scholarly journals The Effectiveness of Scaffolding Method to Increase Daily Prayer Ability of Mentally Retarded Student in Muhammadiyah Extraordinary High School

2018 ◽  
Author(s):  
Retno Sugiarti ◽  
Elvera Rosana Ekowati ◽  
Binti Saniatul Munawaroh ◽  
Juharyanto
Keyword(s):  
High School ◽  
Mentally Retarded ◽  
Daily Prayer

Interaction Between Handicapped and Nonhandicapped Teenagers as a Function of Situational Goal Structuring: Implications for Mainstreaming

1979 ◽  
Vol 16 (2) ◽  
pp. 161-167 ◽  
Author(s):  
Roger Johnson ◽  
John Rynders ◽  
David W. Johnson ◽  
Bernie Schmidt ◽  
Sajjad Haider
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Mentally Retarded ◽  
Junior High School Students ◽  
Interpersonal Interaction ◽  
Positive Interactions ◽  
School Students ◽  
Goal Structures ◽  
Laissez Faire

The effects of cooperative, individualistic, and laissez faire goal structures were compared on interpersonal interaction and attraction between nonhandicapped junior high school students and high trainable mentally retarded peers participating in six weekly sessions of a bowling class. The results indicate that considerably more positive interactions took place between the nonhandicapped and the handicapped students in the cooperative condition than in the individualistic or laissez faire conditions.

Is off Campus Work Placement Necessary for All Educable Mentally Retarded?

1968 ◽  
Vol 35 (4) ◽  
pp. 323-326 ◽  
Author(s):  
Clifford E. Howe
Keyword(s):  
High School ◽  
Work Experience ◽  
School Setting ◽  
Mentally Retarded ◽  
The Other ◽  
School Program ◽  
Work Placement ◽  
Educable Mentally Retarded ◽  
Intensive Work ◽  
High School Program

A comparison was made of the postschool adjustment of two comparable groups of educable retarded persons; one group had off campus work experience and the other had a program limited to the school setting including on campus work experience. The results of the study indicated that those without off campus work experience were achieving as well as those who had been placed in work situations in the community as part of their high school program. The majority of both groups were making an adequate adjustment. It is suggested that on campus work experience may be adequate for the majority of the educable mentally retarded. The multiply handicapped and those who test in the lower IQ range of the educable retarded may be the ones who most need more intensive work experience.

The Development and Field Testing of an Instructional Module Designed to Enhance the Self-Concept of Educable Mentally Retarded Students

1981 ◽  
Vol 4 (3) ◽  
pp. 50-56 ◽  
Author(s):  
C. Thomas Musgrave ◽  
Marvin Fifield
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Field Testing ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Instructional Module ◽  
Educable Mentally Retarded

An instructional module was developed and field tested to provide teachers of EMR students with an awareness of the importance of self-concept, and to provide methods and activities designed to help teachers enhance the self-concept of their students. The instructional module was field tested using two intact groups. The subjects were two teachers and their junior high school EMR students. The teachers were trained in the use of the instructional module and then used the methods and activities as outlined in the module with their students. Based on the scores of pretests and posttests of self-concept, the students viewed their own behavior more positively. Implications are discussed with recommendations.

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