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Program in Special Education. Special Project Report [microform] : Alternate Strategies of Preparation for Teachers of Preschool Multiply Handicapped Children. July 1, 1973 to June 30, 1974
Bib ID 5310737
Format BookBook, MicroformMicroform, OnlineOnline
Author
City Univ. of New York, NY. Hunter Coll
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1974 
103 p. 
Summary

Information on the model for alternate strategies to prepare teachers of preschool multiply handicapped children is excerpted from the original proposal. The development of the preparation model is noted to depend on successful completion of three processes: needs identification, transformation to a program, and evaluation. The project's second continuation year activities, problems, and findings are outlined for the intensive study, work study, continuing education, and college-agency cooperation models. The bulk of the document consists of appended materials which include an outline of the requirements, schedules, and objectives of two training seminars; a description of the steps involved in the practicum process; a list of agencies involved in the special project; sample interview and evaluation forms; a table on competencies for teachers of preschool handicapped children; an outline of the module cluster titled "How Handicaps Affect Preschool Children"; and a description of the revised module on perception and the preschool handicapped child. (SBH)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC.

Contract Number: OEG-0-72-252.

ERIC Note: Best Available Copy.

Educational level discussed: Preschool Education.

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 Conceptual Schemes.  |  Curriculum Development.  |  Models.  |  Multiple Disabilities.  |  Preschool Education.  |  Program Descriptions.  |  Teacher Education.
Form/genre Reports, Research.
Other authors/contributors City Univ. of New York, NY. Hunter Coll
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