Assessment of Needs and Implementation of Client-based Programmes. [and] On-Going Assessment of Work Undertaken by Trainees. [The Granville Project].

Autor/inn/en	Scott, Beryl; Parmenter, Trevor R.
Institution	Macquarie Univ., North Ryde (Australia). School of Education.
Titel	Assessment of Needs and Implementation of Client-based Programmes. [and] On-Going Assessment of Work Undertaken by Trainees. [The Granville Project].
Quelle	(1977), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Conceptual Schemes; Foreign Countries; Individualized Programs; Mental Retardation; Models; Needs Assessment; Prevocational Education; Program Development; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Ausland; Individualisierte Ausbildung; Geistige Behinderung; Analogiemodell; Bedarfsermittlung; Enterprise education; Vorberufliche Bildung; Programmplanung; Schulnote; Studentische Bewertung; Australien
Abstract	Two papers are presented, related to Australian activity therapy centers (places which teach the mentally handicapped personal, social, and prevocational skills complementary to their vocational needs). The first paper discusses the assessment of needs and implementation of client-based programs. Assessment and programing are said to be interrelated, and the following steps are outlined as the most efficient way to develop the skill level of the client: formulate a general organizational goal, initially assess each client, develop an instructional plan to meet the client's needs, implement the plan, assess its progress, and evaluate and modify the plan. The second paper presents a model for the ongoing assessment of work undertaken by trainees at an activity therapy center. Steps of the model include beginning initial assessment, identifying appropriate tasks, surveying antecedent and subsequent events, formulating hypotheses for intervention, selecting data collection techniques, beginning ongoing assessment and establishing a baseline, implementing intervention, deciding whether the results are acceptable, and assessing for generalization. A brief case description of a program to encourage walking behavior is presented. (DLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC