A Summary of Findings and Recommendations for Curriculum Development Needs Assessment of the Educable Mentally Retarded in Glades, Martin and Okeechobee Counties.

Autor/inn/en	Kinsaul, John M.; und weitere
Institution	Okeechobee County Board of Public Instruction, FL.
Titel	A Summary of Findings and Recommendations for Curriculum Development Needs Assessment of the Educable Mentally Retarded in Glades, Martin and Okeechobee Counties.
Quelle	(1973), (190 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agencies; Ancillary School Services; Audiovisual Aids; Curriculum Evaluation; Educational Needs; Educational Programs; Employment Opportunities; Exceptional Child Education; Instructional Materials; Mental Retardation; Mild Mental Retardation; School Districts; Teacher Characteristics; Florida + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational need; Bildungsbedarf; Berufschance; Beschäftigungschance; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Geistige Behinderung; School district; Schulbezirk
Abstract	Presented were findings and recommendations of a curriculum needs assessment study on programs, job opportunities, and services for 312 educable mentally retarded students (EMR) in three Florida counties (Glades, Martin, and Okeechobee). Use of a systems model for planning, implementing, and evaluating the study was explained. Of the findings given, some showed that more students in EMR classes were Negro than white, and boys than girls; that students' other handicaps were in areas of speech, language, and emotional disturbance; that most teachers preferred the self contained classroom and few had expectations for students' future employment; and that job opportunities existed for students with specific characteristics in agricultural, domestic, and environmental areas. Also, some of the findings given showed that few differences existed between the curriculums of regular and EMR classes; that teachers used audiovisual aids, library materials, and physical education equipment but needed materials for daily living skills; that psychological services differed in the counties but all stressed placement according to IQ; that more supportive services were available in two large counties, and two counties had no vocational rehabilitation services; and that agency support was available from sources as youth centers and non-profit groups. Recommended were such improvements as development of social and economic curriculums for students at intermediate level, preschool goals; remedial activities; resource rooms, inservice teacher training, work study programs, child placement procedures based on the individual, and a program involving parents. (Appendixes containing data on the seven assessment components comprise more than half the document). (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC