National Needs Assessment of Educational Media and Materials for the Handicapped. Volume 3, Section I: Media and Materials Priority Needs--4. Speech/Language Impaired, 5. Physically/Orthopedically Handicapped.

Autor/inn/en	Vale, Carol A.; und weitere
Institution	Educational Testing Service, Berkeley, CA.
Titel	National Needs Assessment of Educational Media and Materials for the Handicapped. Volume 3, Section I: Media and Materials Priority Needs--4. Speech/Language Impaired, 5. Physically/Orthopedically Handicapped.
Quelle	(1980), (608 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Media; Elementary Secondary Education; Instructional Materials; Language Handicaps; Material Development; National Surveys; Needs Assessment; Physical Disabilities; Special Education Teachers; Speech Handicaps; Statistical Surveys; Student Characteristics; Teacher Characteristics + Suchen Sie Ihr Suchwort? Bildungsmittel; Unterrichtsmedien; Lehrmaterial; Lehrmittel; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lehrmaterialentwicklung; Bedarfsermittlung; Physical handicap; Körperbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Language handicps; Statistische Erhebung
Abstract	Volume 3 of a nine volume statistical report on a national survey (33 states) of the media and materials needs of special education teachers and students presents a statistical analysis of the media and material development needs in the areas of the speech/language impaired and physically/orthopedically handicapped. Demographic descriptions of teacher respondent populations are given and public and nonpublic school teachers are differentiated for each group. Subgroups of students having the greatest needs for instructional materials are classified according to chronological age, problem area, level of severity, functional level, or mode of communication. The top three curriculum clusters chosen by teachers of the speech/language impaired were expressive language development, receptive language development, and cognitive development. The top three curriculum clusters chosen by teachers of the physically/orthopedically handicapped were reading, perceptual motor development, and social development. (PHR/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC