Summer Program for Reading and Mathematics for Handicapped Pupils in Special Education Classes (DSEPPS) (Severely Emotionally Handicapped, Hearing Impaired, Multiply Handicapped, Pre-Placement) Summer 1975. Evaluation Report.

Autor/in	Chorost, Sherwood B.
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Summer Program for Reading and Mathematics for Handicapped Pupils in Special Education Classes (DSEPPS) (Severely Emotionally Handicapped, Hearing Impaired, Multiply Handicapped, Pre-Placement) Summer 1975. Evaluation Report.
Quelle	(1975), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Criterion Referenced Tests; Early Childhood Education; Elementary Secondary Education; Emotional Disturbances; Exceptional Child Research; Field Trips; Handicapped Children; Hearing Impairments; Individualized Instruction; Multiple Disabilities; Program Descriptions; Program Evaluation; Reading Difficulty; Recreational Activities; Socialization; Special Classes; Summer Programs + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsstörung; Exkursion; Hearing impairment; Hörbehinderung; Individualisierender Unterricht; Multiple disability; Mehrfachbehinderung; Programme evaluation; Programmevaluation; Reading difficulties; Leseschwierigkeit; Freizeitgestaltung; Socialisation; Sozialisation; Special class; Sonderklasse; Sommerkurs
Abstract	Presented is an evaluation of a summer program which consisted of individualized and small group instruction in reading and arithmetic, recreational activities, and field trips designed to promote academic and socialization skills for 506 handicapped children. The program is noted to have had four components: severely emotionally handicapped, hearing handicapped, multiply handicapped, and preplacement (multiple learning disordered). Among findings and conclusions discussed are that at least 93% of the children met at least one instructional objective; that the children received outstanding instructional experiences; and that the exemplary program performance is based, in large part, upon the system of setting concrete instructional goals for each child (criterion referenced testing). Also identified as contributory to the program's success were excellent staff skills which provided enthusiastic learning environments, and the concept of breaking the instructional day into academic and recreational segments. Appended materials include descriptions of the criterion referenced tests used and results in tabular form. (IM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01