A Policy for Systemwide Implementation of the "Regular Education Initiative."

Autor/inn/en	Doyle, Robert J.; LaGrasta, Thomas M.
Institution	Sharon Public Schools, MA.
Titel	A Policy for Systemwide Implementation of the "Regular Education Initiative."
Quelle	(1988), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Administrator Role; Educational Diagnosis; Educational Strategies; Elementary Secondary Education; Grouping (Instructional Purposes); Homogeneous Grouping; Individualized Instruction; Instructional Improvement; Mainstreaming; Regular and Special Education Relationship; Student Evaluation; Student Placement; Teacher Effectiveness; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Pedagogical diagnostics; Pädagogische Diagnostik; Lehrstrategie; Grouping; Gruppenbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Individualisierender Unterricht; Unterrichtsqualität; Schulnote; Studentische Bewertung; Schülerpraktikum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This policy statement developed on behalf of the Sharon (Massachusetts) public school system focuses on the need to decrease referrals for special education services, provide support to regular classroom teachers to adapt instruction for all students, and improve the effectiveness of the supplementary instruction provided to students with learning problems. Based on a commitment to the philosophy of equity in educational opportunities, 14 action steps are outlined. Among them are the following: use of pull-out programs as a last appropriate practice only after other options have proved ineffective; revision of the principal's role to include responsibility for all the students in his or her school; revision of job descriptions for special education and other specialists to include responsibility for working in regular classroom settings; development and implementation of a Student Support Team to receive student referrals and make intervention recommendations; expanded job description for the reading specialist; increased use of peer tutoring and cooperative learning practices; and conduct a study to determine the efficacy of alternatives to homogeneous grouping practices in grades 6, 7, and 8. References and a 3-year plan outlining the time frame for task accomplishments conclude the document. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01