ERIC Number: ED123891
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Identification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program.
Early identification and supplementary instruction for the Mexican American child who is also handicapped are essential. The purposes of the Ability Development Programs are to identify the child with existing and/or potentially handicapping conditions, to develop and test supplementary materials, and to determine the efficacy of supplementary instruction within the regular bilingual classroom. In the first project for Four-Year-Olds, completed in 1975, 40 out of 99 children enrolled had some type of problem, 29 severe enough to interfere with learning. Following five months of supplementary instruction, the experimental group out-performed the comparison group not receiving supplementary instruction and were learning at the level of non-handicapped peers. In the second project for Five-Year-Olds, scheduled for completion in 1977, materials for continuous observation and supplementary instruction on a lesson-by lesson basis are in initial developmental stages. Materials developed for these projects include "Supplementary Activities for Four-Year-Olds,""Observation-Action-Activity Cards for Five-Yearolds," two teacher manuals, "Working with Parents of Handicapped Children," and "How to Fill Your Toy Shelves without Emptying Your Pocketbook"; and two assessment instruments, the "Spanish/English Language Performance Screening" (S/ELPS) and the "Observational Checklists for Referral" (OCR). Development and evaluation data for the S/ELPS and OCR are reported as well as the results of the completed project with Four-Year-Olds. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, 1976)