The Implementation and Effectiveness of Instructional Resource Curriculum on the Achievement of Selected Fundamental Motor Skills by Elementary Age Mentally Retarded Students
The Implementation and Effectiveness of Instructional Resource Curriculum on the Achievement of Selected Fundamental Motor Skills by Elementary Age Mentally Retarded Students
Date
2014-01-15
Authors
Moreno, Rosie
Contributor
Advisor
Department
Education
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
The American educational system, in an effort to meet the national committment to equal opportunity for handicapped, encouraged the development of various instructional materials specifically designed for children with special learning needs. One instructional program model with individualized physical education curriculum materials is called I CAN. This paper endeavors to describe the systematic procedures employed in implementing the I CAN curriculum materials and to provide evidence of their effectiveness in teaching basic locomotor skills to elementary mentally retarded children. It was expected that implementing I CAN would elicit a change in the performance of the students. Positive change is defined as student acquisition, through instruction, of at least one focal point not present at initial assessment of a given objective .
Description
Keywords
Citation
Extent
63 pages
Format
Geographic Location
Time Period
Related To
Table of Contents
Rights
All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.