THE PROGRAM FOR BRAIN INJURED CHILDREN IN THE NEW YORK CITY PUBLIC SCHOOLS, AN APPRAISAL.

Autor/in	MOSKOWITZ, SUE
Institution	New York City Board of Education, Brooklyn, NY.
Titel	THE PROGRAM FOR BRAIN INJURED CHILDREN IN THE NEW YORK CITY PUBLIC SCHOOLS, AN APPRAISAL.
Quelle	(1964), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; Educational Needs; Exceptional Child Research; Followup Studies; Interviews; Learning Disabilities; Longitudinal Studies; Minimal Brain Dysfunction; Observation; Perceptual Handicaps; Principals; Program Development; Program Evaluation; Special Classes; Teachers; Testing; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Educational need; Bildungsbedarf; Follow-up studies; Kontaktstudium; Interviewing; Interviewtechnik; Learning handicap; Lernbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hirnfunktionsstörung; Beobachtung; Perceptual impairments; Wahrnehmungsstörung; Principal; Schulleiter; Programmplanung; Programme evaluation; Programmevaluation; Special class; Sonderklasse; Lehrer; Lehrerin; Lehrende; Testdurchführung; Testen
Abstract	IN 1959, THE TWO EXISTING SPECIAL CLASSES FOR BRAIN INJURED CHILDREN IN NEW YORK CITY WERE EVALUATED BY OBSERVATIONS, EXAMINATION OF THE STUDENTS' MEDICAL AND EDUCATIONAL RECORDS, AND INTERVIEWS WITH TEACHERS, PSYCHOLOGISTS, PSYCHIATRISTS, AND SPEECH AND OTHER SPECIALISTS. RECOMMENDATIONS WERE MADE IN AN INTERIM REPORT. A LONGITUDINAL STUDY WAS PLANNED TO DETERMINE WHETHER THE NEW PROGRAM FOR CHILDREN WITH MINIMAL BRAIN DAMAGE AND WITH AT LEAST POTENTIALLY NORMAL INTELLIGENCE WAS MEETING THE CHILDREN'S NEEDS. THE PRESENT REPORT IS BASED UPON TWO GROUPS OF SUBJECTS--SIX STUDENTS WHO HAD BEEN IN THE PILOT CLASS IN 1958 OR EARLIER AND 19 OF THE 32 CHILDREN WHO WERE IN CLASSES FOR BRAIN INJURED CHILDREN IN APRIL 1960 AND FOR WHOM FOLLOWUP DATA COULD BE OBTAINED. CLASSES WERE OBSERVED, TEACHERS AND PRINCIPALS WERE INTERVIEWED, THE RECORDS OF THE SUBJECTS WERE EXAMINED, SUBJECTS WERE ADMINISTERED STANDARDIZED TESTS OF READING AND MATHEMATICS, AND TWO SCALES MEASURING CHARACTERISTICS AND BEHAVIOR WERE OBTAINED FOR THE 19 SUBJECTS. RESULTS OF THE TESTS INDICATED THAT AVERAGE GAIN OVER THE PERIOD OF 2 1/2 YEARS WAS 1.0 YEARS IN READING AND 1.3 YEARS IN MATHEMATICS. THE AVERAGE IQ WAS SLIGHTLY ABOVE 75. IMPROVEMENT IN TEST TAKING BEHAVIOR AND IN NEGATIVE CHARACTERISTICS OCCURRED FOR THE GROUP AS A WHOLE. THE GROUP OF SIX SUBJECTS FROM THE PILOT CLASS WERE PRESENTLY ENROLLED IN SIX DIFFERENT SCHOOLS--THREE WERE IN MENTALLY RETARDED CLASSES, TWO WERE IN REGULAR CLASSES, AND ONE WAS IN A HEALTH CONSERVATION CLASS. ACHIEVEMENT TESTS IN READING AND MATHEMATICS SHOWED AN AVERAGE GAIN OF ABOUT 2 YEARS ON THE TESTS OVER THE FOLLOWUP PERIOD OF ABOUT 3 1/2 YEARS. BASED ON THE OBSERVATIONS AND INTERVIEWS, RECOMMENDATIONS WERE MADE CONCERNING (1) MEDICAL, PSYCHOLOGICAL, AND EDUCATIVE EVALUATION, (2) SELECTION AND TRAINING OF TEACHERS, (3) SUPERVISION, (4) PROVISION OF AUXILIARY SERVICES, (5) CURRICULUM DEVELOPMENT, (6) PARENT EDUCATION, (7) INTERCOMMUNICATION AMONG AGENCIES, AND (8) WIDENING THE PROGRAM. A POSTSCRIPT DISCUSSES TRENDS AS OF SEPTEMBER 1964. (JA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC