A Rationale for Compensatory Education Programs
Bibliographic Data
| ID | 4050127 |
|---|---|
| Authors | Thomas Oakland (corresponding author) |
| Year | 1970 |
| Volume | 39 |
| Issue | 1 |
| Pages | 26 |
| Publication date | 1970-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2966885 |
| OpenAlex | W2067031261 |
| Language | EN |
| References cited | 2 |
Although programs for disadvantaged students must be tailored to local needs, most share certain underlying assumptions concerning the etiology and remediation of the disabilities: (1) that the environment in which the disadvantaged matures fails to provide many of the antecedent experiences necessary for proper neurological and psychological development; (2) that through skillfully rearranging significant aspects of the child's environment (i.e., home, school, peer and adult relationships) important changes are likely to occur in his behavior and performance; (3) that although sensory and experiential restrictions are not unique to, or isomorphic with, a particular subculture, deprivation tends to be more pervasive i-n lower socioeconomic levels than in higher socioeconomic levels; (4) that an intervention program, to be effective, must occur early in the child's life and must be maintained for several years
Compensatory education · Mathematics education · Pedagogy · Political science · Program evaluation · Cognitive and developmental aspects of mathematical skills · Psychological Testing and Assessment · Psychology · Public Administration · Spatial Neglect and Hemispheric Dysfunction
| Highly cited | No |
|---|