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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ594908
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0014-4029
Individualizing Literacy Instruction for Young Children with Moderate to Severe Disabilities.
Kliewer, Christopher; Landis, David
Exceptional Children, v66 n1 p85-100 Fall 1999
A study explored the perceptions of 14 teachers on the meaning of curricular individualization for preschool through primary-aged students with severe mental retardation. Findings indicate individualizing practices may stem from two disparate sources of understanding: institutional or local. Instructional opportunities made available to children from either source are described. (Author/CR)
Descriptors: Curriculum Design, Curriculum Development, Early Childhood Education, Elementary Education, Elementary School Students, Individualized Instruction, Knowledge Base for Teaching, Literacy, Preschool Children, Severe Mental Retardation, Teacher Attitudes, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A