StilLwell, Robert J.; Artuso, Alfred A.; Hewett, Frank M.; Taylor, Frank D.
March 1970
Focus on Exceptional Children;Mar1970, Vol. 2 Issue 1, p1
Academic Journal
This article provides a framework for developing a classroom structure for educationally handicapped children. Public school educators today have a growing concern about the ever-increasing number of inattentive, failure-prone, hyperactive children who cannot be contained within the usual classroom structure. Often all appropriate public school techniques have been exhausted and both teachers and administrators have been unable to find a suitable solution. It is apparent that many of these students have the potential to achieve in school if some appropriate program could be developed for them. The public schools are a resource for personnel in developing classroom procedures and curriculum while providing the opportunity of testing an educational innovation in the reality of the "real world." In the final analysis the value of any educational innovation must not be decided until after it has stood the test of a genuine public school situation. The classrooms for educationally handicapped students should provide the teacher with a carefully structured plan for assigning appropriate educational tasks to students, providing meaningful rewards for learning, and for maintaining student-like behavior within well-defined limits.


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