Job Corps Learning Problems Screening Project.

Autor/inn/en	Travis, George Y.; und weitere
Institution	Team Associates Inc., Washington, DC.
Titel	Job Corps Learning Problems Screening Project.
Quelle	(1979), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Diagnostic Teaching; Diagnostic Tests; Educational Diagnosis; Federal Programs; Job Skills; Learning Disabilities; Learning Problems; Needs Assessment; Postsecondary Education; Screening Tests; Special Programs; Vocational Education + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Produktive Fertigkeit; Learning handicap; Lernbehinderung; Lernproblem; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Screening-Verfahren; Sonderpädagogische Förderung; Ausbildung; Berufsbildung
Abstract	The national office of Job Corps, in conjunction with the Ohio State University, formulated a research project to determine the incidence of learning problems among Job Corps members and to make recommendations concerning the need for instructional strategies. The diagnostic instrument selected was The London Procedure: A Screening, Diagnostic, and Teaching Guide, which screens for visual and auditory functions, visual and auditory perceptions, and reading encoding and decoding. Forty Job Corps members were selected in each of ten sites--twenty enrolled less than thirty days and twenty enrolled thirty days or longer. Data for 404 Job Corps members were analyzed to determine the number of weaknesses identified for each subject. (A weakness was a score at or below a specified criterion for each test.) A continuum according to the number of tests on which a Job Corps member scored below criteria was used to classify the severity of learning problems. The incidence of learning problems ranged from low to extreme in 91% of those tested. Corps members with a low level of severity may be able to function adequately in existing educational programs. Those in moderate, high, and extreme categories--some 40% of those tested--are in need of special instructional programs. (Author/YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC