ERIC Number: ED023235
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
The Teaching-Learning Process in Educating Emotionally Disturbed Children, Proceedings of the Third Annual Conference on the Education of Emotionally Disturbed Children.
Knoblock, Peter, Ed.; Johnson, John L., Ed.
The teaching-learning process for emotionally disturbed children is explored by nine conference participants at Syracuse University. The interaction analysis system developed by Flanders and its adaptability to classroom situations faced by teachers of disturbed children are discussed; and comments on the applicability of this system are included. General research strategies for the teacher are described, and the research activity of the Syracuse Scholastic Rehabilitation Program in the Syracuse Public Schools is examined. A theoretical conception of hyperactivity and a curriculum for hyperactive children is presented; two papers provide comments. Diagnostic and programing problems of educators discussed include programing for disturbed children without a clear idea of who they are and a framework for discovering children's learning patterns in mathematics. (LE)
Descriptors: Behavior, Clinical Diagnosis, Conference Reports, Curriculum, Educational Needs, Educational Research, Emotional Disturbances, Exceptional Child Education, Hyperactivity, Identification, Interaction Process Analysis, Learning, Mathematics, Programed Instruction, Reading Difficulty, Teaching Machines, Teaching Methods
Syracuse University Press, Box 8, University Station, Syracuse, New York 13210 ($3.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY. Div. of Special Education and Rehabilitation.
Identifiers: Syracuse Scholastic Rehabilitation Program