Project RAISE. Title IV-C. How-to Manual.

Autor/inn/en	Nylander, Nikki; Ludden, Jinny
Institution	Pima County Schools, Tucson, AZ.
Titel	Project RAISE. Title IV-C. How-to Manual.
Quelle	, (146 Seiten)Verfügbarkeit
Beigaben	Illustrationen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Behavioral Objectives; Consumer Protection; Course Descriptions; Curriculum Guides; Daily Living Skills; Employment Potential; Health Education; Homemaking Skills; Housing; Instructional Materials; Job Search Methods; Learning Activities; Maintenance; Moderate Mental Retardation; Money Management; Nutrition Instruction; Practical Arts; Pretests Posttests; Young Adults + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Verbraucherschutz; Kursstrukturplan; Curriculare Materialien; Alltagsfertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Unterkunft; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arbeitsplatzsuchtheorie; Lernaktivität; Nutrition education; Ernährungserziehung; Praktisches Gestalten; Young adult; Junger Erwachsener
Abstract	This manual for parents and teachers provides an appropriate teaching curriculum for use with trainable mentally retarded adults, age eighteen to twenty-one years. It provides first a course outline based on five knowledge areas: health, nutrition, home maintenance, basic consumerism, and job readiness. Other contents include tests, objectives, task sequencing, and knowledge area modules. Pretests, also intended for use as checkups and posttests, are correlated to the knowledge areas. In most cases they are nonverbal and evaluated by a motor activity. The objectives for each area are in a sequential order which directly correlates to the pretest, since pretest scores indicate accomplishment of objectives. A scoring key to the objectives is provided. Task sequencing is given for those areas needing a definite order of events to consistently teach the task. Each of the five knowledge area modules is divided into packets. The format for each packet includes one or all of the following: contents, necessary materials, construction, and teaching instructions. Some required materials are not provided. A bibliography lists these materials and others (with their sources) used in developing and implementing the curriculum. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01