A Profile of Secondary SED Classrooms in Virginia: Curriculum Development and Instructional Procedures.

Autor/in	Graham, Marilyn Troth
Titel	A Profile of Secondary SED Classrooms in Virginia: Curriculum Development and Instructional Procedures.
Quelle	(1991), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accessibility (for Disabled); Computers; Curriculum Development; Emotional Disturbances; Grading; High Schools; Instructional Materials; Peer Teaching; Special Classes; Special Education Teachers; Teacher Aides; Teacher Education; Teaching Methods; Textbooks; Time Management; Volunteers; Virginia + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Digitalrechner; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gefühlsstörung; Notengebung; Schulnote; High school; Oberschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Peer group teaching; Peer Group Teaching; Special class; Sonderklasse; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Zeitmanagement; Freiwilliger
Abstract	A survey of curriculum and instructional practices in high school classrooms (N=151) in 82 school districts serving seriously emotionally disturbed (SED) and emotionally disturbed/learning disabled students in Virginia was conducted for the purpose of identifying the roles, responsibilities, and teaching skills for which SED teachers need to be prepared. The study looked at four major areas: curriculum development; instruction; instructional materials; and instructional support. Findings are reported for the following sub-categories: availability of a comprehensive curriculum plan for SED students; persons/groups responsible for curriculum planning; curriculum planning references; types of goals stated on Individualized Education Programs; subjects/content taught; percent of time devoted to each instructional activity; types of instruction; student engaged time and direct instruction time; grading systems; use of regular state-adopted textbooks; need to adapt regular textbooks; other instructional materials; paid teacher aides; adult volunteers/peer tutors; and regular access to computers. The survey resulted in 12 recommendations for teacher training including that prospective teachers of SED students should: learn how to design a comprehensive curriculum plan; be prepared to teach a structured social skills program; and become skilled in creating supplementary teacher-made materials. Appended are tables detailing findings and comments by respondents. Includes 14 references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC