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ERIC Number: ED057511
Record Type: RIE
Publication Date: 1971
Pages: 6
Abstractor: N/A
Reference Count: 0
An Integrated Model for Individualizing Services to Children with Learning Problems.
Dangel, Harry L.; And Others
Described is a model designed to aid children with learning disabilities that is said to provide quality educational programing for learning disabled children, that maximizes the effect of the limited number of trained learning disabilities specialists available in the public schools, that maximizes the limited number of programs available for training teachers to work with children having specific learning disabilities, and that is economically feasible in terms of cost per child served. The model philosophy rests on the premise that special supportive services in the regular classroom can serve adequately those children with minor learning problems. The model consists of an achievement development class in which the learning disabled child is maintained in the regular classroom but is taught by a precision teacher, or special education teacher, who has received special training. Two aspects of the model emphasized are that the need to request psychological services for purposes of classifying the child are reduced since the child refers himself through his lack of academic progress, and that the child receives help from a specialist who is part of the school staff and the regular school program. Briefly explained are the model's organizational, training, and educational objectives. (CB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Council for Exceptional Children, Arlington, VA.
Authoring Institution: Georgia State Univ., Atlanta.
Note: Paper presented at the Special Conference on Emerging Models of Special Education for Sparsely Populated Areas (Memphis, Tennessee, December 3, 1971)