THE DIDACTIC VALUE OF ROLE-PLAYING FOR INSTITUTIONALIZED RETARDATES

Abstract

Educational programs for slow learners should offer instruction which would motivate students to achieve maximum success in adapting to community life (McCaw, 1958; Wolk, 1958; Erickson, 1958; and Goldman, 19 59). Such programs would emphasize the utilitarian value of academic subjects, thereby stimulating the student and increasing his resourcefulness. The necessity for social-experience curricula is reflected in the finding that the retarded exhibit more difficulty than do normal children in perceiving social situations (Hutt and Gibby, 1958). This is particularly crucial for institutional retardates because of the limitations which have been placed on their experiential growth. The cumulative effects of frustration in failing to meet social demands, and the meager environmental opportunities must result in damage to self-image, and therefore in a lowering of efficiency.