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Major problems with resource room programs for children with learning disabilities are discussed, and an alternative approach, the teacher-consultant model, is described. Sections provide information on the following program components: staff selection, staff training, consultant services, and program evaluation. Listed among the changes resulting from the consultant model are a decrease of labeling, more sharing of ideas and materials between teachers, and occasions where the teacher has requested videotaping of her performance for the purpose of evaluation. (SB)

Book Source: Digital Library of India Item 2015.138693 dc.contributor.author: Maslow,phyllis dc.date.accessioned: 2015-07-04T02:24:06Z dc.date.available: 2015-07-04T02:24:06Z dc.date.digitalpublicationdate: 2012-08-00 dc.date.citation: 1936 dc.identifier.barcode: 99999990285531 dc.identifier.origpath: /data9/upload/0283/463 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/138693 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 378 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: London.,grune Amp Stratton dc.rights: Out_of_copyright dc.source.library: Central Library Mohanlal Sukhadia University,udaipur dc.subject.classification: Education dc.title: Learning Problems In The Classroom

Book Source: Digital Library of India Item 2015.138693 dc.contributor.author: Maslow,phyllis dc.date.accessioned: 2015-07-04T02:24:06Z dc.date.available: 2015-07-04T02:24:06Z dc.date.digitalpublicationdate: 2012-08-00 dc.date.citation: 1936 dc.identifier.barcode: 99999990285531 dc.identifier.origpath: /data9/upload/0283/463 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/138693 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 378 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: London.,grune Amp Stratton dc.rights: Out_of_copyright dc.source.library: Central Library Mohanlal Sukhadia University,udaipur dc.subject.classification: Education dc.title: Learning Problems In The Classroom

Some intended goals of collaborative learning are to disrupt established power relationships and to understand texts through a collaborative process of consensus and dissent. In practice, however, it is difficult to reach these goals, and students are expressing dissatisfaction with collaborative work in the classroom. A common complaint is that the students don't hear enough from the teacher in the classroom. Although the goal of the collaborative pedagogy is to empower the students, it is unclear whether students can be empowered if they do not feel empowered--when they feel, instead, actively excluded from a community of knowledge that they want to enter. Another concern is the collaborative model's emphasis on synthesis, on resolution, on consensus, and on summary, because these emphases can be totalizing and coercive, silencing minority opinions. The fact that those students who are most forceful and articulate in advancing their arguments are generally those who control what ends up counting as knowledge, negates the goal of de-emphasizing competition in the classroom. In spite of these concerns, a professor can use his or her authority in the classroom to authorize an opposing position. In this way minority views can be expressed and taken seriously. (PRA)

The research project described involves young elementary school children with demonstrable learning problems. These children either receive an intervention program or no intervention and are placed in either a regular or a small, self contained classroom setting. Student placement is made on the basis of psychometric test scores and teacher recommendations. Project personnel include coordinators and several consultants in the areas of administration, curriculum, social and clinical services, and evaluation. Teachers come from the schools involved and receive orientation along with their principals. Teacher aides constitute a major component of the intervention package, as does the upgrading of teaching. Information is provided concerning the inservice training workshops, special materials, and programs for clinical services, speech improvement, behavioral management, motor development, and visual perception. The planned followup, evaluation, and project timetable are presented. (JD)

The research project described involves young elementary school children with demonstrable learning problems. These children either receive an intervention program or no intervention and are placed in either a regular or a small, self contained classroom setting. Student placement is made on the basis of psychometric test scores and teacher recommendations. Project personnel include coordinators and several consultants in the areas of administration, curriculum, social and clinical services, and evaluation. Teachers come from the schools involved and receive orientation along with their principals. Teacher aides constitute a major component of the intervention package, as does the upgrading of teaching. Information is provided concerning the inservice training workshops, special materials, and programs for clinical services, speech improvement, behavioral management, motor development, and visual perception. The planned followup, evaluation, and project timetable are presented. (JD)

Presented for teachers of children with learning problems in regular classrooms, grades 1 - 4, this is a developmental, sequential guide for teaching reading at the primary, intermediate, and advanced levels. Material for each level is organized according to behavioral objectives, motivating activities, content (or theoretical base) and appropriate learning aids, and learning activities (or practical application). Teachers are advised to evaluate the children's status, to relate the content to individual needs of the children, to be enthusiastic and versatile, and to expect success. Given for each level are behavioral objectives and activities for vocabulary building, word recognition skills, comprehension associational abilities, oral reading skills, study skills, and library skills. As an example of the approach used to teach word recognition skills at the upper primary level, the pupils are expected to recognize familiar parts in longer words as measured by teacher observation, to analyze compound words such as "everyone", to use learning aids such as word games, and to perform learning activities such as finding two words in a compound word. (MC)

Three fact sheets provide parents and educators with basic information on Tourette Syndrome (TS). The first sheet is titled "Learning Problems and the TS Child" and is by Herman Davidovicz, a neuropsychologist. It notes the high frequency of attention deficit disorders and learning problems in children with TS and provides information for parents on warning signs, reasons for the learning problems, suggestions for intervention, and consideration of remedial help and regular classroom adjustments. The second fact sheet is by an educator, Susan Conners, and is titled "Specific Classroom Strategies and Techniques for Students with Tourette Syndrome." Strategies are suggested for the following areas: tic symptoms; attention deficit hyperactivity disorder problems; visual motor integration, auditory processing difficulties, and fine motor skill problems; and "short fuse" and oppositional behavior difficulties. The third sheet is by Jacqueline Favish, a special educator, and is titled "Techniques To Aid Students with TS in Completing Written Assignments." It offers suggestions for helping students with note taking, standardized tests, teacher-devised tests, and timed tests. (DB)

Described is Project IMPACT (Instructional Model Program for all Children and Teachers), funded under Title III and intended for use by teacher trainees and by regular classroom teachers of learning disabled or emotionally disturbed students from kindergarten through grade 12. Discussed in an introductory section on classroom applications are efforts by specially trained IMPACT personnel to conduct inservice teacher training workshops in diagnostic/prescriptive methods, and the use of the IMPACT box (which includes materials teachers can administer to assess students' academic, learning and behavior skills), followup consultation, and observation within demonstration classrooms. Also presented is information on operating costs and evidence of project effectiveness (including improvement in students' self concepts and attitudes toward learning). Dealt with in Part II are IMPACT dissemination services at the community and university level in terms of workshops for classroom teachers, lectures, use of instructional materials, participation in graduate students' practicum experiences, and consultation for both classroom teachers and teacher trainees at Andrews University in Michigan. (LH)