Demonstration Model: Garden City [Michigan] Resource Room-Helping Teacher Team. For School Year 1972-73.

Institution	Garden City Public Schools, MI.
Titel	Demonstration Model: Garden City [Michigan] Resource Room-Helping Teacher Team. For School Year 1972-73.
Quelle	(1973), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Demonstration Programs; Educational Objectives; Elementary Education; Emotional Disturbances; Exceptional Child Education; Interdisciplinary Approach; Learning Disabilities; Parent School Relationship; Program Descriptions; Program Development; Program Evaluation; Public Schools; Resource Teachers; Secondary Education; Staff Role; Team Teaching + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Gefühlsstörung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning handicap; Lernbehinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programmplanung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Lehrpersonal; Sekundarbereich; Teamteaching
Abstract	Described is a multidisciplinary team approach to helping elementary and secondary students with learning or emotional problems to achieve educationally and socially. Resource room teachers and special education consultants, functioning as part of the full-time team in each school, work with the regular classroom teacher to meet student needs for academic assistance and therapeutic support on a regular daily basis. Student characteristics (in areas of verbal skills, self-concept, emotional adjustment, reading, perceptual-motor skills, behavior, academics, general learning, and school attitudes) and program goals (including individualized instruction, crisis intervention, job counseling and placement) are identified. Data are provided to delineate the flow of service delivery, the classroom teacher's role, determination of time schedules, and procedures for screening/staffing, placement, and program evaluation. Program principles are clarified, and key literature pertinent to program building is reviewed. Role descriptions are given for resource and helping teachers, principals, secondary school counselors, the supervisor of special education, the director of special services, psychologists, school workers, and consulting psychiatrists. Steps for involving parents in special services programs and the inservice program for the resource room-helping teacher team are elaborated. Also discussed are facilities and costs and types of report forms used. A bibliography of pertinent literature is included. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01