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The Implementation and Effectiveness of Instructional Resource Curriculum on the Achievement of Selected Fundamental Motor Skills by Elementary Age Mentally Retarded Students
|Title:||The Implementation and Effectiveness of Instructional Resource Curriculum on the Achievement of Selected Fundamental Motor Skills by Elementary Age Mentally Retarded Students|
|Issue Date:||15 Jan 2014|
|Publisher:||University of Hawaii at Manoa|
|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 .|
|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.|
|Appears in Collections:||Honors Projects for Education|
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