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RATING SCALE (USED BY THE DETROIT PUBLIC SCHOOLS) Personality: Read the definitions for each trait, use the descriptive phrases below the line as a guide, and then place an "X" any place on the line which best pictures the pupil in that trait. 1. SOCIABILITY--How well does this pupil get along with the other children in the
room? Is he well liked or generally disliked by the others? To what extent does he possess those qualities which attract others to him?
Vot well liked
Neither over friendly Friendly Hostile
Pleasant 2. PARTICIPATION IN CLASS ACTIVITIES—To what extent does this pupil join
into the activities of the class? Does he participate whole-heartedly and actively or is he more inclined to withdraw from the activity?
Dislikes participating Fair degree of participation Enters into activities
whole-heartedly 3. CONSIDERATION FOR OTHERS—How much regard has the pupil for other child
ren's feelings, belongings and rights? Does he tease children? Does he frequently attempt to hurt them? Does he take their belongings? Or is he generally kind toward the others, and does he show respect for their property?
Frequently teases and Fairly considerate
Considerate and kindly hurts others
Neither kind nor cruel Does not destroy property Destroys property 4. TENACITY OF PURPOSE (stick-to-it-iveness)—Does the pupil generally persist
in his task until it is completed, or is he likely to give up after a short time? Is he likely to continue until finished regardless of the difficulties, or does he generally become discouraged easily and fail to complete the assignment?
Generally fails to finish Completes task if not too Generally completes task
job-Easily discouraged difficult nor too long Overcomes difficulties 5. TRUSTWORTHINESS-Consider the extent to which this pupil is truthful, honest,
and honorable. Can you generally rely on his work, or does he frequently tell falsehoods? Can you place confidence in him, or is he likely to steal or destroy property if not watched closely?
Generally tells the truth truthful, and honest Dishonest 6. REACTION TO AUTHORITY—How does the pupil react when told to do something
by the teacher? Does he obey willingly and pleasantly, or is he likely to be resentful or even protest violently?
Obeys with fair degree Complies readily and resentfully to authority of willingness
willingly to authority Additional Information :(Make additional statements which will round out the above personality analysis and more completely describe the pupil.)
Understanding the Child, 18: 114-117, October 1949.
ment of the Mentally Retarded. American Journal of Mental Deficiency, 55:
407-413, January 1951. Jacob, WALTER. Mental Retardation: The Educators' Quandary. Training School
Bulletin, 48: 59-67, June 1951. JOHNSTONE, E. L. What Shall We Do with the Mentally Deficient? Mental Hygiene,
30: 296–302, April 1946. KIRK, SAMUEL A. and Johnson, G. ORVILLE, Educating the Retarded Child. Boston,
Houghton Mifflin Co., 1951. 434 p. NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. 49th Yearbook, Part II, The
Education of Exceptional Children. Chicago, the Society, 1950. 350 p. OFFICE OF EDUCATION, FEDERAL SECURITY AGENCY. Statistics of Special Schools and
Classes for Exceptional Children, 1947–48 (Biennial Survey of Education in the United States, 1946-48). Washington, U. S. Government Printing Office,
1950. 82 p. Sloan, WILLIAM. Mental Deficiency, A Challenge to Education. Peabody Journal of
Education, 25: 167–74, January 1948. WAKE, ORVILLE W. The Education of Slow Learning Children. Training School
Bulletin, 45: 41-51, May 1948. YEPSON, Lloyd N. Subnormal Minds Are Abler Than You Think. Journal of
Rehabilitation, 15: 8-12, April 1949.
DIAGNOSIS AND INTERPRETATION
Educational Research, 40: 569-73, April 1947.
of Mental Deficiency, 56: 48-51, July 1951. HOLLINGSHEAD, MERRILL T. Patterns of Social Competence in Older Mental Re
tardates. American Journal of Mental Deficiency, 56: 603-608, January 1952. JOLLES, ISAAC. The Importance of Psychological Diagnosis in the Illinois Program
for the Educable Mentally Handicapped. American Journal of Mental Deficiency,
54: 512-515, April 1950. RAIN, MARGARET E. Development of Social Maturity in Familial and Non-Familial
Mentally Deficient Children. Training School Bulletin, 48: 177-185, January
1952. SARASON, SEYMOUR B. Psychological Problems in Mental Deficiency. New York,
Harper and Bros., 1949.
CURRICULUM AND INSTRUCTION
Community Pupils in an Institution for the Mentally Retarded. American
HEGGE, THORLEIF. Some Problems and Methods in the Education of Mentally
Retarded Children. American Journal of Mental Deficiency, 51: 660-665, April
1947. HIOFEMEISTER, NORMAN R. Development of a Curriculum for the Trainable Child.
American Journal of Mental Deficiency, 55: 495-501, April 1951. KahnLESSING A. An Approach to Character Development for the Mentally
Deficient. Training School Bulletin, 46: 36–47, May-June 1949. KRUSE, VERA G. One Day's Program in March: Core I (Low IQ Class). Occupa
tional Education, 8: 136-137, March 1951. MARTENS, Elise H. Curriculum Adjustments for the Mentally Retarded. Washington,
1. S. Government Printing Office, 1950. (Office of Education, Federal Security
Agency, Bulletin 1950, No. 2.) 100 p. MENZEL, MARIELLA. Methods and Techniques Used in Occupational Therapy
Treatment for the Imbecile. American Journal of Mental Deficiency, 51: 286-295,
October 1946. NAMENY, GRACE WESTBERG. Inaugurating a Music Education Program for Mentally
Retarded. Journal of Exceptional Children, 15: 134-138, 160, February 1949. O'BRYAN, ALICE E. Plan for Core 1--Low IQ Class. Occupational Education,
8: 77-81, January 1951. ROEWER, WILLIAM E. A Program for the Trainable Mentally Deficient Child.
American Journal of Mental Deficiency, 56: 551-559, January 1952. SCHECK, Rose E. The Use of Experience Units in Teaching Mentally Deficient
Boys. American Journal of Mental Deficiency, 45: 97-103, July 1940. SCHLOTTER, BERTHA. The Education of the Institutionalized Mental Defective by
Veans of a Social Program. American Journal of Mental Deficiency, 51: 264-270,
October 1946. SCHORSCH, O. S. F., Sister M. JOSEPHA. Music Therapy for the Handicapped Child.
Education, 70: 434-439, March 1950. Sense Training for Low-Grade Children (Excerpts from the writings of Dr. Walter
E. Fernald). Training School Bulletin, 41: 138–143, November 1944. SMITH, REED M. The Training of Mentally Deficients in the Classroom. Training
School Bulletin, 41: 157-160, December 1944. WINDHAM, JOSEPHINE. One Year with a Special Education Class. Education,
70: 420-422, March 1950.
RECREATION AND SOCIAL DEVELOPMENT
American Journal of Mental Deficiency, 51: 301-305, October 1946.
American Journal of Mental Deficiency, 50: 529,532, April 1946. PORTER, ROBERT M. Mentally Deficient Boys Go Camping. American Journal of
Mental Deficiency, 51: 748–754, April 1947. TOFTE, Donald F. Initiating and Developing a Recreational Program for Institu
tional Mental Defectives. American Journal of Mental Deficiency, 55: 341-344,
January 1951. WESTWALL, ARTHUR E. Recreational Education and Social Integration in an Institu
tion for the Mentally Deficient. American Journal of Mental Deficiency, 50: 524-528, April 1946.
USING COMMUNITY RESOURCES
48: 131-139, November 1951. Di MICHAEL, SALVATORE, ed. Vocational Rehabilitation of the Mentally Retarded.
Washington, U. S. Government Printing Office, 1950. (Office of Vocational Rehabilitation Service Series 123). 184 p.
HENDERSON, LETTISHA. Recent Trends in Functioning Programs for the Mentally
Deficient. American Journal of Mental Deficiency, 50: 478-484, January 1946. MCINTOSH, W.J. Follow-Up Study of One Thousand Non-Academic Boys. Journal
of Exceptional Children, 15: 166-170, 191, March 1949. RICHMOND, NAOMI S. Vocational Training in Sheltered Workshops. American
Journal of Mental Deficiency, 56: 344-348, October 1951. Sarason, SEYMOUR B. Aspects of a Community Program for the Retarded Child.
Training School Bulletin, 48: 201–207, February 1952. STEVENS, G. D. Utilizing Community Resources in Education of Mentally Handi
capped Children. The National Elementary Principal, 27: 25-28, April 1948. TIZARD, J., and O'CONNOR, N. The Employability of High-Grade Mental Defectives.
American Journal of Mental Deficiency, 54: 563-576, April 1950.
Training School Bulletin, 48: 19–27, April 1951.
PARENT PARTICIPATION AND GUIDANCE
the Class for Mentally Retarded. Journal of Exceptional Children, 12: 108-112,
121, January 1946. GRIBBER, ANNE MARIE. Parental Attitudes toward Mentally Retarded Children.
American Journal of Mental Deficiency, 56: 475–183, January 1952. LAYCOCK, S. R. Helping Parents To Accept Their Children. Journal of Exceptional
Children, 18: 129-132, 160, February 1952. Marino, LEE J., Organizing Parents of Mentally Retarded Children for Participa
tion in the Mental Health Program. Mental Hygiene, 35: 14-18, January 1951. Mid-Century White House Conference on Children and Youth. A Healthy Per
sonality for Every Child. A Digest of the Fact-Finding Report. SAMPSON, Alan H. Parents Are on the Move. The Development of the National
Association of Parents and Friends of Mentally Retarded Children. Training
School Bulletin, 48: 120-122, October 1951. SCHUMACHER, HENRY C. A Program for Dealing with Mental Deficiency in Children
up to Six Years of Age. American Journal of Mental Deficiency, 51: 52-56,
July 1946. SHEIMO, S. L. Problems in Helping Parents of Mentally Defective and Handicapped
Children. American Journal of Mental Deficiency, 56: 42–47, July 1951. STERN, EDITH M. The Handicapped Child, a Guide for Parents. New York, A. A.
Wyn, Inc., 1950. 177 p. STERN, EDITH M. Problems of Organizing Parents' Groups. American Journal of
Mental Deficiency, 56: 11-17, July 1951. TEACH ME. St. Paul, Minn., Mental Health Unit, Division of Public Institutions,
Department of Social Security, 1945. 31 p. TESKA, PERRY T. Some Problems in the Adjustment of the Mentally Handicapped.
Journal of Consulting Psychology, 11: 276-280, October 1947.
AU, S. GOVERNMENT PRINTING OFFICE: 1952-208588