Document Type

Thesis - Open Access

Award Date

1963

Degree Name

Master of Science (MS)

Department / School

Physical Education

Abstract

The problem of education for the mentally retarded is fast becoming a major problem in the field of education. According to the United States Department of Health, Education, and Welfare, 126,000, or 3 out of every 100 children born in United States each year, are mentally retarded. Proper education for the mentally retarded child presents a problem. Presently, the retarded child is completely segregated from the normal child in the academic subjects; however, the mentally retarded child is integrated with the normal student in physical education classes. The theory behind this practice is that retarded students would be able to derive social benefit from association with normal students during physical education classes. Many people in education assume that because the retarded child and the normal child have similarities in physical appearance, the retarded child has the same motor abilities as the normal child. Because of this assumption, educators believe that integrated physical education classes are not detrimental to the educational program. The purpose of this study is to ascertain what differences, if any, exist between the selected motor abilities of the normal child and the mentally retarded child. The motor abilities considered were: (1) motor educability as measured by a modified Iowa Brace Test, (2) performance time as measured by a multiple choice response timer, and (3) accuracy throwing as measured by the throwing of darts at a target of concentric circles.

Library of Congress Subject Headings

Physical education and training -- South Dakota
Exceptional children

Description

Includes bibliographical references

Format

application/pdf

Number of Pages

52

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