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ERIC Number: ED023202
Record Type: RIE
Publication Date: 1967-Oct
Pages: 94
Abstractor: N/A
Reference Count: 0
Descriptive Study of Reporting Practices Used with Elementary Special Classes for Educable Retarded Children in the Minneapolis-St. Paul Metropolitan Area.
Brinkman, Arlaine F.
Reporting practices used by school systems serving elementary age, educable mentally retarded children were determined and reporting techniques evaluated. All the Minneapolis-St. Paul school systems submitted specimen report cards, and 91 of a possible 124 teachers in 23 school systems completed a questionnaire appraising common reporting practices. Findings were that about half of the systems used regular report cards. Half used a special report card, while a small number used narrative reports. Written reports were generally sent four times yearly. All of the teachers reported having parent conferences; a few reported home visits to all pupils. The teacher questionnaire indicated the following: regular report cards are concise, simple to use, and time saving, but are not applicable to special classes and are subject to misunderstanding; special report cards share all the advantages of the regular report and none of its disadvantages; narrative reports are exact, individualized, and applicable, but are time consuming and provide no continuity; conferences are accurate and of help to the parents, but are time consuming; and home visits provide the teacher with useful information, but lack privacy and frankness. (DF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis.