The Prevention of Learning Disability through Deficit Centered Classroom Training.

Autor/in	Sapir, Selma G.
Institution	Columbia Univ., New York, NY. Teachers College.; Scarsdale Board of Education, NY.
Titel	The Prevention of Learning Disability through Deficit Centered Classroom Training.
Quelle	(1967), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academically Handicapped; Curriculum Development; Developmental Programs; Developmental Tasks; Diagnostic Teaching; Educational Diagnosis; Educational Therapy; Handicapped Children; Human Development; Language Handicaps; Learning Problems; Maturation; Measurement Techniques; Motor Development; Special Education; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungsplan; Entwicklungsaufgabe; Diagnostic assessment; Diagnostisches Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Lerntherapie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lernproblem; Messtechnik; Motorische Entwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document describes the development of an instrument to identify and diagnose developmental deficits at age 5 and the planning of a deficit centered training curriculum to prevent learning disabilities. An evaluation of the effectiveness of this curriculum, based on measures of the children's developmental growth and their academic achievement before and after the intervention program, indicates changes in intelligence, bodily schema, perceptual function, language development, and academic achievement for experimental and control groups following their first grade experience. Since the academic results are considered to be meaningless at this time, a followup study at the end of the children's second year of schooling will be made to ascertain differences based on both groups' exposure to the same reading program. Although the developmental gains are stated to be impressive, the degree to which the experimental children are able to compete in school is held to be the determinant of the program's ultimate success. Further investigations of the effect of special grouping, smaller class size,and the curriculum as they relate to this study are urged. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01