ERIC Number: ED309585
Record Type: RIE
Publication Date: 1988
Reference Count: 0
Handicapped Children in Developing Countries: Assessment, Curriculum and Instruction.
A discussion of teaching and testing methods for children with disabilities focuses on techniques appropriate for use in developing countries. The book has several purposes. Its aims are to: (1) discuss practical, step-by-step methods that can be used readily in existing classrooms; (2) describe ideal methods and materials as long-term goals to work toward as classroom conditions improve; (3) describe methods for developing ecologically valid testing and teaching materials to fit unique, contemporary cultural, social, economic, geographic, urban, and rural environments; (4) explain methods for developing curricula designed to teach skills likely to be required under future conditions resulting from technological, industrial, social, and cultural changes and rural-to-urban migration; (5) describe the theories, philosophy, and supporting evidence for teaching and testing methods; and (6) provide examples of actual situations in both urban and rural areas of developing countries. Chapters address: characteristics of curricula used in developing nations; problems arising from adoption of western curricula; the use of ecological inventories to develop curricula; teaching methods; methods for teaching disabled children in large, regular classrooms; teaching students with limited hearing or vision; testing problems and recommendations; and functional testing. (MSE)
Descriptors: Classroom Techniques, Curriculum Design, Curriculum Development, Developing Nations, Disabilities, Educational History, Elementary Secondary Education, Hearing Impairments, Large Group Instruction, Relevance (Education), Student Evaluation, Teaching Methods, Testing, Visual Impairments
Department of Educational Psychology, Education N6-102, University of Alberta, Edmonton, Alberta, Canada ($13.00).
Publication Type: Information Analyses; Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Alberta Univ., Edmonton. Dept. of Educational Psychology.