Special Education: Assumptions, Techniques, and Evaluative Criteria
Current conceptions about the nature of educational exceptionality are examined. These very different conceptions have formed the basis for three types of remedial approaches to the same manifest educational handicaps. In some instances these recommended approaches are either theoretically or practically incompatible. Criteria for the evaluation of the effects of remediation are seen to vary in terms of the generality or specificity of the outcome and the temporal interval between the remedial effort and the desired effect.
2012 ◽
Vol 2
(1)
◽
pp. 11-18
2015 ◽
Vol 22
(3)
◽
pp. 93-102
◽
2009 ◽
Vol 18
(3)
◽
pp. 86-90
◽
2016 ◽
Vol 1
(4)
◽
pp. 79-95
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