Chinle Agency's Special Education Curriculum Revisions: It's Rationale, Process, and Wanted Outcomes.

Autor/inn/en	Foster, Carl G.; und weitere
Institution	Bureau of Indian Affairs (Dept. of Interior), Chinle, AZ.
Titel	Chinle Agency's Special Education Curriculum Revisions: It's Rationale, Process, and Wanted Outcomes.
Quelle	(1980), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Education; American Indian Reservations; American Indians; Behavioral Objectives; Curriculum Development; Curriculum Evaluation; Elementary Secondary Education; Evaluation Criteria; Exceptional Persons; Faculty Mobility; Learning Activities; Measurement; Pretests Posttests; Special Education Teachers; Arizona + Suchen Sie Ihr Suchwort? Indianerreservat; American Indian; Indianer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Lernaktivität; Messverfahren; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Because Special Educator turnover and existing modes of instruction were causing minimal progression of exceptional Indian students, representatives of the nine schools involved in Chinle Agency's Special Education Department decided during the fall of 1979 to develop and implement programs that better met the needs of exceptional students. By revising the curriculum agency-wide to include sequential criteria for math, reading, language arts, and behavior, hopefully the turnover rate of Special Education teachers would be decreased. A majority of the committee felt that math was the easiest discipline to adjust and that the Agency-adopted San Diego Sequential Task for Educational Planning (STEP) could be revised to establish objectives to meet chosen math goals. The remainder of 1979 was devoted to the development of "learning experience packets" and "exit-tests" for each math objective and a pre-posttest for the program. Use of the math objectives for the entire agency was expected to eliminate problems associated with students changing schools and to act as a guide for teachers in meeting the needs of exceptional students. Only math has been completed and implemented, and it is anticipated that three more years will be needed to complete all of the components of the curriculum. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC