The Exceptional Child in the Open Middle School.

Sonst. Personen	Fahrney, Louise C. (Hrsg.)
Institution	Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students.
Titel	The Exceptional Child in the Open Middle School.
Quelle	(1972), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Architecture; Articulation Impairments; Check Lists; Children; Environmental Influences; Exceptional Child Education; Handicapped Children; Middle Schools; Open Education; Program Evaluation + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Architektur; Artikulationsstörung; Checkliste; Child; Kind; Kinder; Environmental influence; Umwelteinfluss; Middle school; Mittelschule; Mittelstufenschule; Offene Erziehung; Offener Unterricht; Programme evaluation; Programmevaluation
Abstract	Reported are the conclusions of a summer institute of special educators for the purpose of evaluating the appropriateness of the open-middle school for the exceptional child. The study is based on the ideas of architects Michael Bednar and David Haviland, who order exceptionalities along a continuum of intactness of the adaptive mechanism and describe environmental variables in terms of 15 basic environmental conceptualizations such as consistency, privacy, articulation among spaces, movement, and acoustical settings. Presented in chart form by severity of impairment are the intellectual, physical, social/emotional, and vocational characteristics of 10 to 14-year-old handicapped children. A mini-matrix examines the relationship between the program factor of flexibility with the 15 environmental conceptualizations. An observation check sheet is suggested as a means of evaluating whether basic environmental factors conducive to learning for exceptional children exist within a given school. Among the conclusions of the institute participants are the importance of the basic environmental conceptualizations in the effective open middle school and the need for caution in the inclusion of deaf, socially maladjusted, and emotionally disturbed children in the open middle school. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01