Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped Children
- 1 September 1979
- journal article
- research article
- Published by SAGE Publications in AAESPH Review
- Vol. 4 (3), 301-310
- https://doi.org/10.1177/154079697900400308
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.Keywords
This publication has 6 references indexed in Scilit:
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- OPEN ENVIRONMENT DESIGN FOR INFANT AND TODDLER DAY CAREJournal of Applied Behavior Analysis, 1974
- Explosion of a Myth: Quantity of Schooling and Exposure to Instruction, Major Educational VehiclesEducational Researcher, 1974
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- A Model of School LearningTeachers College Record: the Voice of Scholarship in Education, 1963