1
- Here.
- Chris or Lennon?
- Oh you can get that, huh?
- Hold back a little bit.
You can put some weight there.
Good, keep going.
Keep going, put your hands up.
There you go, come on.
Come on, put your hand on there.
Look up, look up.
Look up.
- Not today huh?
- Not today, come on.
He says, "The sun's bothering
me, the sun's bothering me."
- Too much light for him, huh?
- Good.
- There are many
definitions of curriculum,
ranging from very strict,
very rigid type systems,
to very broad, open
and flexible systems
of interpretation
that are conducive
more to the kinds of
things that most of us
have been agreeing that
we should address.
If you view curriculum
development,
or a curriculum guide as
something that is restrictive,
something that impedes
what the teacher does
or can do in the classroom
with a student,
or what I call a fast
food curriculum,
that was developed in
a highly structured
developmental pattern
with no flexibility,
than you and I aren't talking
about the same thing.
We've all talked about that.
I'm sure most of you are
going to agree with me
that whatever we
have must be varied,
it must be flexible and
it must be broad enough
to cover and meet the needs
of all the students
at this school.
It is probably going
to be impossible
for any single
curriculum to do that.
So, when we talk
about curriculum,
I just, going to continue
to use that word,
remember that we're talking
about a program of instruction,
not a set of guides and
not a set of constraints.
The idea that I have, and I've
just dialed it down a few,
is that this is to provide
for efficient learning,
that our curriculum should
be designed to ensure
that the program is consistent
across all programs
at the school and
that each program
within the school is
mutually reinforcing them.
That is, Linwood
is doing something
with a particular child out
in a production workshop,
how does that tie in, perhaps,
with some of the activities that
are going in the classroom?
And does that teacher
know what Linwood's doing
and does Linwood know what
that teacher is doing
and does each know
where the other
is going to be
moving that child?
When you get into money concepts
and various work type
behaviors and all,
I'll bet you you'll find
it would be important
that we all know where we are,
each of us know where the other
is on a particular child
and have some idea of
where we're headed.
Now, in that vein, I
wanna quickly say
that the first step,
then, is for us to agree
on a major objective
for this school.
And after much thought
and discussion with some
of the sympathizers,
we have drafted something
and we're going to post
it on the bulletin board
in the coming day or so
and want every individual
that works at this school
to have the opportunity
to provide some input.
Here's what we just
drafted very roughly.
The major objective of
the Hellen Keller School
of Alabama is to provide
education and training
for multiply handicapped,
sensory impaired students
to develop to their
highest potential,
skills and attitudes
necessary to function
in an opened or
sheltered society.
We can face it, many
of our individuals,
many individuals that
come through our school
are going to need some sort
of support and guidance,
be it public or private, for
the rest of their lives.
And so we cannot say that
we're going to ignore that,
we're going to say that
we're going to help
the individual go to
their fullest potential,
but we're going to be
prepared at age 21
because we know that that
individual is likely
to need some sort of assistance
by some other agency
after they've left the
Hellen Keller School.
- Alright Susie, don't trip.
- A few minutes.
You alright?
- Yes.
One more.
Good.
Sherry, what color is this?
What color?
What color?
Green.
Is it dead or is it growing?
Growing, yes.
That's right, the
corn is growing.
What's in here?
What?
What is that?
- Dirt, you see the dirt?
The corn grows in the dirt.
You see this Sherry?
The corn is growing in the dirt.
The dirt.
One more green.
Micheal, one more please.
Remember?
One morning I brought
some corn here,
what'd you do?
What'd we do?
We went to the kitchen
and did what?
In the kitchen.
You remember?
We cooked the corn...
and then what?
What'd you do?
We ate, we ate the corn.
Was it good?
Yes, are you sure?
Wasn't bad?
It was good? Alright.
Lisa, was the corn good to eat?
Did you like it?
Mmmm, good.
Good corn, good corn.
Sherry, remember when
we cooked the corn?
- So you see?
Now, does that feel like
a piece in your hand?
It does?
Now stick it in there.
- Now try, ace spade.
- Alright, good.
Straighten it out.
Good.
Okay. - Okay great.
- Now you got red,
a green piece,
a round piece, a circle.
What does that feel like?
Good, a circle.
Not in square, good.
- Go on, go left.
- So now what is it?
That one, good.
- A, space, A,
space, A, space...
- Where?
D, space, D, space, D
space, D, space...
- Right, nuh-uh, that's
right, that's right.
Okay, E.
- E, space...
E, space, E, space...
E, space, E, space...
E, space, E space
- Anthony.
Work.
You have to do your work,
where did that go?
- That one,
two and fold.
- Where?
Work Anthony.
- You got it.
Come on, work.
Good.
Pick it up.
You got start to use
your hand, pick up.
- I ain't going.
- You not going?
You going to work
though, aren't ya?
Boy, you've been
here all day long,
you haven't said a word.
Here, pick it up,
pick your buds up.
And place it where
it's supposed to go,
Anthony, you want your
mother to come and see you?
We gonna tell her you
won't do your work.
Come on.
Terry, you're doing
very good, okay.
Okay.
Janice, what are you doing here?
You don't know, do you?
Let me see.
Hold on.
- She can do it, it
just takes a long time.
- Keep trying.
That one was in the
wrong spot though.
- One.
- It won't come out.
- Two, okay, do it.
Put that two right
back up there.
- Okay, good.
- Stay on...
Okay, then.
How far can she go...
- One, two, five, eight, Susie.
One, two and five.
- Three.
Four.
Four.
Five.
Show me seven O-O on this.
Okay, take these off.
Show me 5:30.
Take em off.
Seven...
Put the little on the seven.
Put the little hand on the seven
and the big one on the 12.
What does it say?
Seven, seven.
No.
O-O.
Okay, good.
Now, show me five o'clock.
5:30.
Put the little...
The little one on the five...
five.
Five O-O.
Where does this go?
This is 5:30.
Show me 3:30.
Where does this go?
Well put it on the O-O.
Right.
Okay, good.
Hmm-mm.
Yeah, 3:30, 3:30 that's right.
Good girl.
I forgot myself.
Show me 7:30.
Pay attention, 7:30.
Do this again.
Wait a minute.
7:30.
One.
Sign with me, Patrick.
One.
No, 7:30.
One.
Two.
Go on, three.
Three.
Three.
Four.
Four.
Five.
Five, Good.
Tracy, show me 9:30.
9:30.
Okay, sign it with me.
One, come on, sign it.
One.
Now, one.
9:30.
That says 9 O-O.
9:30.
Nine...
What does that say?
Where does this one go?
O-O.
Good girl.
Okay Denise, show me...
4:30.
4:30.
4:30.
One.
4:30.
Two...
Two...
Two.
Hm-mm.
Three...
Three...
Three, put your thumb out.
Three.
4:30.
Four.
Patrick.
Four.
No, four.
Put your hand over here
where I can reach it.
- Good girl, Denise!
What time does that say?
What does that say? 4...
30, good!
You remembered!
Okay, Greg.
- It's remarkable how she's
even been functioning
with so little sleep
because most of the time,
not asleep is checked on
every one of these sheets
and there's hardly anything
for sleep for the whole week.
- I've come in here
in the mornings,
when Deborah has had to just,
I mean, physically, hold her
awake because she is so asleep.
We've gotten wet towels
and wiped her face
and she was still,
she's falling out
cause she's so sleepy because
she hasn't had ant sleep.
So, it was affecting her,
she really wanted to sleep.
And like, Saturday
when I came up here,
she was sound asleep.
You know, she had been up all
night but she was sound asleep
and they were having
no problems with her
because she was tired.
And she slept, they had
planned to keep her asleep,
to let her sleep for
at least five hours
so that she did get some sleep
and then try to keep her up
the rest of the afternoon,
after supper, so that she
could sleep that night
but she didn't.
- It will be interesting to
see what her mother says
about her sleep patterns at
home during the summer, too
and when she went home
over the long weekend.
- Do you think
I should call her
mother now, today?
- Yes, if you would please
call her and let me know
and I will check with
the nurse to see
about having them call
in a prescription
or evaluate her for
a sleep medication.
And I will also check into...
an alternative placement
assessment anyway,
not a placement at this point
but just try to open it up
for an assessment and
we'll talk to her mother
about that at another time.
- Okay.
- Let's just treat this
sleeping problem right now.
- Okay, good.
I'm hoping this will clear up
eventually, and everything.
And if it will,
then we can do that
and then we won't have to
go that route of thinking
other places because
she's a good kid.
I don't mind working with her
and I know it's gonna be hard,
but you know this
sleeping, I'm just afraid
it's gonna take her
down and get her sick
and if that does, we can't
have that, being sick.
- And if the self-abusive
behaviors continue,
even after the medication,
then we need to look at that
and do something about it
because we can't let that slide
but it may be due to the fact
that her system is not rested
and she's so hyperactive
that she has less control.
So we'll have to deal with
that when the time comes,
after we've monitored her
behavior on the medication.
- You're all gonna
cook today, okay?
Okay?
Okay.
You've been talking so
loud, too, alright?
Alright?
- James.
- Hold this for a second
I'll fix your hair.
- Okay, you did good on that!
Huh? I know, I know, let's
try it one more time,
one more time, then
maybe time for lunch.
You know what to do,
touch the board.
No.
Come on.
Good.
No, no.
Just do the work.
Okay, one more time.
Come on, try to do it...
You're doing good,
come on with it.
Okay, good.
Okay, good, come on, three more.
Alright.
Go on.
Come on.
Two more then you're finished.
Okay.
One more and we're finished.
Okay!
What do you want to tell me?
What?
Okay, good!
Alright.
Let's see it's a quarter
till, let's see.
Let's try folding a
washcloth again.
Wanna try folding the washcloth?
Okay?
Come on.
Lauren, no, no,
that's mistake.
Try it again.
No, try it again.
- Shh.
Okay, that was good. I'll
take that, that's very good.
Huh? Come on, try it again.
You do it yourself this time.
See what you can do with it.
What you gonna do with it?
Come on.
Okay!
That's very good!
That's better than you've
done all week, huh?
Come on, do some
more, do some more.
Okay.
Okay.
Do it.
Do it.
What?
Okay.
Alright.
Yeah, that was good.
Getting tired aren't you?
Just do that one more time and
then it'll be time for lunch.
No, that was a mistake.
Come on.
Come on.
Do it.
All the way over...
that was very good!
that was good, huh?
You don't realize how good
you did on that one, see?
Everything's even.
It's good,
that's the best you've done.
Try it one more time.
Come on, come on.
A little sloppy but...
You're getting tired.
Come on, one more time.
One more time.
One more time,
I know.
Okay, what?
I'll let you take, have that today.
Okay?
Finished? Okay.
Alright, it's time
to wash your hands.
Okay, what you gonna do?
Can you stand up?
Stand up.
Turn around and
push your chair in.
Okay.
Walk...
sink.
Be careful there's
a chair there.
- First, this is the
self-help skills
curriculum committee, okay?
And what we want you to do is
provide for us a continuum
of skills that will be
needed in self-help
and that is starting with
level one up to level three,
according to that outline.
Okay, keeping in mind
that some of the students
are going to be, won't even be
in this self-help, you know?
They'll have skills...
you need to keep in mind the
skills that a level three child
projecting independent living,
the skills in self-help
that they would need.
Okay?
Need to really think about
what kinds of skills
they will need in self-help.
I'm talking about beyond being
able to dress themselves,
grooming, right, taking
care of their personal,
really personal needs. For a
girl, her menstrual cycle
and just really high-level
self-self skills
at the top of the continuum.
- Okay, are you also
meaning something simple
like fixing a sandwich?
Preparing something?
- I think that's gonna
come in home management.
- Okay.
The areas of which
we will include,
- Level.
- Just in level one,
- Yeah
- Self-help areas.
- It's really everything.
- Bathing.
- Bathing, dressing.
- Brushing.
- Washing hands,
things we do everyday.
- Toileting.
- Mm-hm.
- Under self-help, we were
talking about personal hygiene
and this really is at the
top of the continuum,
knowledge and care of body parts
including the menstrual
hygiene, toileting,
dressing and grooming,
that is clothing selection
and dressing, that's high level.
Care of teeth hair and skin,
care of glasses, hearing aids
and braces, that's going
to be high level, too.
Eating skills, feeding,
first aid and safety,
see this is really at the top.
Reading and following
prescriptions,
knowledge and identification
of personal medication,
identify pain and localize it,
you know, "My stomach hurts,"
you know, so all that
needs to be included.
Safety signs and symbols,
poison, you know those...
- Railroad...
- Yeah, safety, right.
Respond to emergency situations,
all those are high level.
But before you get
to this high level
you need to look at what
will be needed at level one.
A kid comes here in level one,
there are gonna be some skills
that he does not have, okay,
you'll need to start
at that level
and move up the continuum.
The reason that the
self-help area
is gonna be really important,
is that we realize
that some of our kids
already have these skills.
At the same time,
some of our kids
will not get into home
management and work concepts,
so this is going to be
like a prerequisite,
the self-help curriculum is
gonna belike a prerequisite
to get into the
other other areas.
So, you're not gonna even
move into home management
and work concepts
until you've gone
through the self-help
that's needed.
Now, that's not to say that
a kid that's in level,
a good, basic curriculum of
level one, in home management,
won't have a need for some
of these self-help skills,
they will have a
need but the teacher
will be able to pull from this
and apply where it's needed.
But before that, young
children who come to us
will have a need for this
basic self-help curriculum.
Okay, we realize that there's
just so much of toileting
and dressing and
we want to do that
at the appropriate
time too, you know,
so, you know that when you
bring a kid to the classroom
at eight o' clock that you're
going to do toileting skills
and dressing skills
at some point.
Like Pam is doing it in the
dorm at the appropriate place.
So, you know that when you
get to the classroom,
you're not going to do
toileting and dressing
and eating skills all day
long, you can't do it.
So, I want you to
include in yours
some of the things
that you're doing
right now in your classes.
You're doing sorting, uh,
you know the little shapes,
you're doing little puzzles,
you're doing a lot of activities
in your classes right now
that are called pre
vocational training skills,
although they're not
in this high level,
they're skills that the
students will need
to get to this level, you
know, fine motor skills,
and you're working on those now.
So, you will need to take
this area of self-help
and start with personal hygiene,
get a broad objective
for personal hygiene.
Then go through knowledge
and care of body
parts at level one.
What are you going to do,
how are you going to
get them to do that?
What is needed there?
What does a teacher need
to work on in that area,
and then move up to level
two and level three.
- Now as we write a statement,
it should be broad enough
that it will apply
to deaf multi-handicap,
blind multi-handicap?
- Right, right.
- And deaf blind?
- Right.
- Okay.
- Is that going to be difficult?
- Mm-hm.
- It's going to be difficult.
- Why?
- I was just thinking about using
the things we do every day
like, for instance,
like an objective,
like Ricky will independently
brush his teeth,
is that what you're
talking about?
That would go deaf, blind,
deaf, blind, you know?
- Yeah.
- Everything.
- Okay like with
personal hygiene...
your goal is to, basically,
to provide activities
that will make them
as independent as possible
in personal hygiene.
We're talking about
something really broad
that will apply to every kid,
a basic need of a child,
not whether he's deaf blind,
well you've got to keep
that in mind of course,
because it's going
to be different.
But it's got to
be general enough
to encompass the whole program.
- Yeah.
- And then I'm going
to add that area of...
you can call it pre -vocational
training if you want to
or you can just call is sensory,
it's basically sensory
stimulation kind of activities
that we need, the fine motor...
- They've got to do
those things too,
like how will they
match up their socks
and get socks that match?
- Right, right
- They've got to do these
things in the classroom
to get them ready...
- They sure do.
- Dressing skills.
- And like you say,
we do that already.
- You're doing it. It's just,
we're doing these things
that we're talking about
putting in this group
and we're doing it, the
program is intact,
we just need a guide
to, you know,
we need something on paper in
case something happens to us
and we're not here, that's all.
- Okay.
- Even though we all plan
to retire here, you know.
No new takers coming in.
- Judy will ask me sometimes,
"Now, why do we do this?"
- Right.
- And I'll have to explain,
"Well now, he needs
this in order to,
"say match his socks or...
"other things used in
self-help skills."
- Basically, if a new teacher
came in she would be lost.
- "Why does he string
these beads?", you know?
"Well, one day maybe
he'll lace those shoes."
- Right.
- See nobody knows that
if you're not working
directly with them,
you know, you won't know that.
And we always use left to
right, when we're working
on an activity so
that's reading, too,
you know, some kind of
training them for reading.
- Mm-hmm.
- Left to right.
- You're breaking my arm!
- Hold on everybody...
- Whee!
- Scoot under! Na-uh, under.
Wait a minute.
Don't be scared, come
here, go under, go under,
come on.
See you made it!
Look, you're on this side now!
Good girl!
Let's go!
- No, where not going that way!
Stand up,
come on,
stand up,
- Don't push her.
- Go, now.
- No you gotta hold
this hand, here.
This hand, this hand!
This hand!
She seems to get
more upset when...
- Alright.
- If she starts to
self-abuse, then we'll stop.
- Okay.
- No.
Quiet. You're alright.
Come on, stand straight up.
- And I'll let you know
if we have permission
to start the sleep
medication tonight.
- Alright.
- Then we'll see.
- No.
- Cause we have our night
nurse coming on tonight.
- Okay.
So she'll be able
to help in dorm.
- Are you taking her finger?
- Music? Music?
- I think, as far as purchase
of gifts, we're gonna
be on our own on that,
it's not gonna come
from math curriculum,
we might find it
in another area.
We're not gonna find it
in the math curriculum.
- Just troubleshoot it, we could
do it like birthday parties
and wrapping things
in class and...
- Cause it has to be concrete.
I mean, totally,
because you've got
your low functioning children
- Especially on their own, yeah.
- That they have no idea.
- They don't know...
- Birthdays, anything like that,
they're zeroing in on
the cake and ice cream
and tangible rewards from that.
- True.
And that's all it is, so
there's gonna have to be
some of these, like
in level one that...
we're gonna have to zero
out purchasing of gifts
because you can't start unless
you start with money or math.
- We could just put down the
concept itself and include
it in as many things
as we can, such as,
the birthday parties
and maybe a gift
or reward for good behavior.
And then maybe we can have
them make some simple things,
if it wasn't anything
more than just a picture
and then say give it...
- Like they
give each other at
Christmas and..
- Exchange gifts in the
classroom, things that they made.
Cause you don't have to
purchase a gift, necessarily.
- Drawing names,
like for Christmas.
- Yeah.
- For a gift.
- That'd help on name
recognition, too,
you know, they'd have to be
able to recognize, whose name.
- Whose name.
- And making the gift, draw
the name, make the gift,
and make a make a
whole lot over it.
- Making the gift would be good
for all their fine motor - Yeah.
and other skills, too.
- We could tie language
into that, too.
- The holidays and everything.
- You could do, for
making the gift,
you could have simple
directions they have to follow.
- Cause you start first,
you purchase a gift
and what do you do before that?
You have to have the money,
you have to have the thought,
the fact that it's a birthday,
it's an important day.
You've also have to have
calendar skills for that.
And language.
- If we're gonna
zero in on gifts
for special occasions, such
as birthdays and holidays,
they have to know when is the
birthday, when is the holiday.
- So that would be
level three skill.
- We would start
with the high skills
that we think we would
want these kids to know
and we'll just go back
and then when we get to the
lowest, we'll divide it.
- It seems like they have
the highest already right there.
- Level threes
should be able to...
- Deborah's coming.
- To look at a calendar,
know if there's a holiday
coming up and select a present.
- Well, that could be more
or less a level two skill
for here even high level two,
especially your children.
- We've got to get
out of this habit
of looking at levels as
we are here at school.
- Because we're probably...
- That's why reverse
change is gonna do better.
The highest, maybe a table
skill would be at home.
And later in the work
setting, especially at home,
like at Christmas and
things to remember,
without being told...
- And change too,
see like a level two child
could probably go and
choose a gift but...
- If they were told, yeah.
- And hopefully
choose an appropriate one.
- It's gotta be with a
prompt, with a prompt.
- And maybe we could
drop the prompt for
the next level.
- They would automatically
have those reasoning
and language receptive
skills to know,
"Oh this is December, mama's
birthday is in December,
"Christmas is in December, you
know, who am I gonna buy for?
"What presents do I want?"
- We calling that a
level two skill?
- No, that's a
level three skill.
- I was starting to say,
"That's a little high."
- That's the top.
- You know, like in the
past, in my class,
we've only ever put
the three childrens'
birthdays on the
calendar but like now,
putting your class on the
calendar, too and say,
like Joe's birthday
is the next one.
Say, the week before...
since the kids don't
have that much money
and we've almost quit
buying individual gifts,
our class, let's make Joe a gift
because it's Joe's birthday,
or something like that.
- That could be a level two
or even high
functioning level one.
Well, see I'm getting
into that old habit!
Of looking up here as level one.
- Even Janet's class, which is
one of our level one classes,
they're doing rug hooking
and things like that
and they could learn
that they could
take this particular skill and
they could use that skill.
- Intertwined with leisure
time recreational skills.
- Claim it leisure time rec
with the gift-making, you know,
cause all these kids aren't
always going to have the money
they need to buy a gift,
they need to know
they have an alternative.
- That's true.
- And that a hand-made
gifts acceptable.
- You could go to town,
and say let's find so
and so whoever a gift.
- But we've given Coke money
and rolls of Lifesavers
as gifts before.
In fact, you know, they've
given their own Coke money,
rather begrudgingly at times.
"Billy, let's give Tabitha
your Coke money."
"No."
- Tracy, will you
take your first name?
Hurry up, take it out.
Take it out.
Okay, can you take
your last name?
Okay.
Will you get your address?
Okay.
Your town.
That's right.
You got them all right.
Okay, Denise, get
your first name.
Your last name.
And address.
And your town.
Good girl.
Patrick.
Your first name, get it.
No, over here.
Your first name.
Right, move it there.
Your last name.
No.
Right.
Patrick, your address.
Good, and your town.
Your town.
Good boy Patrick,
you remembered.
Okay, Greg.
Greg, find your last name.
Your last name, don't
worry about Kelvin.
Your last name.
Find your last name.
You better hurry up
and come down here.
Find your last name.
Your last name, okay.
Now, Kelvin are you
ready to work?
Have a seat please.
Can you find your first
name in all of this?
Who is that?
Does that say Kelvin?
No.
You're guessing now.
Find your first name.
Look, find your
first name, Kelvin.
Good.
Take it away.
Okay, now find your last name.
Your last name.
Pay attention.
Okay, good boy.
- We need to work
on this one more,
there personal
hygiene, you know.
- Okay.
- Okay, it says knowledge of
care and care of body parts.
- And toileting.
- Okay.
- So, a broad objective
for personal hygiene.
- We need to include body
image, identification,
you know, we need
to do something.
- Okay.
- And toileting, so.
- To cover both
of those areas is pretty hard.
Alright, to develop body
image through identification
of body parts and
awareness of the function
- Of these parts.
- Okay, and then maybe
if we could do something
like that and then the next
step would be to narrow it down
to toileting but for level one,
we need to have
that word in there.
- Well, now this is a good
one just for this sub-area,
under personal hygiene, we
need a broad statement,
a broad objective just
for personal hygiene.
As broad as these we have
written already. So.
Personal hygiene...
Alright, I'm gonna
say, "To develop,"
um...
"Personal hygiene..."
Habits? That's not
the word I want.
"Personal hygiene..."
"Personal hygiene..."
- Wait a minute,
we'll find the words.
"To develop..."
- "Personal hygiene..."
Knowledge?
- Knowledge.
Or skills.
- Skills.
- Skills, okay.
- We've got that much but...
- Okay.
- We've got basic
personal hygiene
skills, not just for deaf blind,
not just for blind
multi handicap,
but deaf multi
handicap, all three.
- I wanna say "daily living".
- I do, too, again,
I'm thinking,
"necessary for daily living".
- That's right, let's do that.
- "To develop basic
personal hygiene skills..."
- "Necessary for daily living."
- "Necessary for daily living."
- You look for the cookie sheet,
I promise you it's in
one of the cabinets!
- Use your right hand.
Back of your fingertips.
Stay on the wall,
Suzanne, there you go.
You get to the record player
stand, just go around it.
Just go around it, keep
your hands on the wall.
All the way around it.
Okay.
Back your fingertips.
Okay now, who's room is this?
- Ms. Harvey's.
- Okay now, find your wall,
don't lose your wall.
Okay, there you go.
Okay, now use your feet
and find the carpet edge.
Come on, all the
way, all the way up.
Okay now, tread your carpet.
One foot on, one foot off.
All the way around,
stay on the carpet.
One foot on, one foot off.
Okay, you got your cane in
the wrong hand, Suzanne.
Get your cane in your left hand.
Okay, now.
Okay, now. What do you do...
good, good.
Now find the railing,
that's real good.
Okay, all the way
to the front door.
Okay, all the way.
All the way, just keep going
til you hear the doors open,
just keep going,
you'll hear them open.
Okay.
Now, you're ready to
use your cane outside,
let's position your hand.
Get your hand in the right
position, okay good, let's go.
Okay, that's real good.
Your arc is not
quite big enough.
Let's see if you can make
it just a little bigger.
Okay, careful, careful.
That's real good,
Suzanne, real good.
Okay, we're going to
the lunch room, okay?
- Okay.
- Okay good, you made
it a little too fast
but that's alright.
That's the ground, now
find your sidewalk.
Okay, move up just a
little bit, okay.
You made your turn just a little
too soon but that's good.
Okay, good.
If you feel yourself
getting off the walk,
if you feel the grass
or the ground,
you can always use your cane
and find your walk
again, Suzanne.
Find your sidewalk.
- What is the man doing?
- Man, man read book.
- Right, man read book.
Good, okay.
- Man... letter N.
- Man letter N, okay.
I heard you say three
words, very good.
Okay.
What is the name doing?
- Man run.
- Right, man run.
What is the man doing?
- Man throw.
- Right, man throw ball.
What is the man doing?
- Man push.
- Man push what?
- Box.
- Right, can you
say three words?
Man push box?
Say "man push box".
- Man push box.
- Right, very good.
You said three
words, I heard that.
Terrific.
Hmm...
What is the man doing?
- Man bed.
- Man bed?
- Come on.
No!
The whole thing, that's right.
There's one, good girl!
Okay, there's nothing in it!
- Watch.
- Pull one in like I told
you, grab the other one.
- That is very beautiful,
you did a good job.
- Turn it the other way.
- Sit up straightly.
- Okay, right.
Good.
- Yes, were going to go now.
- Get on the bus,
watch it Devon!
- Go straight, T!
any place you want.
- She can't bring
that, it's Coke.
- Yeah.
Go on, go on.
- The man.
- What's he doing?
- Oh, rake.
- Raking.
Five.
Okay, start a new sentence.
That one's right.
Okay, Scotty, you wanna
sign them all to me?
"I went to church in the
auditorium yesterday.
"I did chin-ups in
the gym last night.
"I talked with Patsy
outside yesterday."
Good news.
Very good.
Get your green
language book, okay?
- Okay.
Look, thank you.
Okay, now look in...
oh wait, look in
your work book...
and get your math.
Alright, good.
- Look Robin, Robin.
Robin, trade school.
Trade school.
Trade school.
Ginger, good morning!
Okay, look, disregard him.
Look, get a comb,
comb your hair.
Yeah, I'm Jackie,
yeah, yeah, yeah.
Yeah, yeah, Jackie's room.
Yes, there's David.
Yes and you, Ginger.
Yes.
Look, get a comb.
Okay.
What's that?
Okay.
Very good.
Look, I want you to uh...
Do your adding, okay?
Look, I want you to stop...
at 9:30.
Alright?
What time do you have now?
Look, look for yourself.
Okay.
What time will you stop?
9:30, alright then, alright.
Sit, you hurry.
Look, pay attention,
think a little bit,
Bea...
will drive...
the yellow...
what?
Mm-mm.
Bus.
Bus.
Look, do you know now?
Okay, wait a minute.
Who will drive?
Who?
Who will drive?
Okay.
Bea, yellow what?
Yellow...
Yellow...
Alright.
Bus.
Say it right, Bobby.
See?
Bus.
Okay, that's good, good.
Let's play...
a game.
Okay,
with money.
Alright.
Look, I want...
you to think,
okay?
Alright.
The boys...
will go skating...
tonight.
Okay.
David...
will buy...
two cokes.
Okay?
You want...
how much money...
for two cokes?
How much money?
Cokes are 35 cents.
Hopefully...
Two cokes are 70 cents, okay.
Seven, very good.
Okay, you want 70 cents, right?
Okay.
Give me...
70 cent.
Okay.
- There's a many,
many, many people,
all around wants a job, and why?
Why you want a job?
You get free food, right?
Your clothes, are they free?
You live in a dorm,
for free, that true?
You the same?
You want a job?
You have a job.
Now?
Can I give you another job?
Mm-hm.
Okay.
Travis, do you have a job?
No?
Do you want a job?
- Yes, sir.
- What for?
- To learn from.
- To learn, on the job?
Okay.
Who...
You have a job?
- Two boys, the same
morning, came over here,
look at me, wanting a job.
Why...
and you can't tell me why?
You are...
unemployed.
Alright?
- What happen, you
roll over her finger?
- There you go.
- Which boys are interested
in joining Boy Scouts,
okay?
and then we are planning
a trip to the...
speedway.
Many, many Boy Scouts
go out at the speedway.
They could be have things
that they've made themselves,
to show people.
They could be camping.
Not us now but in the
future we will camp, okay?
You need to ask other
boys in your dormitories,
in your dormitories,
your dormitories,
if they are interested in
joining the Boy Scouts
of The HKS Schools, okay?
November...
we'll go hiking...
H-I-K, hike, you know,
walk to mountains,
through the woods...
Okay.
Maybe gather some things, okay?
- And try the new
backpacks on, okay?
Change with other
boys, the ball.
Mm-hm, right.
- And also, this year...
we plan to have deaf and blind
boys join the group also,
and we're going to
expect you boys
to help with the others boys
who are deaf and blind
or blind, okay?
- Okay.
Maybe put you in a
team, separate teams,
to help, help, help, understand?
Okay.
And we all must
understand and realize
that we must work hard
at becoming a Boy Scout.
A lot of responsibility.
Camping, cooking, cleaning.
- We come back to school.
We're not going to
stay that night.
We come back to school
that afternoon, okay?
- October 13th on a Saturday,
it'll be early in the morning,
we'll eat lunch and
come back to school.
We're not going to
carry any tents.
Not tents this time.
Maybe later in the future
we'll go and camp,
okay, if it's not too cold.
In the future, right.
- Mark, do you want to
meet again next Tuesday?
- Makes sense.
- Okay.
- Next Tuesday afternoon we
will meet again here, okay?
Same place.
- Okay.
- Okay?
- One thing we need to
do a little more is,
in the afternoon, when
children get to the dormitory,
I think we're getting
back into the habit
of not getting them involved
in any kind of activities,
we just letting them stand
around and walk around,
that's good for awhile but when
children come to dormitory
in the afternoon,
at three o' clock,
you really need to organize
something for them to do,
you know, we always talk about,
if you don't find something
for the children to do, they're
going to find something
and most of the time, when
they find it on their own,
that's gonna be something that
you're not too pleased with.
I know in some dormitories,
it's kinda hard to find something
for the children to do,
everybody understand that,
but we try to put enough
people in each dormitory
so that those who can get
involved in activities,
that there'll be one person to
take those students outside
who have the ability to run
and play and kick a ball
or something and
find some activities
for you to get for them
to do every afternoon.
And of course, since were
getting our supervisor on duty,
I think we can do more
about that right now.
- And Judy don't have a plate.
- We got to have one more?
- There's three sitting
on this table over here.
- There all sitting up here.
This is Cheryl's right here.
- Yeah, little Cheryl.
- Oh I forgot her.
- There's one more for Judy.
- Here we go.
- Does it go like this?
- No, baby. I'll do it.
- I never put that around her.
- The things got it right
where we want it...
Hold up, Shan.
- You just push.
Girl, you're so hungry.
Why are you so hungry?
Here.
Go on.
- Here, would you rather
hold it in place and eat it?
Not too much.
Just a little don't put...
you'd have choked.
Is it good?
Is it good?
- Come on up.
Step up.
Step up!
Step up!
Okay.
- One more river to go
Oh yes, I got one more river
Yes, I got one more river
She's got one
more river to go.
- We'll be back in a little bit!
- That's right, dance!
Dance and let 'em
see you can dance!
Dance, Serena!
Come back this way now, come on.
Come on back this way.
Serena, come here!
Come here, Serena.
Serena, come on with your
neighbor, come this way.
Okay, get on over here now.
Stay, get right over there.
Okay, play!
Play!
Good girl.
You happy, you happy?
Huh?
She's a sweet thing, you see?
- Okay, come on to
the bathroom then.
Come on!
- Egypt and Jordan are
going to reestablish...
Signed a peace agreement...
- Connor, come and sit.
- What.
- Where would you get
that sound from?
- You've become a
big baby, today.
- What are you looking for, Es?
Huh, what are you looking for?
You wanna see the doggy?
Let's see the doggy.
You wanna see this
big old doggy?
Wanna see that big old doggy?
- Hold your head still.
- I have a enough money
for a coke, too.
- What?
- I got enough money for a coke.
- Well, I'm not going
out and get a coke.
Do you want me to get you
some water right now?
- Okay, Alicia,
that's the sore side,
we're gonna take it easy, okay?
- David no, come on!
Come on!
David, come here!
David, come here!
Come here!
Come this way!
- We have to go
this way, this way.
- Oh, that way.
- We have to go that way.
- First, what you're going
to sing is God is Here.
Stand up.
We gonna sing God is Here.
God is here
God is here
God is here today
God is here
God is here
God is here
God is here with you and me
Now, we're going to talk to God.
Our father...
thank you God for our homes...
thank you God for food...
thank you God for
mothers and fathers...
help us to do good.
Thank you God for
Jesus loving me...
Amen.
Jesus loves me, Amen.
"Pay attention! Pay attention!
"Wonderful!
"Jesus, wonderful,
Jesus, wonderful
"oh, Jesus, wonderful,
Jesus, wonderful,
"wonderful, Jesus, wonderful
"Jesus, wonderful, oh,
Jesus, wonderful.
"Jesus, oh, Jesus, wonderful
"Oh Jesus, love."
Good, thank you.
Okay Sammy.
Whoops!
Gods love is wonderful
Wonderful, wonderful
Gods love is wonderful
Oh,
wonderful
- Alright, on the first day,
we were talking about the
beginning of the world
and who did we say
made the world?
- God!
- Alright, God made the world
and everything that's in it.
Do you remember how
many days he worked
in order to make the world?
- Yes!
- How many, Sam?
- Three of em.
And he used just three of em.
- Alright, he worked
at least three
but then he worked three more...
Six days, good.
A total of six days and
then what did he do
on the seventh day?
- He did...
- He rested.
Remember, he rested and that's
why we don't work on Sunday
but we rest and worship God.
- A man named Adam.
- Alright, when god was making
the world, he made a man.
- Adam.
- Adam's wife, remember her?
- Adam's wife was named Eve,
he had a cat named Cringer.
- After Adam and Eve were sent
out of the garden of Eden,
they had two children.
- Two what?
- Two sons, two boys.
- Two sons?
- Uh-huh, and the oldest
one's name was Cain.
Does anybody know the
name of the youngest son?
- I do.
- Alright, what was it?
Abel.
- Abel.
- Cain and Abel.
Alright, when they became
older, Cain became a farmer
while Abel was a shepard.
Now what does a shepard do?
- A shepard, a german shepard.
- A german shepard?
A man who's the shepard.
A man is a shepard, not
no german shepard.
And a man named Adam.
- These two were Adam's sons.
Alright, they both had bad
hearts, wicked hearts
and did wrong just
like their parents did
but Abel was sorry
about his sins
and he believed the
promise that God made
to send a savior someday.
Now, what was the
name of the savior
who was to come someday?
Jesus.
Jesus would come much later
to save the people
from their sins.
The savior would be gentle
and patient and innocent
like the lamb that
Abel had offered
and he would be
killed as a sacrifice
just like the lamb was.
Cain was angry with God, but
took his anger out on Abel
and does anyone know
what Cain did to Abel,
because he was so
angry with him,
because God had accepted
Abel's gift but not his?
He did what, to Abel?
Killed him.
- They killed him?!
- He killed him.
- Oh my goodness.
What's killed mean?
- The put him to death.
Then God called to Cain,
"Where's your brother Abel?"
And Cain got very
upset and just said,
"How should I know,
"am I supposed to babysit
with my brother?"
But God had seen what
Cain did and now declared
that all the rest of his life,
Cain must wander
from place to place
as his punishment
for killing Abel.
Always afraid, with
no home to stay in.
So, God put a mark on Cain.
Now, we don't know what
kind of mark it was,
but it was something
that people could see
and when they saw it they
knew that this was Cain
and remembered God's command
that no one is to kill him.
Well, Adam lived for
many years after this.
Finally, when he was
930 years old, he died
and his body became dust again
because this is what God
had said would happen
because he had
eaten of the fruit
that he wasn't supposed to eat
of in the garden of Eden.
Now, 930 years is a long time
for a man to live, isn't it?
But in those days, God allowed
people to live much longer...