Special Education Diagnostic and Resource Center Project. ESEA Title III Evaluation Report.

Titel	Special Education Diagnostic and Resource Center Project. ESEA Title III Evaluation Report.
Quelle	(1967), (203 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Demonstration Centers; Demonstration Programs; Educational Diagnosis; Educational Needs; Exceptional Child Research; Handicapped Children; Identification; Inservice Education; Interdisciplinary Approach; Medical Services; Program Evaluation; Psychoeducational Clinics; Psychological Services; Psychotherapy; Questionnaires; Special Classes + Suchen Sie Ihr Suchwort? Pedagogical diagnostics; Pädagogische Diagnostik; Educational need; Bildungsbedarf; Identifikation; Identifizierung; Berufsbegleitende Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Arzt; Programme evaluation; Programmevaluation; Psychologische Betreuung; Psychotherapie; Fragebogen; Special class; Sonderklasse
Abstract	A Title III project provided a special education diagnostic and resource center designed to meet educational needs of the estimated 3.5% of severely handicapped children not reached in the Greater Wichita area. A staff of three coordinators, two psychologists, two social workers, four subject area consultants, and a peripatologist processed 990 referrals during the year. Staffings were conducted for 115 pupils by the diagnostic teams and 74 were placed in nine special supplementary classes (learning disabilities, hearing handicapped, emotionally disturbed, orthopedically handicapped, and mentally handicapped) at grade levels not served before. Class evaluations indicated successful improvement of students. Contracted medical services were received by 153 pupils, psychological services by 171. Attendance at the 17 inservice education programs for school personnel and parents totaled 1,443. School personnel and the 28 agencies in the area, supplementary class teachers and parents, and a random selection of parents and teachers indicated on questionnaires that they felt the objectives were attained, but some school and agency representatives thought the Center staff was not large enough for the in-depth services attempted for the geographic area. Parents felt adequately involved in their children's educational planning. (SN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC