Journal of the Effective Schools Project, Volume 1, 1994 Page: 28
39 p. : ill. ; 28 cm.View a full description of this periodical.
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Problem solving can be presented in many different
ways.
Perhaps the essence of modification of course
content is a thorough knowledge of the course itself.
It's difficult to imagine new ways to teach anything if
one does not understand the content. Second to
knowledge is training in task analysis. Any task is
easier to modify if it can be broken into stages.
Finally, an understanding of learning styles is key. If
a student is musically inclined, use music to teach, if
he/she is very systematic, provide a checklist format,
if he/she learns visually, do a painting. Whatever it
takes, wherever creativity leads, the result is learning.
Just in case you think that I have capabilities
beyond imagining, remember that like any goodteacher, I beg, borrow, purchase, and "steal" teaching
ideas. The success of modification rests in a broad
base of activities from which to choose. The more
choices, the simpler modification becomes.
Take the challenge. Maximize the learning of
special needs students. Enrich the educational envi-
ronment . Go past the textbook and worksheet. Use
reality whenever possible, simulation when reality is
not feasible. Modify, manipulate, create.
* See Thematic Series Nutrition by JoAnne Kato
Creative Teaching Press,199328
"Consensus by Collaboration-Special Education and School Reform"
Joanne Bittiker, principal of East Campus in Keene ISD reports that the mission of the school is
"to assure society self-confident individuals capable of making decisions and functioning
effectively in future endeavors. This process is accomplished by providing a diversified
curriculum in a structured, non-threatening environment by a confident, committed staff". East
Campus was formerly known as Odyssey Harbor Campus and is a hospital special education
campus for residents of the privately owned Odyssey Harbor Inc. Residential Treatment Center.
Six years ago, the school staff did an informal inventory of the academic and behavior control
needs and made recommendations. Site-based decision making was implemented in 1988 and
resulted in ownership and sense of synergy among the school staff and the treatment center.
Educational decisions are made in a manner which is open to all members of the school
community. Diversity of opinion is encouraged, while decisions are made primarily by consen-
sus. To put it all together and ensure success, the school provides time for student discussion
of important issues and provides training in decision-making. Training received by the staff
includes the Effective Schools Project, DuPont Training, Leaning Styles, Leadership Styles, and
Quality Schools. Improvement of student learning is the guiding principle behind all decisions.i
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 1, 1994, periodical, 1994; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201678/m1/28/: accessed May 4, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.