ERIC Number: ED337313
Record Type: RIE
Publication Date: 1990-Mar
Reference Count: N/A
Adjusting the System Instead of the Individual To Meet Student Needs.
Jolly, Deborah V.
In many areas in the United States the educational scene now comprises two separate systems; one designed to meet the needs of the "normal learner," and the other consisting of a maze of legislated assistance programs for the "special learner." However, there are not two distinct types of students. What is needed is a unified system of education in which general and special education resources are merged to provide for individual differences among all students while conserving human and fiscal resources wasted in a double system. The Southwest Educational Development Laboratory has established demonstration sites at five low income, rural schools to explore strategies for total school improvement. At these schools, a common schoolwide knowledge base was developed through professional development for all administrators and teachers on effective schools research, the school improvement process, team building, and methods to increase student success. Inservice training was provided on attention deficit disorders, learning difficulties, behavior management, at-risk strategies, teacher assistance teams, and cooperative learning. Teams were formed to address improvement issues and identify special student needs within regular education. One team provided direct assistance to any student not experiencing success, with the focus on the specific student problem, not labeling and program placement. Support systems for students included peer tutoring and a buddy system between teachers and at-risk students. The special education teacher assumed the role of support facilitator for regular educators and the mainstreaming process. This paper contains 28 references. (SV)
Publication Type: Information Analyses; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Student Support Services; Teacher Cooperation
Note: Paper presented at the Rural Education Symposium of the American Council on Rural Special Education and the National Rural and Small Schools Consortium (Tucson, AZ, March 18-22, 1990).