A Secondary Curriculum Guide for Handicapped Learners.

Autor/inn/en	Langone, John; und weitere
Institution	Georgia Univ., Athens. Div. for Exceptional Children.; Morgan County School System, Madison, GA.
Titel	A Secondary Curriculum Guide for Handicapped Learners.
Quelle	(1981), (237 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Competency Based Education; Cooperation; Curriculum Development; Curriculum Guides; Disabilities; Educational Objectives; Individualized Education Programs; Secondary Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Co-operation; Kooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Handicap; Behinderung; Educational objective; Bildungsziel; Erziehungsziel; Individualized education program; Individualisierendes Lernen; Sekundarbereich; Ausbildung; Berufsbildung
Abstract	The curriculum guide is designed to aid teachers in developing new curricular options as well as modifying existing components to meet the needs of individual secondary level handicapped learners. Section I, on foundations for secondary programing, addresses the prevailing philosophy regarding education of the handicapped; individualized education programs (IEPs); assessment; objective based curriculum; support services; participation in regular programs; program length and evaluation; development of cooperative programs; professional barriers to cooperative secondary programing (including attitudinal, scheduling, and curriculum constraints and lack of appropriate placement options); staff roles and responsibilities; and curriculum implementation strategies. Section II briefly reports on a needs assessment in Morgan County, Georgia. A third section reviews the tenets of curriculum design and modification including a systems approach, analysis of program and cluster goals, and formative evaluation. Section IV offers specific guidelines for modification of vocational curricula to meet the needs of handicapped students. Section V focuses on assessment of handicapped learners in general and special program options. Section VI contains guidelines for vocational assessment of handicapped learners. A final section contains secondary program competencies and suggested course options from a series of course outlines reflecting the competencies identified in the State of Georgia Competency Based Education regulations. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC