CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A SELF-CONCEPT ENHANCEMENT HANDBOOK
FOR LEARNING DISABLED CHILDREN
A project submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Education, Educational Psychology,
Guidance and Counseling
by
Marjorie Warren
Ivlay, 19 8 3
The Project of Marjorie Warren is approved:
Bruce Kyle
Luis Rubalacava
California State University, Northridge
ii
DEDICATION
To my husband, Richard.
whose understanding and support meant so much to me.
To my daughter, Beth-Ann.
whose love inspired me to undertake this project.
And to my Aunt Jane . . . . .
whose help and advice are very much appreciated.
iii
ACKNOWLEDGMENT
I would like to express my appreciation for the advice
and support given to me by Dr. Bernard Nisenholz, my
committee chairman.
In addition, I would like to thank
the other members of my thesis committee, both Dr. Luis
Rubalcava and Dr. Bruce Kyle, for their help and
assistance.
I would also like to thank my typist,
Rebekah Berger, for her typing and continual support.
iv
TABLE OF CONTENTS
DEDICATION .
.
. . . iii
ACKNOWLEDGMENT .
ABSTRACT.
iv
. . . . . . . . . . . . . . . . . .
vii
CHAPTER
I.
INTRODUCTION
.
.1
Statement of the Issue
.1
Purpose of the Study .
• • •
Definition of Important Terms
• 3
Delimitations
. 4
Outline of Remainder of Project .
II.
•3
.
.
. 5
REVIEW OF THE LITERATURE
• •6
Introduction
• •6
Self-Concept in Relation to
Success in School . • .
•
•
•
•
• 7
Self-Concept in Relation to
Learning Disabilities .
.
.
.
.
. 9
Studies that Include Activities
to Improve the Self-Concept of
the Learning Disabled Child • . . • . 11
Trends in Affective Education.
.
.18
Summary . .
. 21
Definitions of Important Terms.
. 21
v
III.
A SELF CONCEPT ENHANCEMENT HANDBOOK
FOR LEARNING DISABLED CHILDREN • . . . . . . 23
Table of Contents • . . . . . . . . . . . . • 24
Chapter
1.
Introduction . • . . . . • . . • • . . 25
2.
Definition of Terms
3.
Self-Concept Skills Continuum .
. 29
4.
Activities and Worksheets
. 31
5.
Strategies Necessary for
Making the Program Work •.......•..•.. 214
REFERENCES
230
WORKSHEET SOURCES
233
• • 28
APPENDICES
A
B
Criteria for Recognizing a Learning
Disabled Child . . . • . . . . . . .
236
Teacher's Inventory and Checklist . . • . 239
vi
ABSTRACT
A SELF-CONCEPT
ENHANCE~lliNT
HANDBOOK
FOR LEARNING DISABLED CHILDREN
by
Marjorie Warren
Master of Arts in Education, Educational
Psychology, Counseling and Guidance
This project assembles a self-concept skills
handbook for Learning Disabled children.
It contains
lesson activities and worksheets, techniques for making
the program work and a Self-Concept skills continuum.
The handbook can be used as a preventative program or
as an intervention program to help reduce difficulties
in learning and adjustment at home and in school.
This
project provides a way of ascertaining those children
who have a low self-concept as well as identifying the
areas that make up one's self-concept.
vii
The review of the literature indicates that selfconcept is positively related to academic success and
that certain activities, when employed, will enhance the
learning disabled child's self-concept.
The self-concept enhancement program presented in
this handbook is a compilation of activities and worksheets designed to help the child with seven different
areas of self-concept.
The first area entitled, "The
Language of Self and Feelings," gives the child an opportunity to appreciate his individuality and understand
and express his feelings.
After the child is able to
succeed in this area, he is ready to explore the
activities in the "Personal Interest" section in order to
identify famliar areas of interest as well as discover
new areas of interest.
The child is then given the op-
portunity to express feelings about his everyday environment in the section entitled, "Feelings About the
Environment."
The next area entitled "Body Image," is
an important are in that many researchers have identified
this area as a prime source of difficulty for learning
disabled children.
Next, the child is ready for the
activities in the section entitled "Relationships with
Others."
In this section, the child will be provided
viii
with activities that stress the :.importance of understanding and getting along with others.
The two final sections entitled "Personal Strengths"
and "Setting Goals" allow the child to identify his
strengths and to set goals accordingly.
The activities in this handbook are designed in a
hierarchy in that one area of self-concept should be
mastered before going on to the next area.
But since so
many of the behaviors overlap in the different sections,
parents and teachers are advised to use this handbook in
a way that is suitable for their own individual needs.
ix
.'
CHAPTER I
Introduction
Statement of the Issue
This project is a handbook of activities for enhancing the self-concept of Learning Disabled children.
The goals of the handbook are to facilitate self-concept
through a variety of games and creative learning
experiences.
This handbook conuains both the ideas and
strategies for enhancing self-concept as well as a
screening device to help screen out those children who
would benefit from such a program.
This handbook is based on the premise that selfconcept is considered to be an imporuant factor which
underlies human behavior.
Research indicates that
self-concept is positively related to academic -success.
Studies have found such a relationship to appear as
early as kindergarten (Ozehosky, 1967; Wattenburg and
Clifford, 1964), to continue through the elementary
school years (Cole, 1974; Simon & Simon, 1975), and to
1
2
persist at the secondary arid college level (Bailey, 1971).
Even in studies where the variable of intellectual ability
was controlled, the relationship has been found (e.g.,
Snyder, 1966).
Evidence has also been found to indicate that the
same positive relationship exists between self-concept
and the learning disabled child.
A study by Bynan
(1974) indicates a less than desirable adjustment to
school for such children.
Similarly, Larsen, Parker
and Jorgorian, Rosenthal (1973) found learning disabled
pupils to have poorer self-concepts than controls.
Based upon the research findings, it seems absolutely
necessary to develop activities which enhance the selfconcept of the Learning Disabled child.
Of course, many
self-concept enhancement programs have heen developed
over the years.
Some of the programs have been successful
for normal populationsr but many of them lack specific,
practical activities aimed at the learning disabled
child's special needs.
I decided to write this handbook for two
reasons~
First, I discovered as a Learning Handicap Specialist,
that learning disabled children have lower self-concepts
than the research indicates.
Second, there are very few
comprehensive programs aimed at enhancing the self-concept
3
of this very special population of children.
It was due
to the research findings and my own belief in the importance of having a compre.hensive effective program,
that I decided to write this handbook.
Purpose of the Study
It is the purpose of this handbook to develop
self-concept enhancement activities for learning disabled
children.
The handbook will include specific activities
designed for practical
use~
by teachers and parents.
Material from many sources was selected.
Activities will
include worksheets, games, art projects, unfinished
stories and several other creative learning experiences.
· There will also be a section devoted to those strategies
necessary for making this program work and a section
devoted to screening out those children who could most
benefit from participation in this program.
Definitions of Important Terms
Below are various terms and words I have used in
Chapter I and their definitions:
Handbook: A book for parents and teachers of Learning
Disabled children containing practical ideas and
activities for enhancement of the child's self-concept.
4
Learning Disability (LD): A difficulty in perception,
learning to read, write, do math, etc., not attributed
to impaired sight or hearing or to mental retardation.
A discrepancy between academic performance and intellectual functioning.
Learning: A change in neural function as a consequence
of experience.
Self-Concept: A person's view of himself, the person's
feeling about the way he views himself.
Learning Handicap Specialist: A person who is licensed
by the State of California to work with learning disabled children.
Delimitations
This handbook is intended for use by teachers,
counselors and parents working with elementary school
Learning Disabled children.
Some of the activities may
have to be modified for home use.
The handbook can be
used in any order, and those activities which seem most
appropriate should be the ones selected.
This handbook is intended for use as a supplement
to a sound academic program, individualized to the
learning disabled child's needs.
This handbook is not
designed to remediate specific academic problems but may
incidentally enhance academic skills because of its
content.
5
Outline of Remainder of Project
Chapter II is a review of the literature on studies
showing relationships between academic success and selfconcept, studies showing relationships between selfconcept and learning disabilities, and studies of
activities which have been used to enhance the
self-concept of the learning disabled child.
Chapter III is the actual handbook.
The following
is an outline of what will be included in the handbook.
1.
Introduction
A.
Necessity for implementing self-concept
activities.
B.
Discussion of self-concept.
C.
Background literature.
2.
Definition of terms
3.
A continuum of self-concept skills_
4.
Self-concept activities, including games, worksheets, art projects, unfinished stories, and
other creative learning experiences
5.
Strategies necessary for making the program work.
CHAPTER II
Review of the Literature
Introduction
There is a large body of literature written on the
relationship of self-concept and academic success.
In this review of the literature, the relationship
between self-concept and academic success will be discussed for normal populations of children as well as
learning disabled children.
The literature supports
the hypothesis that self-concept is positively related
to academic success for both populations.
Many findings show that certain activities taken
from the affective domain of learning will increase the
self-concept of the learning disabled child.
Other
findings state that the combination of affective and
cognitive activities are most important in enhancing
the self-concept.
There is also a body of literature
that maintains that perceptual motor activities are
6
7
most important in heightening the self-concept of this
special population of children.
The most pertinent findings of the more prominent
researchers will be discussed in this review of the
literature.
The areas to be covered include:
self-
concept in relation to success in school, self-concept
in relation to learning disabilities, activities studied
which appear to strengthen the self-concepts of learning
disabled children, and current affective programs now
in use.
Also to be included will be a summary and
definitions of the most important terms.
Self-Concept in Relation to
Success in School
By the time a. child reaches school age, his selfconcept is quite well formed.
There is considerable
evidence that a child's success in school is positively
related to his self-concept.
Wattenberg and Clifford (Canfield & Wells, 1976)
studied kindergarten youngsters to see if self-concept
was predictive of reading success
2~
years later.
The
results of their study indicate that children with poor
self-concepts did not learn to read or did not read as
well as children with good self-concepts.
'
I
8
In a study conducted by Purkey (1970) , it was found
that there was a persistent and significant relationship
between self-concept and academic achievement in each
grade leve 1.
Fits (Sheare,. 1972) asserts that self-concept is
related to many factors associate!d .with failure in school
and in motivation, and feels that the child's self-esteem
is in jeopardy when he suffers from school failures,
peer rejection or isolation.
In 1966, Caplin (Purkey, 1970) found that Black
children tended to have higher academic achievement when
they had a more positive self-concept.
In 1965, W.B. Brookover, M. La Pere, D.E. Hamacheck,
Thomas and E.D. Erickson
(Leviton & Karaly,
197~)
conducted a very extensive study of the .relationship
across grade levels.
They found that for their group
of normal learners, there was a relationship between
self-concept and academic achievement.
In 1965, Lamy (Purkey, 1970) did a study where he
investigated the relationships between children's perceptions of themselves and their future reading
achievement in first grade.
The results of the study
indicated that success in reading could be predicted
9
based upon the self-concepts of these very young children.
In sum, there appears to be empirical support for
the relationship between self-concept and academic
achievement for relatively normal learners.
The litera-
ture review that will follow will determine whether this
same relationship can be generalized to learning disabled
children as well.
Self-Concept in Relationship
to Learning Disabilities
There are many studies which indicate that academic
performance is related to self-concept among learning
disabled children (Larsen, Parker, Jorjorian & Rosenthal,
1973).
Generally speaking, LD children usually have
poorer self-concepts, are less accepted by their peers,
and are viewed more negatively by their teachers than
normal children.
In a recent study by Rebner (1978) , minimally braindamaged children in special classes had significantly
higher concepts than minimally brain-damaged students
in regular classes, but both groups of MBD st.udents
had significantly poorer concepts of their school
adequacy than normal controls.
The self-concept of learning disabled children may
10
vary according to their reference group.
It was found
by Smith (1979) . that when learning disabled children
are among groups of students where a greater ability
range is present, the LD child may have a poor selfconcept.
But when the LD student is grouped with
other students of similar abilities, the LD child's
self-concept is fairly robust.
Cullen, Boersma and
Chapman (1981) studied the characteristics of third
grade learning disabled children.
In this study, the
Developmental Test of Visual Motor Integration (VMI) ,
the Wide Range Achievement Test (WRAT)
1
and the
Student's Perception of Ability Scale
(SPAS) were
administered to 70 learning disabled and 73 normally
achieving third grade children.
The results of this
study indicate that the LD children had significantly
lower scores in the SPAS and WRAT than their controls.
Since the SPAS measures perceptions of academic ability
and the WRAT measures achievement in spelling, ·reading
and arithmetic, this study suggests that a relatively
low degree of
self~confidence
in one's ability may
contribute to lower levels of school achievement.
In another study done by Chapman and Frederic
(1979), changes in academic self-concept for 50
severely learning disabled students were measured by the
11
SPAS.
As expected 1 LD subjects
obtained lower SPAS
scores than controls 1 thus indicating that more negative perceptions of ability are associated with LD
children.
Joseph Sheare (1978) conducted a study to measure
the impact of resource programs upon the self-concept of
learning disabled children.
His subjects were 41 LD
children receiving resource room interventions and 41
non-learning disabled children from the regular class.
All subjects were given the Piers-Harris Children's
Concept Scale at the beginning and end of the school
year.
Results revealed that the LD children were
significantly lower in self-concept scores and peer
acceptance ratings at both testing occasions than were
non-learning disabled children.
Studies That Include Activities to Improve The
Self-Concept of the Learning Disabled Child
There have been several activities studied which
have been shown to have a positive effect on the selfconcept of LD children.
These activities follow the
basic tenets of Humanistic Education theory and the
principles of learning.
Charles (1980) found that when
teachers view student self-concept as an integral component of the teaching/learning process rather than as
a separate entity 1 self-concept is generally enhanced.
12
Other studies have shown how good perceptual motor programs enhance the LD child's self-concept (Cratty, 1969;
Kleseus, 1973; Purkey, 1970; Samuels, 1978; Yamamoto,
1972).
Many of the activities studied have been inconclusive or have not had a positive effect on the self
concept of these children.
Traditional methods such as
some type of special education placement have failed in
this area.
Jones (1972)
found that special education
assignments result in the stigmatization of the child
who already has a low self-concept to begin with.
McHenry (1977)
inve~tigated
the effectiveness of self-
contained special classrooms, resource rooms and regular
classrooms receiving outside help from a specialist and
found that all of these programs had little effect upon
the self-concept.
In fact, Stine (1979) found that
learning disabled school boys in mainstream classrooms
exhibited significantly greater gains in self-concept
than did boys in a special class.
Many studies where group counseling was used to
improve self-esteem found no correlation.
Weaver (1980)
studied a Group Involvement Program for parents of LD
children.
He found that although the parental attitudes
of acceptance of their LD children increased, the
13
children's self-esteem did not increase over the duration
of their parents' participation in the study.
Powell (1975) used counselor-directed role playing
in his counseling sessions with LD students.
He found
that this activity also failed to influence the selfconcepts of many of his subjects.
Although many studies have failed to report positive
results or appear to be inconclusive, there are many
others which do report favorable results.
Many of those
studies emphasize the importance of a sound cognitive
and affective program and the necessity for perceptual
motor activities with LD children who are perceptually
handicapped.
Humanistic Educational theory emphasizes the importance of incorporating feelings and emotions into the
educational process
(Simpson, 1976).
One such affective
program which has been successful in enhancing the
self-concept of the LD child is the "Magic Circle."
The "Magic Circle" emphasizes positive feedback, discussion of behavior and outcomes, and focuses on student
competence.
This program has been shown to have positive
effects on children's 1) personality development (Mestler,
1974); 2) self-concept (Doll, 1975; Masser & Evans, 1971);
3) reading readiness and achievement (Jackson, 1973);
14
and 4) peer acceptance (Halpen, Halpen & Hartley, 1972).
In another study by Feuquay (1979), the effects of
structured group counseling and parent counselingconsultation were studied using the "Magic Circle 11
approach.
Learning disabled elementary school children
participating in "Magic Circle" structure group counseling
and LD students whose parents participated in a
counselin~
consultation program were more self-confident than LD
students receiving no treatment.
There are other activities studied which have shown
that counseling may have beneficial results with learning
disabled children.
Ramage (197 9) studied the effects
of activity group counseling on the self-concept of
fourth and fifth grade LD students.
divided into three groups:
The subjects were
a counseling group, an arts
and crafts group, and a control group.
Although there
were no statistically significant differences favoring
the counseling group, counselors do seem to favor such
an activity as an effective modality for enhancing
self-concept.
In another study by Blohm (1978), group counseling
was studied with moderately mentally retarded and
learning disabled elementary school children.
of her study indicate that group counseling was
Results
15
effective in several aspects of self-concept with the
LD students, but was ineffective with the retarded
children.
There are other activities studied which show the
necessity of combining affective components with cognitive components in order to raise self-esteem.
Martin (1977) studied the effect of a reading counselor
on the self-concept of LD students.
Explained in the
study is an effective method of teaching with a
therapeutic approach based on the importance of the relationships between the teacher and the pupil.
This
relationship is necessary to change the pupil's reading
skills and increase his self-es.teem.
In 1972, Fountain Valley School District defined an
effective education·in terms of improvement in reading,
mathematics, student and teacher acceptance, and selfconcept.
Learning disabled students were provided with
individually prescribed programs based on daily assessment and prescription by a resource teacher.
Classroom
teachers attempted to help these students feel that they
were valuable class members.
When students were tested
at the end of 9 months, not only did they make 12 months
growth in reading and
math~.
but 86 of the LD students
improved significantly on measures of self-concept.
16
Another activity which incorporates components into
the academic program is "Peer Tutoring."
In a study by
Price and Dequine (1982), learning disabled students were
·trained to be tutors for non-English speaking students
in their school.
The authors report that low achieving
LD students made significant gains in the areas of selfesteem and were more interested in the learning process
after tutoring.
Learning disabled students involved in a
program like this encounter a reversal of roles, allowing
healthy experiences with peers.
These experiences help
these LD students gain the status necessary to enhance
their own learning.
Cole
(1980) found that when Visual Imagery is used in
a cognitive program for LD students, self-esteem is
enhanced.
In this study, elementary learning disabled
children were taught to visually imagine personal mastery
and to climb progressively difficult mountains.
The
subjects who were taught these skills not only seem to
have higher self-esteem, but were perceived by teachers
as being more willing to persevere on a task in the
classroom when it was difficult or demanded more than the
usual effort.
There have also been activities studied which indicate
the importance of learning theory or behaviorism in
17
building up the LD child's self-concept.
Generally
speaking, learning theory emphasizes the importance of
reinforcement to change behavior
(Hunt & Sullivan, 1974).
In a study by Warren {1977), it was found that when
positive reinforcement (in the form of tokens and praise)
was integrated into the academic curriculum for a group
of LD children, academic performance as well as selfconcept improved.
Sakker (1978) studied the effectiveness of a classroom behavior modification program on the self-concept
of LD students.
In this study, the behavior modification
group earned a reward {free time)
for academic achieve-
ment while another group was given relaxation
instruction to create a more receptive, alert mind.
Although self-concept was not affected in this study
for either group, behavior modifi6ation did seem to improve the status of children receiving low peer acceptance
initially.
The research also indicates a persistent and
significant. relationship between self-concept and adequate
perceptual motor skills (Cratty, 1969; Purkey, 1970;
Samuels, 1977; Yamamoto, 1972).
Cratty found that a
child begins to develop an image of what he is like by
experiencing his own body interacting directly with
the environment.
18
Children with learning problems usually have difficulty with body management, such as left/right
discrimination and judging where they are in space.
Cratty (1969) believes that these children have poor
self-concepts and need help in developing their coordination skills so that they develop feelings of
adequacy.
Lamport (1975) studied the effects of a specific
perceptual motor physical education program on the
self-concepts of children with learning disabilities.
He found that the LD boys receiving perceptual motor
training experienced significant improvement in selfconcept.
For the girls, manual dexterity was
significantly related to self-concept.
Trends in Affective Education
Although there are many different kinds of affective
education programs, all of these programs are derived
from humanistic theories of education.
The humanistic
theorists conclude that people can become aware of and
control the forces affecting them, can make choices and
can grow toward becoming fully functioning (Rogers) ,
self-actualized (Maslow), integrated (Perls) people.
Affective education, which has grown out of humanistic
19
psychology, is a positive approach which attempts to help
students learn about themselves, develop self-esteem and
learn what it is they want out of life.
Some of the
most popular affective approaches now being used are:
11 The Human Development Program, 11 "Values Clarification, 11
"Schools Without Fail1.h.re, 11 11 Transactional Analysis, 11
11 Teacher Effectiveness Training," and :'confluent Education.11
These approaches will be discussed in more
detail in the next few paragraphs.
The "Human Development 11 approach utilizes the circle
discussion or the 11 Magic Circle" to help children
develop self-confidence by becoming aware of their
feelings, thoughts and behaviors.
This is a packaged
program that explains why certain things are done in the
circle, and gives daily lesson guides and rating scales
for evaluating the program.
There is also an intense
workshop for teachers designed to teach them to conduct
the "Magic Circle."
The 11 Values Clarification 11 approach is based on the
value theory presented in the book, Values and Teaching,
by Simon, Harmen and Roths.
The basic idea of this
approach is that most of us are unclear about our values.
Through the clarification process, people become more
responsible, self-confident and more independent. 11 Values
20
Clarification"(Simon, Howe, & Kerschenbaum) offers a lot
of techniques for building a positive self-concept.
The "Schools Without Failure" approach grew o_ut of
the writing of William Glasser.
This approach gets
teachers personally involved with students, teaches
things that are relevant, and promotes independent
thinking.
The goals of this approach are to promote
positive self-concept and to improve social development
in children.
"Transactional Analysis" teaches children the popular
concepts of "I'm OK--You're OK" which were devloped by
T.A. Harris.
children.
There are two books written especially for
One of the books is called T.A. for Kids,and
the other is T.A. for Tots, both written by Alvyn M.
Freed.
"Teacher Effectiveness Training" is based on the
ideas contained in Thomas Gordon's book, Parent Effectiveness Training.
The book teaches teachers and
parents the skills necessary for fostering positive
communication.
The "Confluent Education" approach is based on George
Brown's book, Human Teaching for Human Learning.
The
theory emphasizes the importance of mind and body working
21
together in order for learning to be more effective.
Summary
In conclusion, the research seems to support several
hypotheses.
First, there is a positive relationship
between self-concept and academic achievement.
Second,
learning disabled students have a lower self-concept
than non-learning disabled students.
Third, there are
many affective programs which do seem to strengthen
the self-concepts of these students.
The aforementioned research seems to point to the
fact that there is a need for a good affective education '
program in order to enhance self-concept and academic
achievement.
The program should include the use of:
a) Principles of Humanistic Education Theory
b) Techniques of learning theory (i.e., behavior
modification)
c) Perceptual motor activities for students who
are perceptually handicapped.
Self-concept activities should be thought of as part
of a basic academic curriculum where each child has the
opportunity to develop his or her highest potential.
Definition of Important Terms
Affective Education: An education which places importance
on the learner's values, feelings, attitudes and
perceptions.
22
Behavior Modification: A technique which uses positive
and negative reinforcers in order to control behavior.
Cognition:
Intellectual activities as distinguished from
feeling or willing.
Developmental Test of Visual Motor Integration (VMI) :
An
aged-normed test which measures the ability to relate
visual stimuli to motor responses in an appropriate way.
Dyslexia:
Impairment in the ability to read; generally
believed to be the results of cerebral lesions.
Humanistic Education Theory: A theory that necessitates
the integration of feeltngs, emotions and values of
learning into the academic curriculum.
Learning Theory (Behaviorism):
Theory that emphasizes
the use of reinforcement to change behavior.
Minimally Brain Damaged (MBD): A word used to characterize the brain injured child; includes hyperactivity,
distractibility and impulsivity.
Piers Harris Children's Concept Scale: (Piers & Harris,
1964)
A self-concept measure which consists of 80
self-reference statements.
Perception:
The meaning the brain gives to sensory input.
An immediate or intuitive judgement involving subtle
discrimination.
Perceptual Motor Skills: Those skills which emphasize the
ability to combine discrete stimuli into a meaningful
whole, on a cognitive basis.
Students Perception of Ability Scale (SPAS):
A scale
which measures a student's perception of academic ability.
Wide Range Achievement Test (WRAT) :
Grade-normed test
which measures achievement in spelling, reading and
arithmetic.
CHAPTER III
SELF-CONCEPT ENHANCEMENT ACTIVITIES
A SELF-CONCEPT ENHANCEMENT
HANDBOOK FOR LEARNING
DISABLED CHILDREN
23
. w
24
TABLE OF CONTENTS
CHAPTER
PAGE
1.
Introduction .
2.
Definitions • . . . . . . . . . . . . . . 28
3.
The Self-Concept Skills
Continuum . . . . . . • . • .
4.
.
.
.
.
.
• .
.
.
.
.
.
.
.
•
.
25
. 29
Self-Concept Enhancement
Activities • . . . . . . . . . . . . . . . 31
I.
II.
III.
IV.
v.
5.
. .
The Language of Self
and of Feelings . . .
.
.
• . • .
• 32
Personal Interests . . . . . . . . . 63
Feelings About the
Env ironrnen t . . . .
.
.
.
. .
Body Image .
. 85
96
Relationship with Others .
. 116
VI.
Personal Strengths . .
161
VII.
Setting Goals . . . .
186
Strategies Necessary for Making
the Program Work . .
. • . .
.
.
. . 214
25
CHAPTER 1
INTRODUCTION
The self-concept of the Learning Disabled child is
usually low since this child has experienced a substantial
amount of frustra'tion and failure during· his early school
years.
This frustration stems out of the difficulty this
child has with academic endeavors such as learning to
read, write, spell, and do arithmetic.
Many LD children
also have difficulty paying attention, sitting still,
following directions, and completing tasks.
There is
still another group of LD children who have difficulty
with physical coordination (including fine motor and
gross motor control) .
Many of these children may not
have adequate perception of where they are in relationship to their environment.
The Learning Disabled child
may have one of these deficits or a combination of several
deficits.
It is no wonder that these children often
have difficulty getting along with others and controlling
their behavior.
Self-concept is a human attribute that is achieved.
does not exist at birth but it develops as a result of
It
26
the child's interaction with his parents, teachers,
siblings, relatives and peers.
A child who is convinced
at age 6 or earlier that he is a failure will have little
motivation to achieve.
Many learning disabled children
are convinced that they are failures and are in great
need of activities that emphasize the enhancement of the
self-concept.
In the material presented in this handbook, the learning
disabled child will be able to experience his feelings,
his perception of himself, his body and the environment,
hi.s interests and his strengths.
He will also learn how
to get along with others and how to set goals for himself.
Because many LD children have difficulty with
academics, the ideas selected in this handbook are easily
read and understood.
Many games and creative learning
experiences were selected to provide motivation so that
the LD child will view learning as being fun • . The
activities selected do not have specific academic objectives, but because they do ask the child to read,
think, comprehend and write, they may incidentally improve
performance in many of the academic areas.
Included in this handbook are definitions of terms
used, self-concept enhancing activities strategies for
27
creating the proper environment, and various screening
devices.
Since the bulk of the handbook is a compilation of
activities and worksheets, it is divided into seven areas
to facilitate its usage.
These areas are:
The Language
of Self and Feelings, Personal Interests, Feelings about
the Environment, Feelings about the Body, Relationship
with Others, Personal Strengths and Setting Goals.
This handbook is designed to be an ongoing adaptable
reference to which parents or teachers may add or delete
according to their own particular needs.
'
'
28
CHAPTER 2
DEFINITION OF TERMS
Fine Motor Control:
Results from the development of the
small muscles to produce controlled use of the fingers.
Fine motor control is reflected in the maturity and
deftness of grasp in holding pencils and small items.
Integration of these skills with visual abilities determines the capacity to print, write and draw.
Gross Motor Control:
Results from the development of the
large muscles to produce efficient total body movement.
Learning Disability (LD):
A difficulty in learning to
read, write, etc. Not attributed to impaired sight or
hearing or to mental retardation.
Perception:_ The meaning that the brain gives to sensory
input.
Raw material is delivered by the sense organs via
sensory nerves and is used and interpreted by the individual in accordance with his past experiences.
Perception applies to events coming between input and
o~p~.
Self-Concept:
The feeling that an individual attributes
to himself and the feeling one has about himself and his
own worth.
29
CHAPTER 3
SELF-CONCEPT SKILLS CONTINUUM
A.
The Language of Self and Feelings
1. Shows a willingness to explore individual
characteristics and personality traits.
2. Able to identify individual characteristics
and personality traits.
3. Able to express one's own individual characteristics in a positive way.
4. Shows willingness to explore various feeling
states in a supportive environment.
5. Able to identify various feeling states (e.g.,
happy, sad, angry, etc.)
6. Able to express feelings about oneself in a
positive way in a supportive environment.
7. Other
B.
Personal Interests
1. Shows a willingness to explore interests.
2. Able to identify familiar interests or
current interests.
3. Able to identify undiscovered areas of interest.
4. Other.
C.
Feelings About the Environment
1. Able to communicate positive attitudes towards
certain objects.
30
2.
Able to communicate positive attitude about the
daily routine.
3.
Able to communicate positive attitude towards
the physical environment (e.g., weather).
4.
Other
D. Feelings About One's Body
1.
Able to communicate appropriate emotions through
facial expressions (e.g., looking happy, sad,
suprised, etc.) during certain situations.
2.
Able to communicate appropriate emotions through
body positions (e.g., not slouching in chair or
hiding face in school situations).
3.
Other
E. Relationship with Others
1.
Readily seeks out others.
2.
Communicates that others like him.
3.
Readily accepts praise for accomplishments.
4.
Other
F. Personal Strengths
l.
Able to identify areas <tif strengths and
capabilities.
2.
Able to identify areas of weakness.
3.
Shows willingness to explore new strengths.
4.
Other
G. Setting Goals
1.
Able to identify short-term goals
2.
Able to identify long-terms goals
3.
Other
CHAPTER 4
SELF-CONCEPT ENHANCEMENT ACTIVITIES
The following pages contain activities and worksheets
for the various self-concept skills.
I have divided this chapter into seven sections, each
one having a statement of its purpose, the problems a
child might have in the specific skill, followed by the
activities and worksheets.
I have arranged the skills in the following sequences:
The Language of Self and of Feelings, Personal Interests,
Feelings About the Environment, Body Image, Relationships
With Others 1 Personal Strengths, and Setting Goals.
sequence follows the same order as the Continuum in
Chapter 3.
31
This
I. THE LANGUAGE OF SELF AND OF FEELINGS
Purpose: To help the Learning Disabled child understand
his thoughts, express his feelings, and to appreciate
his individual characteristics.
Learning Disabled children may:
1.
express negative feelings about themselves.
2.
not be aware of their individual
characteristics.
32
33
ACTIVITIES
BALLOON WISHES WEEK
To encourage children to express their thoughts and
wishes in an open and supportive atmosphere.
Materials: Colored balloons, strips of paper, pencils,
yarn, and markers.
Procedure:
Have each child select a balloon. Each
child writes on a strip of paper his secret wish about
himself, family or friends.
the balloon and inf1ate.
Place the wishes inside
Have the children decorate
their balloon and then attach a length of yarn and hang
around the room.
Select one child each day to select a
balloon 1 break it, and read aloud the wish~_
Allow time
for class discussion and follow-up activities.
IN MY HEAD
To have children express their thoughts, dreams, and
personal ideas in a fun and creative manner.
Materials: Silhouettes of each child, magazines, paste,
scissors 1 markers, crayons, and construction paper.
Procedure:
Hold a discussion with the children about
the things they like to think or daydream about.
the children make collages of their thoughts.
Have
Paste
34
the silhouette of each child in them middle of the piece
of construction paper.
All around the silhouette have
the children draw or paste pictures of the things going
on in their heads.
HAPPY, SAD, SILLY, MAD
The children explore their feelings and then create
a collage to express them.
Materials: Large sheets of oaktag or construction
paper, magazines, glue, scissors, markers and the book,
Happy, Sad, Silly, Mad by Barbara Shook Hazen.
Procedure: Read the Hazen book to the class.
Create
a large chart of the four emotions expressed in the title.
Have children design and cut out a face to represent the
four feelings.
Place the faces at the top of the chart.
Have children search through magazines and cut out pictures of faces that show these feelings.
the pictures in their appropriate places.
Paste or glue
As the children
select their pictures, discuss when and why they have felt
these feelings.
Then discuss the pictures selected.
DANDY CANDY
To have the students express feelings about themselves
in a positive manner.
'
d
35
Materials:
Colored construction paper, cut in three-
by-nine-inch portions 1 and crayons.
Procedure:
Have each child pretend he is a candy bar.
Children are to create the wrapper for the candy bar on
one side of the construction paper.
the name, weight, price and so on.
Be sure to include
On the reverse side
have children list the ingredients of the candy bar that
proves it's really them.
Example:
freckles, curly hair,
bright smile, helpful attitude, etc.
ME COLLAGE
To allow each child to display his interests, hobbies,
goals, etc. for the class to share.
Materials:
Large sheet of white paper, old magazines,
paste, and scissors.
Procedure:
Have the children search through magazines
looking for pictures that describe themselves.
Include
likes, interests, hobbies, actions, goals, and feelings.
When enough pictures are cut out, arrange them on the
paper in the form of a collage.
Allow a sharing time for
each child to explain his choice of pictures, then display
the collages as a class project.
36
TOUCH AND GO
To foster an interest in and an appreciation of the
individual differences among classmates.
Materials: Ink pad, paper, and tape recorder.
Procedure:
Have each child make prints of their
fingers on the top of a paper.
Underneath the prints,
the child prints some identification data.
height, weight, eye color, freckles, etc.
Include
When papers
are completed, each child records his information on tape.
The class· examines the print.
Stress the differences in
prints and voice patterns -- high, low, fast, slow,
accents, and so on.
Encourage the children to see that
while they all have much in common, they are unique as
individuals.
NAHE GAME
This provides an opportunity for each student to express individual characteristics and personality traits.
Materials: Construction paper, markers, crayons.
Procedure:
Have each child spell his name vertically
down the left side of the paper.
Next to each letter,
have the child write a word or phrase beginning with
that letter to describe himself.
Once all name banners
37
are completed., they should be displayed around the room.
Examples:
F
fast runner
J
jumps around
R
reader
A
argues
A
adds quickly
M
Mom's helper
N
nice to others
E
eats a lot
K
keeps desk neat
s
smiles often
OPEN UP
To help the children get in touch with their feelings.
I THINK
I'M
1------SMART
Materials: Scissors, construction paper, glue or paste,
and ditto with the following:
My friends think I'm.
My teacher thinks I'm
My Mom thinks I'm .
My Dad thinks I'm .
I think I'm .
•
&
38
Procedure: Cut the phrases apart or have the children
do it themselves.
Give each child five five-by-seven-
inch pieces of construction paper to fold in half.
Have
the children glue one phrase on the front of each piece
of folded construction paper.
Have the children dictate
or write the answer to the phrase on the inside.
LISTENING-CENTER (K-3rd)
An activity to help children explore emotions.
Materials:
A tape recorder, blank tape, ditto sheet
of happy, sad, angry faces.
Procedure:
Tape stories about children -- someone
who has lost their favorite toy, or whose pet or loved
one has died, someone who has received their favorite
present.
the story.
Make sure children are able to identify with
Have the children listen to the story.
Circle the face that shows how you think that person
feels
(Older children may write about how the person
feels) .
JOURNAL
A journal is an ideal way for young children to record
their feelings, thoughts, perceptions and fears.
Materials: Small notebooks, pens or pencils.
39
Procedure:
Discuss the purpose of the journal, in-
cluding the aspect of privacy.
Set aside time each day
for journal writing and encourage the children to write
in their logs at any time.
Let them know that you'll
never correct their mechanics of writing or evaluate
their entries.
40
WORKSHEETS
1. Worksheet on page 42
Introducing Myself
2. Worksheet on page 44
Describe Yourself
3. Worksheet on page 46
Describe Yourself
4. Worksheet on page 48
How I See Me
5. Worksheet on page 50
My Feelings
6. Worksheet on page 52
My Feelings
7. Worksheet on page 54
How Others Feel
8. Worksheet on page 56
Feelings on My Birthday
9. Worksheet on page 58
How I Might Feel
UNFINISHED STORY
1. Unfinished Story on
page 60.
"Mitten, The Kitten"
41
(Schwartz_, 1976)
Introducing \1e
September
D!At~Y@~
1.
~ly name is ----~-------------------
O
j
3.
My telephone number i s - - - - - - - - - - - - - -
live Jt ------:A"::O"::O"::~"::E"::"SS:-"------
-----C-I_T_Y_ _ _ _ _ -----,5:-:T:-:Ac::Tc::E---
4. 1 a m - - - - - years old. 1 was born on----:-,----OAv
MONTM
Y!E.AR
in _____________
CITY
5.
STATE
1 weighed ______________ when 1 was born. l11ow weigh _ _ _ _ _ _ _ _ _ __
and am _ _ _ _ _ _ _ _ _ _ _ tall.
6.
lhave _ _ _c_o_~-R_____ hair and have ---..,.c-=o-~-=o-=R--- eyes.
0
i. 1 do _ _ _ do not ___ wear eye-g!Jsses. (check one)
8.
-.
1 do ___ do not _ _ _ have freckles. I check one)
I have irec~les.
we::lr eye·qkls5CS
9.
1Q.
1 am right handed ____ left handed ____ .(check one)
j
anci am ieft handO:i
am in t h e - - - - - - - - - grade at ---------:N7':AC:CM:":E~O;:'CF;:-:.,SC::CH:":0:;-;0:;-;L---------
11. Tl1ere are _ _ _ _ _ _ _ _ _ people in my family counting me. Tl1ey are:
43
(Farnett, Forte, and Loss, 1977)
44
WORD PORTRAIT
gts~@
~ ~Lr.~= o
~\~Jit. 'G~rv?
Describe yourself to someone who has never met
you. Help that person to "know the real you"
through your words. Remember to include
,)}till o.0\..11\l ;i . V
descriptions of your physical characteristics,
~oL\.. .;·~
hobbies, family, school life, favorite sports, social
~.$~~\1
0 ~\::1
activ\t\es and the other things that are most important
~~.
V
e
p
/'
Date ________________________
Dear Pen Pal,
@~
~e\~o~8~--------------S--ln--ce-re-ly-.---------
~iy;
'
45
(Ryono, 1978)
46
Today"\; date
1·
f
is~-· .::.i:.
orr~
. :
' d
~
eves
!S
~-·-·I
Jbe cokn' of n ~y
e!""'"
ffii
M.,...,... ,
47
(Schwartz
1
1976)
48
How 1·see .\1e
~
(?)
~
TI1i~ i~
how I ~ee myself and how I think others see me. 1 Usc one word for eJch box. I
,.--..:.~.:.::1E:..__ _ _-=~10M
.\;E.-\Ti'IESS
DAO
l
!
i
____
,i
DEPENDABILITY
I
I
j
INTELLIGE:"CE ·
HONESTY
~_n5l'L\j~~
~~rr!
'
'
FRIEND
TEACHER
i
--------!-------~
49
(Carbo and Carbo, 1976)
so
~
Fl N 0
words
Tnen WRITE
Who.t
2. What
3. Wha-t
4. Wno.t
5. What
L
Feelings
lfF-:;.,
q.ue~tion.V
tl-ia. t could a "swer
a seyd:e11ce 1:.ha.t
ea.cl-i
ar\SUJers
eo.ck
ma.Kes you feel Ylappy?
ma.Kes you. fee.! sad ?
darkness
makes
!idhtning yelling
t o.cners 5irl~iY\9
dancing
puppieS
you
mo.ke~ you
fee\ Scared?
.feel
ar~~ry
?
makes you feel excited ?
30
fa.L!in~
friendS
bullies
pain
Su~shine..
rain
~adie.S
q.vestloYl.
musLc.
tears
bubble.s
pare11ts
brot~er5'
515-le rs
tire
more words.
.
"
51
(Carbo and Carbo, 1976)
52
THINK ABOUT
how
it ems
listed
below
The.11
write
a
j.
'3ood
eac~
of the.
makes
sentence
you .feel.
obovt each one.
~rades
2. darkness
think about
anqry at me.
3.
Son~eone.
4.
touc.hin9
5'.
praise
angry
c;.
7.
'3.
'f'l'\y pare-nts
lonely
teachers
my friendS
a puppy
st.rong
'l.
\"\''ost
warl'l'\
SI'IOW
Sad
c. old
dis9usted
e..xc·,ted
good
he I pless
proud
peacefu I
Silly
embarra~sed
53
(Farnett, Forte, and Loss, 1977)
54
LOOK AND FEEL
You can get clues about how other" people feel by looking car"efully at t:hem.
Descr"ibe how each of these people might be feeling. Wr"ite about a time when you
felt like t:he people !n t:he drawings.
'r\ow does -th'1s per.son fe.e.\?
How doe..s thi.s per.5cn t'ee.l?
~
~"f::7~%;.
··~
How does this per.son tee.\?
{)()
. -.......,....
When ho.ve \.jou ~elt
\ i k.e. -this ?
Whe.n hcwe. you ~elt +his way?
Make a list of t:he body clues that-you found in these drawings
that helped you understand how the people might be feeling.
55
(Silbert, 197 8)
56
How do you feel when it is your birthday?_ _ _ _ __
-,
Why do you feel this way?
Draw a picture or paste in a
picture of you as a baby.
57
(Farnett, Forte, and Loss, 1977)
58
RATING REACTIONS
...( Y
Rate how you might feel tf someone said
~
these things to you. Select the frog that bes
describes your l"'eaction and write the number ratil'"'g in the space provided.
a sentence to explain why you might feel that way.
REACTION RATING SCALE:
~
~
upse-t
O.K.
Rating
1.
''That's a nice job.
get 100%."
You
2.
"Don't ask questions I
what you are told • "
3.
"I don't understand.
you help?"
4.
"I can't l"'ide bikes with you
today. Maybe we can do it
tomo!"'row."
5.
"I can't play with you, so go
away. I'm busy."
6.
''This paper' is a mess.
are you so sloppy?"
7.
"Copy this paper over'. I know
you are proud of your wol"'k
when it is neat. "
Just do
Will
Why
Why
Wl"'ite
59
{Santa Monica School District, 1976)
60
We. aU. .to.o e. :tJLi.ng.o. Bu-t ha.ve. IJOlL e.vVt to.o.t .oame.:t:Ung
.tha..t wa4 upe.c.Wil.q .i.mpoJt.tan.t .to IJatL? TIU.o .o.toJt~ .tell..o a.bau.t
a. balj .e.o.o.<.ng a pe..t. A4 r am !t.e.ad.i.ng :tfte. J...to!ty 1 w<.u. te.a.ve.
au-t .oame. wotuf.J.. The. m.W.o.<.ng wOJr.d L!:. a.Wa.y.o a. 6e.e.t.i.n.g. Le..t' .o
.0 e.e. -<-6 IJO!.L ca.n he.tp me. 6-<..e..t .<.n .the. rn.W.o.<.ng watuf.;,.
The. .o.taJty
..o.top.o, bu-t L!:. na.t 6-UW.he.d. A6.tVt we. .ta.tk. a.bau.t haw we. .th.<.nk.
.<..t m.i..gh.t e.nd, I w.<.U Jte.a.d .the. e.nd.<.ng .tha..t -<.4 wlt..<..t.te.n by .the.
pe.~t.<~on who ma.de. up .the. ..o.taJty.
Wi II ie had a I ittle black kitten.
every day.
His kitten was named Mitten.
went out for a •11alk without Willie.
One day Mitten
Mitten walked and walked.
Soon ,14 i ttet;1 rea I i zed that he was I ost.
get home.
He ted his kitten
He did not know how to
Mitten felt very
That day in schoo I 'IIi I I i e had been te I I i ng the c I ass about
his pet kitten, Miti"en.
day."
\'li II ie said, "I feed my kiti"en every
As Willie walked home from school, he was thinking about
his good little black kitten.
He felt v e r y - - - - - - -
When he walked ini"o the house he cal led Miti"en but Mitten
qid not come.
'llhen he asked his mother where Mitten was, she
did not know.
He asked his brother David and his sister Nancy
it they knew v1here the kitten was.
kitten was.
They did not know where the
Now 'Iii II ie felt v e r y - - - - - - - - -
"I must search for my good I ittle black kitten," thoughT
Wjflie.
"\•/here shall
I go?"
Willie ·rold his mother he was
going to try to t i nd the kitten.
1'/ i I I i e 'o'la I ked and wa I ked.
As he wa I ked he ca I I ed hi s good I itt I e b I ack k i tten.
Kiti"y, Kiti"y, Kitty."
hood.
"Here,
He looked everywhere around the neighbor-
But he had no luck at alI.
61
Now he· felt very-------------------After a long time he saw a strange boy carrying a I ittle
black kitten.
voice.
The kitten was crying "mew, mew" in a very I ittle
Wi f I i e thought, "That is my kitten.
is stea I i ng my kitten."
That
strange boy
Wi f I i e fe It very ---------------
Wi I I i e ran up to the boy and shouted, "Give me back my
kitten!"
The strange boy was very------------------
STOP
QUESTION FOR DISCUSSION
,\Jaw, le-t' -6
-6 e.e
how .the. <ll.Lth01t. de.chi.e.d to end h.i.o -6tOir.IJ.
The boy said to Wi II ie, "Is this your kiti"en?
I found him
all alone and crying, so I thought I ·,.ould take him home to my
mother."
62
Willie· said, "That is my good I ittle kitten.
is Mitten."
At this Mitten stopped crying and tried to wriggle
away from the boy.
The boy let go of Mitten and Mitten rubbed
against 'IIi II ie's shoe.
Mitten felt v e r y - - - - - - - - -
Wi II ie picked up the kitten and hugged her.
the boy,
Then he said to
"Thank you for helping me find my kitten.
I yelled and got mad at you."
right.
His name
I'm sorry
The boy rep I ied, "That's all
That sure is a cute I ittle kitten.
I wish she were
mine."
Wil I ie said goodbye to the boy and started home.
wa I ked a I eng, I eng way.
He fe I t very
wa I ked he thought about his kitten.
talked to his kitten.
As he
As he '"a I ked, he sang and
Mitten felt very
fe It very - - - - - -
He
Willie
II.
PERSONAL INTERESTS
Purpose: To help the Learning Disabled child express
his interests and explore new interests.
Learning Disabled children may:
1. have few interests ·
2. not be aware of options open to them.
63
64
WORKSHEETS
1. Worksheet on page 66
Child Can Either Say or
Write the Names of Animals
and Games He Likes.
2. Worksheet on page 68
Child Says or Writes 5
Things He Likes About
School and 5 Favorite T.V.
Programs
3. Worksheet on page 70
Child Says or Writes 5
Places He Would Like to
Visit and 3 Wishes He Would
Like to Have Come True.
4. ·Worksheet on page 72
What Is Your Favorite T.V.
Show and What Activities
Do You Enjoy?
5. Worksheet on page 74
What Is Your Favorite
Thing and What Music Do
You Like?
6. Worksheet on page 76
Asks Child About Favorite
Pets, Sports, Hobbies, and
School Subjects.
7. Worksheet on page 78
Fill In Your Favorite
Subjects, Books and Sample
of Best Writing.
8. Worksheet on page 80
Favorite Foods Fill-In.
9. Worksheet on page 8 2
Questionnaire Asks Child
What He Enjoys Most.
10 . Worksheet on page 8 4
Asks Child to List Things
He Enjoys Doing During
Leisure Time.
65
(Santa Monica School District, 1976)
66
Write the names
of 5 animals
thct you like.
~Draw them.
Write the names
of 5 games
that you like.
~~
I
r
I
.~i
. 67
(Santa Monica School District, 1976)
68
Name 5
things
that_ you like to do
in school.
Write the names
of 5 T.V. programs
that you enJOY.
. 0
69
(Santa Monica School District, 1976)
70
Write the names of 5 places
that you would like to visit.
If you had three wishesJ
\Nhat would they be?
Draw them.
(
71
(Carbo and Carbo¥ 1976)
72
is_ your-
How to
t
e.
T.V. 5 hoc..u
tovor-i
?
own T.V.
T,.y
to <:onvinc.e. youl' triends
that your favorite T.V. 5how
is -l:ne best. Write about:
. Nome of ti-le. S~OUJ
• Whe~ it 1s on
· W'no is i~ Lt
· W'no:t ne1 ppens
W'ny
make.
order.
Ask
watch
you,...
Tel(
-l:;i,e
the
yov li\.\e. it
WHAT
YOU
ENJOY
TELL UJhat you enJot
COPY this list.
Fl L.L IN each 'olank.
\.At H o m e - - - - - 2. Outside - - - - - - -
Lf:
In School-----By Myself _ _ _ _ __
S:
Vv'il:'n My Family----
3.
G. WLt'n
My
5how:
Dra.w pidures of a. story.
Put the.m to ~ether" \ n
Show
DO
YOUR
Friends _ _ __
to
t\·iends
sl-low.
story
as
you
picture'S.
73
(Carbo and Carbo, 1976)
74
·. ~ ~~\JORJTE rftiM@
~
h~t
W
a« yw FA\/OR\1£ T HII-IG.S ?
copy this list.. Fill in You~ favot'ites.
Choose. S' of your FAVOR\TE THINGS.
W I'Lte
a 5ef\tence
about
'Gu: n
c
.OLoRtJt.;
each oTie.
~
\.food-------
8. -3ame
z.. TV. S h o w - - - - -
q_ color - - - - - -
'3. season
10.
L~o.
\\.movie
book
5". S0n9
spo"t
toy
\"3. number - - - - 1'+· holiday - - - - - -
12.
~-
hobby
7. sc.hoo\
subject _ _ __
~
.'
MUSIC
COPY
and
t="\ L L IN
\. My
favo-rite
sons
My
favorite.
Singef i s - - - -
2.
3. My favorite
4-.
My
favorite
dar1ce
IS----
is----
instrument
is-·
CHOOSe: ONE TO DO
• Write t.ne words of
. Pt ay
yout' f avOY'ite
son'3.
your'
• Br-\n 9
record
youf'
to
favot'i te
sc.hoo l.
•Teac.h
dance
an
instrurne11-t
frier~ds.
-tor
a son~ or a
to '(our friends.
75
(Carbo and Carbo, 1976)
76
/
CHOOSE
Then
your
WR\TE
favorite. trom
eac'n
list.
each of your favov-ites.
about.
SPORTS
PETS
swimming
do~
base bal \
rabb~t
football
t.enni.s
c. at
~is\-.
bcsket.bol I
\(ic\.<. ball
gerbi \
mouse
'Oka1::ing
turt..\e.
®
I
STUDENT
1NTERV\EWS
QUESTIONS
1.
TO ASK
Wha.t are yout
tcvori te school sub jed: s '?
Z. W\-la.t. is your favorite..
Schoo\ event '?
3. How would you c:letine
a.
CHOOSE
t.l-\ree trie'f\d~~.
WRITe:.
~ood
teac.l,er
a. Story
a.bout
?
each
student.
COM P.A.RE. -tnei.- answus.
SHARE:
you'f"
s1:ory
wit\\
trie11dS.
77
(Ryono 1 1978)
78
Name ---------------------------------------
INTERVIEW
1. My favorite school subjects are: _______
2. A book I enjoyed is:
3. One hard word I can spell is:
4. Here is a hard math
problem I can do:
5. One song I know by heart is:
--
6. Here is my best writing.
I
Copy this.)
The quick brown fox jumped
over the lazy dogs. ·
) )
Cocvngnr' FranK
. v
Scnorter Pubhconons. nc.
79
(Ryono, 1978)
80
Name
FOODS
My favorite breakfast menu:
My favori":e lunch menu:
My favorite dinner menu:
Some snacks I like:
Cocvngnr'
.:ron~<
Scnatfer Puohconons. 1nc.
s.=mrg
~o
Know You
81
(Farnette# Forte 1 and Loss 1 1977)
• d
82
AMUSEMENT AWARENESS
Answer each of the questions
below. Compare your answers
with th1:lse given by a friend.
2.
What would you want to do most tn the park?
3,
Which performer tn the circus ts your favorite?
4,
Wha.l:...kind of movie do you enjoy most?
5,
Which musical Instrument in a band or orchestra do you tike most?
-6.
If you had your choice of any sporting event, which one would you go see?
7.
Which animal would you select for a pet?
,,,
8.
What ride would you select first at the
amusement park?
9.
What ts your favorite kind of book?
Look in the newspaper and find three places you would
llke to go. Describe what you would do when you get
there.
83
(Farnett 1 Forte 1 and Loss 1 1977)
84
LEISURE LIST
List ten things you enjoy doing in your" fr"ee time.
Put a check in the co,.,.ect column after" each thing.
(For" example, playing kick ball would be
~\1 checked in the outdoor" =lumn, wi~
\\~
other"s.)
~
1\
~
\
..
q
r.~
0
)
Shar"e your" answer"s with a fr"iend and
discuss the fr"ee time activities you have
in common.
III. FEELINGS ABOUT THE ENVIRONMENT
Purpose: To help the Learning Disabled child discover
things in the environment which are meaningful.
Learning Disabled children may: explore their environment only in a few, specific, limited areas; prefer
their world of fantasy to the real world.
85
86
ACTIVITIES
SOFT/LOUD GAME
Materials:
Containers for shaking, fillers
(sand,
coins, riceJ beans, cotton, peas, feathers).
Procedure:
of fillers.
Fill the container with different amounts
Ask the children to listen as someone shakes
the container.
Which has the loudest sound?
softest?
What do you think is inside the container?
WHAT DO I FEEL?
l. "Things I Like To Touch"
Materials:
Crayons, glue, a variety of textures.
Procedure:
Draw around each child's hand.
At the
end of his fingertips, have him glue objects he likes
to touch.
2. "What Do You Feel?"
Place pans of water of varied temperatures on a table.
Ask the class to describe the differences.
87
WORKSHEETS
1. Worksheet on page 89
Child Draws Bedroom and
Makes a List of Places
to Visit in the Neighborhood.
2. Worksheet on page 91
Relationship Between Child
and Environment
3. Worksheet on page 93
Child Writes and Draws
Feelings about Summer.
4. Worksheet on page 95
Child Writes and Draws
About a Warm Day.
88
(Carbo and Carbo 1 1976)
89
S~ale tor
~ ir!Ch
\~·
1:.nis
"'
drowin~
wi .. clow
• Measure
~-
and
be4
.
8
YOUR BEDROOM
}
foot
I
DRAW
P\a.,
Bedroom Floor
..
Me!.
in
10
feet
wid-l:h
your
• USE
ea.c.h
bedroorn.
of
inc.h
i-tem
Sea. \e.
4:.ne
I
length
the
=
.foot
I
· DRAW
D
dre.55et"
_l
0
1'2.
.$ect
I:Jed
tor
a.
.for
a. cha.ir
a. dresser"
tor
!- AkF.. A -\OUR
of YOUR NE\GHBORHOOD
torei gn
Some Places
stor-es
pai"K. s
sc.'noo\s
i:hea..tre S
to
Think
viS i toY'
Abovt
c nul"ches
I ibra.rieS
res ta.u r o. "-t ~
homes
· MaKe.
places
a.
list
yoLJ.
. Te.\ I
w~y
eack
one.
of the.
would
you.
visit.
cl1ose.
90
(SRA, Being Me 1 1972)
91
I am in tile center Circle, ·
and in the other spaces
are things in my
environment.
92
(Silbert, 1978)
93
How do you feel on the first day of summer?
_ _ _ _ _ _ _ _ _ _ Why do you feel this way? _ _ __
Draw a picture showing what you like to do during the summer.
·,,,
_______________________
__,
94
(Silbert, 1978)
95
Draw-a picture showing what you do on a warm sunny day.
. 6
IV. BODY IMAGE
Purpose: To help the Learning Disabled child discover
physical characteristics that he/she likes about himself/
herself.
Learning Disabled children may be unable to do learning
tasks because of:
1.
2.
3.
4.
Motor deficits
Physical deficits
Sensory deficits
Perceptual deficits.
96
97
ACTIVITIES
BODY IMAGE
Materials:
A small hand mirror that can be passed
around.
Procedure:
Have the children sit in a circle.
One
child at a time uses the mirror to look at himself.
Ask
the child to look in the mirror and pick out one thing
that he sees that he likes about himself.
Direct the
children to give their answers in an "I like ... " statement.
If a child cannot think of anything, ask other
students to help out.
After everyone has a turn, talk
about how they felt saying something nice about themselves in front of others.
BABY FACE
Have the children become more aware of the changes
and growth of their bodies.
Materials:
Two pictures of each child -- one baby
picture and one recent.
Procedure:
Divide a bulletin board into two parts.
Place the baby pictures in random order on one side of
the board.
Place the current pictures on the other side.
98
FINGERPRINTS
The purpose of this activity is to demonstrate that
everyone is unique and different in many ways -- one of
which is their fingerprints.
Have the children divide themselves into groups
of five and supply each group with an ink pad.
After
cautioning them about getting ink on their clothing,
ask them to make their fingerprints by first pressing
their fingers on an ink pad and then on a sheet of white
paper.
The best print is obtained by rolling the finger
from left to right without squeezing down too hard.
Using magnifying glasses, have them carefully study and
compare each others' prints.
After they have done this, ask the children if they
have any ideas of how policemen use fingerprints to catch
criminals.
Everyone's fingerprints are unique and
different.
They can be used to identify one
anoth~r.
BODY TRACING
Ask the students to form pairs.
Have each student
lie down on a piece of heavy brown wrapping paper while
his partner traces an outline of his body.
can then cut the figures out and color them.
The students
99
Ask the children to try to match the pictures.
Discuss in
a group how everyone has grown and the changes that have
taken place.
Added discussion can lead to social and
emotional changes as well.
PANTOMIME -- WHO AM I?
This activity enables the children to understand how
the body and face can show emotions and feelings.
Materials:
A listing of people who can be identified
by their actions, stance,
list:
or demeanor.
Suggested
soldier, ballet dancer, king or queen, clown, mon-
ster, tired child, and so on.
Procedure:
Have the children read this listing of
various people.
and behaves.
Discuss how each one acts, feels, looks
Select one child to become one of the people
and then pantomime or act out that person.
The other
children guess which person on the list has been selected.
Discuss the clues and ideas that led to the proper
identification.
100
PANTOMIME -- FEELINGS
This activity shows the children how facial expressions and body movements can show mood or emotion.
Materials:
A list of sentences that depict
situations suggesting certain emotions (sample sentences:
"A great big dog is chasing you down the street." "Someone
just wrote all over your favorite book." "You lost your
favorite toy." "You have won first prize in a contest.").
Procedures:
Arrange the children into a circle.
Have one child select one of the sentences and read it
silently.
Then the child pantomimes or acts out the
situation or emotion indicated by the sentence.
The other
children try to guess which feelillng or emotion has
been selected.
Discuss the cl·ues and ideas that led to
the correct response.
Have the child who correctly named
the feeling become the next mime.
WHAT DO YOU SEE?
Children become aware of themselves and others
through this activity.
Materials:
nel board shapes:
Flannel board, flannel board shapes (flanRound, oval, heart-shaped, square;
flannel board colors:
orange, red), mirror.
brown, white, pink, tan, black,
101
Procedur..e:: Look in the mirror.
you see.
Choose the shape
Make your face on the flannel board.
UNSPOKEN WORDS
To help children become aware of the messages we
send without words.
To help children understand that
feelings can be communicated through facial expression.
Materials:
Pictures of faces showing various
expressions, mirror, paper, crayons.
Procedures:
Look at the groups of faces.
Ask the
children, "How do you think the faces are alike?"
do you think the faces are saying?"
"What
Have the children
take a piece of paper and draw faces showing different
feelings.
They can look in the mirror to help them
draw the faces.
BODY AWARENESS
To encourage body awareness through measurement.
~aterials:
A ditto of the list that follows,
pencils, tape measure, ruler yardstick.
Feet
Height
Hands
Weight
Arms
Legs
102
Whose arms/legs are longest?
Who weighs the most?
Who weighs the least?
Who is taller?
Procedure:
Find a partner.
With your partner,
measure the things listed and answer the questions on
the sheet.
it.
Duplicate a list with everyone's name on
Use it to focus on body awareness.
BODY MEASUREMENT
Using various parts of the body as a measuring
device.
Materials:
Ruler, tape measure, yardstick (can
be done with metrics) .
Procedure:
Find a partner.
With your partner,
use your hand or some part of your body to measure the
length of these distances.
Other distances may be added.
The distance from the fish tank to the front door.
The length of your desk. _
The width of your math book.
The height of the reading table, etc.
103
WORKSHEETS
1.
Worksheet on page 105
Child Draws and Measures
Himself
2.
Worksheet on page 107
Self-Portrait
3.
Worksheet on page 109
Self-Portrait at Beginning
of School Year
GAMES
1.
Games on page 111
Body Games
2.
Games on page 114
Sensory Awareness
104
(Carbo and Carbo, 1976)
105
\
Draw yourself
as a grown- up.
~OUR
~EAt~
and Y <00~ HEluHT
~,...-------=~------:~ !n l4qo Leonardo Do Vine.\
drew
a. man
a sq.uare
inside
and a
Circle. He disc.over-ed
and snowed that 0 person's
arm
span iS appro'lCimate.!y
e'1-ua l to his 'nei'3ht.
Measure
and
11ei g ht.
your arm
Are
span
-!:hey e'1-ual?
Measure tnese.
parb
yovf"
body:
\e9
arm
head
f oo-1:
torso
necK
hand
wois-1:
T,.y
tne
-to
maKe
disc:.over-•es
,...easur-ements
of" your-
af
abou+o .... n boc
106
(Ryono, 1978)
107
~
Name
DRAW A
CO~OR SELF-PORTRAIT~
You may need a mirror.
1. Think about your hair.
dark or light? _ _ _ _ _ long or short? _ _ _ _ _ Does it cover
your ears? _ _ _ __
2. What color are your eyes? _ _ _ __
3. Do you have freckles? _ _ _ __
4. Think about the real you before you make the look on your face. Are you
shy, funny, scared, brave or happy? Do you smile a lot?
Are you often mad?
Copyngnr ~ ;:.,cnK Scnartar
~uouccrlons.
,nc.
108
(Schwartz, 1976)
109
Introducing
September
This is how !look at the beginning of the school year.
Draw your picture here.
'
tl
~le
110
(Canfield and Wells, 1976)
111
RAG DOLL-TIN SOLDIER
This exercise loosens people up by having them make contact with each other in a
playful way. Ask the students to choose partners of approximately the same physical
size. When they are in pairs. ask them to designate themselves A and B. Tell them that
in the first round A's will be tin soldiers and B's will be their directors. Tin soldiers can
only move forward. They have no power to think or make decisions. Demonstrate for
the students how a tin soldier walks: slowly, with stiff legs and arm joints-like a toy
tin solider. Then tell them that B's job is to guide his tin soldier and to turn him so as
to avoid hitting walls. tables, and other tin soldiers walking around the room. Now have
the B's wind up their tin soldiers and turn them on. Things often get quite rambunctious
in this exercise, but as long as things don't get too chaotic, let it happen.
The students enjoy it!
After a few minutes, stop the action and have them reverse roles so that B is now the
tin soldier with A leading. Again after a few minutes, stop them and give them these
new instructions.
A's are to be on their backs on the floor. They are to become totally limp, like rag
dolls. B's job is to stand them up. It is an almost impossible taskllthe A's remain
limp. The exercise is a lot of fun. Again after a few minutes, reverse roles.
After all segments of the exercise have been completed, bring the students together
in a circle and ask them to share what that was like for them. Ask questions such as:
How did you feel? Was it fun? What did you do? What were you thinking about when
you were the leader? Was it easier to be the tin soldier or the leader? Was it frustrating
trying to stand your rag doll up? As you get into this. you'll find that more questions
wtll come to mind. If nobody has much of anything to say, that's OK, too. Remember
this is just a warm up, so simply go on to another exercise.
FREEZE TAG
This exercise works best in a large group. Arbitrarily designate about one.fourth to
one·third oi the group as "it." This can be done by destgnating all those wearing the
color red, or tenrtis shoes. or those over ten years of age, or whatever. These are the
112
"freezers." Their task is to freeze the rest of the group. They do this by t~gging
someone and yelling "Freeze!" The person tagged must stop and freeze in his
position at the time he is tagged. Although this sounds simple, the catch is that
anyone still unfrozen may uni reeze a frozen member by touching him and yelling
"Unfreeze." The game is a lot of fun and generates a lot of energy. It is good for a
sleepy group and can be played witli as many as 100 people in a gymnasium.
THE HUMAN PRETZEl.
Ask for someone in the class who likes to solve puzzles. Send that person out of the
room or into a comer with his eyes closed for a minute. The rest of the class joins
hands in a circle. Then, without breaking the hand contact, they tangle themselves up
by going under, over, in, and out of each other's arms. When the class is thoroughly
entangled, ask thedetective to return and try to untangle the group_ by giving verbal
instructions to different people as to how they should move.
STATUES
Ask the students to choose putners, and have them designate themselves A and B. A's
are to be .sculptors and B's ue to be clay. A's job is to mold B into a statue that
expresses how he (A) is feeling right now. When this is done (allow a few minutes),
ask the B's to tell the A's how they imagine they must be feeling. Give them a few
minutes for shuing and then reverSe the process.
MIRRORING
Have the clasa stand in two evenly matched rows, both facing the same direction (with
one student standing in back of another student). Have the students in the front row
begin to mow their whole bodies, including their arms and their legs. Have the students
in the back row try to exactly copy every move of the student directly in front of him.
Allow about three to four minutes for this.
Now haft all the children tum and face the opposite direction. Repeat as above, having
the students in the front row move and" the students in the back row copy. Again allow
about three minutes for this.
Explain to the students that this is called "mirroring." Take a few minutes to taik
about a real mirror and what happens when we look into one.
Now have the students face each other. Have one be the "Mirror," the one who
copies exactly, and the other the "doer," the one who controls the mirror's actions.
Allow about three minutes for this. Then change roles and allow another three
minutes. Encourage the students to use their whole body, including facial
expressions. Suggest that they can try to tum around together, move about
in the room, jump up and down, etc.
After the exercise is over, ask the students to talk about which role was easier for themleading or following. With older students you can ask them to think about what the
world would be like if everyone always wan ted to lead and there were no followers,
113
(Canfield and Wells, 1976)
114
sensory awareness
Soci4lttnd formttl eduaztion :trul the cognitive ttnd motor functions of the
orgttllilm without regttrd for tensory deveiopment. We tellch them non-Jell#.
Bernard GllDther
SetUe Re/4Jurion
Owing to a lack of regard for sensory development, the people we teach are often out
of touch with themselves and each other. As we teach children to "keep their hands
to themselves," we soon find that they are out of contact with reality and one
another. The sensory awareness method (developed by Charlotte S~lver and
popularized by Bernard Gunther} is a method of helping people to reclaim their
ability to feel (literally) and to once again, "come to their senses."
We have collected a series of sensory awareness exercises that you can use in your
classroom. As you do them, take your time-don't rush through them. When people
have completed one or several exercises, allow them an opportunity to discuss what
they have experienced.
1. Close your eyes and become aware of how your head feels. Bend your fingers at
the joints and tap all over the top of your head. Tap the back, the sides, and the
forehead. Put your hands down and experience how your head and hands feel.
2. Close your eyes and experience how your face feels. Keeping your eyes closed,
begin slapping your forehead with your fingers. Both hands and fingers should
be held loosely and hit the face simultaneously. Now move to the jaw, the
cheeks, the lips, and the chin.-Go over the nose and gently over the eyelids.
Stop,lower your hands, and experience what you feel now. This slapping can
be done on any or all sections of the body. You can do it to yourself or with a
partner.
3. Pick a partner the same height as you. Mentally divide his body in half-right
side and left side. Concentrating only on the left side, tap all over your
partner's head and then slap his shoulders and left arm, back, stomach, buttocks,
left leg, and foot. The person being tapped keeps his eyes closed. When this is
completed, both you and your partner should stand with eyes closed and
experience your own bodies. After a minute or two you should share how
115
you experience the difference between your right and left sides. After you have
reponed, the procedure should be repeated on the right side so you will feel
balanced again.
4. For the entire class period use your left hand (if left·handed, use your right).
Do everything you·can with your weaker side. Become aware of how you feel
doing this. What do you experience? Are you able to be patient with yourself?
How do you experience yourself at the end of the class?
S. Pick a partner. Sit facing him. Take both of your partner's hands in both of
yours. Close your eyes. Feel the contact where your hands stop and his start.
Keeping your eyes closed and without verbal interaction, have a conversation
with your hands. Allow yourself to be shy at first, then be bold. Test your
partner's strengt!l-.lnd express yours. Now have an argument. Make up. Be gentle
with each other. Now express your playfulness. Now create a dance together.
Let the dance subside. Say goodbye. Withdraw contact. Experience how you
feel now. Open your eyes and look at your partner. Now discuss your experience
with him.
6. Inhale through your nose for the count of eight. As you breath in, let your
stomach come out. Then exhale-through your mouth for the count of eight,
letting your stomach come in. Repeat this fifteen times. This is a good exercise
at the beginning of a class when aU the students' energies seem to be scattered.
We have also found it useful as a way to relax students before they take a test.
7. Eyeryone stand or sit in a circle, all facing one direction so that you are each
directly behind another person. Reach out to the person in front of you and
massage his neck and shoulders (3 minutes). Now tum around and do the same
thing to the person who is behind you (3 minutes). This way, everyone is both
simultaneously giving and receiving a massage.
8. The entire class starts to walk around. Shake both hands of each person you
meet. Then shake the elbows of each person you meet. Now shake each others'
shoulders. Continue on with legs, hips, heads, and noses. Afterward, stop, close
your eyes, and become aware of how you feel.
There are nearly a hundred more Sensory Awareness Exercises in Bernard Gunther's
two books, Sense Relaxtzrion (New York, Collier Books, 1968) and Wluzr To Do rill
rhe Me:uiah Comes (New York, Collier Books, 1971 ). We highly recommend them
both. They are both beautiful visual experiences as well as rich sources of usable
material. Also see Sensory Awareness: The Rediscovery oj Experiencing by
Charles V. W. Brooks (New York: Viking Press, 1974).
Eduazrton ideJJlly is an acrt11e, interested explo·rarton: skill, learning, knowing,
doing. Too much of formal educarion iJ dulling, memori:an·on, pa.sive
compa1'tm~ntaliution, indoctrination.
Bernard Gunther
Sense Relaxation
V. RELATIONSHIPS WITH OTHERS
Purpose: To help the Learning Disabled child become
aware of the feelings of others, the personal traits
of others, and ways of getting along with others.
Learning Disabled children may:
l. be ignored by their peers
2. not gain approval from others
3. be overly dependent on attention or
praise from others
4. appear to be a "social outcast" since
others reject him
5. seem to be unaware of social standards
6. be overly careful of offending.
116
117
ACTIVITIES
PANTOMIME PAIRS
To enhance the awareness of feelings and expressions
of others.
Materials:
Slips of paper with a feeling word
printed on each (s.uggested list:
anger, surprise, joy,
fear, bashful, excited, lively, curious, etc.).
Procedure:
Have the children form pairs, and select
an area of the room to work.
Each child takes a turn
at randomly selecting a slip of paper.
pantomimes or acts out that emotion.
to guess the feeling word.
Then the child
The partner tries
Have the pairs discuss and
describe how they recognized the word.
SMILE, SMILE, SMILE
To encourage the children to make positive statements
about their peers in a creative manner.
Materials:
Construction paper, circle patterns,
markers, and scissors.
Procedure:
Cut out six-inch smile faces out of
various colors of construction paper.
each for printing a short sentence.
Leave a space on
Each child receives
118
one smile face to draw and decorate.
On the face they
record one positive statement about another child in the
class.
When all are completed, each child stands up,
reads his statement and then presents the smile face to
that person.
Faces can be worn, placed on the bulletin
board, or displayed on desks.
BALLOON WISHES WEEK
To encourage children to express their thoughts
and wishes in an open and supportive atmosphere.
Materials:
Colored balloons, strips of paper,
pencils, yarn 1 and markers.
Procedure:
Have each child select a balloon.
Each
child writes on a strip of paper his secret wish about
himself, family or friends.
balloon and inflate.
Place the wishes inside the
Have the children decorate their
balloon and then attach a length of yarn and hang around
the room.
Select one child each day to select a balloon,
break it and read aloud the wish.
Allow time for class
discussion and follow-up activities.
FAMILY SHIELD
To encourage an interest in and pride about family
life and personal views.
119
Crayons, markers, pencils and a ditto
Materials:
of a blank shield.
Procedure:
Have the children create their own
family shield by filling in the areas of the crest.
Sug-
gested items are pictures of family members, scenes of
activities the family does together, pictures of places
visited, pictures of their home, pets, and relatives.
Allow a sharing time for each child to present his shield
to the class and discuss its contents.
SOMEBODY LIKES ME
A way for children to become more aware of personality traits in others.
Materials:
Large~size.chart
paper, crayons, drawing
paper.
Procedure:
Ask the children to name a friend and
to tell why they like that person.
On chart paper, list
the traits named.
Read the list to the class and pause
after each trait.
Ask the children to stand if they
feel that the trait describes them.
Then identify the
children who are standing as having that trait.
A
follow-up activity could be to have each child draw a
120
friend.
Have them also dictate or write what they like
about that person.
They should also tell why they think
the other person likes them.
Make booklets of responses
and drawings entitled, "Somebody Likes Me, Yes; They Do."
121
WORKSHEETS
1. Worksheet on page 124
Fighting with Friends
2. Worksheet on page 126
Photo Album Page
3. Worksheet on page 128
Photo Album Page
4. Worksheet on page 130
Relationship Between Child
and Others
5. Worksheet on page 132
Interviewing a Friend and
Describing Your Best
Friend
6. Worksheet on page 134
Planning a Special Day
with a Friend and Giving a
Party for Friends
7. Worksheet on page 136
Spending a Day with a
Special Friend and Drawing
and Describing Three
Friends
UNFINISHED STORIES
1. Unfinished story
"The Skateboard"
on page 138
2. Unfinished story
on page 141
"A Silver Dollar in the
Sand"
3. Unfinished story
on page 145
"Fresh Cement"
4. Unfinished story
on page 147
"A Pistol for Pete"
5. Unfinished story
on page 154
"The Walkie Talkie"
122
6. Unfinished story
on page 158
"Getting Even"
123
(Silbert, 1978)
. 6
124
How did you feel when you had
a fight with your best friend? _ _ _ __,
Draw~
picture showing what you fought about.,
11
. ,,
125
(Ryono, 1978)
Narne
"Pholo Alhum" Page
Me at Age 2 Days
My Family Now
(Don't forget pets if you have some.J
1. On the back of this paper, list the people in
This Is Where I Live
Copyri~Jhl· frnnk SchofhJr Put)licohons. Inc
your family. Tell a little something about each
one.
Gelliny lo t<now Vo. J
1-'
N
0"1
127
(Ryono, 19 7 8)
128
Name
- - - - - - - - - - - - - - - - - - - - " P h o t o Album'' Page
THREE OF MY FRIENDS
This 1s _ _ _ _ __
This is _ _ _ _ _ __
This 1s _ _ _ _ __
5
129
(SRA, Being Me 1 1972)
130
I am in the ·center circle,
and in the other circles
are people I know well
and some I know, but
not very well.
{Add more circles
if you want to.)
131
(Carbo and Carbo, 1976)
132
SOME
QUESTlONS
1. Where
To
t NlERV~EW
ASK
were you born
friend
One
'7
many ;oeo pre are in
you'r'" family ?
3.What does your Family
enjoy doin~ to~et.her ?
4..W hat schools have you
a.Hertdecl ?
2. How
5. Wka.t
was your best. day \i\.\e '?
WR\TE a s1:ory about
6. W~at was your worst do.y \iKe?
your
1What is your favorite.. Subjed?
ASK your friend t.o
r e ad , corte c t a Yld
9. What do you want to be
wnel'\ you are olaer ?
A
Sl.gn
best friend is someone
who can
on ordil"'ary t:Ja.y see""
special.
ma.Ke
friend.
your' stol"y.
My Bes t Fr•\en d
· TH t N K ABOU'T YOUR BEST F'RtEHO
· W'r.o is l't ?
• HoUJ lonq Ylave you Know11
each other '?
• How did 'fou meet ?
• Did you like.. each other
immediately ?
• Who.t
your
· What
ever
do ~ou \ike rt\OSt
best. friena '?
wa~ the
5pent
o.boui:
best day you
togethe.'(' 1
•ORGANIZE.
into
a
your
your tnougkts
storv ab~ut
'oes t '.friend.
~,.i end to read,
correct, and ~~·gn your
• ASK
Cl
story.
133
(Carbo and Carbo, 1976)
134
on
SATU·RDAI
YOUR. FR\EIIlO have an
e.ntire. Saturday to spend together".
You c.a11 go anywhere. and do
anytning\ You wake. up early to
meet your friend
and p!al'l a.
perfect day. AthY" some brief
discussion you 'aegin -to wrd:e
YOU and
dow\'1
plans.
youY"
DESCRIBE.
would be.
who:\: your plans
•Divide
your day
tnto
thY"ee
parts: morYJinS, afternoon
a.nd
evel'\ing. Tell who would
LLJith
wna.t
you, wheYe
you
would
would
you
3o,
~o
and
do.
IN THREE DA'fS
you
are g1v1n9
PAR"TY
for- all
'3rea. t
your
You can invite
friends.
anyone,
day
a
plan -the..
you I ike.
and
as
-~T.r>_;;a
WR\TE
your
party
lNCLUDE
the. r riends
:·
.
list.
w ou I d
you
t. he
food.
t ~'e
9'\mes
you
UJou!
and
d
1
nv i te.
Ser"ve.
music
vov
I
UJOU
I d play
135
(Carbo and Carbo, 1976)
136
A DAY WITH •••
I MAGl~E
a..
-t~a.t you ~aYl
speY1d
da.y
wd·lt! anyo'f1e "fOU
wnole
~hoose..
~hoic..e
The
i~
c.omp\ete.\ y
youV"'3 ~
WRITE
you
a.bou.t
wou\cl
?eT"SOI"''
cl1ooSEL
W'HAT
would
0 RAW
o.
best
-\:he.
you
0
do7
you T" ~.,. ievtd~
abou-t -t.ne pe"son
would
cl-toose..
1:::\-\ey
ASK
picture of tine
~art of you'f' do.y.
echoose
t nr-e e. trlends
m
m
LOOK ~T
each tl"iend
ccrefu I ly.
LIST 3 reasons
why you \iKe.
ea.c\1 friend.
TRY to
The'fl
maKe eac. h
\ist as lon9
as po s~ i bl e..
DR~W
or
DE:SCRl6E
each one.
!=riends miJst
.
"
r3 l
51-tOW your worK
to your trier1ds.
SEt. it
W\40 no.s
can
-c.orrec.t\y identify
aY1yor1e.. CoT"I"'ec.-t
~uesse1"S
sign
to
GuESS
they
been draw'll
. may
tne1r" names
your ·worK.
and
described
by
you.
137
(Santa Monica School District, 1976)
138
THE SKATEBOARD
V-i..d. you. eve/!. ha.ve :to c.hoo.6 e. be.twe.e.n he.tp.i.ng <4 61Ue.nd ou..t
J.>a.v.i.ng .6 ome:tiU.ng .tiUl.t Wa.-6 vel!.y .i.mpol!..tan.t :to you.. TIU..6 .{.;,
a. J.>:toJr.y a.bou..t a. boy who bu.y.6 a. bJr.a.nd new .6/z.a..te.boa.Jr.d, bu..t J.>oon
6.Lnd.6 h.i.m-6e.t6 .i.n a. vel!.y :tou.gh ja.m. The. J.>:toJr.y J.>:top-6 bu..t 1.;, no:t
6-i.n.J.;,he.d. You.Jr. job i.;, :to LU.:te.n c.aJte.6u..Uy a.nd .to .t.IUnk o6 wa.yJ.>
:tha.:t :the. o:toJr.y m.i.gh:t ha.ve. ended.
011.
Robbie had just bought a new skateboard.
aluminum kind with Cadi I lac wheels.
to his friend Denny.
'fi
It was the new
He showed the new board
"Hey man that is rea I I y a hot board.
ish I had one· I ike that,"
said Denny.
"If you come over to
my house af.ter school," said Robbie, "I wi II
Jet you use it."
Wha.:t doe.o Ve.nny wa.n:t?
Whel!.e.
1.;,
he. go.i.ng a.6:tel!. oc.hoo.e.?
All day during school Denny kept thinking,
wait until
I get on the board.
I'm going to go super fast
and show Robbie what a good skateboarder I am."
o'clock Denny and Robbie left school
gun.
"I caP.!.±.
At three
I ike a bullet from a
Robbie rode his shiny new board alI the way home.
Denny ran after him as fast as he could.
When they got to Robbie's house, Robbie's sister
asked them if they ·,..an-ted some c<::ndy.
way man, I
w~nt
Denny said, "No
to ride Robbie's new board."
KObbie
thought to hi mse I ~"Shou I d I I et him use rny new board?
happens if he breaks it?"
What
139
I 6 you. Welle Rob!U.e wouLd you.
te.:t VeMy u.6e you./t. new
4luLtebotll'ld.?
16
you. Welle Oenny, wouLd you.
new boa.JLd?
~nt
to u.4e Robbie'4
Robbie said, "Okay, Den, take the board to the top of
Hi II Street and let's see how fast you can go." Denny grabbed
the board and ran to the top of the street. He put the board
down, put his foot on it and looked way, way down at Robbie.
He thought to hi mse I f, "Okay - here goes Ev i I Kn i eve I on a
skateboard." And off he started straight down Hi I I Street.
The
he began
faster.
wobb I i ng
street was really steep and Denny was going so fast
to set scared. He was going faster and taster and
The board began to wobble back and forth. It was
m6re and mere. Ro_bb i e watching from the bottom of
the street could see Denny was going to tal I. AI I of a
sudden~!
Robbie saw both Denny and the skateboard flying
throught the air. Denny tel I on the sidewalk and wasn't
mcving. The skateboard was rol I ing down the street headed for
Wi I sh i re BI vd.
QUESTIONS FOR DISCUSSION
How do you. think Oenny
6eit
~
he
w~
abou.t to
4ta./Lt down the hilt?
How did Robb.<.e 6eei when he
hea.ded 6M WA.L~h»r.e Btvd?
~aw ~ -~luLtebotll'ld.
Wlta.t
How might the U.Dlly
endJ
-~hou.td
Robb.<.e do now?
140
(Santa Monica School District, 1976)
141
"H~ve you eveA tent
get;.; aMu.nd Zo g.<.v.i..n.g d.
~omethlng
b~c.k.?
zo
~ 6~end
-- who
j~z
neveA
! 6 you ha.ve, you c.an. JtemembeA how
Mglty you 6eLt. Th.i.A .GZolty .<..G a.bouZ .ouc.h a. ha.ppen.i..n.g. The .GZolty
.oZop.o buZ .<..G noz 6.i..n..<..Ghe.cl. A6 ! Jtea.d, .dU.n.k. o 6 wa.y.o .in wh-ich you
m.tghZ end zlte .otoJt.y. ,
Eric and Bryan were playing cops and robbers down at the pier.
After a while Eric said he wanted to quit and to buy a slice of
pizza over at playland. He reached Into his pocket to see if he
stilI had his money. His pocket was empty.
He reached deep into
his pocket and felt a hole at the bottom. "Oh no, my money must
have just fa II en out of my pocket. I just fe It it a minute ago,"
_Eric shouted out in anger. He fel I down on his hands and knees
and started searching through the sand.
Who !o.ot
away.
h.<..G
money?
Meanwhile, Bryan had ·noticed a shiny silver dO~ tar a few feet
He stepped on it quickly with his foot.
"Bryan, Bryan, help me? Eric pleaded. I lost my money and my
s II ver do I Iar.
"Too bad," Bryan said. "Too bad you d I dn 1 t pay me the do I Iar
you owe me before you Iost that money. "
Who !oa.ned money to
E~c.?
"Oh, 1 couldn't have paid youa;utof the silver dollar," said
Eric.
142
Why do you. .th.i.nk E-U.c.
4-i.e v e1t. doUo.lr.?
~CLi..d
he. c.oui.dn' .t pay IWn out o 6 .the.
Bryan thought to himself for a second. "He only thinks he can't
pay me back. But he's going to. He was really disgusted with Eric.
He had lent Eric 50¢ for a movie just a week before even before that,
Eric had already owed him another 50¢. But Eric who was good at
mooching always managed to forget any debts he owed.
How mu.c.h mone.y di..d. EM.c. owe. to 13Jr.ya.n .W a.U?
· "I couldn't pay you from that silver dollar,"
Eric explained,
"because it isn't mine. Besides, it's special. It's a coin from my
Dad's coin co.llectio.n. I brought it to school to show to my science
teacher, Mr. Dolan. He collects coins. I didn't tell my Dad I was
taking it. He doesn't I ike me to mess with his collection. Besides,
this coin isn't worth just a dollar. They don't make them any more,
so it's worth a lot more."
So you're in trouble, Bryan thought. Wei I, go ahead and worry
your head off. You got it coming to you. Then Bryan thought of
Eric's father. He'd really be rough on Eric. He'd probably whip him
really bad, Bryan almost I ifted his foot off the dollar. He almost
said, "Hey look--" but he changed his mind.
But this would be so tough a lesson . .
QUESTIONS FOR DISCUSSION
Now do you. .th.i.nk that: E-U.c. 6ett when he.
poc.ke..t and tU.oc.oveJt.e.d 11M ~.i.evelt. do.U.M
~e.ac.he.d
.W hi4
WM m.i..o~.Wg?
13Jr.yan 6ett ~ome;th.Utg .towMd E-Uc. .that: made. iWn ~.te.p on
.the. do.U.aJt. (llita.t do you. .dUnk that: Q. ee..Ung WM?
What: m.<.gh.t happen next:.
143
W.LU EJt.i.c. ge-t iLW money bo.ck.?
Wha..t a.tte .oome o 6 .the .thi.ng.o .tha.t BJtya.n m.i.ght c.hoo.o e?
144
(Santa Monica School District 1976)
145
Ha.ve. you. e.velt bJtoke.n Mme.one. etoe.' -~ -dung<> w!U:.te. you.
Welte. p.ta.y-<.stg, when you. JtectUy cU.dn' .t me.a.n .to? The.n you
br.i.e.d :to k.ee.p you.Jt 6Jt).end 6Jtom 6-tncU.ng ou..t a.bou..t d.
I'm go).ng .to Jtea.d a. J.>.toltlj a.bou..t Mme boy<> who Welte.
p!a.y).ng. The <>:t£Jitlf J.>.top<> bu..t ).}.) n.o.t 6~he.d. A6 I Jte.a.d
d, .tlf.IJ .to -dUnk a 6 wa.y~; tite J.>.toJty m).gh.t end.
Bobby AI len's father had promised to take him fishing
at the pier that Saturday afternoon. Bobby was really excited
and got up very early that morning. But now he had a long wait
unti I afternoon.
His mother told him, "Run outside and play but be quiet
because your baby sister is sick and is sti II asleep."
Bobby walked outside, but no one was around. All his
friends were gone.
It was very quiet, but suddenly there was
a noisy racket down the street. Bobby was afraid it would
wake his sister so he ran down the street.
It was a cement-mixer that was making alI the noise.
Two men were finishing a new sidewalk for a neighbor. Bobby
watched unti I they had smoothed the whole sidewalk, and then,
they drove away.
Wha..t cU.d .the. me.n -tn .the. cement m).xe/r.. bu.U.d?
Now it was very quiet again and Bobby sti I I had a long
wait before he could go fishing. Then he saw a boy coming down
the
s i dew a I k •11ho had j usi" moved in the house down the s-treet.
The boy's name was AI and he had a dog with him.
Wha..t wa.o .the.
n.~11
boy' -~ name?
146
"Hi, AI.
Can you play?"
"I guess so."
"Does your dog know any tricks?"
"No, he's just a puppy."
"Don't you know how to train him?"
"No."
"I'll show you. We used to have a dog.
yard." Bobby asked, "What's his name?"
"Champ."
Let's go to your
"Here, Champ, here, Champ."
The young dog wagged his tal I furiously und came up,
eager to pI ay.
"Let's teach him to fetch a stick."
"Bobby·threw a stick saying, "Get it, Champ, get lt."
· Wha.t' .& the. dog' J.J name.?
Champ lunged after the stick, picked it up in his mouth
and laid down.
"Bring it boy," cal led Bobby.
This time Champ ran across the yard and started chewing
the stick.
He refused to return the stick to the boys.
"We need to give him a reward for bringing the stick,"
said Bobby. "'tlatch."
Why rii.d the. boyJ.J ne.e.d to g.i.ve. Champ a. tr.ewo.Jtd?
Then Bobby threw the stick again, ordering, "Fetch it,
Boy!"
But Bobby had thrown the stick too hard and it landed
in the new
cem~nt
sidewalk.
Champ sal led righT after it into
the wet cement leaving four big footprints that looked I ike
bear tracks.
AI ·..;hispered,
'".~ow,
Bobby was scared.
12.!:!. threw the stick, Bobby!"
"~1y
Dad will be mad," he said.
147
"Get your dog out of there and let's go," said Bobby.
Bobby ran home. When Bobby's dad came home for lunch,
Bobby was not hungry. He felt sick. His dad told him to get
alI his fishing gear together.
Wlta..t wa.o Bobby WOJL,Ued a.bou.t?
And just then the telephone rang.
"Yes,"
his father
said. "What's that? Your new sidewalk?
but we don't have a
a dog . . . you're sure? .
I'll call you back."
QUESTIONS FOR DISCUSSION
How do you. .tJU.n.k tha..t Bobby
See..t when he hecvr.d. the
phone Ju'..rtg?
Wha..t happened nert.
ha.ve ended?
How do you. tJU.nk tfte .o-t.OJty m.i.gh.t
148
(Santa Monica School DistrictJ 1976)
149
"How ma.ny o6 you. ha.ve ~tou.ngeJt bJto.theM OJt .r,.U..teM? Oc.c.a..6.i.otta.U.y
you. ha.ve :to ba.by.r,.U, don' :t you.? You. ha.ve :to .ta.lz.e IT..V..polt6.i.bi.LUy 6olt
.toolz..i.ng a. 0.teJt you..:r. you.ngeJt bJtO.the/r. 01t .r,.i..r,.te.tr. -- a.nd .r,ome.t.i.mu when
you.'lte .toolz..i.ng a.6.teJt .them .they ge.t .Wo .tltou.b.t'..e: .tltey .t'..o-6 e Olt b1tea.lz.
.:tlt.i..ng-6, .they 6a.U dcwn a.nd .f>c.lta.pe the.i.lt lmev.. olt b.t'..oody .the.i.lt no4v...
Some.t.i.mv., .they ge.t hu.!t.t .i.n otheJt wa.y-6 :too: .i.n the.i.-t 6ee.e.i.n.g.6. Loolz..i.ng
a.6.teJt .them .<An'.t a.hua.y-6 et.U.IJ. Th.u. .<.6 a. .r,;tolty a.bou..t -~u.c.h a. p!tob.e.em.
The J.J:tolty J.J.top-6 bu..t .i..r,n' :t 6.i.n.<Ahed. Th.i.nlz. o 6 wa.y-6 .the J.J:tolty J.Jhou..e.d
be 6.i.n.<Ahe.d."
Eddy had .had f.lis twelf-th biri"hday several weeks ago.
As usual,
he had received a presen-t from Uncle Andrew.
How o.t'..d .i.-6 Eddy?
The present "thai" Eddy had received from him this year, was the
sum of fifi"yceni"s.
A worn old half dollar.
li" had come carefully
wrapped, and with it was a note that said:
Dear Eddy,
Enc I osed you' I I trnd a four-bit piece.
long time ago.
Star-t
coins
a coin coli ection, boy.
- - old,
I earned it myse It a
I'm sending it to you with an old man's advice.
Not just of rare coins but of any
branc-new, any kind.
'II hen you're sitting on a pi I e
of cash you're sitting on top of the world.
Love,
Unc:e Andrew
V.i.d_ anyone. hea-t
;~hcti:
.t:te
Mrs. Anderson ·•us OL.rrra-;;ed.
p-':.e~ e11..t ll.'£t6
"The
~oy
.thcti: Eddy :r.ec.U.ved?
r.eeds a ., inter coat and
shir-ts and shoes, and ·~h<:>t --that ol·.~ s:<.infl int sends him advice!"
'
;
150
A week later another letter had come from Uncle Andrew.
Eddie opened the letter and read it to himself.
Dear Eddy,
No doubt you've wondered why I sent you a mere half-dol Jar
for that important twelfth birthday.
If you have spent it by now-
wei I, you had four bits' worth of fun.
If, however, as I advised
you to keep that four bits, you own a rare coin worth $50, and
which wil I I ikely be worth twice that some time in the future.
Experience is a hard but mighty good teacher.
If you've spent
that coin, you've had a lesson so expensive that you' I I never
forget it. If you've saved that four bits, you have a reward
that wi II last long in your memory.
Either way, lad, that half
dol Jar has helped you to do a I ittle growing up.
Your devoted
Uncle Andrew
Who k.now~ why the. SO¢ p.<.e.c.e. ~ wo.uh $50?
Wlty
~
Eddy' -6 mom ma.d a.t Unci.e. AndJte.w?
Eddy Iooked up thing of what he 1 d read.
"But I haven't spent that half dollar," Eddy said.
on my dresser. I --1 completely forgot about it."
By now, that four-bit piece had a lot of importance.
excused himself and hurried to his room.
He looked on his dresser for the coin.
drawer.
He looked in alI the drawers.
on his study table; even under the rug.
The old half dollar was gone.
"It's
Eddy
He looked in the top
He looked under the dresser;
Then in a! I his pockets.
He couldn't find it anywhere.
Whe/te. dou Eddy .tfU.nb. he. te.6t the. hal.£ doUaJt?
151
He didn't feel I ike facing his mother now, and admitting that
he must have foolishly spent the coin.
~bodily
he walked out into
the back yard.
Pete and his gang were playing on the lot ne:xt door pretending
to be sheriff and bandits.
Shooting each other ful I of holes and
having a wonderful time. Eddy watched them a minute.
Suddenly Eddy frowneQ. Pete with a gun? He had no capgun.
Mother, in her strong-minded way, didn't believe in kids having guns,
or comic books, or secret clubs.
When the family had first moved to
this street, Pete had pleaded with Mrs. Anderson to buy him a ninetyeight cent cap pistol I ike the other boys' weapons.
She had refused.
Instead she had bought him a set of encyclopedias.
Why
Wa4
Eddy .6Wtptr.-Wed .t.itCLt IU..o
b~t.o.t.lte/r.
Pe;te. ha.d e1 c.e1pgun?
"Sang! Sang!"
"Bang!
I got. you."
"You did not.
"You did not!
you even saw me!"
shot first!"
practically had you shot full of holes before
"Qh, Tommee! Come home right this minute!"
From next door, Tommee's mother's voice rose shril I over the
tumult of firing guns and warriors' shouting voices.
"I've got to go home,"
my gun.
over.
Tommy Albee said.
Warfare ended.
"Pete, you've tried
You pay me f i tty cents or give me back my gun."
And Pete reached into a pocket, took out a coin and handed it
Tommy ran home, leaving the gun in Pete's hands.
How di.d Pe;te. ge.t .tlte. mo~tey .to buy .t.lte gun?
"So that's wnere my coin '"ent!"
Eddy rea I i zed.
Pete saw it
152
lying on my dresser.
And he wanted a cap gun.
he just couldn't stand it.
Wanted it so bad
All the other kids had 'em.
Poor guy!"
Now Tommy was running home with that half-dol Jar.
"Hey, Tommy!" Eddy yel led,and lunged into pursuit - - and
sTopped short. '!I hat was he going to do?
AI I right now I've got to tel I him about the coin, Eddy said
to himself.
But if I do, I' I I get Pete into awful trouble • . .
QUESTIONS FOR DISCUSSION
How do ·you think Eddy
50~ p~ece ·a&
6elt
when he
6~~ ~ecelved ~e
a g~6t?
How do you .tlwtk he
$50'!
6e.U when
he 6ound out .U:. Wa4 wo~
Some..ti.meA we can 6ee£ .to.t6 o6 d..i.6 oe.Jte~ .tlung-6 u ~e
J..ame wne. U' -6 ea&IJ w get ~xed up about OWl. 6e~g-6'
Whu w~e J..ome o6 ~e "~xed 6eeli.ng-6" ~u Eddy 6elt
when he Wa4 bty~g :to decide whu .to .tlte nughbM .lJ.g_y
who had ~ va.tuab.e.e 50~ p~ece?
Whu ~e Mme
an .i..d.ea?
WO.IJ-6
:thu .tlte J..:tMy
~ght
end.
Who ha-6
153
(Santa Monica School District, 1976)
154
THE WALKIE TALKIE
I'm gohtg to 11..ea.d you. a. q;t{)Jtt:f a.bou.t. a. boy who
.&t;ta Mme t.Jtou.b.te bec.a.u.qe lte wa.n.t6 veltlJ mu.c.lt
ge..t-~
fU.mu.i.n
to be U..ked.
The
botj bJthtgq MmetJung -~peci..a.i ;ta -~lta.Jte wi..th the 11..11-~t 0 0 the ua.qq.
Bu.t. <1u.dden£y, the botJ JtWt6 ~o qome t.Jtou.b.te. The -~toltlf qtopq,
bu.t. i.,t -Wn' t 6ht-Whed. WIU.i.e 1 a.m ltetldhtg a, LJOU/t job ;__~ to
tiU.Jtk. o6 how a mi.gh.t eJtd. When the '>tOitlf 4topq, qOme o 6 ynu. ma.y
wa.Jtt to tell ~ ome wa.yq that you. thhtk. tl~ bo lJ c.a.n -~olve. IU-~ p11..0 b.C.e.m.
155
"l'lhat a day this is going to be.
It 1 s so coo I .
have to share.
talkie.
\"Ia it ti II the kids see what
Not many guys have a rea I wa I k i e
I'll just keep it hidden in this brown paper bag.
get to school
"'ilhen
I'll run and hide it so it doesn't set ripped off."
Why
~ Geo~ge b~g ~o c~te&ul?
How
~
he 6eetlng?
George sat super sT i I I in his bus seat and put on his seat be It
without being rem i ndeo.
"Nothing is going to so 'ilrong, " he Thought.
"I can't wait to see Glen's face.
those dumb she I Is.
He thought he was so fine sharing
-me
'tlhat I have w i I I rea II y take the cake.
kids
wi I I pay attention to me today."
Why do you. .th.i.nk.
Geo~ge ~
6eeu.ng
-~o
e.x.e-Ued?
The bus turned off on Santa Manica 81 vd, up to the schoo I .
When it sTopped everyone starTed running to get off.
George realized
he hac batter be careful so his bag would not fa I I.
The bel I blasted in Gaorse's ear.
would I
i~e
what he brought.
He really hoped everyone
He knew they would.
And no one
in his class got so fancy a set- not even for Christmas.
talkie was ·•orTh a-lot of money.
TO share.
It was so im;;ortant.
The walkie
ne was worri<;ld he ·.... ouldn't get a turn
156
!;.. .<.t .i.mpoJLtan.t .to h.a.ve eveJtyone .U.il.e wha-t you. biLi.ng?
and quickly took his seat.
George went right to his class
He sat up straight and quietly raised his
r.and. The teacher noticed George' g poI i te behavior and she ca I Ied on
him immediately. George .,,as excited. He v1alked proudly to the front
of the class with his bag held tightly under his arm.
'tlow, won't
they oe surprised.
Everyone. indeed I i stened as George shared his surprise.
thing was going wei I just as he planned.
Every-
Unti I .
"Hey, George, where did you get those?
That set costs more than
525."
Interrupted one of his classmates.
A lwmp came to his throat. Fear gripped his boay.
It's none of their business.
He thought
CUEST IC,';S FOR 0 I SCUSS ION
Why do you. .dunk. .tha.t ~ 0ew 6M.gluened?
Wha-t can Geo.'tg e
c!too.~ e .to
do now?
Le;t'.~ heM -~ome. o~ you..'t .<.dcM on how Gco.'tge m.tgiLt ;..o.Zve
it.W plt()btvn?
157
(Santa Monica School District 1 1976)
158
GETII~JG EVEN .
Tlt.W iA a. ~:>.toJty a.bou.t a. boy who Ita.-~ been a.c.c.I.L6ed o6 do.i.ng
.oometlung .:tJuU: he Jte.all.y d.i.d not do.
oOJt J.>ometlung .:tJuU: you d.i.dn'.t do?
Ha.ve.. you eveJt been puni.Ahed
The boy 6-i.ndl.> out who Jte.ail.y
d.i.d .the .:tJUn.g .:tJuU: he hM been puni.Ahed
6oJt..
dec-i.de .i.6 he i.2. go.i.ng .to .t:Jty .to get even.
but i.2, not 6.i.n.i.l:>hed.
the
.~JtoJty
Tlten he hM .to
The ~:>.toJty ~:>.top!.>,
YouJt job i.2, to wte..n veJty c.a.Jt.e6u.Uy .to
a.nd :to .t:Jty .to .:tJUnk o 6 wa.y~.> tha.t the. ~:>to-'ty m.i.gh..t end.
Bob's father was mad!
"I thought you were a responsible kid.
make that go-cart,
When I helped you
I was sure you had the good sense to handle
it properly."
"~I hat
did I do now. "
Bob dem<Jnded.
"I haven't set a fire
to anything or broken any windows."
"You know wh~t you did!"
right across old man Miller's
ruined it.
~li
tl,r. Ames was angry.
ne~1
"You drove
lawn and made tire tracks that
I I er' s so mad he is going to sue me for what you
did."
"I didn't do it.
Whoever thinks they saw me is a I iar."
Bob yelled.
"The neighbor saw you.
You w i I I have to pay for it.
If you
haven't enough money for the repairs from your savings account,
you' II have to sell the go-car-t to pay for it.
can'-:- use the go-cart.
For now, you
It stays in the !}lrage."
That was that.
V.:hy i.2. Bob bung pwt.Whed?
UpseT, 3c:> ·.ent to j:neck out r.liller's lawn.
rle knew he
159
hadn't done it.
Sure enough, the lawn was ruined. Bob realized the neighbor,
Mrs. Holzer, had poor eye sight and could have seen someone else.
Bob was determined to find the guy who did it.
Bob suddenly remembered that Russ had a new go-c::~rt and that
he didn't I ike old man Mi I ler because he was bossy. Russ probably
did it on purpose to get even. He decided to visit Russ and check
to see if there was concrete on the whee Is of the cart. He wa I ked
two blocks to Russ's house. As he walked up the driveway, he saw
Russ in the garage. He had just wheeled his go-cart in from outside.
Why .f-6 Bob go.i.ng :to vl.A-i.:t RUA.O?
"Hi, Russ·, that's a swel I looking wagon."
"Uh huh--" Russ did not Iook g I ad to see him and was unfriendly.
"You just washed this thing?"
"So what-- what's it to you?"
"Look, Mrs. Holzer saw someone drive across old man Miller's
lawn and it wasn't me and now I have to pay tor it. Did you?"
ltNo!"
''You're a I iar."
"I tell you, I didn't! ·Get out of here and off thisproperty!
Russ was scared and almost crying.
Why d:o you. .dunk Rw.;.,
wM
6ee,Ung oo .6c.Med?
Sob realized he wasn't getTing anywhere with Russ so he decided
to split for now. Russ's dog, Spitfire, a big Boxer followed him
around the b Iock!
Bob knew Russ was afraid to tel I the truth because his father
would take away his go-cart. Bob was angry just the same.
Boo decided to walk the long way home, through Mr. Taylor's
big lot- Mr. Taylor raised chickens in his...!:>ack yard.
160
Spitfire was stilI following Bob as they passed the chicken
house. Bob suddenly had an idea. Spitfire was a hunting dog.
He had already killed
some chickens, and Mr. Taylor was really
mad. If he got into any more trouble he would be sent to the
pound. Bob knew Russ loved Spitfire.
How cU.d Bob .tlU.Ytk he
c.ou.td "get even"?
Sob looked up the street cautiously. AI I he would have to
do would be to open the gate and say, "Get 'em Spitfire."
The
nclise would cause big trouble and the owner of the chicken's
would cal I the pol ice and Russ's father. Russ would be in really
hot water.
Wei I, thought Bob, that's what Russ is doing to me. Now he' I I
get a taste of his own medicine.
Bob took.a step towards the gate -- Spitfire was eager --.
All I have to do is open it . . .
Bob heard his father's whistle to come home. He had to hurry
home.
But it would just take a second to open the gate, push Spitfire
and run . . •
QUESTIONS FOR DISCUSSION
How do you. .dunk .ti1.a.t Bob
~omUIU.ng
.tita.t
6eU
when he wM pl.l.l'l-i.Ahed
60JL
he cU.dn' .t do?
How wou.td Ru.M 6ee.t
.(.& SpU 0.<.11.e ha.d .to be
~en.t
.to .the
pou.nd?
~ha.t
c.ou.td Bob do?
How do you. .dunk .tita.t .tl1.e ~.toJty endA?
VI. PERSONAL STRENGTHS
Purpose:
To help the child become aware of his strengths.
Learning Disabled children may: be more deficient in
intellectual skills than indicated by their abilities.
161
162
ACTIVITIES
SUCCESS FANTASY
Guided fantasy is a technique that is extremely useful and has become increasingly popular in recent years
in various kinds of therapy.
This particular fantasy is
easy, fun, and non-threatening.
A good warm-up for the
next activity -- Success Sharing.
Ask the students to close their eyes.
Suggest that
they open and close them several times in order to become comfortable having them closed.
Ask them to imagine
that there is a motion picture screen in front of their
eyes and that they can recall their past and project it
on to the ·screen.
Ask them, with their eyes still closed, to begin to
focus on a success they had during that period of their
life.
Can they remember one?
Where did it take place?
Did they do it alone?
Did they plan for it or did it
happen spontaneously?
Can they remember how it felt
when they completed the achievement?
those feelings in their bodies now?
Can they recreate
Did they tell anyone
163
about the success?
perience?
Whom?
Can they remember that ex-
How did that person, or those persons, react?
etc.
Have them open their eyes and share their success
experiences with the group.
BRAGGING
Ask the students to form groups of five or six
members.
Tell them that each person has five minutes
to boast about anything he feels like in his life:
accomplishments, awards, skills, things he does well,
personal characteristics, etc.
This activity usually results in everybody feeling
very good about himself, as well as creating a heightened
sense of group rapport.
SUCCESS SHARING
Another way to help students focus on the positive
aspects of themselves is to have them publicly share
their accomplishments with the group.
In small groups of five or six, or with the entire
class, ask the students to share a success, accomplishment, or achievement they had before they were ten years
old.
Next ask them to share a success they had between
164
the ages of ten and fifteen; then between the ages of
fifteen to the present time.
(Obviously, these age
ranges will need to be revised depending upon the ages
of the students in your class).
165
WORKSHEETS
1. Worksheet on page 167
Capabilities
2. Worksheet on page 169
Limitations
3. Worksheet on page 171
"Shelf Inventory"
4. Worksheet on page 173
"I Am Special"
5. Worksheet on page 175
"The Strong and the
Weak Me"
6. Worksheet on page 177
Traits the Child
Possesses
7 . Worksheet on page 179
Strengths Questionnaire
8. Worksheet on page 181
Making a List of Easy
and Difficult Tasks
UNFINISHED STORY
1. Unfinished story on
page 183
"Fast Ball"
166
(Creative Teaching Press, 1976)
167
LESSON 20.
People make better choices
when they know their
capabilities. Capabilities are
the things people do well.
HELP THE USOs: Show the USOs how to make a list of their capabilities. Write down all
the things you do well or things you like to do.
168
(Creative Teaching Press)
169
LESSON 29. (Cont'd)
I am Special because I know:
My Most Important Capabilities
The Limitations I Can Change
And I am a Person because I can make Choices about:
What I Do For Fun
What I Want To Learn
What I Want To Do To Earn Money
170
(Farnett 1 Forte, and Loss, 1977)
171
SHELF INVENTORY
Select ttle ingredients from the shelves
that you feel you possess. Indicate
amounts in terms of "much," "some"
or "little."
·
On the back of the page design a new shelf and
fill in the boxes to describe your "make up."
172
(Schwartz, 1976)
173
\1i
Placc
J .. G ..
bv all Ihe lhing' ~ uu
arc~ good
or Slroug :ll. Pu1
J ''\\ ··
science
being
mn1h
being organized
being
Engli'h
being on rime
'odal
'ludie~
lhing~
you :1re weJk at.
hone~l
reading.
spelling---------
l1y Jll Ihe
\t>uu t \h.:
~inccre
following directions------being dcpend:JIJie - - - - - - - -
crealive wriling - - - - - -
being courteous - - - - - - - - -
handwriting - - - - - - -
self-conrrol
music·
finishing whnr l s c a r e - - - - - - -
foreign languages - - - - -
raking cnre of my rhings - - - - -
spores
being independent-------
paying actelllion - - - - - - - -
I 1hink my rhree mosr imporCJnC ,rrengrhs nre:
I. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
Three Jreas I wnnr co improve Jre:
1. ____________________________________________________________
~
~---
------------------------------------
·'-----------------------------------------for~ -/zvtt~rz.;f_)_:r(j ::~CJ ~u-d
'-.J
IJ
174
(Farnett, Forte, and Loss, 1977)
175
Not Sure
Check your TRUE TRAITS!
Do you:
have knowledge of the human body.
have the ability to change people's minds,
have the ability to make and keep records.
have mathematical skills.
use your hands well.
express your ideas well.
listen to other people.
use good grammar.
entertain people.
draw or paint.
reao music •
spell and write welt.
put things together properly.
use your hands •
repair broken things.
have knowledge of plants.
have knowledge of animals.
have knowledge of hand tools.
--
.....
sew.
type.
enjoy being with others,
like science.
write reports well.
,
win the confidence of othjl!rs,
*' '
1 , Write the name and a brief job description of an occupation you think you might
like to have when you ~become a part of the working world •
,
~
•
-------~--~------------------------------
2.
List the natural abilities needed for success in the occupation you have described,
3.
Do your TRUE TRAITS "match" the job description and the abilities called for?
176
(Farnette, Forte, and Loss, 1977)
177
PUZZLING SELF
Use these words to. fill in the blanks below.
words in the correct puzzle boxes.
weakness
skill
negative
positive
self
thought
Write the
talent
feeling
strength
I.
1.
Across
Down
1. Something I am good at doing
2. A ratural ability is a-:----..,-4. An idea I have about a topic
ls a --:-=--...,.---:---:--
is a _ _ _ _ __
3. When I feel good about something,
my feeling is
Something I h_a_v_e_l,...e_a_r_n_e_d,-,...,to do
6.
S.
is a
My a-:-t':"'ti-:-tu-d-.e--:t-ow_a_r-:d-a situation is
8. When I feel bad about
7.
a
9 • So~m---e-:-t:-h.,..in-g:-;-1-:h:-a:-v-e--:-tr-oub le doing
I am my
have a na~m~.~e-.---something, my
feeling is - - - -
is a - - - - - - - -
~~,~~\~~~----------------------­
~~~€.
Give an example for each puzzle statement.
I
..,
.}) i'
~~
u
* *@
ft
~ c;::r-11 ~~'\ ~ ~
i:r
178
(Farnett, Forte, and Loss, 1977)
l79
PERCEPTO GRAPH
Rate yourself on the PERCEPTO GRAPH.
(Try to be honest!)
Sometimes
Never
what r start.
am interested in people.
am willing to help when l can.
try to do what l say l wtl[ do.
am a Loyal friend.
feel good about my school work.
always want to do a little blt
better.
I try to look my best.
I am a deoe'dabte oerson.
T make oood decisions.
r am not easi tv discouraoed.
Tam a oood family member.
I can oroanize mv time.
I share in completing daily chores.
I share with others.
T am easy to get along with.
Friends like to be with me.
I am a good sport.
I talk to others easily.
I ! is ten to others •
I follow directions.
I am able to take criticism.
the time
Always
r finish
l
l
I
I
I
I
//
7/
~
v
y
7/
7/
//
·-
r7/
//~
v
//
'
r7
//
//
//
17/
I
t e c k youe PERCEPTO GRAPH eating and weite a paeageaph desceibing youe
r::rong
and weak points.
\
~-----------------------------------------
180
(Farnett, Forte, and Loss, 1977)
181
Make a list of things that are the
most difficult for you to do and a
list of things that are the easiest
for you to do. (Suggested areas: school subjects, sports, making friends, doing
chores, etc.) After making your lists, identify helpers to assist you with your
"difficult" items. Make a second list of friends you can help.
Think of one very special thing
you would like to be able to learn
to do. Make a list of three places
you can go for help (the library,
museum, special class, park,
farm, etc.).
182
(Santa Monica School District, 1976)
183
AU. o 0 UA ha.ve c.Vt.taht ,.1-t't.eng.tJ\.6 - .tiwtg,~ .tlta.t we' ,te good
a.t; a.nd a,U o 6 UA ha.ve wea.kne.,5,5 u - t!Ung~ .tJta.t we do poo!U..y.
We a,U need to iea-'t.n a.bou:t oc.v't. own ,.>-t't.eng.tJw and wea.kne5-5U ,5o
we CCLn be
,.>w::.c.e~-5
Tlt-W ,(.,5 a. ,.>.totty a.bou:t a. boy wlto ,i.,.> a. ve't.IJ
good bMeba£.e pl..JJ.yetr., bu:t he hM one bl..g wea.kneH olr.. ha.ndl..c.a.p.
He luu. .to 6a.c.e ,tJU.t, ,Mobiem .a.nd ma.ke a. dec.,i.,.IJ..on. The ,.>.totty
<~.to~, bu:t ,i.,.>n' .t 6~1ted.
A-.1 ! -'t.ea.d, yor.v't. job ,(.,5 .to :tlr.y to
.th.Utk o 6 wa.y-.1 J..n. w!Uc.h you. ml..gh.t end the ,.l.to,'t.IJ.
0u.t
Eddie 1 s team was firsT at baT.
Eddie I imped to the plate and got ready for the pitch.
He had had poI i o ·,;hen he ·,;as four years o I d.
was distorTed and s;na I I er than the I eft.
,'low his ..c.lght foot
He had to I imp •,;hen he
'II a I
ked.
He knew he oouldn't ;et to first base, even if ~e got a hit, but
he had to try.
The other team ·,;as a regu I ar Little League team.
They ·,.,ore
brand new Little League uniforms and peaked caps and real baseoal I
shoes with spikes.
E::!d i e I coked down at his own faced jeans and
torn tennis shoes.
His own team ·•as a bunch of kids from the scrub
neighborhood ga;;g.
Compared to the Little Leaguers, thev looked
~rerty
sad.
184
Wha.t Wa.6 the. eLi. a6Vte.nc.e. be.tlce.e.n EdeLi. e.',~ team ctnd the.
o.theJt team?
Ho:~w
doe.6 Edcii.e. &eel. ctbou.t hM. cw1t team?
~Play balI!~
the umpire, Mr. Bonner, shouted.
The pitcher threw his first pitch to Eddie.
called,
~sail
one!~
i-1r. Sonner
The pitch was fast, but high.
came straight for the plate and Eddie swung.
The next pitch
There was a loud
crack and the balI zocmed between second and third.
Eddie flung
his bat to the side and, although he knew he'd never get to first,
he gritted his teeth and ran.
when the umpire's
·~~orcs,
~You'
Eddie was not even to the base
re-·out." stung his ears.
How dJ..d. Edcii.e. fie.~!.! when he. hM: .the. bail.?
Whe.n he. he.a.tr.d the. wnp.<Jt.e. c.CLU, "You.' -'te. ou.t."
Great hit, Eddie!
If somebody could just run for
you.~
The first half of ;he inning ended with a score of one to
nothing, in favor of Eddie's team.
pitcher's mound.
Then Eddie walked out to the
He would pitch today for his team.
but strong I y bu i It, except for his shrunken I eg.
He was short,
In fact, he had
had to use his arms so much to I itt himself around that he had
built up nice muscles in his arms and shoulders.
Eddie studied the other t_eam 's gray and b I ue-edged uniforms.
Really neat, he thought.
a figure of a shark.
locked so sharp.
thought.
On the back of the shirts was printed
They called themselves The Sharks.
They
I'd sure I ike to be on a team I ike that, Eddie
How foo I ish that wish ·•as! He cou I dn' t even run to
catch a pop fly,
let alone steal bases, or jump 'JP to snatch up
a fast grounder.
He couldn't even make it ttl firs; wnen he hit
a three-bagger.
He'd never be asked to join a
~team.
185
"Satter up!"
Mr. Sonner shouted.
Eddie wound up, pitched and watched the ba II soar right across
the plate I ike a but let.
"Strike one!"
The batter tiGhtened his I ips, but Eddie's pitches just
disappeared before his eyes.
"Strike Three. You 1 re out!"
As each barter approached the pI ate, Eddie concentrated and •11h i pped
his fast ba I I over the pI ate. In just a few pitches he had struck out
the other team. Eddie's teammates screamed with joy and Eddie glowed
with happiness.
Wha:t ma.d.e Edcii.e
6eel ;., o hilppy?
As the game went on the other team could not hit Eddie's fast
ba II.
The game finally ended, two to nothing, in favor of Eddie's
neighborhood team. His teammates whooped and hot lered and tossed
their mitts into the air. They had beat those fancy-leaking Little
Leaguers.
Wha:t
W£14
the
6.<.na.£.
-!lc.OJte o 6 the game?
The boys began to wa I k home.
hurried after Eddie.
"Hey Edd i e, wa it up! "
Sudden Iy two Li tt Ie Leaguers
Pete ca I Ied.
"We 1 ve a I I ta I ked it over.
You're really a good pitcher. 'lie need . . . what 'lle'd I ike is
wei I, wi I I you join our team?"
"'1/ho me?"· Eddie gasped. "You mean vtear your uniform and everything?"
"You'd be our first string pitcher!"
can't grab a
Eddie's thoughts spinned, "I can't run bases.
high throw. Even if I hit the balI over the fence, a fast fielder
could cl imbthe fence, chase after the balI, ana, throw it home before
I'd make it! The team needs players t-hat car. do everything."
"',~hat
do you say Eddie? . . .
VII. SETTING GOALS
Purpose: To teach the Learning Disabled child how to set
short-term and long-term goals.
Learning Disabled children may:
not find completion of
learning tasks self-rewarding; not be able to look ahead
into the future.
186
187
ACTIVITIES
WHEN I GROW UP
A discussion of various careers and what children
want to be.
This kind of discussion helps build self-
images and gives an additional opportunity to use
language.
Materials:
Magazines, newspapers, construction
paper, scissors, glue.
Procedure:
Ask the children to look through the
magazines to find pictures to represent his or her job.
For preschoolers, a small group may look through the
magazine with the teacher and select the pictures that
the children show an interest in.
The pictures can be
cut and pasted on construction paper.
for comments from each child.
The teacher asks
The children can write
their comments or dictate them to the teacher, depending
on their age level.
The stories;:.and pictures can then be
arranged on a bulletin board.
WHAT I'D LIKE TO BE
Have the children write about, draw pictures of, or
act out their future ambitions or desires. It doesn't
188
have to be when they grow up -- it could be next month,
next year, in junior or senior high school -- let the
children decide.
189
WORKSHEETS
l. Worksheet on page 191
Recipe for the Future
2. Worksheet on page 193
Writing Goals
3. Worksheet on page 195
Hobby and Career Planning
4. Worksheet on page 197
Occupation Planning
5. Worksheet on page 199
How to Achieve Goals
6. Worksheet on page 201
Skills Necessary for
Various Chosen Jobs.
7. Worksheet on page 203
"Travel
8. Worksheet on page 205
Setting Long-Term Goals
9. Worksheet on page 207
Looking into the Future
Plans'~
10. Worksheet on page 209
Pretending to b€ a
ll. Worksheet on page 211
"Thinking Ahead"
12. Worksheet on page 213
Matching Skills with Job
Possibilities
~arent
190
(Farnette$ Forte, and Loss, 1977)
191
SPICE OF LIFE
Create your own recipe for the Future. From the list below, select the
ingredients you want and the percentages of each you wilt use to make your
"perfect recipe for life." (Note: All ingredients used should add up to 100%.)
Example: Mike wants to be a well-known sci.enti.st.
He also wants to have a happy family life.
Hi.s recipe for life is:
Fame
30%
Wisdom
20%
Family
25%
Happiness 25%
100%
INGREDIENTS
'I
Fame
~~
, '·
~~
,.
""
) ·.,,..
1
L.eisure Time
Fortune
·Family
Happiness
Work
Wisdom (knowledge)
Community
YOUR RECIPE
..
How Much
(Percentage)
Ingredients Used
Total
100%
Give directions to complete your recipe. Tell how you will
use these ingredients to achieve your life goals and
describe what your finished product will "look like. "
192
(Farnette 1 Forte,and Loss 1 1977)
193
Plan on something you personally would like to
achieve. Choose three areas and write a goal for
each one.
(1)
(2)
(3)
Use the chart below to keep an achievement record.
Personal Goal Areas
Appearance
Temperament
School work
Communication
-Sports
Hobbies
Relationships with friends
Relationships with family
Relationships with
teachers
Relationships with
other adults
Part of the fun of achieving goals is in charting your progress!
194
(Farnette, Forte, and Loss, 1977)
195
TURN-A-20UTS
Tur"n a hobby into a car"ee,., List the things you like to do in you,. fr"ee tlme.
What car"eer" could you tur"n each lnter"est into? Wr-ite the possibilities in the
COI"r"esponding column.
Things I L-ike To Do
In My Fr"ee Time
A Possible Car"eer
1,
2.,
2.
3.
3.
4,
4,
s.
s.
6.
6.
7,.
-----------------------
7,
y¥
j
~
~
~
\~
\'t'
196
(Creative Teaching Press, 1976)
·197
I guess
I should think
about lots of
job ideas in
case something
happens that
I don't
LESSON 28.
I'm aoina
to look ~t my list
of limitations
again. Maybe
I can change
more of them.
Very good! People can
make better choices
when they are prepared.
HELP THE USOs: Think of something you would like to do as a job. Try to write down some
things that would keep you from doing this job.
A job I would like to do. - - - - - - - - - - - - - - - - - - - - - - - - Some things that might happen to change my being able to do the job.
Some other jobs I could do if these things happened:
198
(Farnette, Forte, and Loss, 1977)
199
LADDERS TO SUCCESS
After deciding upon a goal, your next step is planning how to achieve your goal.
Practice your planning skills by completing these ladders to success. Select
t:wo goals you want to accomplish--one for school and one for home. Start at
the bottom of the ladder and list the steps you witt need to take to reach your goal.
~oal:
Groal:
s.
5.
'+.
't.
(/)
(/)
LIJ .3.
It)
<.J
({)
<J
::!
lo 3.
(.,J
(.,J
en
2.
<::l
1It)
Cl.
~
It)
<::)
1- 2.
1..
Lu
1-
(.{)
c..
w
(/)
1-
1
(f)
I
~
. .,~ 'N
Select a life goal (for example, the career of
your choice) and prepare a future "Ladder to
Success."
200
(Creative Teaching Press, 1976)
201
LESSON 25.
S.:-me people are able to
earn money doing the
things they enjoy.
HELP THE USOs: Think about the things you enjoy doing. Tell the USOs about some jobs
you could do that would need the skills you enjoy.
Skills you enjoy
Job Possibilities
202
(Schwartz, 1976)
' &
203
In :\ly Future
'lay
I. I have visited the following places: 1Pl:~ce a check iy' l by those you have visited.)
a.
airport
g.
museum
b.
amusement park
h.
observatory
c.
art gallery
i.
planetarium
d.
ball game
j.
plant or factory
e.
beach
k.
zoo
f.
circus
I.
:Z. I have visited the following st.:ltes:
3. I have visited the following foreign countries: - - - - - - - - - - - - - - - - - - - - -
4. In the future I would like to visit these three places:
a. ________________ b. ------------------c.
204
(Schwartz, 1976)
205
September
Introducing "e
GOALS AT HO.\IE
I. TI1is year I would like to try and help out more at home by - - - - - - - - - - - - - - -
2. A new hobby I would like to try this year is - - - - - - - - - - - - - - - - - - - - -
3. I would like to try and becoine better
Jt - - - - - - - - - - - - , - - - - - - - - - - -
· 4._ Another goal of mine at home i s - - - - - - - - - - - - - - - - - - - - - - - - -
id lifce "!t>
read more tcoi:s
AT SCHOOL
1. I would like to try and do better in the area o f - - - - - - -
-------=:;:_____
2. This year I would like to become better friends w i t h - - - - - - - - - - - - - - - - - 3. One study habit I would like to improve this year is - - - - - - - - - - - - - - - - - -
4. Another goal of mine at school is - - - - - - - - - - - - - - - - - - - - - - - -
lc
ii f::e to :)tar:-
stcmp collec~~on
:::~
206 .
(Schwartz, 1976)
207
Gazing into my crystal ball. here are pictures of what I see.
I. Next year I see myself:
2. In five years I see myself:
3. In ten years I see myself:
4. In fifteen years I see myself:
208
(Ryono, 1978)
209
Name
Pretend you just became:
A PARENT
What are your hopes and dreams
for your child? Think about the
parents you know ... your own, your
friends', the parents on TV. How will
you be the same? How will you be
different?
:oovt~gnr ·
>=-ronK Sc.:crter
=-·...oc:~c:::r;cns.
nc.
210
(Ryono, 1978)
211
Name - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
THINKING AHEAD
What will I be when I'm 23?
What will I see when I'm. 43?
What will I do when I'm 62?
If I'm alive at 95 ...
::..::avngnt
'=ranK Scr:c:7er 'J'.JOHC:::tlor.s. nc.
212
(Farnette, Forte, and Loss, 1977)
213
A JOB FOR ME
Choose a job that you would like to have now (for' example:
babysitter', mec.'1anic, gardener, store clerk).
1.
List the skills you will need for' your' chosen job ln
Section I.
Section I. Skills Needed To Become a(an)
(career)
1.
2.
3.
4.
5.
6.
7.
8.
14.
.J pl. ~~:
9.
10.
11.
12.
-...oTFH/
@!~ Jo)d
IJ~
,.-iJI
~
0
')
2.
17.
18.
19.
2C.
Circle the skills you already
have in the section above. List
the skills you will need to
acquire in Section II.
1
;ection II.
Skills I Will Need to Become a(an)
(career)
1.
2.
3.
4.
6.
7.
8.
9.
5.
10.
3. Write a paragraph describing where, how and from whom you could learn
these skills.
214
CHAPTER 5
STRATEGIES NECESSARY FOR
MAKING THE PROGRAM WORK
The activities presented in this handbook will work
only if they are presented in a positive, warm and
loving environment.
This kind of learning environment
must exist every day in the classroom.
If it exists in
the home as well, the child will have an even greater
chance for self-concept change.
One of the most significant things that teachers
and parents can do for children is to give recognition
for their positive qualities.
By doing this, individua-
lity and a sense of belonging is encouraged and, in
turn, the child learns that he is accepted for what he
thinks and feels.
not be disciplined.
This is not to say that a child should
Rules, limitations, respect for
others, and good manners need to be taught and reinforced on: a daily basis.
There are several strategies that can help both
teachers and parents reinforce these positive selfconcepts which may develop from using this handbook.
First of all, it is important for teachers to evaluate
215
their classroom atmosphere.
Included in this chapter is
a checklist for evaluation of classroom.
Second, it is
important for teachers to use techniques of positive
reinforcement on a daily basis.
Positive reinforcement
in this sense means recognizing effort, improvement
and good behavior in each child.
Since learning disabled
children have lower self-concepts than non-learning
disabled children (as mentioned earlier), it may not be
enough
to reinforce these children verbally.
The
teacher may have to use some form of tangible reinforcements or rewards.
toys, or tokens.
These reinforcers can be food,
Many teachers have found that a hand-
made treasure chest works nicely where the child gets
to pick a prize for work well done.
Other teachers
have found that some type of work recognition record
works well where the child earns checkmarks or stars for
effort and improvement.
Included in this chapter is a
sample checkmark recognition card with directions for its
usage.
Also included are samples of point systems and
contracts.
The use of praise should not be underestimated as
an important reinforcer.
Even if a teacher uses some
type of tangible reinforcement with some or .all of her
students, praise should be given simultaneously so that
216
the child will eventually respond to the praise even
when the tangibles are removed or unavailable.
Another important technique for building self-esteem
in LD children is good communication between teacher and
parents.
Children will improve faster academically and
emotionally if they know that their parents and the
school are working together to help them.
Communication
can take place during conferences, by telephone, or
through written notes.
Included in this chapter are
samples of notes sent to parents by teachers which offer
suggestions as to how the parents can help their children
at home.
In conclusion, if the activities which are presented
in this handbook are coupled with the techniques mentioned in this chapter, there will be a greater chance
of enhancing the LD child's self-esteem.
217
(Knight, Graham, Miksza, and Tonnies, 1982)
"'"
Cll(A TING A POSITIVE lEAilNING [NVIIlONMI NT
CREATING A POSITIVE lEAilNING ENVIIlONMENT
The classroom atmos11here you create as a teachl'r for young
ehildren has a great impact on the development or their sclfconer.pts. When you est.ahlish an environment that encourages
warml h, love, and cooperation, you will enhance the feelings your
students have ahout themselves.
Evaluate your classroom atmosphere. Is there room for
irnprnvcm.,nt? You might like to try some or the following suggestions fnr huilding positive feelings or self-worth within your own
dassrunm. Once you begin, we hope that you'll soon be atlding yot~r
own ideas In this guide.
I. llo you provi•lcO(>portunities,early In the st•h•••l
y"ar, fur children In get In know "ach other?
2. llu yuu make an dfortln learn etudents' names
as quickly as rmssible?
:1. When you speak to young children, do you
physkally come down to their level?
1. lluyuu•·,;lahlbh rll(ll'llrl hy nonverbal nA w<·ll n•
v••rl.;d •·wnmunitalinn?
r.. I lu you
children understand your routine
--Y<'S
__ no
_ _yes
__ no
--Y~•
__ no
___ yt•!t
__
-·-··Y••:-t
_nn
lu llw l{fiUir•?
1. llu yuu llt"I'I'Jlt r:ll'h child'• diffcrenrt•s-·his
___ ,yf':-t
_ _ no
valw··~. hadt~~rmnul. rullurc7
II. llu Y"!>lr<•al en•·h rhil•l n• an ln•livi<lunl? Chil·
_ ..
yt·~
__ nn
--Y''"
_no
fliUJ
'"' I'
your
C'X.IU'I'lUtiOn:i
nr them
80
nu
lhlll lhf'y rt•t•)
!i~'•·un.'!
fi. I tu ym1 in:il ill in t•nt·h d~ilcl a aenAO of lu•lnn~~inK
!1.
Ill.
II.
1~.
1~.
11.
.Jn,n of ""' "'""" nl{" differ greatly.
II•> ynu help sludt!nl' develop an awnreni!SR of
indivi.lunl dilf""'"''"S and the acccpt..1nce of
lhnse •liffcrenceil
llu you help children In realize their individuality?
lln you focus on the positive aspects of each
d>ild'!
llo ynu believe there is good in every chihl?
llu you communicate a genuine interest in each
child'!
Do ynu cn!ale an atmosphere of warmth and
love by Leing kind. cheerful, and even· tempered?
--Y'" __ no
_ _yes
__no
_.ye•
___y.,s
__no
--""
___ye•
__no
__ yes
__ no
16. II ave you found that children are more a11t to
listen carefully to a whisper than to a yell?
-~ves
18. Do you give children opportunities In display
their talents?
__yes
17. Do you display all papers and art work. not just
the best?
__yes
18. Do you give children opportunities to work and
play in large and small groups as well as independently?
·
--..ves
19. Do you plan for children to learn from each
other?
__yes
20. Do the children In your classroom make plans
and choices?
_yes
21. Do you encourage children to share their idt•a•
and In reSJlect the differing ideas of oth~rs?
__yes
22. Do you allow children to freely express themaelve8?
__yes
23. Do you encourage children In eolve their own
problems?
--Y"'!
24. Do you Interpret and label the feeling• of children? FeellnKR aro mean I to be ex(lri'RRI'<l. holh
positive and negative. Do you encourage this
expreRRion?
211. Arc you Oulhle and ahle to Ouw with the
chihlrcn'• lntcrr•t• rvon wh~n th~y <lnn't coin·
clde with your lesson plnn7
__yes
28. Do you buil•llcs•on• on thr expcrlrnr•• of your
chlhlren?
-·~'·e•
27. Do you reward and encourage atl~mpiR at
achievement?
_yes
28. Do you eXJiress positive encourag~ment of independence as well aa helping after haviul{
assisted several times?
__yes
29. Do you help children with difficult tasks?
__yes
80. Do you know when to stand har.k and let
__ yes
children try their own wings?
81. Do you help students Identify and l(nin Insight
IniAl their own prol>lems and anxieties?
__yeo
32. Are you a friend In your atudenL•?
_yes
83. Do you help children lo discover and In underBland their wants, needs. fears, and dreams?
Are you accepting of all of these?
__yes
__no
__no
__no
-110
__no
__no
__no
__ no
__no
-·.v•• __ no
__no
__no
__no
__no
_..no
_no
_no
_no
__no
t-J
I-'
00
"'
CIILAIING A I'OSIIIVE l[AIIWNG tf-lVIIIOIIIAtlll
CII[ATING A POSITIVE LEARNING ENVIRONMENT
8~.
86.
36.
87.
311.
39.
40.
41.
42.
43.
H.
46.
46.
H.
4tl.
49.
Do you provide time for &ociulization and encourage friend~hip?
Do you help children develop body awurenell:IT
Do you provide opportunitic• for children lO
learn about them:;clvcs and othe111?
Do you •et consi•tenl, realistic, and cballcngins
goals for children anll wach them to do the wune
for themselves?
Doyougreetthechildreneach dayandcommenl
on haircul:i, new clothes, etc.7
Do you make an effort to be aware of the special
cvc1110 in the live~ of the chilllren: I.Jirthllaya,
tww l1uhicti?
An• you u I(OHid mo.ld for chilllnm Lo fullow7
Ar" )'OU " gc•lll li>lcner7
Wlwn then• really bn'tenough lime Lolistcn loa
chi lei, cluyou muke tiiJre that you teeti.Jilck Lo him
i:llUUJlinh.' thul tiUIIW duyf
[lo your tituclent. fed they 1tre reapccwd and
likccl, •imply becau•e they cxi•tf
llo y .. u eucoural{e chilllrcn Lo ahow 11ffcctionf
llo )'ou foster creativity7
Llo you encouruge chilllren Lo help each other?
ll" )'''" cslahli>h u level of tru•t IUllong cla:1:1
m•••ub<>rs1 llo chil.trcn tru•t you7
Arc• you honest with children so thatlhey learn
lwnesty7
Cao you laugh at yourself in front of the childn~n?
60. Can )'ou ucc•<pt each child at hi sown emotional.
sud;~ I, &•hy>icul. unll intellectual level anll build
hi; c•lucation from those levcls7
61. Arc ~ou "up" on the :;luge:; of development of
)"011111! chilllrcu so that you can teach for succe""
io»tt•all of failure?
62. llu yuu encourage children to be aware and
!it'll::iilivc lO
their
OWO
61
::ipccial-ne~" llnd
___yea
__yea
----110
__yea
----110
__yea
__no
__yea
__no
--.YO I
--.YO I
----110
__ no
__no
----110
65. [)o you encourage children to praise themsclve•
when help is offered lO provide u mowlcl'!
6ti. llu you realistically praise a helpful chilli and
cunmwnt when a chilli praises himself?
67. llo you withholll juclgrnent.l and attempt to
u111lcrstaml first. your student's reactions, respunscs nnd Lehavior7
611. llo you try to he fair, consistent, unll impartial
when disciplinioig'/
69. flo you strive to hel1•chil!lren evaluate thciruwn
behavior unll the con>equcnces of their uc·
llun~?
--.)lea
___yea
--"0
__yea
--.)lei
__yea·
___yea
__no
__no
__no
----110
___yea
__no
__yea
__no
__yea
__no
__yes
__no
__yea
__no
__yes
__no
___yea
__ no
---.vea
__no
tiU. Uu yuu 111alu• un cHurl to knuw family ~ilua·
liuwt1
til. Uu yuu umk•·am•·cub parlncru in llu- t!tlw.:aliun
of llwir chil>lreu'l
6:!. llu yuu l•n•vi•lt.~ It link hctwccn hunw urul :-.t·lauul
with ru·w~ldlcr~. phune cull:t, luum: visib,
parcul mct!linl(:i, und/or conferences?
6a. Arc yuu will inK ln ct.lucille the fHln:nb uf y~~ur
Hlucleuts to thdr rule in developinl{ tlw JIU>iliv"
sc:lf·ionul(e in their chilllren7
6-J. Are purcnl!i welcome in your classruum?
66. Arc yuu nnw uWilft!Of your !:!.ignirit•ant ruh: in Uw
devdUJIIIICUt uf the Child's sclf·CUIIC"l't'f
--,)'I:S
_no
__ yes
_ _ JIO
--Y""
__ no
__ yes
--110
---.Yt!!'t
_J&O
yt·s
uu
·--Yt:s
____ no
---.,YI~S
--flO
--·Y~':i
.... IIU
-)'l~!'i
--flO
-·Y•:s
-··-UO
that
uf olhcrti.7
63. llu yuu nutice children who would rather be
helper::; than ducrs'!
M. Do yuu give genuine 11nd realistic prai.e7
N
1-'
\.0
220
(Santa Monica School District)
221
SAMPLE WORK
Goal:
Directions:
RECOG~ITION
RECORD
reinforce the LD student's efforts, improvements, and
behaviors in a positive way.
When a student.does a good job on an assignment or improves
~o
his behavior, he will earn a specified number of checkmarks.
Nhen the card is filled, the student can elect to 9ick a
prize.
Examole:
You might say the following to Johnny: "John, for improving
your handwriting, you earned all 5 checkmarks. For working
quietly, you earned 2 checkmarks. Next time, you can earn
all 5 checkmarks if you can be a little quieter."
RECOGNITION RECORD
Name __________________
Card No. _ __
222
(Santa Monica School District 1 1976)
1-1\ov inj A\ollj ~
ha\ .,
~
•
•
•
•
I'IQme...
:
- - - - - f---- --· - - _ .._ - - - ------ ---- ---
•
•
•
•
•
•
•
: I Ei
• L.
~
• <II
.s::
• j)
l)
~
• d
:;:
..
- - - - f----- ·--
:
-·- -
1--·
• e >• c" .-....
100 fC:.If\l">
~
Harne..
1-
t-
--
----
~
\....)
,J
C$
'--------1
___.Sn
---L
l'()111tr)
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
NQff'e..
card number
000
poonts
•
•
•
••
•
•
•
•
••
:
•
•
••
••
•
•
•
•
•
.
loo p01rih
~~----~~--
: Card
number
fll.t ,,,ity
cho~,en
N
N
w
224
(Kaplan~
Kohfeldt~
Sturla, 1974)
225
II
j
•
d
!
i
i
!
I
I
226
(Kaplan, Kohfeldt 1 Sturla 1 1974)
D
ee- Cl.Vlor
Awcrrd
~~~~-~---. is ·presented
.:to _ __
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
eal
earned
by
for _ _ __
9
228
(Kaplan, Kohfeldt, Sturla, 1974)
229
TIGER- RRIFIG
~\ednesJnv
.~
-r,
.
\, h•Jrscic-y ;:- r t c:~'j'
we.U:.
I
of
47
REFERENCES
Blohm, A. Group counseling with moderately mentally
retarded and learning disabled elementary school
children. Dissertation Abstracts International, 1978,
11, 3362.
Boersma, F., Chapman, J. and Maguire, T. The students
perception of ability scale: An instrument for
measuring academic self-concept in elementary
school children. Educational and Psychological
Measurement, 1979, 39, 1035-1041.
Boersma, F., Chapman, J. and Battle, J. Academic selfconcept change in special education students:
Some suggestions for interpreting self-concept scores.
Journal of Special Education, 1979, 1l, 433-442.
Canfield, J. and Wells, H.
100 ways to enhance selfconcept in the classroom. Englewood Cliffs, New
Jersey: Prentice-Hall, Inc., 1976.
Cole, J. The use of imagery with learning disabled
children to enhance learning in a tutorial setting.
Dissertation Abstracts International, 1981, !!, 4655.
Cratty, B. Perceptual motor efficiency in children.
Philadelphia: Lea and Febiger, 1969.
Cullen, J., Boersma, F. and Chapman, J. Characteristics
of third-grade learning disabled children. Learning
Disability Quarterly, 1981, i, 224-230.
Dequine, M. and Price, K. Peer tutoring: It builds
skills and self-concept. Academic Therapy, 1982, 17,
365-371.
Feuquay, D. The effects of structured group counseling
and parent counseling-consultations on the reported
self-concepts and observed behaviors of children
230
231
diagnosed as learning disabled.
International, 1980, !Q, 4409.
Dissertation Abstracts
Fountain Valley School District. Handicapped children in
the regular classroom. Fountain Valley, California,
1972.
Hunt, D. and Sullivan, E. Between psychology and education. Illinois: The Dryden Press, 1974.
Lamport, L. The effects of a specific perceptual motor
physical education program on the self-concept of
children with learning disabilities. Dissertation
· Abstracts International, 1975, ].§., 1436-1437.
Leviton, H. and Kiraly, J. Achievement and self-concept in
young LD children. Academic Therapy, 1975, 10, 453455.
Martin, J. The reading counselor: A method of counseling
the reading disabled child. Journal of Learning
Disabilities,l977, 10, 271-274.
McHenry, D. A comparison of the self-concept of learning
disabled children in three special program structures.
Dissertation Abstracts International, 1977, ~' 3416.
Powell, H. The effect of counselor directed role play on
self-concept and interpersonal relationships of
students with learning disabilities. Dissertation
Abstracts International, 1976, 36, 4405.
Purkey, W.
Self-concept and school achievement. Englewood
Cliffs, New Jersey:
Prentice Hall, Inc., 1970.
Ramage, R. A study of the effects of activity group
counseling on the self-concepts, teachers' ratings of
student behavior, and achivement of fourth and fifth
grade students with learning disabilities. Dissertation Abstracts International, 1979, !Q, 1882.
Rosenthal, J. Self-esteem ~n dyslexic children.
Academic Therapy, 1973, 9.
232
Sakker, R. The effects of ego-strengthening and grouporiented contingencies on self-concept and sociometric status of learning-disabled children.
Dissertation Abstracts International, 1978, 39,
3481-3482.
-Sheare, J. The impact of resource programs upon the
self-concept and peer acceptance of learning
disabled children. Psychology in the Schools, 1978,
15, 406-412.
Smith, M. Prediction of self-concept among learning
disabled children. Journal of Learning Disabiliti~s,
1979, 12, 664-669.
Smith, M. School related factors influencing the selfconcepts of children with learning problems.
Peabody Journal of Education, 1977, 1, 185-195.
Warren, M. Procedures for modifying the behavior of
three learning disabled boys. Northridge, California,
1977.
Weaver, R. Evaluation of a comprehensive group involvement program for parents of learning disabled
children. Berkeley, California, 1980.
Yamamoto, K. The child and his image.
Mifflin, 1972.
Boston: Houghton
ACTIVITIES AND WORKSHEET SOURCES
Canfield, J. and Wells, H.
100 ways to enhance selfconcept in the classroom. .Englewood Cliffs, New
Jersey, 1976.
Carbo, M. and Carbo, N.
Happy to be me. Williston
Park, New York: Creative Teacher Publications,
1976.
Creative Teacher Pr.ess, Inc.
Park, California, 1976.
Career awareness.
Monterey
Farnette, C., Forte, I., and Loss, B.
I've got me and
I'm glad.
Nashville, Tennessee:
Incentive Publications, 1977.
Kaplan, P., Kohfeldt, J., and Sturla, K.
It's positively
fun.
Denver, Colorado:
Love Publishing Company,
1974.
Knight, M., Graham, T., Juliano, R., Miksza, S., and
Tonnies, P.
Teaching children to love themselves.
Englewood Cliffs, New Jersey:
Prentice-Hall, Inc.,
1982.
Ryono, S.
Getting to know you.
Rancho Palos Verdes,
California:
Frank Schaffer Publications, 1978.
Santa Monica Unified School District.
Unfinished stories
for role playing.
Santa Monica, California, 1976.
Schwartz, L.
The month-to-month me.
Works, 1976.
U.S.A.:
Learning
Sibert, A. and Silbert, L. My own book of feelings.
Creative Thinking Workbook, 1978.
233
234
ADDENDA
Schaffer, F.
1973.
All about me.
Los Angeles, California,
Science Research Associates, Inc. Being me.
Science Research Associates, 1972.
U.S.A.:
APPENDICES
235
236
APPENDIX A
CRITERIA FOR RECOGNIZING A
LEARNING DISABLED CHILD
~ays
A.
Paying Attention
Child does:
1. not pay attention to
tasks or to the
teacher.
2. prefers his world of
fantasy to the real
world.
3. exhibits compulsive
or ritualistic behavior such as
continual rocking or
needless pencil
sharpening.
B.
Response to Environmental
Stimuli
Child does:
1. not respond to or
understand an assigned
learning task.
2. exhibits a constricted
level of performance.
3. becomes withdrawn and
avoids peers.
C.
Organization:
Child:
1. cannot follow directions
Sometimes
Never
237
Alwa s
2. is unable to finish
a task.
3. cannot adapt to
established
routine.
4. cannot control his
behavior in a group
situation.
D.
Explanation of
Environment
Child:
1. explains his environment only in a
few specific,
limited areas.
2. is overly dependent
on others for his
choice of interests
and activities, and
seldom initiates
any new activity
on his own.
3. cannot do learning
tasks because of
motor, physical,
sensory, perceptual
or intellectual
deficits.
E.
Social Interaction
Child may:
1. be ignored by his
peers.
. Sometimes
Never
238
Alwa s
2. not gain approval
from others.
3. be overly dependent on attention,
praise from others.
4. appear to be a
"social outcast"
since others reject
him.
5. seem to be unaware
of social standards.
6. be overfearful of
offending.
F.
Intellectual
Functioning
Child may:
1. function in selfcare below the
level of his
capacity.
2. be more deficient
in intellectual
skills than indicated by his
ability.
3. not find completions
of learning tasks
self-rewarding~
Sometimes
Never
239
APPENDIX B
Table 4
TEACHER 1 S INVENTORY AND CHECKLIST
NAL'1E
SCHOOL
TEACHER
GRADE
In evaluating school performance, use this criteria as
your yardstick:
Is the performance unusual in terms of the grade level
in which it is shown or in the amount in which it is
shown? Please check only those items which are
relevant.
Yes
l.
Is he ambidextrous?
2.
(Lower grades) .
Is he better in
arithmetic, social studies and
science than in reading, spelling
and writing?
3.
Does he have difficulty with
penmanship?
4.
Is his oral classwork better
than his written?
5.
Does he sometimes attempt to
read from right to left after
the normal school period for
such performance?
6.
Does he read SaW for WaS
or quite for quiet
etc.
more than usually expected?
11
11
11
11
11
11
11
,
7.
Does he confuse similar
letters (b-d' m-n, p-q,
d-p)?
11
No
240
Yes
No
I
8. In reading does he:
a.
b.
c.
d.
e.
Have poor rhythm
Have poor phrasing
Guess more than usual
Omit or insert words or phrases
Have poor comprehension:
1. Oral
2. Silent
9. Does he have difficulty in telling
a story in proper sequence?
10. Does he show spatial confusion
or difficulty:
a. ma_p reading?
b. directions (left-right,
over-under)?
c. sequence (days of week,
before and after)?
11. In
a.
b.
c.
d.
speaking,does he show
hesitant or hal tin_g_ SJ2_eech?
inability to form words?
stuttering?
trouble in expressing things
orally he appears to
understand?
e. confuse b-d 1 2_-_(l, n-m?
12. In Spelling
a. does he reverse letters or
syllables?
b. does he use bizarre
misspellings?
13. Does he have difficulty in
copying correctly from:
a. the board?
b. a book?
14. Does he show a general physical
clumsiness?
15. Is
to
a.
b.
he overactive in comparison
others?
Is he a squirmer?
Does he frequently wander
around the room?
..
241
Yes
16. If he is non-English speaking,
is he having a serious problem
in learning?
BEHAVIOR
17. In
a.
b.
c.
d.
e.
his behavior is he:
restless?
impulsive?
irritable?
distractable?
withdrawn?
18. Does he have difficulty in
following directions?
19. Does he have difficulty in
finishing work on time?
20. Does he complete his work
raJ2idly, but inaccurately?
21. Does head tilt or posture
slump markedly while
reading, writing or drawing?
22. Does he do excessive day
dreaming?
23. Does he frown, scowl, mumble,
or show other signs of stress
while reading, writing or
drawing?
24. Does he have poor eye-hand
coordination?
25. Does he have difficulties
functioning with a group?
26. Does he disrupt class
activities frequently?
27. Does he lack self-confidence?
28. Does he often complain of
physical ailments (stomach
aches, headaches, etc.)?
Teacher's Signature
Date
No