Are We Preparing Our Learning Disabled Adolescents to Cope with Social Issues?

Autor/in	Fine, Elaine
Titel	Are We Preparing Our Learning Disabled Adolescents to Cope with Social Issues?
Quelle	(1987), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Controversial Issues (Course Content); Critical Thinking; Current Events; Daily Living Skills; Learning Disabilities; Mild Disabilities; Secondary Education; Secondary School Curriculum; Social Attitudes; Social Cognition; Social Problems; Social Studies; Surveys + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Controversial issues; Kontroverse; Kritisches Denken; Aktualität; Alltagsfertigkeit; Learning handicap; Lernbehinderung; Sekundarbereich; Social attidude; Soziale Einstellung; Soziale Kognition; Social problem; Soziales Problem; Gemeinschaftskunde; Survey; Umfrage; Befragung
Abstract	Junior and senior high school social studies teachers and teachers of the mildly handicapped (primarily learning disabled) in New Jersey (N=195) responded to a social issues survey. For each of 14 social issues, they were asked to indicate the frequency with which the issue was included in the instructional program, its importance, their own level of comfort with the issue, and the extent to which they felt prepared to discuss it with students. Issues rated were minority rights, substance abuse, women's rights, nuclear weapons, social welfare, child abuse, world hunger, military draft, teenage pregnancy, abortion, prayer in school, censorship, cults, and the Ku Klux Klan. Results indicated that neither special nor regular education teachers in junior or senior high school present social issues often, but that special education teachers present them even less frequently. Special educators did, however, report presenting four issues more frequently than others: substance abuse, child abuse, teenage pregnancy, and social welfare programs. Current events and responding to student questions (rather than structured lessons) were cited most frequently as the ways in which social issues were addressed. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01