This study identified the social skill competencies necessary for successful performance in secondary mainstream settings as judged by a sample group of 334 regular and special educators. The implications of the findings are discussed.
Data indicate that the prevalence of learning disabled students enrolling in institutions of higher education is increasing. Many of these students will require additional services as well as modification of the traditional collegiate program in order to complete their education successfully. The purpose of this article is to describe the role special education faculty members can perform in assisting the college community in devising and delivering programs that facilitate the adjustment and performance of learning disabled students.
Testing is an integral part of teaching, yet few regular class teachers know anything about student evaluation. Undergraduates in education seldom have any courses in testing and even at the masters level the one class out of forty which involves evaluation is another ^rubber stamp" on the way to certification. The average regular class teacher's test is hastily hand written, dittoed on colored paper, and often lacks legibility, let alone face validity. The authors of this paper present some solutions to testing which the specialist or administrator might use to teach content area teachers some basic elements of the evaluation of learning for all students.For handicapped students mainstreamed into the regular classroom, use of teacher-made tests to evaluate performance may be an obstacle to successful functioning in that environment. This article presents educators with specific strategies to consider in constructing teacher-made tests to optimize the performance of mainstreamed students. Guidelines relating to content and format of tests as well as test-taking behaviors are discussed.
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