Individualizing Instruction in the Mains treamed Classroom.
This article presents information about the major characteristics of the individualized educational programs. Potential behavioral, attitudinal, and learning problems can be best identified and dealt with during the early grades, before they become unmanageable and truly disabling. Undetected initia...
| Publicado en: | Education Digest Vol. 47; no. 1; pp. 25 - 29 |
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| Autor principal: | |
| Formato: | Artículo |
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Prakken Publications
Sep1981
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18671955&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18671955 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Sep1981 vid: 47 iid: 1 pid: 327 pub: Prakken Publications artinfo: ui: 18671955 ppf: 25 ppct: 4 formats: tig: atl: Individualizing Instruction in the Mains treamed Classroom. aug: au: Wang, Margaret C. affil: Associate Professor of Educational Psychology and Project Director, Design and Study of Adaptive Learning Environments Unit, Learning Research and Development Center, University of Pittsburgh, Pennsylvania. su: Individualized education programs Individualized instruction Special education Students with disabilities Learning Mainstreaming in special education sug: subj: Individualized education programs Individualized instruction Special education Students with disabilities Learning Mainstreaming in special education ab: This article presents information about the major characteristics of the individualized educational programs. Potential behavioral, attitudinal, and learning problems can be best identified and dealt with during the early grades, before they become unmanageable and truly disabling. Undetected initial learning problems may later become complicated by serious secondary psychological effects resulting from frustration and failure in the learning situation. The earlier the interventive action, the greater the success that can be expected. Mainstreaming programs which focus on identifying each child's learning needs do not depend on diagnostic labels. Teachers assess individual learning needs of each child and design appropriate education plans to ensure acquisition of skills in the child's curriculum. In mainstreaming classrooms, individualized instruction is viewed as an important intervention strategy that improves the effectiveness of schools in providing quality education. Individualized instruction should be able to meet the learning needs of the individual child while providing close teacher monitoring of student performance and maximum use of student and teacher time for productive learning and instructional activities. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1981 holdings: @attributes: islocal: N |
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