John E. Rynders

Mediated Learning Experience

Those who hear about the theory of mediated learning experience (MLE) often wonder if all interactions—adult-infant, teacher-pupil—are not of mediational value. They ask us what the theory of MLE offers that is new, and why one should ascribe special importance to it.

The Learning Potential Assessment Device

In this chapter, and subsequent ones, we will deal with the applied systems derived from the theory of structural cognitive modifiability, the theory of mediated learning experience, and the active modification approach. In the first part of the book we attempted to answer two major questions that stem from the issue of cognitive redevelopment and the enhancement of intelligent behavior. The first question was: “Is modification important in the cognitive area?” In answering, we described the essential role of cognition in the adaptation of the individual, particularly its meaning for the person whose retarded performance limits him to a marginal place in society. Indeed, we contended that cognitive processes are a vital part of the individual’s personality and overall competence. The second question was: “Is cognitive modification possible?” In answering, we showed, both by individual case histories and through group studies, that not only is structural cognitive modifiability possible, it is a unique characteristic of human beings. Therefore, it needs to be kept foremost in thought when choosing educational interventions. This led us to advocate an active-modificational approach, rather than a passive-acceptant approach, using all means feasible to modify the individual’s cognitive functioning.

Shaping Modifying Environments

This third applied system derived from the SCM theory helps to ensure that the modifiability discovered through the mediated use of the LPAD, and increased through mediated use of the IE program, will be materialized as fully as possible. If a modifying environment is not made available, the structural cognitive modifiability created through LPAD and IE efforts will dissipate, perhaps collapsing altogether.

Structural Cognitive Modifiability

The two mothers differed in many respects. Peter’s mother made her way to the authors preceded by many letters of appeal since she was well aware that anybody acting on first sight would not become involved with her son, a seemingly hopeless case. A brief examination of the rich file of documents that Peter’s mother brought showed many visits to clinics, pediatricians, and psychologists, all of which concluded with few words of hope for her son and even fewer recommendations for action. It is no wonder that the mother prepared herself with letters of appeal—pleas for help—some signed by family friends, some by prominent individuals, including one from a well-known official that sounded almost like a warning (You better help or ... !).

Toward Literacy, Social Acceptance, and Community Integration

There seems to be no abatement in the number of “cries for help” that one of the authors receives from parents who are worried about the educational future of their child with Down syndrome. Many echo a common concern: They allege that school personnel who are making placement decisions often have inappropriately low expectations about their child’s educational prospects.

Why Does Mediated Learning Fail to Occur

There are two broad categories of reasons for the lack of MLE in both the group and the individual situation. The first is that MLE is not offered by those social, cultural, or family agents who are supposed to do so. The second category of reasons for the absence of MLE resides in the incapacity of a particular individual to benefit from the MLE offered to him because of barriers inherent in his physical, neurological, cognitive, or emotional condition at a given time in his development. The first category is best illustrated by the state of poverty, often cited as the major reason for absence of mediated learning experience. Indeed, poverty can be a powerful inhibiting factor. An economically impoverished parent who has to make sure that the child’s survival needs are met has very little uncommitted energy and few resources with which to mediate the child’s learning experience. However, this is not always true. Indeed, if the economically poor family is living in a culture that sets a high priority on cultural transmission, parents will often defer even basic necessities in favor of mediating their cultural heritage.

A Futures Perspective

Over the years, given the results obtained from the LPAD, we have been able to convince progressive and, in certain cases, even conservative administrators, teachers, and employers to accept thousands of people with retarded performance into their programs, supporting them with the IE program and other interventions. But, paradoxically, the large number of successes we have had is also a source of frustration and dissatisfaction for us. How much more could be done for large numbers of individuals with retarded performance if more segments of society would change from a passive-acceptant approach to an active-modificational approach.

You Are Human, You Are Modifiable

Many letters arrive at the institute* asking for advice and help. One particular letter included a very peculiar request: Help to fulfill the will of a dying mother concerning her son Joel.† With all her heart she did not want her son to be permanently committed to custodial care in a large institution for people with severely retarded performance and behavioral problems. The boy had already been in and out of custodial care facilities many times. Each time he was released to his mother’s care, Joel would make the family’s life so difficult that he would be sent back to an institution. And yet, with the strong instincts of a mother who wishes to see her child happy, she felt that despite all the odds against the boy, her son could be saved from permanent custodial care.

Reconstructive Plastic Surgery

Down syndrome reveals itself in distinctive facial features that make the condition so recognizable that even people who know nothing about it technically can recognize it. Such ready recognition often creates continuing discomfort for parents who have children with Down syndrome when they are out in public together. Wherever they go, the threat of stares, behind-the-hand whispers, and unkind comments shadow them. Some parents adapt to this threat eventually and do not curtail their social activities. Others, however, withdraw to the safety of predictable environments—their home, local church, and neighborhood shop—hoping with all their hearts that some day soon labels such as “mongoloid” will drop out of society’s vocabulary forever. Happily, looking across the history of society’s attitudes toward people with disabilities shows that remarkable progress has been made toward accepting and integrating people with disabilities. However, studying that same historical record also suggests that it would be “Pollyannish” to assume that labeling and stereotyping die rapidly or easily.

Early Education for Children with Down Syndrome and Their Parents

Arny awoke to the touch of his wife Helen’s hand pressing gently on his shoulder. It was 4:00 a.m. Helen, fully dressed, even to her wool hat pulled down over her ears, was standing beside their bed whispering, “Arny, honey, wake up, it’s time to go; the pains are fifteen minutes apart.” He dressed rapidly, having rehearsed in his mind everything he would do when the time arrived. However, now that the moment had come, he felt unprepared as he stumbled into his trousers and ran to the garage. “Why do babies always come so early in the morning?” he asked himself as he started the car. Helen, with a small suitcase in hand, slipped into the seat beside him and turned to him with a special glow on her face that he had never seen before. When she looked into his eyes, something passed between them that is as ageless as the universe and as close to heaven as a husband and wife are allowed to ascend while on earth—the dream of beginning a whole new life. In their dream their child would be a fine golfer (they were both avid amateur golf players), attend college (both of them had), and become a successful businessman (Arny had received an M.B.A.).