Publication Date

1962

Document Type

Dissertation/Thesis

First Advisor

Alexander, Virgil||Clettenberg, Joseph E.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Education

LCSH

Slow learning children

Abstract

Problem: It is the purpose of this study to more adequately define the slow learner and his problems, and to identify and evaluate methods of dealing with the slow learner in the classroom and to teach the slow learner to think more effectively. Procedure: The method to be used in making this study is to review and evaluate current literature concerning the slow learner and to study recent experiments concerned with this problem. A review of the results of the use of teaching machines was also made and evaluated. Findings and Conclusions: Great care must be taken in the identification of the slow learner. This identification must not be made on the basis of any one test or examination, but rather on the results of the following methods; (1) A mental ability test; (2) A medical examination to determine if there is a physical disability causing the slow performance of the child. (3) A social and personality study for the purpose of determining personality and social problems which may be a cause. (4) An education evaluation based on classroom performance and through observation of the child's teacher. As a means of teaching the slow learner to reach his greatest effectiveness the following recommendations are made for dealing with these students: (1) The slow learner must be taught with children of his own ability level. (2) The whole child must be taught, not merely training in the use of the hands in manual training. (3) Teaching the slow learner requires better than average teacher-training. Selection of teachers must be made with great care to get the best. (4) Teaching machines, and visual aids must be used to their fullest extent. (5) Administration, teacher, and parent cooperation is a must in dealing with this problem.

Comments

Includes bibliographical references.

Extent

v, 39 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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