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Identification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program [microform] / Joyce Evans
Bib ID 5303824
Format BookBook, MicroformMicroform, OnlineOnline
Author
Evans, Joyce
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1976 
14 p. 
Summary

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)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, 1976).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Ability Identification.  |  Academic Ability.  |  Bilingual Education.  |  Diagnostic Tests.  |  Handicap Identification.  |  Handicapped Children.  |  Instructional Materials.  |  Language Tests.  |  Mainstreaming.  |  Material Development.  |  Mexican Americans.  |  Preschool Education.  |  Supplementary Education.
Form/genre Speeches/Meeting Papers.
Other authors/contributors Southwest Educational Development Lab., Austin, TX
Available From ERIC 
000 03255cam a22004212u 4500
001 5303824
005 20181019101427.0
007 he u||024||||
008 080220s1976    xxu ||| b     ||| s eng d
035 |9(ericd)ED123891
037 |aED123891|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aEvans, Joyce.
245 1 0 |aIdentification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program|h[microform] /|cJoyce Evans.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1976.
300 |a14 p.
500 |aERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, 1976).|5ericd
520 |aEarly 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)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aAbility Identification.|2ericd
650 0 7 |aAcademic Ability.|2ericd
650 1 7 |aBilingual Education.|2ericd
650 0 7 |aDiagnostic Tests.|2ericd
650 1 7 |aHandicap Identification.|2ericd
650 1 7 |aHandicapped Children.|2ericd
650 0 7 |aInstructional Materials.|2ericd
650 0 7 |aLanguage Tests.|2ericd
650 1 7 |aMainstreaming.|2ericd
650 0 7 |aMaterial Development.|2ericd
650 1 7 |aMexican Americans.|2ericd
650 0 7 |aPreschool Education.|2ericd
650 1 7 |aSupplementary Education.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
710 2 |aSouthwest Educational Development Lab., Austin, TX.
856 4 1 |uhttps://eric.ed.gov/?id=ED123891
984 |aANL|cmc 2253 ED123891|d77000000135758
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