Assessment of the Training Needs of Educators of the Severely and Profoundly Retarded [electronic resource] / Judith G. Wolf.

Forty-eight administrators and 477 teachers of severely and profoundly retarded students completed questionnaires regarding inservice training priorities. Questionnaire items related to participant biographics, knowledge, and skill produced a list of 24 training priorities, including resources for p...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Wolf, Judith G.
Corporate Author: State University College at Buffalo. Educational Research and Development Complex
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1978.
Subjects:

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520 |a Forty-eight administrators and 477 teachers of severely and profoundly retarded students completed questionnaires regarding inservice training priorities. Questionnaire items related to participant biographics, knowledge, and skill produced a list of 24 training priorities, including resources for planning, behavior intervention techniques, medications, individual education plan, sequencing of instruction, diagnostic/prescriptive teaching, and knowledge of specific handicapping conditions. Analysis of the list suggested that curriculum and instruction and behavior management were the top priority broad training areas. (CL) 
650 0 7 |a Administrator Attitudes.  |2 ericd. 
650 0 7 |a Exceptional Child Research.  |2 ericd. 
650 1 7 |a Inservice Teacher Education.  |2 ericd. 
650 0 7 |a Mental Retardation.  |2 ericd. 
650 1 7 |a Moderate Mental Retardation.  |2 ericd. 
650 1 7 |a Needs Assessment.  |2 ericd. 
650 0 7 |a Questionnaires.  |2 ericd. 
650 1 7 |a Severe Mental Retardation.  |2 ericd. 
650 0 7 |a Teacher Attitudes.  |2 ericd. 
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