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Document Description
TitleThe implementation of a programme for attainment of personal-social outcomes in classes for the educable mentally retarded
AuthorFrost, Paula
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 1973. Education
Paginationviii, 81 leaves : ill.
SubjectChildren with mental disabilities--Education--Newfoundland and Labrador; Slow learning children--Newfoundland and Labrador
Degree GrantorMemorial University of Newfoundland. Faculty of Education
Spatial CoverageCanada--Newfoundland and Labrador
NotesBibliography: leaves 62-64.
AbstractThis thesis reports investigation into the effectiveness of a classroom programme designed to assist emotional and social development in educable mentally retarded students. - This study used three special education classes located in three schools under the jurisdiction of the Avalon Consolidated School Board in St. John's. The classes used were at the elementary level with children ranging in age from seven to eleven. There were a total of twenty-eight children involved. One class was randomly assigned to be the experimental group A. A second class was control group B while the remaining class became control group C. - An analysis of social-emotional needs was conducted in each group. From this analysis, goals were set for each child. In the experimental group and control group B, the teacher was involved in both the needs analysis and goal setting. The teacher was not involved in control group C. - Under the guidance of the investigator, the teacher of the experimental group initiated a five week programme to achieve the goals which were set for each child. The teachers of the other groups did not receive any assistance. At the end of the period, goal attainment was assessed for each child. -- Social and emotional changes were found to have occurred in each class. The class receiving the experimental treatment showed the highest level of goal attainment, while the control classes showed progress but to a lesser extent. Interesting differences were noted between the control classes which may be accounted for by differences in the treatment, differences in teachers, and circumstances under which the study was conducted. -- The findings of this investigation indicate that educable mentally retarded students can be aided in their emotional and social development by programmes conducted in the classroom by the teacher, particularly if the teacher is assisted by a knowledgeable person in establishing and implementing the programmes. It is felt that such an effort would be a worthwhile investment of time and energy.
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier76005810
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(20.29 MB) --
CONTENTdm file name77726.cpd