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By Reuven Feuerstein

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Additional resources for Don’t Accept Me as I am: Helping “Retarded” People to Excel

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In the 1970s, the person with retarded performance was no longer considered as an "outsider" from whom society had to protect itself. In fact, some people with retarded performance were beginning to be viewed as contributors to society. Legislation in the 1970s providing for early education, education in an integrated school if at all possible, supported work, and group home living arrangements attested to society's stronger commitment to people of all ages with retarded performance. Educational Implications of PA-AM: Assessment, Referral, and Placement Psychological assessment, guided by an AM approach and its belief in the immutability of intellectual and cognitive functioning, usually contents itself with a "one-time" assessment.

To produce a square was akin to the discovery of the wheel. The most elementary concepts of space-"down," "up," "near," "far," "big," "small"were not easily understood because of her impoverished language as well as her difficulty in responding to our teaching efforts. But after these concepts were established through mediated interaction, we were able to make her repeat and consolidate these simple and yet important components in her behavior. What happened in the next 20 hours of work, spread over several days, seemed like a miracle.

Most large residential institutions continued as before. Then, in 1942, a study by Harold 18 CHAPTER 2 Skeels 8 on the development of children in two different institution environments threw new light on the possible impact of active modification on the development of people with retarded performance. Skeels's findings showed that favorable environmental conditions enhanced intellectual development, raising the IQ level, whereas adverse environmental conditions resulted in lowering the IQ level.

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