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| Teaching Exceptional Children | 3 |
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| Journal Articles | 3 |
| Guides - Classroom - Teacher | 2 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
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| Practitioners | 2 |
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Peer reviewedHursh, Norman C.; And Others – Teaching Exceptional Children, 1982
Five sequential steps form a model for developing, implementing, and evaluating a career education program for handicapped students: assessing students' needs; identifying specific career education goals; identifying barriers and facilitators; generating intermediate objectives; and measuring program effectiveness. (CL)
Descriptors: Career Education, Disabilities, Program Development, Program Evaluation
Peer reviewedTymitz-Wolf, Barbara – Teaching Exceptional Children, 1982
Addresses pitfalls in formulating individualized education program (IEP) goals and objectives for handicapped students as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). Short-term objectives are subordinate to goals and should reflect a hierarchical relationship to goal. Some of the inadequacies of written objectives are…
Descriptors: Check Lists, Disabilities, Educational Objectives, Elementary Secondary Education
Peer reviewedNewman, Roberta L.; Tyler, Doris B. – Teaching Exceptional Children, 1991
This article describes the characteristics of before- and after-school child care programs and deliniates the features needed to accommodate children with special needs. Potential ways to adapt current programs to fill this need and suggestions for design of future programs are discussed. Characteristics of effective programs are reviewed. (PB)
Descriptors: Child Welfare, Daily Living Skills, Disabilities, Elementary Secondary Education
