Arranging Preschool Environments for Young Handicapped Children / Ann K. Rogers-Warren.
The paper addresses the nature of the physical environment of classrooms for young handicapped children. Research is cited on the factors important in successful interventions in five areas (sample subtopics in parentheses): social interaction (materials that promote interaction, staff-child ratios)...
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| Main Author: | |
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| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1981.
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| Subjects: | |
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| Physical Description: | 27 pages |
| Format: | Microfilm Book |
MARC
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| 100 | 1 | |a Rogers-Warren, Ann K. |0 http://id.loc.gov/authorities/names/n77000409 | |
| 245 | 1 | 0 | |a Arranging Preschool Environments for Young Handicapped Children / |c Ann K. Rogers-Warren. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 27 pages | ||
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| 500 | |a Availability: Kansas University, Early Childhood Institute, University of Kansas, Haworth Hall, Lawrence, KS 66045 (no price quoted). |5 ericd | ||
| 500 | |a Sponsoring Agency: Special Education Programs (edition/OSERS), Washington, DC. |5 ericd | ||
| 500 | |a Contract Number: 300-77-0380. |5 ericd | ||
| 500 | |a Educational level discussed: Preschool Education. | ||
| 520 | |a The paper addresses the nature of the physical environment of classrooms for young handicapped children. Research is cited on the factors important in successful interventions in five areas (sample subtopics in parentheses): social interaction (materials that promote interaction, staff-child ratios); language learning (importance of engaging interest in materials, the role of routines); disruptive behavior (avoiding and decreasing behavior problems); independence and transition (interaction with the environment); and learning during instruction (group size, density and arrangement, scheduling). Environmental support for staff is considered including open environments which facilitate supervision and communication and use of functional areas within the classroom with all necessary materials on hand. Ways to evaluate environmental arrangements are noted. A list of 11 questions regarding ways to adapt or arrange the environment for the special needs of physically handicapped students concludes the paper. (CL) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Behavior Modification. |2 ericd |
| 650 | 1 | 7 | |a Classroom Environment. |2 ericd |
| 650 | 1 | 7 | |a Disabilities. |2 ericd |
| 650 | 0 | 7 | |a Environmental Influences. |2 ericd |
| 650 | 0 | 7 | |a Grouping (Instructional Purposes) |2 ericd |
| 650 | 1 | 7 | |a Interaction. |2 ericd |
| 650 | 1 | 7 | |a Language Acquisition. |2 ericd |
| 650 | 0 | 7 | |a Physical Disabilities. |2 ericd |
| 650 | 1 | 7 | |a Physical Environment. |2 ericd |
| 650 | 0 | 7 | |a Preschool Education. |2 ericd |
| 655 | 7 | |a Information Analyses. |2 ericd | |
| 655 | 7 | |a Guides, Classroom |x Teacher. |2 ericd | |
| 710 | 2 | |a University of Kansas. Early Childhood Inst. | |
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