National Needs Assessment of Educational Media and Materials for the Handicapped. Volume 4, Section I: Media and Materials Priority Needs--6. Severe Retarded/TMR, Severely/Multiply Handicapped, 7. Supervisors/Others, 8. All Handicap Areas.

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 4, Section I: Media and Materials Priority Needs--6. Severe Retarded/TMR, Severely/Multiply Handicapped, 7. Supervisors/Others, 8. All Handicap Areas.
Quelle	(1980), (700 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Media; Elementary Secondary Education; Instructional Materials; Material Development; Media Specialists; Multiple Disabilities; Needs Assessment; Severe Disabilities; Severe Mental Retardation; Special Education Teachers; Student Characteristics; Supervisors; Teacher Characteristics + Suchen Sie Ihr Suchwort? Bildungsmittel; Unterrichtsmedien; Lehrmaterial; Lehrmittel; Lehrmaterialentwicklung; Mediengestalter; Multiple disability; Mehrfachbehinderung; Bedarfsermittlung; Severe disability; Schwerbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Volume 4 of a nine volume 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 materials development needs of the following groups: teachers of the severely retarded, the trainable, and the severely or multiply handicapped; supervisors and others; and all teachers of special education combined. A demographic description of the respondents in each subgroup is provided as well as a statistical analysis of media and materials needs at both the cluster and area curriculum levels. Demographic characteristics and needs of public and nonpublic/institutional respondents are differentiated. Student characteristics of subgroups are analyzed and media material needs for student subgroups are classified by interest level and specific disability. The top three priorities of teachers of the severely retarded or handicapped for material development were in the social development, daily living skills, and cognitive development curriculum domains. Respondents in the subgroup of supervisors, media specialists/librarians, curriculum development specialists, and inservice training specialists identified appropriate social behavior, self concept, and independent living skills as the areas most needing media and materials development. When results from all teachers of the handicapped were combined, the areas of social behavior, reading comprehension, and self acceptance were rated as most needing media and materials development. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC