Exceptional Pupils: A Review of the Literature = L'Enfance en Difficulte: Une Revue de la Documentation.

Autor/inn/en	Dow, Ian I.; O'Reilly, Robert R.
Institution	Ontario Dept. of Education, Toronto.
Titel	Exceptional Pupils: A Review of the Literature = L'Enfance en Difficulte: Une Revue de la Documentation.
Quelle	(1981), (338 Seiten)Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7743-6746-6 English; 0-7743-6747-4 French
Schlagwörter	Classification; Definitions; Disabilities; Educational Needs; Elementary Secondary Education; Etiology; Gifted; Handicap Identification; Hearing Impairments; Incidence; Language Handicaps; Learning Disabilities; Literature Reviews; Mental Retardation; Physical Disabilities; Speech Handicaps; Student Evaluation; Visual Impairments + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Begriffsbestimmung; Handicap; Behinderung; Educational need; Bildungsbedarf; Ätiologie; Begabter, Hoch Begabter; Hearing impairment; Hörbehinderung; Vorkommen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Learning handicap; Lernbehinderung; Geistige Behinderung; Physical handicap; Körperbehinderung; Language handicps; Schulnote; Studentische Bewertung; Visual handicap; Sehbehinderung
Abstract	Presented in both French and English, the document contains extracts from a review of the literature on students with learning disabilities (LD) and on French speaking exceptional students' programs and needs. The review of LD includes sections on approaches to definition and classification, incidence, and definitional components (intelligence, process, academic, discrepancy, neurological, and exclusion). The conclusion notes differences between the neurological and educational approaches and problems with operationalizing definitions. The second part of the document reviews the literature on behavioral exceptionalities (emotional disturbance and social maladjustment); communication exceptionalities (hearing, learning disabilities, and speech/language disorders); intellectual exceptionalities (gifted/talented, mentally handicapped), physical exceptionalities (limited vision and orthopedic/other physical handicaps). The conclusion notes certain themes applicable to all types of exceptionality: (1) the importance of early identification; (2) the issue of mainstreaming; (3) the importance of regular teacher education including components on exceptional children; (4) the need for service delivery models to provide a wide range of services; and (5) the need for multidisciplinary responsibility for assessment, planning, and instruction. (DB)
Anmerkungen	Publications Centre, 880 Bay St., 5th Floor, Toronto, Ontario M7A 1N8 Canada ($5.00 each).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01