ERIC Number: ED328002
Record Type: RIE
Publication Date: 1984
Reference Count: N/A
Developing Effective Integration between Students with Severe Handicaps and Their Peers: A Teachers' Manual. Teaching Research Integration Project for Children and Youth with Severe Handicaps.
Johnson-Dorn, Nancy; And Others
This project sought to develop a model for integrating students with severe disabilities which would include a strong social interaction programming component. The first section of the teacher's manual describes processes the special education teacher and/or administrator can use for determining and implementing overall integration objectives. A format to assist in preparing different types of inservice activities for a variety of audiences is described. Three peer systems for classroom use are also described. Section II addresses specialized programming for increasing interaction skills. An assessment instrument to evaluate social interaction skills of students with severe handicaps is presented, and procedures for teaching interaction skills are defined. The last section addresses several integration issues encountered by parents of children with handicaps at home. The needs of siblings of children with handicaps are addressed, and a system is provided for parents to identify areas in the community in which their child could be included. Appendices follow each section with examples, blank forms, and resource information. (49 references) (PB)
Descriptors: Classroom Techniques, Elementary Secondary Education, Inservice Education, Inservice Teacher Education, Interpersonal Competence, Mainstreaming, Models, Normalization (Handicapped), Parent Participation, Peer Acceptance, Peer Relationship, Severe Disabilities, Sibling Relationship, Siblings, Skill Development, Social Integration, Special Education, Teaching Methods
Publication Type: Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A