ERIC Number: ED368121
Record Type: RIE
Publication Date: 1994-Feb-3
Reference Count: N/A
Developing a Comprehensive Model for the Inclusion and Support of the Academically Delayed and Behaviorally Disordered Elementary School Child in the Mainstream Classroom.
Swanson, Joyce A.
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)
Descriptors: 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
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova University.