A New Era in Education and a Paradox in Research for the Visually Limited

Ashcroft, Samuel C.

doi:10.1177/001440296302900804

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The Instructional Program and Its Supervision1

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1966

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“…Carr (1964) appraised a successful descriptive research project utilizing "teleteaching," a conference system of teaching homebound pupils by telephone. Ashcroft (1963) urged that more fruitful lines of inquiry are needed to help discover suitable educational modifications for education of visually limited children. Studies should be focused on how such children acquire information, develop concepts, and cope with their social, psychological, educational, and total environment.…”

Section: The Instructional Program and Its Supervisionmentioning

confidence: 99%

Chapter VII: Organization, Administration, and Supervision of Special Education

Willenberg¹

1966

Review of Educational Research

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Section: The Instructional Program and Its Supervisionmentioning

confidence: 99%

Chapter VII: Organization, Administration, and Supervision of Special Education

Willenberg¹

1966

Review of Educational Research

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Chapter IV: The Visually Handicapped

Ashcroft¹,

Harley²

1966

Review of Educational Research

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The space age and related technological advances were reflected in research and development contributions to the area of the visually handicapped during this review period. Especially pertinent contributions were related to mobility and communication. Technological research exceeded behavioral research by virtue of the sophisticated talent recruited and the financial support provided by government, industry, and business; however, there were encouraging signs of improvement in the amount and quality of research in education and psychology. Increased financial support for behavioral research has ameliorated one serious problem, but the scarcity of interested and competent research personnel remains critical. This review reflects the continuing need for more integrated and programmatic research designed to answer questions significant for education.This chapter reviews the period since the review by Lowenfeld (1963b), a shorter time interval than that covered by the reviews in 1941, 1953, and 1959. Comparisons of the work discussed in these reviews show growth of interest and acceleration of activity in the field and in related technological research. The present review is not exhaustive but rather includes selected work illustrative of the type and quality of activity during the review period.

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A New Era in Education and a Paradox in Research for the Visually Limited

Cited by 2 publications

References 2 publications

Chapter VII: Organization, Administration, and Supervision of Special Education

Chapter VII: Organization, Administration, and Supervision of Special Education

Chapter IV: The Visually Handicapped

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