Literaturnachweis - Detailanzeige
| Autor/inn/en | Doutt, Kathleen M.; und weitere |
|---|---|
| Titel | Horticulture Therapy Activities for Exceptional Children. |
| Quelle | In: Journal of Therapeutic Horticulture, 4 (1989), S.10-14 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Elementary Secondary Education; Enrichment Activities; Gifted; Heterogeneous Grouping; Horticulture; Learning Disabilities; Plants (Botany); Postsecondary Education; Small Group Instruction; Summer Programs; Talent; Weekend Programs |
| Abstract | The Tennessee Technological University offers an enrichment program (consisting of a summer session and three Saturdays) in which gifted children and children with learning disabilities are grouped together for activities. Horticulture is one of the few enrichment activities adaptable to both groups. Children are allowed to engage in the same activities when commonalities exist. This program included two types of activities referred to as Type I (general exploratory activities including demonstrations, speakers, films, slides, field trips, and other visual learning activities) and Type II (hands-on group activities to develop general skill and practical knowledge). Type I activities, introduced first, included introduction to plant anatomy using a rubber tree, tuberous roots, bulbs, and foliar embryos; examination of vascular tissue of plants; repotting and pruning demonstrations; and discussion of the earth's atmospheric cycles. Type II reinforcement activities followed, including examination of plant structures on individual rootbound plants; propagating new plants from cuttings; transplanting; making an air layer; and making a terrarium. Positive results noted included the integration of gifted students and students with learning disabilities in a united learning experience and provision of an opportunity for university level horticulture therapy and special education students to interact with students with exceptionalities. (Contains 8 references). (BRM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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