Author: Linda Hodges Jamieson
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
Book Description
Social Acceptance of Educable Mentally Retarded Children in Regular Classrooms
Author: Linda Hodges Jamieson
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
Book Description
Improving the Social Acceptance of Educable Mentally Retarded Children in Special Classes Through Role-playing
Author: Mary F. W. Hyche
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 94
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 94
Book Description
Social Adjustment
Author: Joann Buol Seymour
Publisher:
ISBN:
Category : People with mental disabilities
Languages : en
Pages : 102
Book Description
Publisher:
ISBN:
Category : People with mental disabilities
Languages : en
Pages : 102
Book Description
Peer Acceptance, Toleration Or Rejection of Educable Mentally Retarded Children
Author: David Allan Jacobsen
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 320
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 320
Book Description
The survival of educable mentally retarded children in the regular classroom in science and social studies, as related to academic deviation from normal children
Author: Robert John Winn
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 296
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 296
Book Description
The Educable Mentally Retarded Child in the Elementary School
Author: Herbert Goldstein
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 36
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 36
Book Description
Placing Children in Special Education
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309032474
Category : Education
Languages : en
Pages : 395
Book Description
The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)
Publisher: National Academies Press
ISBN: 0309032474
Category : Education
Languages : en
Pages : 395
Book Description
The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)
Teaching Educable Mentally Retarded Children: Methods and Materials
Author: James C. Mainord
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 284
Book Description
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 284
Book Description
A Resource Guide for Teachers of Educable Mentally Retarded Children in Minnesota Public Schools
Author: Minnesota. Department of Education. Division of Rehabilitation and Special Education. Special Education Section
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 74
Book Description
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 74
Book Description
The Educable Mentally Retarded Student in the Secondary School
Author: National Education Association of the United States
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
Book Description