Handicapped Children in Developing Countries: Assessment, Curriculum and Instruction.

Autor/in	Baine, David
Institution	Alberta Univ., Edmonton. Dept. of Educational Psychology.
Titel	Handicapped Children in Developing Countries: Assessment, Curriculum and Instruction.
Quelle	(1988), (192 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88864-934-7
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Curriculum Design; Curriculum Development; Developing Nations; Disabilities; Educational History; Elementary Secondary Education; Hearing Impairments; Large Group Instruction; Relevance (Education); Student Evaluation; Teaching Methods; Testing; Visual Impairments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Handicap; Behinderung; History of education; Bildungsgeschichte; Hearing impairment; Hörbehinderung; Relevance; Relevanz; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen; Visual handicap; Sehbehinderung
Abstract	A discussion of teaching and testing methods for children with disabilities focuses on techniques appropriate for use in developing countries. The book has several purposes. Its aims are to: (1) discuss practical, step-by-step methods that can be used readily in existing classrooms; (2) describe ideal methods and materials as long-term goals to work toward as classroom conditions improve; (3) describe methods for developing ecologically valid testing and teaching materials to fit unique, contemporary cultural, social, economic, geographic, urban, and rural environments; (4) explain methods for developing curricula designed to teach skills likely to be required under future conditions resulting from technological, industrial, social, and cultural changes and rural-to-urban migration; (5) describe the theories, philosophy, and supporting evidence for teaching and testing methods; and (6) provide examples of actual situations in both urban and rural areas of developing countries. Chapters address: characteristics of curricula used in developing nations; problems arising from adoption of western curricula; the use of ecological inventories to develop curricula; teaching methods; methods for teaching disabled children in large, regular classrooms; teaching students with limited hearing or vision; testing problems and recommendations; and functional testing. (MSE)
Anmerkungen	Department of Educational Psychology, Education N6-102, University of Alberta, Edmonton, Alberta, Canada ($13.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01