ERIC Number: ED255001
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
The Effect of a Structured Special Education Service Program upon the Development of Effective Instructional Skills in University Students.
Powers, P. J.
University undergraduate students (N=22) developed individualized education programs (IEPs) for handicapped (N=22) clients of all ages and levels of conditions in physical education and the IEPs were implemented for 24 weeks. A competency-based curriculum in Adapted Physical Education (I CAN) was used for both IEP development and resultant precision teaching. At the end of the quarter, IEPs were evaluated by the faculty teaching the associative courses. IEP composite evaluation data was based on a 215 point scale in seven areas. Development of IEPs were directed toward six basic goals areas of adapted physical education from I CAN which included: (1) locomotor skills, (2) object control, (3) body awareness, (4) body control, (5) fitness and growth, and (6) posture. There was a total of over 140 individual performance objectives for the six goal areas from which students could develop and implement IEP's. Each performance objective had been task analyzed into skill levels and focal points for precision teaching at the four skill levels. Results indicated that university students from various educational majors can, in fact, develop and implement appropriate IEPs for all ages and types of handicapped children. However, accomplishment of such is dependent upon a highly structured practicum experience in which students are given the opportunity to submit rough drafts and receive constructive input prior to the final IEP. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (2nd, Jackson Hole, WY, October 4-6, 1984).