Basic Skills--Learning Disabilities: A Secondary Learning Disabilities Resource Program Handbook for Teachers.

Autor/inn/en	Gray, Ann S.; Shriver, David K.
Institution	Augusta County Schools, Staunton, VA.
Titel	Basic Skills--Learning Disabilities: A Secondary Learning Disabilities Resource Program Handbook for Teachers.
Quelle	(1978), (63 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Achievement; Basic Skills; Coping; Curriculum; Guidelines; Instructional Materials; Language Arts; Learning Disabilities; Mathematics; Program Descriptions; Remedial Instruction; Resource Room Programs; Resource Teachers; Secondary Education; Student Evaluation; Student Placement; Virginia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulleistung; Basic skill; Grundfertigkeit; Bewältigung; Curricula; Lehrplan; Rahmenplan; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachkultur; Learning handicap; Lernbehinderung; Mathematik; Förderkurs; Lehrpersonal; Sekundarbereich; Schulnote; Studentische Bewertung; Schülerpraktikum
Abstract	The handbook provides general information about the resource program for learning disabled (LD) students at the secondary level in Augusta County, Virginia. Noted in the section on program philosophy is the intention to provide academic skills and coping strategies through a unified combination of remedial and compensatory teaching. The section on needs of the LD adolescent population includes a list of 21 minor program modifications possible in the regular classroom. Criteria for special services are detailed in the section on program eligibility. Briefly noted is the flexible period of enrollment in the resource program. Described in the section on personnel roles are the roles of the learning disabilities resource teacher, the regular classroom teacher, the guidance counselor, and the principal. The curriculum (stressing language arts, mathemateics, and survival skills) and appropriate instructional materials are briefly considered. Principles of both student evaluation and program evaluation are mentioned. The final section notes the role of the local special education advisory committee. Appended are detailed curriculum objectives and a list of suggested instructional materials. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC