scholarly journals Verpleegster wat dink jy van die Doman-program

Curationis ◽  
1984 ◽  
Vol 7 (2) ◽  
Author(s):  
L.R. Uys
Keyword(s):  
Mentally Retarded ◽  
Individual Child ◽  
Neurological Development ◽  
Extensive Evaluation ◽  
Professional Opinion ◽  
Mentally Retarded Children ◽  
The Individual ◽  
At Home

Anyone working with mentally retarded children and their parents is regularly asked to voice an opinion on the Doman-program and every nurse should know enough about this to give such a professional opinion. The program is one of extremely intensive sensory and motor stimulation, based on an extensive evaluation of the individual child and provided by parents at home according to a very strict schedule. The program has met with much criticism including that the neurological development profile on which the originators base their program is unscientific, that the program may be harmful, that it is too rigid and demanding and that there is a lack of documentation to prove success. There are however positive aspects including the results which have been obtained, the direction it gives parents and the thorough evaluation of each child.

Rehabilitation and Special Education: Measuring Outcomes in Mentally Retarded Children in India

1995 ◽  
Vol 58 (3) ◽  
pp. 107-110 ◽  
Author(s):  
Pip Sutcliffe
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Kind Permission ◽  
Measuring Outcomes ◽  
Mentally Retarded Children ◽  
The Individual ◽  
Individual Education ◽  
Recording Change ◽  
Over Time

A method of measuring and recording change in scored performance (the outcome) is described, based on the Individual Education Programmes of mentally retarded children over time. This method is being piloted at the Tropical Health Foundation of India with children whose handicaps are in the mild to severe categories. (The pilot excludes children with profound handicap.) This article is adapted from a paper published in ACTIONAID Disability News 1995, Volume 6, Number 1, by kind permission of ACTIONAID, Bangalore, India.

scholarly journals Implementasi Metode Topsis Dalam Penentuan Kelas Siswa Tunagrahita

2019 ◽  
Vol 1 ◽  
pp. 191
Author(s):  
Ommi Alfina ◽  
Fitriana Harahap
Keyword(s):  
Special Needs ◽  
Mentally Retarded ◽  
Equal Opportunities ◽  
Topsis Method ◽  
Special Services ◽  
Intellectual Function ◽  
Mentally Retarded Children ◽  
The Individual ◽  
The Right

Children with special needs are children born with special needs that are different from humans in general so they need special services. Someone with intellectual barriers has been ensured that he is a person with mental retardation. In general, mentally retarded children are children who have deficiencies in terms of intellectual function in real terms and together with that it also has an impact on deficiencies in terms of adaptive behavior. Children have the right and opportunity to develop according to their potential, especially in the field of education. "Children who have physical or mental disabilities are given equal opportunities and accessibility to get an ordinary / extraordinary education." Handling the learning of mentally retarded children depends on the difficulties experienced by each individual. The role of the teacher in handling this is very important. Teachers as mentors in class need to view mentally retarded students with varying conditions about their potential or abilities individually. This study aims to apply the TOPSIS method in determining the class of mentally retarded students. The Topsis method is able to provide the best alternative with assessment criteria so that the results to be achieved will immediately be able to determine the class according to the individual abilities of mentally retarded students.

The Mentally Retarded Child at Home

PEDIATRICS ◽  
1959 ◽  
Vol 24 (1) ◽  
pp. 105-105
Author(s):  
ROBERT B. KUGEL
Keyword(s):  
Child Care ◽  
Child Development ◽  
Home Care ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Handicapped Children ◽  
Complex Problems ◽  
Wide Experience ◽  
Mentally Retarded Children ◽  
At Home

Mrs. Dittman skillfully utilizes her wide experience as a specialist in child development to bring together in this small booklet information which doubtless will be of inestimable value to parents as they attempt to cope with the varied and complex problems of day-to-day-living which their mentally retarded children present. It is written in a style suited for a wide variety of people and stands as an excellent companion-piece with other Children's Bureau publications pertaining to child care. Nowhere in the booklet is there any maudlin sentimentality or crass indifference, so often seen material written about handicapped children. Quite the contrary, the style is one of sympathetic understanding where every effort has been made to present the problem of home care in an honest, forthright manner.

Mentally Retarded Children: What Parents and Others Should Know, by Harriet E. Blodgett, Minneapolis: University of Minnesota Press, 1971, 165 pp., $5.95

PEDIATRICS ◽  
1972 ◽  
Vol 50 (1) ◽  
pp. 176-177
Author(s):  
Bruce Cushna
Keyword(s):  
Mentally Retarded ◽  
Years Of Experience ◽  
University Of Minnesota ◽  
Mentally Retarded Children ◽  
At Home

When a worker has toiled long and devotedly with a field, due credit should be given professional contributions. Dr. Blodgett's years of experience with families of retarded children are reflected in some very sound advice to parents of retarded children: "Parents and educators alike must create and maintain at home and at school an atmosphere of appreciation for effort and progress on the part of the child [p. 43] . . . it is most important to define success in relation to each child's own ability and what can realistically be expected of him [p. 43].

Validity and Reliability of the Red-Green AO H-R-R Pseudoisochromatic Plates with Mentally Retarded Children

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1071-1074 ◽  
Author(s):  
John A. Salvia ◽  
James E. Ysseldyke
Keyword(s):  
Internal Consistency ◽  
Reliability And Validity ◽  
Mentally Retarded ◽  
Validity And Reliability ◽  
High Internal Consistency ◽  
Mentally Retarded Children ◽  
The Stability ◽  
The Individual

69 institutionalized mentally retarded children were examined to determine the reliability and validity of the 14 red-green plates of the H-R-R pseudoisochromatic plates. The stability of the raw score and diagnosis, and the internal consistency were evaluated in addition to the validity of the diagnosis and the validity of the individual plates. The results indicated high internal consistency but low stability and validity. Use of the H-R-R plates with mentally retarded children is not recommended.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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