Shaping the Curriculum of New York City Public School "Ungraded Classes" (1910-1930): A Historical Study of the Focus on Social Adjustment

DOI Web Site Web Site 6 References
  • HOMMA Takako
    School for the Mentally Challenged at Otsuka, University of Tsukuba
  • YONEDA Hiroki
    Faculty of Human Sciences, University of Tsukuba

Bibliographic Information

Other Title
  • 1910年代半ばから1930年代ニューヨーク市公立学校精神遅滞学級におけるカリキュラムの変容―社会適応への重点化―
  • 1910ネンダイ ナカバ カラ 1930ネンダイ ニューヨークシ コウリツ ガッコウ セイシン チタイ ガッキュウ ニ オケル カリキュラム ノ ヘンヨウ : シャカイ テキオウ エ ノ ジュウテンカ

Search this article

Abstract

The present study describes the curriculum of the New York City public school "ungraded classes" for "mentally retarded" or "defective" students from the mid-1910's to the 1930's, a period in which the focus was on the social adjustment of students with intellectual disabilities. Starting around 1915, classes for these pupils had the goal of integrating them into social and workplace community life. The curriculum included instruction on social customs that were considered essential for the students to have when living in the community after leaving the "ungraded classes". The ability to work was also considered desirable for them. Results of a life survey of students after graduation revealed that their activities had improved after the introduction of this educational program, and some of the graduates were capable of working. The criteria for children to be enrolled in this program were expanded to include chronic truants with a higher IQ than the original population, who were children whose IQ was lower than 50 but who were expected to be able to adjust to society. The class size was decreased in order to be able to meet the needs of each child more effectively. The curriculum included vocational training for children with mild mental retardation, training for individuals with other disabilities, "Center of Interest" learning which utilized community resources, and reading as a tool subject. Motor training and skill training, which began to be included before the mid-1910's, remain in the curriculum at the present time, and the concept of meeting individual children's needs has also been maintained within a focus on social adjustment.

Journal

References(6)*help

See more

Keywords

Details 詳細情報について

Report a problem

Back to top