A Study of the Effectiveness of the Kindergarten Readiness Room in the Fremont Public Schools

Author

Keith A. Rohwer, University of Nebraska at Omaha

Date of Award

4-1-1982

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Leadership

Abstract

The child who has difficulty in learning because of largely unidentified handicaps almost without exception faces failure in a conventional school program. Often he experiences months and sometimes years of unsuccessful work before he receives remedial aid. This failure, resulting from the inability to develop potential capacities, can only lead to compounded and more serious problems when the school program demands, through its presentation of academic material, that the child use skills which he has never developed, or tries to build on experiences that the child has never had, or requires the utilization of a concept yet unestablished. To prevent more serious learning problems from occurring, identification of the child with learning disabilities should be made as early as possible in his school career (5,387).

Comments

Presented to the Graduate Faculty University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Keith A. Rohwer April, 1982

Recommended Citation

Rohwer, Keith A., "A Study of the Effectiveness of the Kindergarten Readiness Room in the Fremont Public Schools" (1982). Student Work. 2430.
https://digitalcommons.unomaha.edu/studentwork/2430