EARLY IDENTIFICATION AND MITIGATION OF LEARNING PROBLEMS, ANNUAL SYMPOSIUM (3RD, NEW BRUNSWICK, NEW JERSEY, MAY 19, 1967).

Institution	Rutgers, The State Univ., New Brunswick, NJ.
Titel	EARLY IDENTIFICATION AND MITIGATION OF LEARNING PROBLEMS, ANNUAL SYMPOSIUM (3RD, NEW BRUNSWICK, NEW JERSEY, MAY 19, 1967).
Quelle	(1967), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Diagnostic Teaching; Educational Objectives; Educational Testing; Educational Theories; Exceptional Child Education; Identification; Individual Differences; Learning Disabilities; Maturity (Individuals); Minimal Brain Dysfunction; Preschool Children; Tests + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Diagnostic assessment; Diagnostisches Verfahren; Educational objective; Bildungsziel; Erziehungsziel; Educational theory; Theory of education; Bildungstheorie; Identifikation; Identifizierung; Individueller Unterschied; Learning handicap; Lernbehinderung; Reifung; Hirnfunktionsstörung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Examination; Prüfung; Examen
Abstract	TWO SPEECHES PRESENTED AT THE THIRD ANNUAL SYMPOSIUM HELD BY RUTGERS STATE UNIVERSITY IN 1967 CONSIDER LEARNING DISABILITIES. IN "NEUROPHRENIC CHILDREN--THEIR EARLY IDENTIFICATION AND MANAGEMENT," EDGAR A. DOLL EXPLAINS HIS CONCEPT OF NEUROPHRENIA AND THE IMPORTANCE OF EARLY IDENTIFICATION AND DISCUSSES THE USE OF THE VINELAND SOCIAL MATURITY SCALE AND PRE-SCHOOL AND ATTAINMENT RECORD IN CLINICAL ASSESSMENT. GUIDELINES FOR THE GROWTH AND DEVELOPMENT OF THESE CHILDREN ARE OUTLINED, A CASE STUDY OF A NEUROPHRENIC CHILD IS PRESENTED, AND 20 REFERENCES ARE LISTED. IN THE SECOND SPEECH ON "LEARNING DISORDERS AND THE PRESCHOOL CHILD," SYLVIA O. RICHARDSON DISCUSSES IDENTIFYING CHARACTERISTICS AND MEDICAL HISTORIES USUALLY FOUND AMONG CHILDREN WITH LEARNING DISABILITIES. EMPHASIS IS PLACED UPON EARLY IDENTIFICATION (AT 5 YEARS OR YOUNGER) AND APPROPRIATE EDUCATIONAL METHODS RECOGNIZING INDIVIDUAL DIFFERENCES. AN UNPUBLISHED STUDY IS REVIEWED IN SUPPORT OF THE THEORY THAT BEHAVIORAL DESCRIPTIONS OF IMMATURITY ARE REPRESENTATIVE OF OBJECTIVE MEASURABLE DIFFERENCES ALONG VARIOUS DIMENSIONS (PHYSICAL, SOCIAL, EMOTIONAL). (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01