Teaching Trainable Level Retarded Students To Count Money: Toward Personal Independence Through Academic Instruction

Abstract

A program for teaching money counting skills was conducted with five trainable level retarded adolescents. The instructional materials, teaching methods and evaluation procedures are detailed. All students learned a sequence of rote counting skills and then learned to apply these skills in counting amounts of change. The results are interpreted as support for the view that instruction in basic academic skills can be an integral part of practical education.