On Structuring a Lesson

Abstract

The needs of seriously handicapped brain-damaged and autistic children require that a teacher provide a highly structured lesson and environment, Many basic factors which contribute to a well structured lesson are frequently overlooked. Prepared for teachers at Benhaven, a day school in New Haven, Connecticut, this paper points out the elements which contribute to a well-organized lesson and the factors which might militate against a good lesson. Less handicapped children could benefit from a modification o f the same structuring procedures, adapted to their levels of disability and strengths.