Developing a Comprehensive Model for the Inclusion and Support of the Academically Delayed and Behaviorally Disordered Elementary School Child in the Mainstream Classroom.

Autor/in	Swanson, Joyce A.
Titel	Developing a Comprehensive Model for the Inclusion and Support of the Academically Delayed and Behaviorally Disordered Elementary School Child in the Mainstream Classroom.
Quelle	(1994), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; At Risk Persons; Behavior Problems; Classroom Techniques; Disability Identification; Early Identification; Early Intervention; Grade 1; Individualized Education Programs; Inservice Teacher Education; Kindergarten; Learning Problems; Mainstreaming; Parent Participation; Prereferral Intervention; Primary Education; Program Effectiveness; Teacher Improvement + Suchen Sie Ihr Suchwort? Risikogruppe; Klassenführung; School year 01; 1. Schuljahr; Schuljahr 01; Individualized education program; Individualisierendes Lernen; Lehrerfortbildung; Lernproblem; Elternmitwirkung; Disziplinierung; Primarbereich
Abstract	This practicum focused on preventing referral to special education by meeting the needs of kindergarten and first grade children identified with behavioral or academic problems in the mainstream classroom. The practicum emphasized: (1) early identification of potentially dysfunctional children; (2) development of individual education plans addressing affective and cognitive domains; (3) intensive teacher inservice; (4) redesigned classrooms and curriculum; and (5) parent involvement. A strategic planning team was formed including six kindergarten and first grade teachers, the school psychologist, the school social worker, an exceptional education teacher, the curriculum resource teacher, and the counselor. Training was provided to all 30 teachers beginning during the semester's preplanning period and continuing on a monthly basis throughout the semester. Topics addressed in the workshops included: controlling dysfunctional behavior, compensating for developmental lags, utilizing the newly created identification instrument, reviewing referral procedures, and designing strategies that work for an individual teacher. Evaluation indicated that teachers became familiar with new strategies and substantially increased use of these strategies following training. However, referral for special education evaluation increased slightly over the previous year. Appendices include a Student Behavior Inventory with Related Teaching Strategies, an inservice pre/post test, a preferred strategies inventory, and a classroom observation instrument. (Contains 47 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01