Mainstreaming Preschoolers: Children with Visual Handicaps. A Guide for Teachers, Parents, and Others Who Work with Visually Handicapped Preschoolers.

Autor/inn/en	Alonso, Lou; und weitere
Institution	Contract Research Corp., Belmont, MA.
Titel	Mainstreaming Preschoolers: Children with Visual Handicaps. A Guide for Teachers, Parents, and Others Who Work with Visually Handicapped Preschoolers.
Quelle	(1978), (134 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Child Development; Handicapped Children; Instructional Materials; Learning Activities; Mainstreaming; Parent Education; Parent Teacher Cooperation; Postsecondary Education; Preschool Children; Preschool Education; Preschool Teachers; Teacher Role; Teaching Guides; Visual Impairments + Suchen Sie Ihr Suchwort? Kindesentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Parents education; Elternbildung; Elternschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Post-secondary education; Tertiäre Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerrolle; Lehrerhandbuch; Visual handicap; Sehbehinderung
Abstract	This guide to mainstreaming visually handicapped preschoolers is one of a series of eight manuals on mainstreaming preschoolers developed by Project Head Start. The guide is addressed to parents, teachers and other professionals and paraprofessionals. Chapter I presents information on the meaning, benefits and implementation of mainstreaming. The role of the teacher in mainstreaming is discussed, and possible resources she can tap for assistance with a handicapped child are listed. Chapter II provides a definition of visual handicaps and discusses problems in diagnosis and referral of visually handicapped preschoolers. An observational checklist for diagnosis and general guidelines on referral are included. Chapter III discusses how visually handicapped children function in various areas of development; self-concept, motor skills, self-help skills, cognitive skills, language and speech skills and social skills. Chapter IV focuses on specific aspects of mainstreaming visually handicapped children such as planning, physical setting and classroom facilities, general teaching guidelines and specific teaching techniques and learning activities. Chapter V describes how parents and teachers can work together as partners, while chapters VI and VII provide information on possible resources and sources of help, professional and otherwise. Notes on screening and diagnosis are appended. (CM)
Anmerkungen	Superintendent of Documents, U. S. Government Printing Office, Washington, D.C. 20402 (Stock Number 017-092-00030-8, $3.25)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC