Successful Ministry to the Retarded[ETowns] - Elmer Towns

the media or method through which he finally catches on to something. All goals are long-range;pupils reach them slowly.For example, the use of music has proven to be very effective with retarded pupils, so Sundayschool teachers can apply it liberally in reinforcing lessons and as a simple tool of instilling joy.But suppose that in teaching a song, the instructor notices that one little boy, Henry, substitutes aword here and there in place of the proper verse. Should she correct him for the sake of amistaken word? Probably not. She can question to discover if the substituted words have themeaning for him which the song intends, and she may suggest that he insert the proper word. Butnever should Henry be pressured to sing the right words which might cost him the loss of themeaning of the song. It matters little that he is always proper about one or two words. Whatmatters more is that he experiences a certain kind of fulfillment through singing, and that heknows be is worshiping God in song. 25. Am I satisfied with him? The very honest teacher will put it this way: "Does the quantityand quality of Ms learning growth show that I am doing my job fully?" The teacher can answeraffirmatively and thus be satisfied with pupil progress when he has given extra effort tocompensate for pupil-learning deficits.However, parents frequently show dissatisfaction with the progress of their retarded child,sometimes literally begging a teacher for evidence that their child is making great strides, and theyare puzzled when teachers seem pleased with only a little progress. Anxiety wells up withinparents when the retardate brings home schoolwork and displays it beside that done by Ms normalbrothers and sisters. It rarely compares well, and perhaps the family uses this occasion to pick onthe handicapped child. Everyone is hurt because he once again has failed to meet a standard andto gain stature in parental eyes. The child's ego is shattered, and his parents feel as though theyhave been dealt yet another disappointing blow. 10When parents come to school asking why a son or daughter has not progressed in the verysimplest of things, the teacher must first be patient with these frustrated parents. Then he mustdemonstrate that he is pleased with the child's work, that he is progressing, and how he isprogressing. The child's work will be too imperfect for the norm of children his age, but hecannot judge this for himself. Rather, his family should consider his lesser accomplishments to besigns that he has begun to learn, and not that he has arrived. 11 Building the retardate's ego as wellas his ability has been the teaching goal, not that be should measure up to other children in thefamily.6. Can I set limits, then relax and allow this person to grow? Setting limits entails twothings: establishing clear behavioral bounds, and determining the goal for a given learningexperience.Every trainable can learn obedience regarding the things he can and cannot do in theclassroom. He needs continual reinforcing against forbidden behavior, whether it be creating classdisturbances through tantrums or by use of other attention-getting techniques. The teacher mustbe physically strong, firm and kind in order to gain control of his class, or they will control him -and the idealistically conceived Sunday school class will quickly be reduced to a baby-sittingsession. The teacher sometimes finds it necessary to bodily move an unwilling child, or actuallymake him do something. Perhaps the teacher helps the child comply with a command by assistinghim. For example, after saying, "Sit down," he places the child in his seat.2 Christian educators do strongly suggest that songs used in worship be those which the retarded can understand.Otherwise, much of the Sunday school's teaching purpose is lost.