Successful Ministry to the Retarded[ETowns] - Elmer Towns

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Can I set limits, then relax and allow this person to grow?Have I discussed his shortcomings in front of him?Can I help my fellow church members understand retardation and the need to extend socialacceptance to the mentally retarded?The teacher aide comes to the class for trainables as a helper, and not in a teacher role. Hisduties are the housekeeping chores which may be necessary during class, and be also sits with thechildren to strengthen discipline and to help them participate in each activity.
7What Teaching Methods ShouldBe Used?"A teaching procedure is a course of action followed for the purpose of helping a personachieve certain learning." 1 Since the purpose of teaching is to effect some change in futuresituations, 2 a teaching method is a good procedure only if it helps the person achieve the desiredgrowth and learning. In order to achieve this growth, a variety of methods must be employedwhen teaching the mentally retarded because no one method will be successful with all cases. Oneindividual learns by one method; another will succeed better with a different method. 3How does the teacher teach the trainable child? Marie Egg says, "As far as humanly possible,treat the retarded child like a normal child, but do not expect him to react like one." 4 One visitorstood aghast as the Sunday school teacher asked her retarded pupils, "Did you ever think whyJesus healed the blind man?" Of course the teacher realized that the students have probably notthought about it, but she treated them as healthy children, not expecting them to respond in thesame manner as normal children.The retarded child, unlike the healthy student, cannot recognize relationships or makeconnections; neither can he draw analogies. The teacher, therefore, cannot be content to useSunday school curriculum prepared for the normal child with his trainable students, for thematerial needs to be adapted to their needs and lesson plans must be made which will allow themto respond to the stimuli provided in the Sunday school. To teach them Christian concepts, onemust begin, as it were, at the beginning. Because the teacher needs to make sure that eachconcept is carefully preserved, practice is absolutely necessary. Repetition is essential and cantake various forms, such as games and role-play. Such play activity, properly used, helps the childpractice the knowledge he has gained and prepares him for new learning experiences.Coupled with the necessary longer learning period for mentally retarded pupils is theimperative need to individualize instruction and technique for them. Good planning must includemotivation for the learner and also repetition or drill. Experiences should be provided that arerelevant to the pupils' experience.Various techniques have proved successful in primary research with trainable students. Theteacher wishing to utilize these techniques for maximum pupil benefit should keep two factors inmind: (1) Stress the practical and tangible. 5 For example, a Bible study which includes a cultureand customs not understood by the retarded, or abstract symbols that are completely beyondthem, must be reduced to terms with which the pupils can identify. (2) Capitalize on individualmental and manual ability. 6 In other words, be sure to increase the motivations for a more ablestudent.STORYTELLING"Tell it again! Tell it again!" Trainable mentally retarded pupils love stories because they kindletheir meager imagination. They also influence their conduct, so much so that the teacher is able to
Page 2 and 3: CONTENTSCHAPTERIntroductionPart I F
Page 4 and 5: since three hundred mentally retard
Page 6 and 7: probably learn those things which p
Page 8 and 9: age forty, her chances of producing
Page 10 and 11: Professionals are fond of telling t
Page 12 and 13: An accurate definition of the "trai
Page 14 and 15: Teachers can use visual materials t
Page 16 and 17: 6. Positive reinforcement should be
Page 18 and 19: ealize just how desperately these c
Page 20 and 21: However, Ms teacher must deal with
Page 22 and 23: he can perform well. A single perfo
Page 24 and 25: pupils. Teachers must be careful to
Page 26 and 27: in teaching trainable mentally reta
Page 28 and 29: 9. The picture-and-question combina
Page 30 and 31: are able to conceptualize. The auth
Page 32 and 33: PART IISuccessful MinistryChapter 5
Page 34 and 35: their children's handicap." He ment
Page 36 and 37: has never been disciplined not to b
Page 38 and 39: BUILDINGS AND EQUIPMENTThe well-pla
Page 40 and 41: 6Who Shall Teach theMentally Retard
Page 42 and 43: Those in special education become a
Page 44 and 45: the media or method through which h
Page 46 and 47: The teacher divests his pupil of ye
Page 50 and 51: etter lead the person in learning e
Page 52 and 53: a way that His redeeming love is ev
Page 54 and 55: The retarded have a low level of co
Page 56 and 57: Most mentally retarded persons enjo
Page 58 and 59: 8How Shall the Family Be CounseledR
Page 60 and 61: place, attempting abortion, permiss
Page 62 and 63: school with a neighboring family, b
Page 64 and 65: Some will make an adequate adjustme
Page 66 and 67: church family "has been no problem
Page 68 and 69: criticize his every deed. Randy is
Page 70 and 71: If there is any starting point with
Page 72 and 73: Appendix OneHistorical Survey of Me
Page 74 and 75: 8. Children love repetition.9. Chil
Page 76 and 77: general intellectual functioning, (
Page 78 and 79: SOURCE: J. V. Hottel, The Tennessee
Page 80 and 81: 8. Ibid., p. 56.9. Ibid., p. 57.10.
Page 82 and 83: 17. Ibid., pp. 18-22.18. Louis Rose
Page 84 and 85: 24. Ovid. Decroly, La Classificatio
Page 86 and 87: Cruiksbank, William M. et al. A Tea
Page 88 and 89: Koenig, Frances. "Implications in t
Page 90: UNESCO. Organization of Special Edu

Successful Ministry to the Retarded[ETowns] - Elmer Towns

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