Historical Study of the Idea and Core-curriculum of “Occupational Education” Program for Children with Retarded Mental Development, in 1940s CRMD, New York City. 

Abstract

This paper clarifies the principles of the development and actuality of the core-curriculum of the “Occupational Education” program for children with retarded mental development in New York City in the 1940s. This program was created for the purpose of developing social contribution, social maturity, and social adjustment. The principles of this program were as follows; 1) to develop nonmanual skills (social skills) and manual skills equally, 2) to focus all the school activities on developing a child’s adaptability to whole life, 3) to ensure that this work continues for the entire duration that child in school. The core-curriculum had five subject areas: social-skills, language, arithmetic, health and safety, and vocational skills. This curriculum was characterized by follows; 1) the scope and order of life at home, in the community, at the work place, 2) performing tasks based on life experiences and cognitive drills, 3) emphasizing group work and discussions, and 4) repeatedly teaching social skills and life skills.