Quick, Otho J.||Kohler, Roderick G.
M.S. Ed. (Master of Education)
Department of Industrial Arts
Industrial arts--Study and teaching
The Study: "The Education of the Slow Learner in Industrial Arts” by Dale Christopherson, Northern Illinois University, 1962. Purpose: To compile characteristics of the slow learner which are significant to the educator, and to ascertain the organization, content, methods, techniques, teaching aids, and trends in the education of the slow learner in industrial arts since 1920. Source of Data: Data were obtained from books, unpublished materials, industrial arts field magazines, particularly Industrial Arts and Vocational Education with which a systematic examination was made, and from correspondence with industrial education publishers. Findings and Conclusions: Considerable establishment and reorganization of industrial arts programs for the slow learner began in the 1930’s. Since that time industrial arts has contributed greatly to the total educational program for slow learners. The content of these programs has provided, and must continue to provide, a broad range of activities within the slow learner's capacity offering opportunities for exploration of aptitudes and vocational guidance. Occupational information, the development of good work habits, attitudes, and character traits should be emphasized as well as common use and care of tools and supplies. First hand experiences related to the slow learner's daily life should be provided so that he can apply the things he learns to specific situations in life for functional use. Slow learners need and deserve a situation designed to meet their specific needs. Homogeneous grouping of these pupils for educational purposes has been favored. It was recommended that classes for slow learners in industrial arts be on a single period basis and limited to no more than twenty pupils per class. To effectively educate the slow learner in industrial arts, one needs first to gain deeper insight into the slow learner's mental, social, and physical characteristics. Industrial arts methods of teaching must be geared to the special needs and limitations of these individuals. Frequent individual instruction is a must. There is little difference between the actual general methods which are used ordinarily with the regular class in industrial arts than those used in teaching the slow learners. The general methods, however, must be slowed down or simplified and used in light of a thorough understanding of the slow learner* Most all methods and mediums used in industrial arts will produce good results with slow learners if properly planned and executed. A textbook especially for the slow learner in industrial arts will soon be available. Teachers in the field of industrial arts have been performing a great service in the education and adjustment of slow learners. Much interest was shown in the education of the slow learner during the 1950*s and again this has become more of a concern. Industrial arts will, no doubt, be called upon in the future to assume a heavier responsibility for the education of the slow learner.
Christopherson, Dale W., "The education of the slow learner in industrial arts" (1962). Graduate Research Theses & Dissertations. 5473.
viii, 111 pages
Northern Illinois University
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