This paper has discussed in detail ways to encourage self esteem and to give sexual information to the slow learner. One more point must be made.

A part of modeling attitudes is changing the way that we direct our communication to people with labels. If we use small words and "talk down, " we reinforce that lower position. When we use a big word followed by a small word that clarifies it, there is a sense of talking friend to friend, rather than from high to low (and we teach new vocabulary at the same time).

Slow learners, or mentally retarded persons, are usually not good at generalizing concepts. Teaching by analogy is not usually effective. It is not a good idea to assume that because something has been explained and taught in one setting, it will be remembered and performed appropriately in another setting.

When you as teacher ask a comprehension question and the student does not know the answer, you should give the correct answer and then repeat the process if necessary. “Jane, are you a male or a female?" You are teaching the concepts of sex difference, and teaching the words male and female. Jane does not understand, or does not know the answer.

Since we need to create a safe supportive family-like environment in which to provide education and training, it is logical to enlist the support of parents and the community in this process. I find that when you approach parents with a wholistic view which does not focus so much on sexuality as on the whole person in a society, it is helpful to say, "I am interested in your son or daughter feeling good about themselves, getting to know themselves, becoming more and more independent and appropriate decision makers."

The methods for teaching this material are essentially the same for slow learners as for persons with other disabilities. More repetition is required. Consistent use of simple words is required. Even after something is learned, it must be reviewed and described again months later.

They arise in all human beings at one time or another. But resulting sexual behavior is learned. Each society has its own set of rules of acceptable and appropriate behaviors. When sexual behavior is solitary, for instance, masturbation, society teaches that there are acceptable (and unacceptable) times and places for it.

A. Leader asks someone in the class to come up and do a role play.

Leader again plays the part of a stranger, student plays the part of "victim."

B. Leader discusses the role play with the group. If student responded appropriately in the role play, discuss what she or he did right, and then zap her or him with applause.

Leader introduces activity by leading a discussion on sexual harassment. There are two approaches: one is to solicit. actual past experiences from group members; the other is to pose a hypothetical situation. Suggested openings for discussion are: "Has a stranger ever come up to you and asked you to go for a drive?

A. Preparing the Group

The group can sit around in a circle. Anyone mad? Someone bug you? Anyone angry? Here's how we can get it out."

B. Expressing the No

"Sit down on your knees and put a big pillow in front of you. Take a deep breath in as you rise up on your knees, arms overhead with clenched fists. Then start to bring your fists and arms down along with your shoulders and your back, with the rest of your body coming along.

Learning to say no and to feel and mean it is far more difficult than learning to say yes. No is a conscious, hard decision. Yes is an affirmation, a rejoicing. To change the mood after the concentrated effort of saying no, put on some lively music (I use a tape of "La Bamba").