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使学生达到一般同侪的学习结果。这些修改的范围包括: (a)数量(size), (b)时间, (c)支持的程度 (d)输入(input), (e)难度, (f)输出(output), (g)参与(participation), (h)替代的课程目标(alternative curricular goals), (i)替代课程。
参考数据: Gunter, P. L.; Coutinho, M. J.; Cade, T. (2002) Classroom factors linked w/ academic
gains among students with emotional & behavioral problems. Preventing School Failure. 46(3) 126-133. Kauffman, J. M. (2005). Characteristics of Emotional and Behavioral disorders of Children and Youth. 8th edition. Pearson Prentice Hall. Gunter, P. L., Denny, R. K., Venn, M. L. (2000). Modification of instructional materials and procedures for curricular success of students with emotional and behavioral disorders. Preventing School Failure. 44(3), p. 116, 6pgs.
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