the learning characteristics of mentally retarded children. It is not enough for him to provide more of the same kind of materials at a particular grade level. Mentally retarded children need to have the "steps" in the development of a specific concept "spelled out." A teacher must have the ability to develop the materials following the principles of how mentally retarded children learn. It is not enough to say that the teacher should be able to develop and adapt materials for the various achievement levels. Such materials must be appropriate to the developmental level of the child. They must be related to his present need, but they must also be related to his past and future experiences with other materials. They must be related to the child's development of various concepts. In preparing and adapting materials the teacher should be guided by the possibility of the child's making functional use of them. These "new" materials should be appropriate to the child's mental, social, and physical level, which means that in the preparation of materials the teacher will be guided by his understanding of the various developmental patterns of the mentally retarded. He will prepare materials to build and strengthen "selected" concepts in keeping with the "planned" curriculum. He will adapt and develop materials in keeping with his knowledge of the methods that are most successful with mentally retarded children. To do this he must have training that should lead to skills in the use of developmental materials, whether they are concrete objects or verbal symbols.

Materials and equipment must be related to the curriculum organization and room organization. As has been stated before, these children lack creativity and ability to generalize. They require structured situations wherein preconceived outcomes are sought. The teacher must be able to plan materials so that the pattern becomes evident and familiar to the pupils. When children are working with familiar materials or following a planned pattern the teacher can have several groups and individuals "working" at the same time. He must know how to provide a room organization, from the standpoint of location of materials and equipment, that facilitates rather than hinders the achievement of the objectives of the program.

The teacher must know how to develop and adapt materials in relation to the interests of the mentally retarded children. Again, this means not only that the teacher must find materials commensurate with interest of children at a certain level of achievement or social maturity, but also that the teacher must recognize the various social, mental, and academic developmental levels demonstrated by a group of mentally retarded children and by each child. Interest, attention, and progress are so interrelated that the "performance" and interests of the mentally retarded are better guides for selection of materials than "normative" guides that do not consider the problem of mental retardation.

Mentally retarded children typically have little creative ability, yet they have a need to express themselves. The materials must provide an experiential background from which the children can draw in this self-expression. The teachers must know how to adapt and develop materials that provide op

portunites for learning through exploration. They must also know how to provide materials that lead to the development of preconceived concepts. Teachers at the primary level must know what materials are appropriate to a child with poor coordination who lacks concepts of color, shape, and form. As the

child's motor control improves, and his knowledge of form, shape, and color increases, teachers will need to know appropriate materials (or how to adapt materials used formerly) which will help him develop skills in cooperating on projects and in expressing himself through the various media.

The teacher must know how to relate materials to the life needs of the mentally retarded. This presupposes that he has some insight into the possible social positions that the mentally retarded may enjoy as adults. The teacher would be less than realistic if he supplied children with materials simply because they can "do" or "use" them. It is possible to be realistic without being fatalistic. To this end, the teacher must know how to select, provide, and adapt materials which are more than "busy work."

As the pupil reaches adolescence the teacher must provide for the strengthening and development of prevocational, vocational, and avocational skills and knowledge. An employment blank should not be the first experience that a mentally retarded child has with material requiring him to give information about himself. The teacher working with pupils at this age level must know how to select room equipment that is in keeping with the vocational and social possibilities for the retarded in their local community.

An analysis in outline form of these competencies follows.

Outline of Competencies

Understanding the characteristics of the mentally retarded child and his place in society

The teacher needs to have an understanding of intellectual, emotional, and physical development.

Item number '

1

1.1

He must recognize that the social role emerges from the dynamic interplay of the above mentioned factors with the environment.

1.2

He must have a knowledge of the effect of deficit in the developmental process on social roles.

1.3

He must have an understanding of the concepts of mental retardation;
Specifically, he should know about:

1.4

The sociological, psychological, and typological definitions of
mental retardation.

1.41

The etiological factors.

1.42

He must have an understanding of the sociological implications of mental retardation for the home, school, institution, and community. Specifically, he should have:

1.5

An understanding of provisions for care and treatment in home
and institution.

A knowledge of agencies and their functioning.

A knowledge of legal provisions governing agencies.
The ability to interpret services.

He needs to acquire certain additional knowledge, skills, and tech-
niques that may aid him in modifying the role of the retarded child;
he should have the competence which enables him:

1.51

1.52

1.53

1.54

1.6

To interpret psychological reports and make application to the
educational program.

1.61

To prepare records and reports on behavior and progress of the
mentally retarded child.

1.62

To select, administer, and interpret appropriate group tests.
To communicate understandably with parents of mentally retarded
children.

1.63

1.64

To collect, summarize, evaluate, and interpret facts concerning
cultural patterns of mentally retarded children.

1.65

To discover areas in which these children have lacked certain
experiences in living.

1.66

Developing a functional curriculum based on broad personal and social
needs of the mentally retarded

The teacher must have a knowledge of the curricular patterns that
are best adapted to the needs of the mentally retarded (e.g., core,
activity, experience, and areas).

2

2.1

He must have knowledge and skill in the development of curriculums
for various levels of maturity. Specifically he should:

2.2

Have an understanding of curriculum development at the primary
level as well as the secondary level.

2.21

Have the ability to build a curriculum that conforms to the
various developmental patterns of mental retardation.

2.22

The item numbers are provided for the convenience of discussion groups.

Be able to build a curriculum that provides for the sequential
development of concepts and skills.

Be able to develop a curriculum that provides for the accomplishment of certain group goals regardless of the different levels of academic achievement within the group, by different "means." The teacher must know how to develop or organize a curriculum that provides time for the use of remedial methods adapted to individual and group instruction of the mentally retarded.

The teacher must have an understanding of the development and use
of criteria for the selection of content of the curriculums. Specifically
he must:

Be able to relate curriculum content to the developmental level
of the child; he should

Item number1

2.23

2.24

2.3

2.4

2.41

Be able to make formal and informal assessments of the
child's ability and achievement.

2.411

Know how to make formal and informal judgments of the
difficulty of material and concepts.

Know how to use educational diagnostic instruments as
means to determining curriculum content for each individual.
Be able to relate curriculum content to the learning processes
of the mentally retarded. He should be able to select content:
That provides for the specificity of steps in the learning
process of each child.

2.412

2.413

2.42

2.421

That provides for simplified concepts.

2.422

That fosters the development of concepts from the concrete
to the semi-abstract to the abstract.

2.423

That has immediate functional importance.

2.424

Be able to relate curriculum content to the interests of mentally
retarded children.

2.43

Be able to relate curriculum content to "life" needs of the men-
tally retarded: he must

2.44

Be able to relate content to realistic vocational goals for the
mentally retarded. Specifically he should:

2.45

2.451

Be able to select curriculum content that is related to what
is known of vocational possibilities for mentally retarded
adults.

Know how and where to get the information that will enable
him to make this selection. (Published research, self-initiated
occupational surveys, etc.).

2.452

Be able to select content that will lead to the development
of the social and prevocational skills that satisfy the voca-
tional requirements.

Be able to select content that is related to the social position of
the adult mentally retarded. He must be able:

2.453

2.46

To select content that provides for the sequential develop-
ment of the social skills and attitudes that will enable the
mentally retarded to fulfill or exceed this position.

2.461

2.462

To recognize that the mentally retarded have the same diffi-
culty in the formation of these concepts that he has with
other concepts.

The item numbers are provided for the convenience of discussion groups.

Item number'

2.5

The teacher must have knowledge and skill in the organization of the
content of the curriculum.

He must be able to arrange for a sequential development of con-
cepts and skills.

2.51

He must be able to organize a curriculum which provides for
repetition of basic concepts.

2.52

He must be able to organize a curriculum that provides for "in"
and "out" of school experiences (school and community resources,
recreation centers, work experiences, field trips).

2.53

He must be able to organize a curriculum that provides for inte-
gration in a total school program.

Understanding and applying appropriate pedagogical procedures based on
an understanding of the known learning characteristics of the mentally
retarded

The teacher needs a knowledge of general pedagogical guides based
on an understanding of mental retardation. Specifically he should:
Be able to use methods that are adapted to the slow rate of
progress of the mental retarded.

Be able to use methods that recognize a short attention span.
Be skilled in a variety of teaching approaches to a single problem.
Know how to use procedures that insure a mental health pro-
gram; he must know

How to provide opportunities for successful experiences.
Techniques of counseling mentally retarded children and
their parents.

Be skilled in observation.

Be skilled in aiding speech development.

Have skill in providing training in oral and written language
development for the mentally retarded.

The teacher must know the accepted methods of instruction that are
applicable to the developmental level of the child. Specifically he
should:

Have knowledge and skill in preschool educational techniques
that are applicable to mentally retarded children; He must know:
How to train the children in self-help activities.

2.54

3.0

3.1

3.11

3.12

3.13

3.14

3.141

3.142

3.15

3.16

3.17

3.2

3.21

3.211

How to provide for motor development and to deal with the
specific health problems of the young mentally retarded child.
How to provide for intellectual development and oppor-
tunities for verbal and other forms of self-expression.
How to provide for sound emotional health.

3.212

3.213

3.214

How to provide socializing experiences and how to organize
a program around play activities.

3.215

He needs to have knowledge and skill in elementary educational
techniques. He should:

3.22

Know how to provide a readiness program for some children
and a program of re-education for others.

3.221

Have skill in establishing adequate health, work, safety, and
social habits.

3.222

Know how to develop knowledge and skill on an elementary

3.223

1 The item numbers are provided for the convenience of discussion groups.