Curriculum-Based Assessment Procedures for Secondary Learning Disabled Students: Student Centered and Programmatic Implications. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 4.

Autor/in	Seidenberg, Pearl L.
Institution	Long Island Univ., Brooklyn, NY.
Titel	Curriculum-Based Assessment Procedures for Secondary Learning Disabled Students: Student Centered and Programmatic Implications. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 4.
Quelle	(1986), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adjustment (to Environment); College Bound Students; College Preparation; Curriculum Development; Diagnostic Teaching; High Schools; Higher Education; Learning Disabilities; Secondary School Curriculum; Special Education; Student Evaluation; Transitional Programs + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Diagnostic assessment; Diagnostisches Verfahren; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung
Abstract	Many of the problems encountered by learning disabled high school students in the transition from secondary to postsecondary education settings can be minimized if planning for transition occurs at high school entry. Transition planning for the college bound learning disabled student needs to include the design of a relevant high school curriculum based on the requisite entry level skills that have been identified as important for success in college settings. At the same time, curriculum referenced assessment procedures that focus on these skills need to be developed and implemented in order to link assessment results with instructional planning. Student progress with the curriculum or individualized education program (IEP) designed from the assessments must also be monitored and further adapted to the student's individual needs, if necessary. The curriculum or IEP must also be evaluated to determine followup needs for the student's successful transition to college. (Author/CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC