Improving Bilingual Instruction and Services in Special Schools.

Autor/in	Lesser, Saal D.
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Improving Bilingual Instruction and Services in Special Schools.
Quelle	(1975), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Ancillary Services; Bilingual Education; Caseworkers; Deafness; Exceptional Persons; Guidance Programs; Handicapped Children; Individualized Instruction; Mental Retardation; Observation; Partial Hearing; Program Evaluation; Remedial Reading; Spanish Speaking; Special Education; Teacher Role; New York (New York) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; Individualisierender Unterricht; Geistige Behinderung; Beobachtung; Hörbehinderung; Programme evaluation; Programmevaluation; Leseförderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrolle
Abstract	This evaluation report is a description of a program designed to provide individualized intensive remedial reading services in both English and Spanish, home and community articulation, and bilingual guidance services to Spanish surnamed pupils. The program was funded under the Elementary Secondary Education Act Title I. One thousand one hundred and forty-nine pupils from special schools participated in the program. Children from psychiatric hospitals and residental treatment centers who were classified as socially maladjusted and emotionally disturbed were included in the program. Additionally, pupils from schools for the deaf, language and hearing impaired, and occupational training centers for mentally retarded adolescents were included. One of the program's selection criterion was two or more years retardation in reading English and/or Spanish. Because of the special nature of the student population served by this program, supportive guidance services were an integral part of the instructional program. The students' achievement was assessed by appropriate levels of standardized reading tests administered on a pre and post basis. The report concluded that the reading grades of bilingual students improved from pre to post tests. Also, the use of bilingual staff and the individualized instruction in Spanish appeared to have had a significant effect on the pupils ability to learn. An appendix is included which contains forms used for data collection. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC