OPEN ACCESS JOURNALS
|JournalsTopicsAuthorsEditor's Choice||For AuthorsAbout PsyJournals.ruContact Us|
Diagnostics and new trends of teaching «risk group» children in the USA
The general trends of a school psychologist's activity in the educational system of the USA are represented. In terms of the tendency to individualize education, the opportunity to involve children into the general education classes but not into specialized ones seems to be more effective. It is pointed out that to satisfy the needs ofchildren with educational difficulties there was the common approach in diagnostics of difficulties in teaching children with educational difficul ties and the following technics to overcome them. The article also gives the detailed description of the stages of assistance provided by psyhologists to children with educational difficulties from diagnostics to writing the individual plan of studying.
1. Association for Children and Adults with
Learning Disabilities (1985). ACLDproposed
definition and rationale. LD Forum. Winter.
2.Baum S. (1990). The gifted/learning disabled:
A paradox for teachers // Education Digest.
3.Bracken B.A. (ed.) (1991). The Psycho
educational Assessment of Preschool Children.
Boston: Allyn & Bacon.
4.Cross T.L., D'Alonzo B.J., Giordano G.G.
(1992). Gifted students with learning disabilities:
Issues concerning identification and intervention
// Journal of Humanistic Education. P. 15, 28–32.
(1991). Preschool screening for development
and educational problems // B.A. Bracken (ed.).
The Psychoeducational Assessment of
Preschool Children. Boston: Allyn & Bacon.
6.Kavale K.A. (1988). The Longterm
Consequences of Learning Disabilities //
M.C. Wang, M.C. Reynolds, H.J. Walberg (eds.).
Handbook of Special Education: Research and
Practice. Vol. 2: Mildly Handicapped Conditions.
Oxford: Pergamon. P. 303–344.
7.Kennedy P. Preparing for the TwentyFirst
Century. N. Y., 1993.
8.Kirk S. (1963). Behavioral Diagnosis and
Remediation of Learning Disabilities //
Conference on Exploration into the Problems of
Perceptually Handicapped Children. P. 1–7.
9.Kusler G.H. «Getting to Know You,» in Student
Learning Styles and Brain Behavior. Reston, VA:
National Association of Secondary School
Principals. 1983, №13.
10.Lidz C.S. (1991). Issues in the Assessment of
Preschool Children // B.A. Bracken (ed.). The
Psychoeducational Assessment of Preschool
Children. Boston, 1991. P. 18–31.
11.Moen R.D., Nolan T.W. (1987). Process
Improvement the Deming Philosophy for the
Education Process: Third Annual International
Deming Users Group Conference.
12. Mostert – Mark – Personal Teaching:
Puzzles, Images and Stories for Professional
Reform. 1992. Preventing – School – Failure;
Sum. 1992. Vol. 36. №4. P. 16–19.
13. Nation at Rich. The Imperative for
Educational Reform. Wash., 1983.
14.Piaget K.D., Barnett D.W. (1990).
Assessment of Infants Toddlers, Preschool
Children and their Families: Emergent Trends //
C.R. Reynolds, T. Gutkin (eds.). Handbook of
School Psychology (2nd ed.) N. Y. P. 458–486.
15.Silverman L.K. (1989). Invisible Gifts,
Invisible Handicaps. Roeper Review. P. 12,
16. Smart Kids with School Problems: Roots and
Wings. Principal. P. 68, 37–39.
17.Tygon H. How Will Teach the Children? San
I8.Web, J.T., Meckstroth E.J. (1986). Guiding
the Gifted Child Columbus, OH: Psychology
19.Whitmore J. (1980). Giftedness Conflict and
20.Ysseldyke J.E. (1987). Classification of
Handicapped Students // M.C. Wang, C.R.
Reynolds, H.J. Walberg (eds.). Handbook of
Special Education: Research and Practice. Vol.1:
Learner Characteristics and Adaptive Education.
Oxford. P. 253–271.
5. Evanston IL: Fund for Perceptually
Handicapped Children. Lichtenstein R., Ireton H.