School Organization And The Individual Child

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Overview

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections ...
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Overview

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
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Product Details

  • ISBN-13: 9780559992889
  • Publisher: BiblioBazaar
  • Publication date: 1/28/2009
  • Pages: 416
  • Product dimensions: 9.21 (w) x 6.14 (h) x 0.94 (d)

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Chapter One GRADING, CLASSIFICATION, AND SPECIAL SCHOOLS Introduction The aim of this study is to present the fundamental principles of the various plans of grading, classification and instruction that have been worked out in the United States and some of the European countries for the purpose of better adjusting the organization of the schools to the needs of the individual children. Such a comparative study has never been made, and much valuable material on this vitally important topic of school administration is wholly unknown to many school officials and teachers and quite beyond the reach of many others. While the study will give due emphasis to the organization of special, or auxiliary schools and classes, it will place even greater stress on adequate provision for meeting the needs of the vastly greater number of normal boys and girls. There seems to be a rather general agreement that the number of really defective children (not counting imbeciles and idiots) is not less than one per cent. of the total school population. For such children special instruction in separate schools under specially trained teachers is an absolute necessity. It has been further estimated that an additional seven per cent. (Goddard says fifteen per cent.) of school children are so backward as to require somewhat different instruction from that given the abler children. This latter estimate is, of course, rather arbitrary. Itis, however, past dispute that there are many children who while they are not really defective yet lack the ability to make normal progress under the ordinary mass methods of instruction. For such children the ungraded class or supplementary individual instruction is a requisiteto school progress. A full treatment of the organization and equipment of special ...
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