A Summary of Findings and Recommendations for Curriculum Development Needs Assessment of the Educable Mentally Retarded in Baker, Bradford and Union Counties.

Autor/in	Marinelli, Joseph J.
Institution	Curriculum Development Project for the Educable Mentally Retarded, Lake Butler, FL.
Titel	A Summary of Findings and Recommendations for Curriculum Development Needs Assessment of the Educable Mentally Retarded in Baker, Bradford and Union Counties.
Quelle	(1972), (130 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administration; Classroom Environment; Curriculum Development; Curriculum Evaluation; Educational Needs; Exceptional Child Education; Instructional Materials; Mental Retardation; Mild Mental Retardation; Occupations; Program Evaluation; School Districts; Student Evaluation; Systems Analysis; Teacher Evaluation; Florida + Suchen Sie Ihr Suchwort? Verwaltung; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational need; Bildungsbedarf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Geistige Behinderung; Beruf; Berufsumfeld; Programme evaluation; Programmevaluation; School district; Schulbezirk; Schulnote; Studentische Bewertung; System analysis; Systemanalyse; Teacher appraisal; Lehrerbeurteilung
Abstract	A project to assess needs of educable mentally retarded (EMR) children and adults in three Florida counties reports findings and recommendations. EMR population findings show that many of the 224 EMR students have language deficiencies, and that most cluster at 11 and 15 years of age; recommended are early intervention, language programs, and revised secondary curriculums. Data show that the average EMR teacher is married, is confident about providing good relationships, is not confident about curriculum planning and implementing, and is perceived by other teachers as a baby sitter; recommended is more inservice teacher training in classroom techniques, and more teacher action in professional organizations. Job opportunities exist for EMR persons who work independently and remember procedures; recommended are teacher contact with employers, and more vocational training. Few differences are found between EMR and regular classes, and thus few problems preclude integration; recommended are more academic courses for EMR students, and secondary curriculum improvement. Classroom environment assessment shows traditional audiovisual material use, and physical arrangement; minuscule physical development material use, and some language program use; and recommended is the curriculum specialist's attention. Administrative support findings show EMR teachers sharing all teachers' roles and budgets; while the support services of schools and local agencies appear adequate. An index comprising half the document gives data for all assessment phases and includes a summary list of job possibilities. (For related information see EC 052 197). (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC