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Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped Children

Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped... Observations affirming the considerable time required for caretaking in classrooms for the severely and profoundly handicapped led to the development of a teacher-training module with the objective of maximizing instructional time. With a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction. The importance of quantity of schooling as a critical education variable is discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped Children

AAESPH Review , Volume 4 (3): 10 – Sep 1, 1979

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Publisher
SAGE
Copyright
© 1979 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697900400308
Publisher site
See Article on Publisher Site

Abstract

Observations affirming the considerable time required for caretaking in classrooms for the severely and profoundly handicapped led to the development of a teacher-training module with the objective of maximizing instructional time. With a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction. The importance of quantity of schooling as a critical education variable is discussed.

Journal

AAESPH ReviewSAGE

Published: Sep 1, 1979

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