THIS CURRICULUM OUTLINE IS DESIGNED TO AID SCHOOL SYSTEMS IN THE DEVELOPMENT OF CURRICULUM GUIDES FOR SLOW LEARNERS. CONTENT IS OUTLINED FOR GRADES 9, 10, 11, AND 12 IN ENGLISH, MATHEMATICS, SOCIAL DEVELOPMENT, SOCIAL STUDIES, AND SCIENCE. DETAILS CONCERNING ACTIVITIES, ENRICHMENT AIDS, AND TEACHING METHODS ARE TO BE DEVELOPED BY THE USER. FIVE…

A SUMMER CAMP WAS SET UP AT AGASSIZ VILLAGE, MAINE, IN 1964, TO HELP DEVELOP READING ABILITY FOR CHILDREN OF BOSTON PUBLIC SCHOOLS. OBJECTIVES WERE TO IMPROVE EACH CHILD'S READING ACHIEVEMENT AND RELATED LANGUAGE ARTS ABILITY. INFORMAL AND STANDARDIZED TESTS WERE USED TO MEASURE RESULTS. PHYSICAL EXAMINATIONS WERE GIVEN TO DETECT ANY PHYSICAL…

This project was organized in an attempt to provide local schools and school districts with the best available information regarding slow learners in secondary school mathematics. The information was disseminated through two workshop conferences (spring and summer), a newsletter, and follow-up field visits to the participating school districts.…

THIS PAPER, CONSISTING OF A COLLECTION OF MATHEMATICS TEACHING IDEAS AND STUDENT ACTIVITIES, IS A COMPILATION OF THOSE FOUND TO BE MOST EFFECTIVE BY THE CONTRIBUTING TEACHERS IN THE 1967-68 CENTRAL IOWA LOW-ACHIEVER MATHEMATICS PROJECT. THE ACTIVITIES DESCRIBED IN THIS PAPER ARE INTENDED FOR JUNIOR HIGH SCHOOL STUDENTS WITH VARYING DEGREES OF…

Special features of a nongraded elementary school program are reviewed as a guide to those wishing to implement the concept as a way to provide individualized instruction and quality education for all students. Emphases include the individual differences of students, the restrictive character of graded schools, curriculum patterns, levels of…

A project developed the Packaged Self-Instruction Program (PSIP), a multimedia kit designed to be a complete inservice training package for educators who work with slow learners. Complete details of the project which was funded by Elementary and Secondary Education Act, Title III, are supplied in the format required by the U.S. Office of…

The volume addresses itself to two basic competencies needed by teachers of the slow learning child: a rationale permitting consistent interpretation of the child's learning behavior and a repertory of techniques for presenting information in a myraid of ways, from which the teacher can select classroom presentation methods most appropriate for…

The purpose of this book is to provide the special educator and the general educator with a basic reference tool concerning the slow learner and the reading problem. The text is divided into two sections. The first section, "An Overview of Selected Factors Relative to Reading and the Slow Learner," includes six chapters that discuss selected…

The 1972 Distinguished Achievement Award Entry from Montclair State College, Montclair, New Jersey focuses on the preparation of secondary mathematics teachers for slow learners in the inner city. Twenty students participated in the 3-week field experience program. The first week consisted of on-campus seminars which explored teaching methods…

The dependence on sheltered learning environments often accorded the slow learner, combined with his inadequate self-concept and lack of realistic occupational exposure, can contribute to illogical decision-making skills, particularly in the area of employment. This course outline is designed to provide the slow learner with self-assessment tools,…

An experiment in which slow learners were successfully taught mathematical concepts by audiotape is described. Suggestions for further investigation are offered. (SD)

Maintains that most discipline problems arise when students are asked to perform beyond their capabilities. Outlines several techniques for teaching social studies to slow learners. Techniques involve students in group reading, simulations, globe and map drills, neighborhood surveys, and art projects. (Author/DB)

Results of this investigation indicate that both male and female, nondelayed children receiving the Developmental Activities Program gained more significantly in motor skills than did children receiving the regular motor program; delayed children failed to demonstrate significant gains. (JD)

Investigated were the employment status and social adjustment of 80 former students-three groups of mildly retarded adults and one group of adults classified as slow learners. (CL)

A survey of 200 student folders revealed that elementary school (ES) nonpromotion is primarily associated with low academic achievement and IQ, whereas junior high school (JHS) nonpromotion is mainly correlated to behavioral suspensions and absenteeism. Improved performance occurs in the year following an ES nonpromotion but not following a JHS…