Pennsylvania Training Model: Individual Assessment Guide. Revised Edition.

Autor/inn/en	Somerton-Fair, Ellen; Turner, Keith D.
Institution	Pennsylvania State Dept. of Education, Harrisburg. Bureau of Special and Compensatory Education.; Berks County Intermediate Unit 14, Leesport, PA.
Titel	Pennsylvania Training Model: Individual Assessment Guide. Revised Edition.
Quelle	(1979), (196 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Development; Communication Skills; Daily Living Skills; Diagnostic Teaching; Educational Objectives; Elementary Secondary Education; Individualized Instruction; Individualized Programs; Motor Development; Multiple Disabilities; Program Development; Sensory Experience; Severe Disabilities; Severe Mental Retardation; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitive Entwicklung; Kommunikationsstil; Alltagsfertigkeit; Diagnostic assessment; Diagnostisches Verfahren; Educational objective; Bildungsziel; Erziehungsziel; Individualisierender Unterricht; Individualisierte Ausbildung; Motorische Entwicklung; Multiple disability; Mehrfachbehinderung; Programmplanung; Sinnerfahrung; Severe disability; Schwerbehinderung; Schulnote; Studentische Bewertung
Abstract	The guide provides information on four sequences in the instruction of severely and profoundly handicapped students. The Curriculum Assessment Guide produces an overview of the student's skill development in input modes (tactile, auditory, and visual development); output modes (gross motor and fine motor); activities of daily living (feeding/drinking, toileting, dressing, washing, nasal hygiene, and oral hygiene); and higher order skills (communication, cognition, and socialization). Second, each of the major curriculum areas associated with identified needs is diagramed in developmental taxonomies. The next section details individual prescriptive planning approaches. Continuous data charts for ongoing assessment of the child's progress are described in the fourth section. Appended material includes a discussion of a study to delineate how a severely/profoundly handicapped student's progress approximates a normal developmental model. An annotated bibliography lists approximately 100 references on eight topics, including assessment systems, program development, motor development, self care skills, parent training, and communication development. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01