Kapitel in diesem Buch

1. Frontmatter i
2. CONTENTS xiii
3. A. SPECIAL-TRAINING FACILITIES FOR THE MENTALLY RETARDED CHILD IN THE PUBLIC SCHOOLS 2
4. B. THE CRITERION FOR MENTAL SUBNORMALITY AND SOME RELATED PROBLEMS 5
5. C. THE PURPOSE AND NATURE OF THIS INVESTIGATION 12
6. A. SOME OBJECTIVES FOR SPECIAL-SCHOOL TRAINING IN THE PUBLIC SCHOOL SYSTEM 16
7. B . CONDITIONS ON WHICH THE EFFICIENCY OF INSTRUCTION FOR THE MENTALLY DEFICIENT DEPENDS 23
8. A. SENSE TRAINING 39
9. A. SENSE TRAINING 39
10. B. MANUAL TRAINING 51
11. C. PHYSICAL TRAINING 58
12. D. OCCUPATIONAL TRAINING 65
13. E. ACADEMIC TRAINING 72
14. F. Summary and Conclusions of Chapters III and IV 101
15. A. THE NATURE OF THE OBJECT LESSON 108
16. B. THE TEACHING OF THE OBJECT LESSON 109
17. C. THE OBJECT-LESSON PROGRAM 116
18. D. SUMMARY AND CONCLUSIONS 136
19. A. THE SOCIAL AND ECONOMIC POSSIBILITIES OF THE FEEBLE-MINDED 138
20. B. AFTER-CARE OF DISCHARGED PATIENTS 139
21. C. ANALYSIS OF REPORT ON SUPERVISION OF TRAINED MALE DEFECTIVES 146
22. D. A STUDY OF THE SOCIAL, OCCUPATIONAL, AND ECONOMIC EFFICIENCY OF THE FEEBLE-MINDED 150
23. A. QUALIFICATIONS OF THE SPECIAL-SCHOOL TEACHER 162
24. B. THE MAJOR SUBJECTS IN THE TRAINING PROGRAM o r THE SPECIAL-SCHOOL TEACHER 165
25. C. SUMMARY AND CONCLUSIONS 171
26. A. THE MENTAL DEFECTIVE AND THE PUBLIC SCHOOL 173
27. B. PROPOSED PROGRAM FOR THE SALVAGING OF THE MENTALLY DEFECTIVE CHILD 174
28. C. THE EARLY RECOGNITION OF EVERY FEEBLE-MINDED CHILD IN THE COMMUNITY AND IN THE PUBLIC SCHOOLS 175
29. D. THE ORGANIZATION AND ADMINISTRATION OF SPECIAL SCHOOLS AS INTEGRAL PARTS o r THE PUBLIC SCHOOL SYSTEM 177
30. E. SUMMARY AND GENERAL CONCLUSION 193
31. APPENDICES 195
32. PREFACE ix
33. INTRODUCTORY NOTE vii