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Direct linkLong, Adam David – ProQuest LLC, 2023
The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and…
Descriptors: Special Education Teachers, Teaching Experience, Teacher Placement, Faculty Development
STEER, M.D.; AND OTHERS – 1961
THE RELATION OF HEARING LOSS IN SCHOOL PUPILS TO INFORMATION DERIVED FROM (1) SOCIOMETRIC TESTS, (2) SOCIAL BEHAVIOR TREND INDEXES, (3) TEACHER JUDGMENTS AND RATINGS, (4) PARENT QUESTIONNAIRES, AND (5) STANDARDIZED ACHIEVEMENT AND INTELLIGENCE TESTS WERE EXAMINED. THE SUBJECTS CONSISTED OF AN EXPERIMENTAL GROUP OF PUPILS WITH VARIOUS TYPES AND…
Descriptors: Auditory Discrimination, Auditory Perception, Comparative Analysis, Deafness
Download full textFewell, Windell W. – 1973
Presented is the final report of a 3-year (1970-1973) project, funded by Title III, to develop a model instructional and training program with 10 (five each year) 6- to 8-year-old, multiply handicapped, deaf children at the Indiana School for the Deaf. Described are use of a separate building at the school, experimental summer programs 1969-1972…
Descriptors: Children, Deafness, Demonstration Programs, Exceptional Child Education
Indiana Association for Retarded Citizens, Indianapolis. – 1973
Presented are 19 tables of statistical data on prevalence of mental retardation, and services provided the estimated 158,724 mentally retarded (MR) persons in Indiana through 1973 by special education classes, vocational rehabilitation units, local organizations, and state hospitals and training centers. Given in tables 1 through 8 are data on…
Descriptors: Demography, Exceptional Child Services, Incidence, Institutions
Peer reviewedFeldhusen, John F.; Sayler, Michael F. – Roeper Review, 1990
A survey evaluation of special classes for the gifted in 35 Indiana school districts was carried out among 173 teachers, administrators, and program coordinators. Results indicated that the curriculum and teaching methods were clearly differentiated for the gifted and were effective in meeting their needs. (Author/PB)
Descriptors: Administrator Attitudes, Curriculum Evaluation, Elementary Secondary Education, Gifted
