Needs Assessment of the Special Education Program, 1986, and Evaluation of the Instructional Assistance and Assessment Component Project, 1985 and 1986. Summary Report.

Institution	Hawaii Univ., Honolulu. Curriculum Research and Development Group.
Titel	Needs Assessment of the Special Education Program, 1986, and Evaluation of the Instructional Assistance and Assessment Component Project, 1985 and 1986. Summary Report.
Quelle	(1986), (6 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Classroom Research; Elementary Secondary Education; Inservice Teacher Education; Instructional Materials; Learning Disabilities; Mainstreaming; Special Education; Special Education Teachers; Teacher Aides; Teacher Attitudes; Teacher Responsibility; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Lehrerverhalten; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A 2-year evaluation of the Honolulu (Hawaii) District Instructional Assistance and Assessment Component involved placement of part-time teachers in selected specific learning disabilities classrooms to work with special education teachers. Twelve elementary school classes were involved during the first year (six project and six comparison classes); it expanded to 21 elementary and secondary classes during the second year (10 project and 11 comparison classes). A needs assessment of the Special Education Program was conducted along with the evaluation. For both, questionnaires were distributed, classroom observations were conducted, and parents and students were interviewed. Achievement tests were administered for the evaluation component. The findings of both the needs assessment and evaluation are summarized and the following recommendations are made: (1) provide opportunities to discuss and resolve conflicts of opinion among school personnel regarding mainstreaming; (2) provide inservicing on mainstreaming and teaching strategies to administrators and special and regular education teachers; (3) reevaluate the appropriateness of instructional (particularly seatwork) materials for each child; (4) reassess the demands of individualizing instruction to the extent it requires extensive recordkeeping of skills mastered, continuous selection and assignment of learning tasks, and meticulous monitoring of students' progress at the expense of pupil-teacher interaction. (VW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01