TABLE 1.-Relative Ratings of Importance (and Proficiency) Which Teachers of Mentally Retarded Children Placed on Competencies

14

15

ence

to counsel mentally retarded children on their emo-
tional problems and personal attitudes

A knowledge or understanding of principles of learning
applied to teaching the mentally retarded

The ability

TABLE 1.-(continued)

Rank order of importance 1

COMPETENCIES

Items rated "VERY IMPORTANT" (continued)

to use a broad range of community resources (people,
places, things) in teaching the mentally retarded
to counsel mentally retarded children in their social
problems

to provide a wide range of experiences in community
living for mentally retarded pupils

A knowledge or understanding of the role of the school
in helping pupils reach maturity physically, socially,
and emotionally, as well as intellectually

The ability—

to provide frequent opportunity for group participa-
tion

to interpret special educational programs for the
mentally retarded and the problems and potential-
ities of these children to regular school personnel
to analyze the factors which have contributed from
infancy to the language development of each men-
tally retarded pupil, to evaluate continuously his
level of development, and to provide appropriate
learning experiences at this level

Rank order of proficiency 2

37

33

52 sd

39

16

58 sd

to make educational interpretations from psycholog-
ical reports

51

31

31

to interpret special educational programs for the men-
tally retarded and the problems and potentialities
of these children to the general public

A knowledge or understanding of possible effect of the
socio-economic and cultural milieu and emotional
climate of the home on the mentally retarded child's
social, emotional, and intellectual development

The ability

43

to win the trust and approval of so-called normal
children as well as mentally retarded pupils

1 sd

See footnotes at end of table.

37

38

39

A knowledge or understanding of the difference between
the rate of physical and mental growth in mentally
retarded children and its educational implications
The ability to fit the special program for the mentally
retarded pupils into the total school program
A knowledge or understanding of sources of procurement
and methods of using special educational materials,
audio-visual aids, and other devices for increasing
teaching efficiency and appeal

29

53

40

50

47

to work with other members of professional team
in helping parents solve problems related to their
child's limitations and potentialities

A knowledge or understanding of the basic physical and
psychological needs of man

The ability-

to work as a member of a team with other profes-
sional workers (such as psychological and social
welfare personnel) in making a case study of a
mentally retarded child aimed at planning a pro-
gram suited to his needs and potentialities

to counsel mentally retarded children on their voca-
tional problems and life goals

to promote occupational competency for mentally
retarded pupils through efficient vocational
guidance

A knowledge or understanding of reference materials and
professional literature on the education and psychol-
ogy of the mentally retarded

The ability

50

28

65

84 sd

45

66

The ability to provide experiences for mentally retarded
pupils in fine arts

60

A knowledge or understanding of—

sources of, and services offered by, nonschool organ-
izations, such as clinics, courts, clubs, churches,
welfare agencies, and rehabilitation agencies for
mentally retarded children and their parents
the physical and psychological abnormalities attrib-
uted to brain injury

A knowledge or understanding of teaching methods de-
vised for the mentally retarded
The ability to interpret special educational programs for
the mentally retarded, and the problems and poten-
tialities of these children, to related professional
personnel, such as doctors and social workers

A knowledge or understanding of the distinctive curricu-
lums of preschool, primary, intermediate, secondary,
and post-school-education programs for the mentally
retarded

The ability

to interpret special educational programs for the men-
tally retarded, and the problems and potentialities
of these children, to nonprofessional school workers
such as bus attendants and school custodians
to work with other members of a professional team
in helping parents with problems related to their
child's occupational placement

to provide experiences for mentally retarded pupils
in dramatic arts

A knowledge or understanding of provisions for mentally
retarded children under existing Federal, State, and
local laws and regulations pertaining to vocational
training of mentally retarded youths and adults

A knowledge or understanding of—

the purposes, services, and locations of national
organizations concerned with the education and
general welfare of the mentally retarded, such as
the International Council for Exceptional Children,
American Association on Mental Deficiency, the
National Association for Retarded Children
the clinical types of mentally deficient

the present status of medical treatment of mental
deficiency

See footnotes at end of table.