Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
One of our greatest challenges in education today is to provide the most effective education possible for children and youth with learning problems. In the past two decades, efforts to meet this challenge have produced an abundance of federally funded programs designed to meet the educational needs of these children. "Special," "compensatory," and "remedial" education programs for children with learning, language, reading, and math problems have been established in virtually every school district in the nation as a means to contribute to the goal of quality education. The National Commission on Excellence in Education indicated a strong concern over problems in education. They concluded that these problems could be corrected provided that our general citizenry and those holding public responsibility cared enough and were courageous enough to do something about these deficiencies (Will, 1986). Evidently the elaborately developed and heavily funded compensatory programs have fallen short of their goal. The purpose of this paper is to identify the nature of problems and limitations in current special programs as revealed through research and authoritative analysis and then to identify potential revisions.
Year of Submission
1988
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Ned Ratekin
Date Original
1988
Object Description
1 PDF file (39 leaves)
Copyright
©1988 Linda Suttle McClure
Language
en
File Format
application/pdf
Recommended Citation
McClure, Linda Suttle, "Toward curricular congruence in classroom and remedial reading through strategies for transition" (1988). Graduate Research Papers. 2878.
https://scholarworks.uni.edu/grp/2878
Comments
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