.
General Classroom.
The second classroom setting is one in which the mentally challenged student is in a.
normal classroom, but guided by an aid. Although this setting allows the student to develop their.
social skills, it does hinder his/her academic growth. ".the simple placement based concept of.
inclusion. individuals are not simply placed in general education classes but also provided.
appropriate supports in those settings" (Patton 85). The student often becomes distracted by the.
tasks of the other students, and the aid will have difficulties keeping the students" concentration.
on his work. .
Self-Contained Classroom.
The third, and most effective setting is in a self contained classroom. In this type of.
classroom the student is in an environment where the other students have similar types of.
disabilities. "Separate classes have remained the placement of choice for many schools in their.
efforts to address the needs of students with mental retardation" (Patton 85). Also, because the.
teacher is well trained to educated students with delayed development, this increases the child's.
chance of getting a good education. Though there are three types of classrooms, the self contained classroom is most effective in strengthening student learning. .
Master Program.
Additionally, the mathematics strategy training for educational remediation program,.
Master, is a method of teaching mathematics to both normally achieving students and students.
with mental handicaps. This method, "beginning at the child's level and progressing forward at.
the rate at which the child is able to learn" (Van Luit, 99), allows the child to begin to learn the.
four basic strategies in mathematics. These four strategies, addition, subtraction, multiplication.
and division are taught in the master program by utilizing counting based algorithms. The.
students are first guided on how to use the algorithms and then move to a level that uses self.
