Provide special instruction for individual difficulties without full-day withdrawal from the regular classroom¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The outline recommends special instruction to meet individual problems, including corrective gymnastics, special teaching for specialized mental disabilities in arithmetic, language, and reading, development of special talents, corrective work for sensory and motor defects such as speech difficulties, and counteractive aids for obsessive mental imagery. The special teacher gives daily such time as the individual case requires.

Design Implications¶

Context¶

Requirements¶

• Co-operation between teacher and diagnostician should be particularly close in these cases

Constraints¶

• None of these special measures necessitates withdrawal from the ordinary classroom during the whole day or the formation of special classes

Target Learners¶

• young offenders with individual physical, mental, or sensory difficulties

Target Learning Goals¶

• correction of individual disabilities and development of special talents

Related Strategies¶

• Use a receiving ward with separate rooms for physical and moral diagnosis before placing a delinquent
• Use a special session independent of regular group routine for remedying specific defects rather than marking time
• Eight recommendations for reducing truancy organized around three themes: school-wide improvement, linking truancy to classroom learning, and special attention to high full-day absentees

Examples¶

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Key Sources¶

• William Healy and Augusta F. Bronner. (1916). An Outline for Institutional Education and Treatment of Young Offenders. The Journal of Educational Psychology. https://doi.org/10.1037/h0071384