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David Baine has a doctorate in Educational Psychology. From 1972 to 1997, he was a professor of educational psychology at the University of Alberta. Currently, he is Professor Emeritus and as Director of Vector International conducts an ongoing research, writing and consulting program in various parts of the world. He has served as a consultant, personnel trainer and author to UNESCO, UNICEF, WHO, ILO, and OAS. He has worked in Siberia, India, South Africa, Myanmar, South and Central America and several countries in East and South-East Asia. He has taught courses in instructional design, assessment, curriculum, research methods, special education, cross-cultural psychology, and education and psychology in Developing Countries. He is the author of 12 textbooks and has published more than 100 papers in refereed journals.Excerpt. © Reprinted by permission. All rights reserved.:
This textbook has several purposes. First, practical, step-by-step methods of testing and teaching are described that may be readily used in existing classrooms in Developing Countries. Many of these techniques are equally suitable for both regular and special education. Second, ideal methods and materials are described as long-term goals to improve classroom conditions in Developing Countries. Third, methods are described for developing ecologically valid testing and teaching methods and materials to fit the unique contemporary cultural, social, economic, geographic, urban and rural environments of Developing Countries. Fourth, methods are explained for developing curricula designed to teach skills that will likely be required under future conditions resulting from changes in technology, industry, the economy and the culture. Fifth, the book not only explains step-by-step methods for testing and teaching, but also describes the underlying theories, philosophy and/or supporting evidence so that readers will have a greater understanding of why things are done in particular ways. Numerous references are cited, many from Developing Countries. Sixth, the author provides numerous examples from his work in many Developing Countries.
Chapter One discusses the characteristics of regular and special education curricula currently used in various Developing Countries. Chapter Two reviews a variety of problems associated with the adoption of Western tests and curricula. Chapter Three introduces an ecological approach to building curricula to teach functional skills required in student's current and future economic, social, cultural and geographic environments. Chapters Four, Five and Six discuss practical methods of teaching in both segregated and integrated, large, crowded, regular classrooms. Chapter Seven describes specialized methods for teaching students with limited hearing, while Chapter Eight addresses methods for teaching students having limited vision. Chapter Nine reviews the nature of tests commonly used with students having disabilities in Developing Countries. Chapter Ten reviews practical methods for assessing students with disabilities.
The book is written for regular and special education teachers, teacher educators and foreign, educational consultants, as well as anyone having an interest in special education in urban and rural areas of Developing Countries. The text is written in user friendly language. Where technical terms are introduced, definitions and examples are provided in context.
The book, currently in its third printing, is being used by special and regular education teachers and teacher educator programs throughout the world. The book has also been adopted by specialized training and education programs for students having visual and/or auditory disabilities.
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Book Description Vector International, 1999. Condition: New. book. Seller Inventory # M0888649347