共查询到20条相似文献,搜索用时 15 毫秒
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Steven R. Forness 《Psychology in the schools》1979,16(4):508-514
Although integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming. 相似文献
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Ed Kameenui Doug Carnine Alex Maggs 《International Journal of Disability, Development & Education》1980,27(1):29-40
Previous behavioural research in the language domain has been largely concerned with the effects of consequent events on the comprehension and production of relatively simple language forms. The present study investigated the application of systematic instructional procedures in simplifying complex sentence forms (reversible passives and clause constructions). A multiple baseline was employed to assess treatment effects across three subjects. The conditions were screening, baseline, prepassage and passage training, and passage training only. In addition, two maintenance measures were taken. The findings indicate that applied behavioural analysis focusing on antecedent events of comprehension training can teach subjects to comprehend reversible passive and clause constructions. 相似文献
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The special education contract for mildly handicapped children 总被引:1,自引:0,他引:1
J J Gallagher 《Exceptional children》1972,38(7):527-535
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D Marston 《Exceptional children》1987,53(5):423-431
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The past decade has witnessed an unprecedented growth in curriculum and instructional advances for severely handicapped learners. For many teachers and service providers the literature tends to be confusing, contradictory and disorganized; to complement the growth in curriculum and instructional variables, a model is needed for organizing this expanding body of information. This paper presents one such model by categorizing educational advances into: a) what‐to‐teach variables (goal selection); b) instructional variables; and c) curriculum modification. 相似文献
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Human Anatomy in preschool? The answer is a resounding, “Yes!” The decision to study the “inside parts” of our bodies was based on solid ground. Young children ask questions about their bodies and we looked for activities which could help answer some of those questions. 相似文献
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Achievement level, social class, and the self-concepts of mildly handicapped children 总被引:1,自引:0,他引:1
J M Coleman 《Journal of learning disabilities》1985,18(1):26-30
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Susan G. Magliaro Barbara B. Lockee John K. Burton 《Educational technology research and development : ETR & D》2005,53(4):41-55
Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968,
1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction,
and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the
designer can and should use the model effectively based on appropriate assessment of the learners, content, context, and task
at hand. To accomplish our goal, we begin with a general discussion of the basic DI framework, followed by a summary of the
major DI models that have been used in live instructional contexts. We then shift to a review of how DI has been used in technology-based
learning environments. Finally, we conclude with a look into the future of DI. 相似文献
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