An Integrated Curriculum and Its Implementation for Chronic-Disruptive Youth. Information Series No. 12.

Autor/in	Sloan, Charles A.
Institution	Nebraska State Dept. of Economic Development, Lincoln.
Titel	An Integrated Curriculum and Its Implementation for Chronic-Disruptive Youth. Information Series No. 12.
Quelle	(1977), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Career Development; Career Education; Curriculum Development; Educational Needs; Educational Objectives; Instructional Design; Integrated Curriculum; Problem Children; Relevance (Education); Residential Programs; Resource Materials; School Personnel; Staff Role; Teaching Methods + Suchen Sie Ihr Suchwort? Berufsentwicklung; Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Lesson concept; Lessonplan; Unterrichtsentwurf; Problem child; Child at risk; Risikokind; Relevance; Relevanz; Sozialer Wohnungsbau; Quellenmaterial; Schulpersonal; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Guidelines are discussed for the planning and implementation of learning experiences designed to lead to success in the world of work outside institutionalization for chronic-disruptive youth. The monograph is divided into four sub-sections: (1) Rationale for and Definitions of an Integrated Curriculum, (2) Components of an Integrated Curriculum for Chronic-Disruptive Youth, (3) Curriculum Planning and Implementation, and (4) Suggested Roles and Responsibilities of Personnel Implementing the Integrated Curriculum. Components of the integrated curriculum which is outlined here are basic life management, personal social development, academic development, career education, and career placement involving job coaching. (The first four of these components occur during residential placement, while the fifth occurs once the student is dismissed.) Each component is discussed in detail. Objectives are stated in the form of competencies in the academic curriculum (language arts, mathematics, social studies, science, the arts, and driver's education), and for priority abilities and problem solving skills. A general model of instruction and suggested instructional planning strategies are described. A listing of curriculum areas/objectives for the integrated curriculum and designated responsible personnel (educator, coordinator, job coach, and other staff), and an outline of suggested roles and responsibilities for personnel are also included. (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC