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Page 21 text:
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At the start of second semester. 3 special group of students known as the Trainable Mentally Handicapped were accepted into the Rogers student body. Previous to the move to Rogers, a number of the TMH students had attended classes at the Therapy Center. Many had little or no experience with the public school system. To overcome the transitional shock which was expected from this change, the Student Senate organized a detailed wel- coming program. The backbone of this pro- gram consisted of a buddy system, whereby two Rogers students. chosen on a volunteer basis, were assigned to each TMH student. The first anxious week was a flurry of activity. Fol- lowing introductions, the TMH students were given a guided tour of their new school. Later that week an informal openhouse gave the parents of the TMH student an opportunity to see their child's classroom and meet his ttBud- dies. Each child was given a Rogers shirt as a token of welcome. On a whole. student reaction to the TMH group was quite positive. The majority of the student body did not come in contact with them; however, a poll taken by the Catalyst stressed the extent to which they were wei- comed and accepted. As can be expected in any such project, the interest of the ttBuddies dwindled as the year progressed. Other stu- dents who were not involved from the start soon took their place in working with the handicapped. Those who sacrificed lunch hours and study halls benefited from the un- derstanding and satisfaction they gained from working with these special people.
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Page 20 text:
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Special students learn acceptance -u;-' ' W' . .. .L 9.010. ! 1 Front row - John Gehr, Mike Sobolewski, and Barry Collins. Second row - Vernice Akridge, Debbie Curtis, Wilma Perry, Sharon Jarrett, Brenda Perry. Laura Brown and Sheila Harmon. Back row - Teacher Terry Peckat, Buddy Arlene Hall, Paul Jon Gaddis, Terry Sweet. Teach- er Bill Weber, Ricky Bleck, L. B. Steward, Geri Marshall, Teacher Ethel Wegner. Teacher Ethel Wegner teaches two stu- dents with flash cards.
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