A
PROGRAM FOR CHILDREN WITH LEARNING PROBLEMS:
SECOND YEAR
ROGER
REGER’
Board
of
Cooperdive
Edvcalioncrl
Senricea
Erie
County,
New
York
This is the second report on
a
program begun in September of 1966. The
first
report (Reger, 1967) covered the first year of the program. Following
will
be an
introductory description
of the setting, an outline of some of the changes that have
occurred during the second year, some subjective evaluations about the progress
of the program, and some projections into the future.
The program discussed
is
for children of school age who have significant learning
problems and who are not classified
as
mentally retarded.
THE
SETTING
A
Board of Cooperative Educational Services (“BOCES”) in New York State
is an organization through which smaller school districts can join together to provide
services they could not feasibly provide individually. School districts can
work
cooperatively through BOCES either because the
quantity
of students (e.g., blind
children) is small, and/or because there is
a
better opportunity to offer
quality
programs for certain students.
There are about 78,000 public-school students in the 18 school districts served
by BOCES and about 25,000 students attending nonpublic schools. The partici-
pating districts are located around Buffalo in the northern half
of
Erie County.
During 1967-68 about 985 students were placed in 95 special classes under the
author’s jurisdiction, and about 50 blind and partially-seeing students attending
regular classes received services from four consultant teachers. The previous
year (1966-67), about 850 students were placed in 64 special classes.
THE
PROGRAM
The
first
year the title “program for children with learning and/or behavioral
problems”
was
used, but during the second year ‘(behavioral problems” was dropped.
The title became “program
for
children with learning problems.’’
The reason
for the change, which may seem trivial, was twofold. First,
it
was
discovered that “behavioral problems” really are reflections of learning problems.
That
is,
inappropriate social
(or
other general manifest) behavior reflects
a
“learning
problem’’ just
as
much
as
inappropriate (i.e., low) reading behavior reflects
a
“learning problem.” Second, while many children are placed in the program because
their behavior is socially abrasive, the vast majority of these children cease to be
considered
as
“behavior problems” in their new setting.
Some critics have observed that every child has
a
“learning problem,” sug-
gesting that another label be used. However,
a
common feature is that every child
in the program has
a
learning
problem,
and when compared with “the average”
has
a
more
signijicunt
or
more profound learning problem.
A
term such as “brain
injury”
or
“emotional disturbance’’ may
or
may not apply to the students in the
lllirector,
Special
Edticationel Services,
99
Aero Drive, Buffalo, New York
14225
资源评论
weixin_38559866
- 粉丝: 1
- 资源: 903
最新资源
- 一个由Java实现的游戏服务器端框架，可快速开发出易维护、高性能、高扩展能力的游戏服务器
- 生涯发展报告_编辑.pdf
- three.js开发的3D模型可视化编辑器 包含模型加载，模型文件导入导出，模型背景图，全景图，模型动画，模型灯光，模型定位，辅助线，模型辉光，模型拖拽，模型拆解， 模型材质等可视化操作编辑系统
- 全国330多个地级市一、二、三产业GDP和全国及各省土地流转和耕地面积数据-最新出炉.zip
- spring boot接口性能优化方案和spring cloud gateway网关限流实战
- 基于Netty实现的命令行斗地主游戏，新增癞子模式，德州扑克，增加超时机制，完美复现欢乐斗地主，欢迎体验在线版
- FIC7608-spec-brief-V1.1 - 20240419
- 惠普打印机（M233sdn）驱动下载
- 大飞哥本地离线AI智能抠图 1.0本地模型算法进行AI证件抠图支持单张和批量图片格式转换抠图软件
- 初学者Python入门指南：从安装到应用
资源上传下载、课程学习等过程中有任何疑问或建议，欢迎提出宝贵意见哦~我们会及时处理！
点击此处反馈
