A Description of an Inclusion Model That Is Working in a Rural Area.

Autor/inn/en	Dreisbach, Melanie; und weitere
Titel	A Description of an Inclusion Model That Is Working in a Rural Area.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Education; Educational Change; Elementary Secondary Education; Higher Education; Inclusive Schools; Individualized Education Programs; Mainstreaming; Regular and Special Education Relationship; Rural Schools; School Districts; Special Education Teachers; Teacher Role + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle
Abstract	This paper describes an inclusion program at the Kayenta Unified School District (KUSD), located on the Navajo Reservation in northeastern Arizona. KUSD is a rural school district with approximately 2,800 students enrolled in 4 schools (primary, intermediate, middle, and high schools). Virtually all students are Navajo, with 88 percent of students specifying Navajo as their home language. Disabled students represent 6-9 percent of each school's population. In 1991 KUSD abandoned the pull-out program for special needs students in favor of an inclusion model where regular classroom teachers assume instructional responsibility for all students. Special educators or support facilitators help classroom teachers develop appropriate goals and objectives; modify the regular curriculum; work with students in individual and small-group arrangements; team teach; and carry out other responsibilities involved with coordinating services. Also available are school liaisons who make home visits, paraprofessionals who function as individual aides to students, and specialists in areas such as physical therapy and speech therapy. An outcome of the inclusion program has been a dramatic increase in the number of objectives written for each student on the Individual Education Plan. In addition, a survey of students from Northern Arizona University completing their special education practicum experience in KUSD classrooms and district staff reveals overwhelming support of full inclusion. Respondents emphasize noticeable increases in student self-esteem and social acceptance, and improvement in student behavior. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC