Learning by Succeeding: Teaching Potential Learning Disabilities Kindergarteners Within the Regular Classroom.

Autor/inn/en	Hackman, Judith Dozier; und weitere
Institution	Educational Research Associates, New Haven, CT.
Titel	Learning by Succeeding: Teaching Potential Learning Disabilities Kindergarteners Within the Regular Classroom.
Quelle	(1978), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Diagnostic Teaching; Diagnostic Tests; Identification; Individualized Instruction; Kindergarten; Learning Disabilities; Mainstreaming; Predictive Measurement; Prognostic Tests; Reading Readiness; Sequential Approach; Sequential Learning; Task Analysis; Team Teaching + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; Diagnostic test; Diagnostischer Test; Identifikation; Identifizierung; Individualisierender Unterricht; Learning handicap; Lernbehinderung; Prognostischer Test; Reading rate; Reading speed; Lesegeschwindigkeit; Schrittfolge; Didaktische Sequenzierung; Lernsequenz; Aufgabenanalyse; Teamteaching
Abstract	This paper examines the effectiveness of the Project MECCA (Make Every Child Capable of Achieving) model for early identification and mainstreaming of children with potential specific learning disabilities (SLD). The MECCA model incorporates collaboration between the learning disabilities teacher and the classroom teacher within the classroom using a task analysis process for building sequentially on students' successful accomplishments. The basic goals of the program are to provide a classroom-based diagnostic procedure for SLD and to develop the best possible teaching approaches and strategies for each child by combining the knowledge and experience of regular and special educators within the classroom environment. After screening, thirty-seven kindergarten students were identified as children at risk of failing reading by the end of second grade. These children remained in their respective classrooms with other children but received individual attention, intervention, and diagnosis on a daily basis. Reading and readiness scores of this group at the end of kindergarten and again at the end of first grade were compared to similar children in a control group. Results of this research indicate that appropriate intervention for children with potential learning problems at the start of kindergarten will improve performance in later grades. Another implication of the finding was the efficacy of collaboration between classroom teachers and special educators in individualizing instruction for children with potential SLD problems. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01