) . . ~nrl .T~r.oh-f:on, S. ·· Bra inst~n~·mi'nn: •. In 'i ' winJ;.~ .. f·>inca+.ion, ~;7 : rH) ,..,lo()R, .f:-H-q;r0·
~ . ' ' . ·~ . . ' ;. .""'- .
[·,'or,P.nRon,· (; ,,1· , 'l;\1r pf1,-.c ta ·of ~;tr1,'_.'. ·rxprr..._t.f'nr. r• o"n . h~hcrvlli."or:. ~·nimnl ~tw1ir's. h1 '!'· •. 1. Hynn (Erl.), ··l 1nv,.,rt.,y nnr! th" .
. ' . Chil.rl. Toronto·: Mr.C;r;:'l'ti-P.i_ll Ryf?.r;,('ln~ 1 ' 17?, 1}()-t~.if'<
' ' ' ' . . . '~ - · ' -rr.on ta f":l.l • A •. · 'l'o.l:lc lfl nrr: : 'T'h ~ \-1 IJmn n . ;. i .rrn i f) r. ~ nY" (> • 0 f t I, no ~.;f~ in. '·
Nf':'w Yo'rk: Colum~ja . University l'rPss, J 971. '
Neal, W.l~ .• 'Phe.IC'ffer.tof ~nv·irori.m.Pntn.l dnp-ri.vation on spi"?C'.Ch · ;'lnct -l;m~U01F?.;P. d_evelopmcnt: imp1i'c;:\i . icm~ f()r r.h)'-1<1 c:-'nre 1...
· \'Jorknr:.. Jn r.hilrJ Cnr0 Qunrtpr·1v, 1 (.'))'; 1°7?, 157-17·~.
' N"'!rr~r -ir.h, S .• P. ;tnrl V"'!l -lcm:1n, ' R -~A,· .~l'h~; · r."nrlific~ti ~10f ~ ErLuce~tion~. 1 Enuinm,..nt · anc.l C1•rrir.\1l11m f0r .. f\~:-tx mnm tlt.i l'in~ticm· h' P.h rsicnl1 Diflnh.lcd Pl')r;,()nr,, York: Hnm;:m R~o·~rces Center, 19. 9·.
··"' . (, .. . .. N1.r-:~r>n, 1LN, (',r,..,v·, 1\.'r .• · e1.'ncl s·omm~"'~ -• . .1. t.~ffrr.~!=: n f . r e ~t.,...ir. . t. c! rl"
oppQrtuni 1.y fnr t.actu~l., V.i"}nsthr>t.ir, ::-o.nrl mnniplll<'.tive I"'Y.perir>nr.,., or1,t.he bP.h?v'or of~ c.hifTl!)~n:-·.(>f'. _. In Am~"ricnn . .. Jnu'rn<ll ·nf '\Jsvrhol()C'1'\f;(,ll (l~o), · 1 0 5 1, lln _'i -507.
'Pt:'::tr.~:,r, f.:r~·Pri~"-~11 ird. ir. asp·ira t icmr; .. -ln . . 1. : i .nr.int:r :1 1"!_rl, fl., ,r11~snn (l<rl:., ), 'l'rc : :r~r:tir. :-:r.hnol r.hild ~ml t.h "" On i _, - ; , \P Vlorlri •. -
. . _l.oflnonr . 'l'hp sT'11 t.i~s _ .:;oc.i0.+.~·, _1r1fiA,1 ()(.,-j 1 ? ..
Yh11lips,f.G . J,l , Hi1 t. t, n. P, nnrl i'·1rt.7. c c:r, N •. 1. r.oJTimuni~~ t. inn · in fo:rl~trnt-infi. P~r>w · Y0rk: Holt, Hinchn.rt ':· 't!;nstnn, 1<;?4.
~. ' '
Pir.ip;P j.', .· .l, · :,nri JnhP1rl.rr., R. '1'hP P;,;ychC"loc;y of th r:- C.:hi1ri.)"N~w-Yorlu Hnr->ic Bookn, _ _-1969 • . .
Pi nn~=?;Iu · , s. H. ·A cr .1 tiq uE? on the ~rt i c: l P. ~ hy Mnr~::trE> t . R i bb 1 e . , c.. • .. '
Tn Cli i 1ri Ot'!velopment, 21 (4) 1951, ?.0)- 2 ~R. ~_,_> '\ ·• ' 'I
. \
...
Pqn)l,. D. ls ' th~ ·r·~· a .·f;yndrom(' .· of "hr::i.i7l-n.CJrr~ !:~ ... Jn chi]rlrP-n'? .. · · ln Ccrnhr::tl .Pnlr-:y Rullet1n,2 . th~f~l60, r.1t.cd hy
' ' .
\ \ .. • \ - ....... l!:.::l!'""r.;,.~
.'
,.
.· -· I
I -
. . .. ..
. . ,
. '
'
'·
. ' .
' '
• 11 • '.
''
,1 '~ l"rnncis-\'li1l·inm::;, Chi-lrlr~P wi -th S[lr->cific·l .P.nlt'"ninc; IJifficulties, Oxford, l·:nr)and: Perr,nmnn Prr:o;.s, t~l70,
. P. A. . . .' . . . , ·. .
u
-Prine;l ,e, · M .. T..K •· 1'he psychological 'nedn~ 0f h~n<l1capped b chi l ijr0n, ln . . r. T.or in~:, ( Erl. ) , 'f'P;Ich i nrr thA cr.-.,...0-hrn 1 • ·
- P:-Jlr.inrl Chi ·· l.d. s ·uffo]k, Enc;lanrl: l,~v~"nh·r"iin'Pn.,;.;,, 1 0t~r:~· ~?-59. '
" .
R:lm, i';1, .1. Pr~Dl0.mr; of r.nTPm~icr.J.tion, ln ._T, ' l.')rjn(': (~rl; ) , · • 'i'0nchjnc;.- th0 ce·rrbral P[l.l~it:>d Ghild. Suffolk, ~n;:lnnH:
: _ J,Rvenham Press, 1965, 1?.7-1)1. \ ·
' ..
t· Hnppaport., ;;,R, ' commrmt.s bn a paper by ,l· .• (;aJ)a~her,
.. Ch:il~rt?n with de.ve.lcrpment:J.l imbal~nr.r->~r ' c:l p·!1ycho- . :··.r:-rlucation:Jl rlefinftinn. ln w. Cruik:-:h·:mk ·q·~rl. ! , 'l'hr
. 'rl'0o.'lchcr of !? .... . ., 1n-Jn;j11r~"d ChUdren: Syr:-tci·,~(,, NPw-y-Qr l~ s ·t- · ~yr~cn;.P Uni.versj.ty ,Pres~ • . 19~30~4-n. · . · ·
Hhc·i!1:::;o1ti, 1l. ;lnn nayl'=y, N,' 'Phr< ln _tr.r eff0ct·;; nf ~ n ~xrerjm~~tnl modification on motherin~, lri Chil~~ · .o"vclorment, JO, 1959, )6J-J7'2~ · · .
·RibblP, IVI.A. 'Phe ··-Rir;hts~f lnfant~.- New Yorlc: Columbj ·a 'Y · ~n j vers i ty P~e-~s, 1 ~J, ·: i ted tJy B. Ca 1 d~~ 11, 'l'he. effects Qpf -psychosoc1aJ dcpr1vat1on on humnn ctevelopmc·nt.~ln infnncy, ln. A. ;.nac!.'cw8k·y (!:!:d.), Chil~l ;->11•i Adolc:~c. \ . .' nl. !;c ·n lofmrn t .. i::-·.·.• YCJrk': '1'hC' free PrcGs, J <} ','J. 17;--:11.
'I~ -ic·:-;~m~r., f. lfhP Culturally Ocpr'iv(',·! Child.'Ncw YQ!_'k t Harper anrl Row, 1962. . . . '
I , . . . . . \,)'- . ' . .
Rosen?. we 1 r; , rn. H •. EnvJ ronmental complex 1 t y , cerebra 1 ~hangc, n n ri b 0 h a v i ci r • 1 n N • S • End 1 e r , 1. • P. • '!3 n u l t,.., r , :1. n 'i . H , . 0:. r." r (F.rts. ), Cont~m .orar' - l:.:.ue;: in Oevr:'ln rn r:o ntnl !'r:' cho .lo, .... '• New Yorln Holt, Rinchnrt:, .anri Win~ton, -10 .)H , 1~?.-1 J ~.
. . . . . [~ O\l ::i ~0 -oll, ,t , .1, f rr· i 1r~ , trrn;r: •. n. Po-:-:1.;-y. ~~1"1'1.' Yn:k: fvr-. r .:,• mZ1 n•;, ' 1.1br·ary, 191f>. · ·( ori r, in.:1ll,y.put>l i ;,hr>d i n 171;:-' ) . ·
· · Ry :1n, T~·.r. Pnv t; r t y nnr! t hl" ~~hi ld. 'Po r(lnt.l"): "'l r. G r::~\'I -11 1 11 R~·('r~nn, . 1~7~. . \\
·Sch a~iro, ·s . ~ n~ Vukovich, K.R, . Ea rly nxrrorienc P e f fe c ts .upon ~ ~ortical ~en~riten~ q .proposed model fo r d e ~e lopment, .
in Sci c:- nc ~ , 167, (~16), 1970, ? 9?.-?. 911. ·. 'I ~ . . : .
' . ,-/SC b~t~f; - 'J,~..(_ Cl\itical periOdS rn h Ph a VlOr:l l ' 1_t? V0 ) C1 Jlffi~n t . 1n , N·. S . Ena·w , · 1.}R, Boul t~r, :1t vl H . .. Osr>Pr- . (!~~ ~-.),
ll •
. "
. ;.
. ...
... ....
' ' . r~nnb"~r)or·nr.•r I~{r:l!n;. 1p ''"vnlonrr,..nt·~1 i'"'lfl"'hnln~"'"~ Nr>w .York: llolt, f<inehrlFt ~nrl ?J-in~t:o'l. 1_1lhH, l~l-111'/.
-1 Ol!
··Shf_eran, .J. T .• Problernf; encounterert in _tP.rtChin~ matn~matics .to c~r<:>hr~lly p~lsied chil.dr£3n. Tn .1. J.orint: (l':d. ), 'l'e:J.chinr;. -t.hr> r.er~bral Pnl~iPr! Chilrl. · ~~nffnH:, Encrlnnr!r f,tl_Y0nh::Fn ·Press, 1 ~~65,_ 1 o~-11?.
Simon, s. llo\"0, 1 .• ::~rin 1\irsr.hPnh:-tnll", \I.· 'J11inr>~~ ·Cl'1rif'i"1t.in·~= · . A ll ~ n rl h o o ~ n ~. P r ~ c + i c n 1 S t r :1 t n r i n :-< f t') r· 'I' r r~ r h 0 r s :-t n <1 :-~t.w!i"ntr-::. Nriw· York: Hnrt, ·.1?7?. '
• _!:iir.c.lnir, H. ~-~nm-:orirnotor ::ict\on pa't.t~rn~ :1s 1. conrlit~on ·fnr
. :t.hP ~qui:.i .tion of syntax. ln P. H•txh·:/ :l'lr! r~ .. 1n[:r~m (Frls. ), · '1.:1lt1p;1t<lp;r> Acguisit1.on: 1\iodP.ls \arHi MP thorls. l.onr!on-: .1\r.~rl~"rni r Pr0s·::, 1 O'fl, 121-1 )1.
:;J~('rlf~, H.r-1. r, ri111t. st:-~t-.11~ · of rh11rir"'n wii.'l r.ordr(l~;tin"':' '!tlrl y I i i"o r:·xrPr~42Js~s .. 1""'! ~~nci· A+._y ~or Po=>:r:-trrh in r.)~qri !Jf"V!:'lnnrr.nnt Mnnorr~phs ·,No. 105, f'~hit:'·' :~o: llniv"'r~i t:: of Ch ic~r:n- ~rr?;.r;, 1 q6fl, c.i tPrl hy 'l'. ·.r. H.y:-tn, ' 'l'h!J. P..ff'Pct~ ot: r~rly. P.XpPriP.n~e on human· dev~lop~;~Pnt. ln 'l' •. l. H,ye1n (Ed.) Povr>r t~t :::\nrl · th0 ~h .i l r!. 'l'oronto: f.~~G.rnw-1! i 11 Hy0rson, 197?., 1.65 . . ' -" .
:;·pit7., R.A. Hf.tr>rit.;-llism: ::m inrpnry 'int-o tho r_;<:?nf'l's1.;{ 0f · rs;r~hi;._tr.ir:: ~S'nriitions in enrly childh0n··i. ·!n. Jl:.,ychn~!l:ll'.r1.ic- '·:t•Jrjirr>'. of thn Chilrl, Vol. 1. NPI'J Yor1·: lntr>rn~d,ior.'11 llniv~r~ity Pres~, 1~J11 ; , '::~:-?h, cih~d ry
•. H. C!llrlw~ll, The P.f1'P.cts 0f psychos0c-i·~l dnpr<i-vation on human dP.vP.lopment in infancy, ·In A. ·;-;nt\dow_:-ky ~Erl. ),' Chi lrl anrl Adolf-~cent. ·o~vP.lnnment. N~w . York: 'I'h0 FreE>. Press, _1973," ?0. ' . ~ . . ,.
~'Jtn11.1ss, A.A~ ~mcf 1.chtin·en, 1 •• F.:. Psyct~nnrtt.h"llo!T:Y :111ri 0rlnr:::J.tin-n or thl"! hrai ·n-ininr~"'ri child. \if"'l. 1. New Yorl~ : ·
~~~un0. ::md ;-)t,r~t.tori, 1~ll~? ... cit('c1_,hv P. Prr>rr>ton, r~"l\.1jt'11 Pal;;-y: t' 1,..,:1rninf"' J\h11i-t.y ~no lleh<:~Vi0'lr. ~;ydnPy, ,hu;.(~.1i'1: 'l'he ~;r:":lfltic r~0ntre for PJ0w So11th '•J:-tlr:>:., ·107?, )1.-JJ.
-Thompson··· W.l~·. ~nrl Heron, \'J.. E'ffP-cts nf rc~.-rir.tion P~rly in · · J .iff! on nr,0hl0m-;;olvl'nr- ab1l1t.v in rlor-s. lri~Cnnnrl ) <m .
. 1our~11 of Pf;ycholory, -·R, 11.(J),' 1rl<)!t, 111?-151.
'I' i f!K~"'r ,r_,;cn, Jl. · '."hr; ~ j t,•H1'! of In'~ t; n~ t. f rll rfnr: f'v fr r.rl ,~ 0'_, 1 .•
1-lnit.Nl :aat.r:-;; j)r>nnrtmcnt .of J10alth, :-:rlnc·::Ji .. inn :1nri \'/0J. f::trn. l 'r> r;, pr>r. t-. i '!C:>. on. I 1-um<~ n 0~ pr l.'~JO. t. i 0:1 : l! 1 o 1 nr; i en 1 , P~yr.,hnlnn;i'r.::tl, ::tnrl So.cioJor;-ic:1l. ·,·!:1:.hinc;!.0n, !).C.: tl.~;. GovPrnment Pr1'11t1nE; Of f ice, 19<'18. ·
Vol'l<'m:ar. T•',H. :md Greenough, ~i~)· . .-· Reilrinc?; corn-plP.xit.y nffects hr~nchjn ,"'; of rlendrit.e;; . in . t.he. visnal .c0rt.('~X Af t .h0 r.at, . ln :-;c1nnce., J7A ~4042), 1972 • . l.hl~S-11111-7 • .. . . . . . .,
.· .
. ..
..
- ..
/
.. /' .. '
~(l ') ... '' \ '' II • ' ' ,• ' • If
.. ':ihr~l.lry, 1· .. · 'I')~P ·rh1.lrl :, I. f~rhJH'Jl - :1:. :--r'~)' hy .rllrrnji; ~nd · _ . t..l'·.,~r·nf't::--. • In .. 1. l.nriri!' 11nrl A. r•ln::on (l·:rl:-:. ), 'l'hr :~pn!:;t.i r
·-School Chi lri · r~.nd the · uut.;driP. World. · J.nn0on: .'l'he Spnnt.ic . ·-~. Soc i P._ ty r . l9flt~, lf9-54.
. . \'Jils0P, ·.~.l.!\i_, ('hi1drrn with. Cr .rPhr:ll P~•lS[. l.0nd0t-i: 1l0r
f·h;ir~~·~,··-. ·-;1nt.ion:try ort'ir.f"!, · ll~?n.
\'!it.;;r-"", ll,'/. 1'-:-r~"rot.n~l 'l'r~inil'1."" /\c-t . ivit~r ~~ H·•ndhM•Ir· . .. \J,..w ' .Ynr.l{: " 'rnrhf'T'';, ( ~ r'lll0rrr. Prr>:-::~, }()h?.
/ \~ood;,, J> ·.) • . '!'hr.>_ · f' f'. ff'>c t!': . drc P. nn;i rc:-: t.r i r t.erl Pnv ~ rnninen tn l _.· . rxp0riPncf' . on . prohlc'm,-nolvin,ro: \'1Ph1v.ior in t.hr_ r11 t. ln . - .• 1ourn::J.1 of Com arntivc nnd Ph r~;iolo . ir.::ll Pf~ rcholorr • , ~~~),
19 5) ~- . } -9. . . . '· __ ) . .
Wri.""ld· , P •. fl.. Ph\r~~ i. c::ll Tfir.Rbilit: '7'A l'f--:vcholo (>: icnl · A· nr.nnc'h • . . . N0w YC'~k.:-1!7\rt"f'r ann How, 1<> ,o.
. . Z:1hn, r•'.A .. Yh.v~dc~l imprri'rmPnt. nnrl in1r.rpnr;.nn·~ t: relRtions,
J ri _ D i ;. ~ e r t::\ :. \ n n A h s t r a r. t;, , 3 o , ( 1 o-:- A ) -; 1 9 7 9 , I J. ~.7 J .
· ..
' "! ;
.J it, '
i " . < I
. .... ..
·, ' ~·
"t .
· ' ~-
, I
. .-
. • • v
,,
·.-.
0
(i •• ~ . ~ .
I.
. /
· ; ~--
' I ( . ..
r . , ., .
·r , .. . , . I ' .. 1 :Ol)
.,
. . .
•.
Appr/ndix A .. ...
. . . · . 1 , 1 r ' . ' '
ll:-Jrl' tl .. fr('r wi [>h~;., · whnt .. wi-n1lrl · ~_:nH n!~k "' ' • I •
. , . ~ '\.•
· ? ·, ~~'\•/IJo '·''O'' l rl yo1i mo:; t w::n I. t.o hp 1 i lu' ·~'
. J. \'/hn t. wnul d you' most 1 i I{C t,o he whnn YCill {~t·ow .'lip?
II • . \'l.h~ i l.\'10 (h inf~ rro yo'' 1 ~ ~~ (" mo:; t: n hnul ynllr:i'n rr: • r;, :·n, . ., 1. l .<."n i.h i p (~~~ ( l () :'(0\1 ' I ,; J< 0° I 0n :~ t. · n t •n<t t. ;,"r!tr!'~' l f':''
"'· e,
'\
n. ~~o~ ( t1 { n ll , 1 wnn t ·to_,__ _______ _ . : . h,
... ·d. l • . kn •~w I rnu 1 rl ·no <myth i.nr;. i f --------··
.. co. ~ i ctJuld he hnppy if . ------.,..-----·~ · f', 01.h~r f~ C"honl. Chi 1nrPn
------~-------~---- .. < .
• ('1' <r •.• l'r!oplf' whn. h :-~ vn '·t_rnllhln \'rl 1 k inr: •.
. . . . . · ' -----h ·. l f' .
try, T. :, ·•.
.. . c.~
· .. ·'\\·
,.
. .
. U,. · .
.
. ·,
. ..
-·
. '
. .
.... ....
·.
;
'';_... ..
........ . .Append t~ a· .
1· , - ~.'/h· ,..., . t: • ~ \ I T f'r.-.1 1 \ 1 t." l ,. 1" . .to .l - oy . ,_. ·L e '<l l l:t .. 1 . • :; o
..... '· . '.'/hich
. ' . :1.0 t. i vi L i c~ · would ydu· J'uri ,...~;• t.
. '
) <.>7
..
. IJ· .
/
. . . ,·J . . '·!~1ich acti ··:·1t..ic::; would·.)~u ju :~[;C tot-:: ~.l')P. . .J,e~\;,t UGcful?
. . . . . . . . . . ~~.- ~;:b· o.·t. · t--:~ n·r· r~ 1 chnnrjc~.~ d iorl ylJ.U o h:;e rvc .j n t h ~- ;:·t.u ·lr.!; t:-- . ·
' .
. . . . ··· . .. · rlnr:·ine· th~ t:i_r-~0 t"h.O pr~}~ram W:l.~ ..
1 n !'~·n r~rr· ~ ~ :' . . .. "'-...j •·.
. r
. . .,_ '''" ~ . f'. . hh . . I . l , .. ,·.,~n '·. ::rr~ 1 1.<? . c , r.tt_?/'! r:: r ~' .YO'I
. ,•
·6 ~- Do .. you plan to uoe nny. pf tnP. ac,t i viti r;,
duriry~ th.e t1mc the pr~e;r·a~ was· ih pror;.re~:~? · . . . . . . . ' .
in
pro;n;r~m nr.xt ... ;,e:u·? . ; ~~-poc.iry -~he '\c -~ivi tie;,, . ,. ' .~ . t . ' . . • ..
·· . 7. ~n,., Y911 h:1v0 :1ny· ·nr1rl i t~onn·t. ol) s~rvn·t -inn~ · or :.r . .
· . .....:.
. · .. , ' ..
. . . .. ; I> '
. ' . •
· J ,·
.. "' ' .
,.
!·
. "
~
'
...
· . . '·
. '
. .......... . · :.
·."' ::J·.
·.
'. ~ .
. ·.
\.
thr. 0chool
' ..
·.
'·
, • I I'
.;
·• '' " .
! , . I
I . . i .··
I . . J~
. I
, ..
1 ' I ~
,' ... .
··'
/
' .. ·
•'• . '
··f ..
,.. .. , '
