I

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.

6 F U:

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0F

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1A C,41iO k

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3'*tr

t.

ctor: Dr. b. H. Pr-i, c.k - ii #x 6-o4 (P,.

FOUC. 42 I

4

is designed

to

provide reiular classroom teachers with a level of

competence sufficient for the non-clinical treatment of children with learning

disabilities. ?

Emphasis in terms of content, assignments, discussions, laboratory

experiences, and readings will be upon those procedures of assessment and instructional

programming that may maximafly increase the achievement levels of learning disabled

students. The laboratory base of Educ.

1

+24

will feature treatment of )earning

disibilities in a selection of regular classrooms.

The fo how I nq ma Jo

-

top

rs wi 1 I he

addressed

I

?

.

Data II)andqemenl : collect

ion

a

nd

.lessiuenI of informat ion on leirnint

and, ?

iiisl i'iict lotidi

?

'lCCHIIIII)(I,1I

i1I1 ?

f ?

•Iss('SstIKI)t'-, 01

?

I('I1IIiI1(J

di'.ihi lii

rdk

Jfl1

I ys

3.

?

Procedures of instructional pruqranuni rig

Li. ?

Selection, analysis and evaluation of instructional materials.

5.

"Invention" techniques for individual treatments of learning disabilities.

6.

Classroom management of children with learning disabilities.

7.

Formation and testing of diagnostic hypotheses in relation to learning

disabilities.

Mann, P.H. and Suiter, P.

?

HIndbuoki

nDLIqnos( j

cTedchj,Iq: a Ierninj

disabilties_ approach , (abri(hied ed.) Ahlyn and Bacon, 1974.