Early Childhood. What Research and Experience Say to the Teacher of Exceptional Children.

Autor/inn/en	Karnes, Merle B.; Lee, Richard C.
Institution	Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children.
Titel	Early Childhood. What Research and Experience Say to the Teacher of Exceptional Children.
Quelle	(1978), (119 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Demonstration Programs; Early Childhood Education; Educational Diagnosis; Generalization; Handicapped Children; Identification; Individualized Instruction; Individualized Programs; Language Acquisition; Mainstreaming; Paraprofessional Personnel; Parent Role; Preschool Education; Program Design; Program Development; Research Reviews (Publications); Self Concept; Student Evaluation; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pedagogical diagnostics; Pädagogische Diagnostik; Identifikation; Identifizierung; Individualisierender Unterricht; Individualisierte Ausbildung; Sprachaneignung; Spracherwerb; Laienhelfer; Parental role; Elternrolle; Pre-school education; Vorschulerziehung; Programme design; Programmaufbau; Programmplanung; Selbstkonzept; Schulnote; Studentische Bewertung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Intended for preschool teachers, the monograph identifies components of an exemplary program for preschool handicapped children. The first chapter on identification reviews the steps involved in location, screening, and diagnosis. Chapter 2 considers the research literature on the role played by parents and the family in the child's intellectual and academic development and the effectiveness of parent intervention. Mainstreaming--the process of including and maintaining handicapped students in regular classrooms--is the subject of Chapter 3. The effect of teacher behavior on the child's growth is examined in Chapter 4. Chapter 5 focuses on the promotion of a healthy and realistic self concept. Ongoing assessment, the subject of Chapter 6, is defined as the systematic and objective observation and analysis of a child's skills and deficits to determine a starting point for programing and to evaluate the effectiveness of current instruction. Practical procedures for individualizing instruction are offered in Chapter 7. Suggestions for developing language programs are included in Chapter 8; and the use of paraprofessionals in the classroom is discussed in Chapter 9. In a final chapter, the component of transfer of training (generalization) is explored. (SBH)
Anmerkungen	Council for Exceptional Children, Publication Sales Unit, 1920 Association Drive, Reston, Virginia 22091 ($5.00, Publication No. 176)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01