ERIC Number: ED372588
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Including Students with Severe Disabilities in Schools: Fostering Communication, Interaction, and Participation. School-Age Children Series.
Calculator, Stephen N., Ed.; Jorgensen, Cheryl M., Ed.
These six papers address theoretical and practical issues in the inclusion of students with severe disabilities in regular classes and related settings. Emphasis is on how communication and other social skills can be taught to these students in inclusive settings. A prologue and epilogue, by Beth Dixon, a parent, relates her severely disabled son's experience in both special and inclusive educational settings. An introduction then introduces the concept of inclusion and the challenges of providing an appropriate education for each child in the regular class. The following five papers are by Cheryl M. Jorgenson and/or Stephen N. Calculator: (1) "The Evolution of Best Practices in Educating Students with Severe Disabilities"; (2) "Developing Individualized Inclusive Educational Programs"; (3) "Modifying the Curriculum and Short-Term Objectives To Foster Inclusion"; (4) "Designing and Implementing Communicative Assessments in Inclusive Settings"; and (5) "Communicative Intervention as a Means to Successful Inclusion." The final paper is by Laurie E. Powers and Jo-Ann Sowers and is titled "Transitions to Adult Living: Promoting Natural Supports and Self-Determination." Individual papers contain references. (DB)
Descriptors: Classroom Environment, Classroom Techniques, Communication Skills, Curriculum Development, Educational Practices, Educational Trends, Elementary Secondary Education, Individualized Education Programs, Interpersonal Competence, Intervention, Mainstreaming, Peer Relationship, Severe Disabilities, Social Integration, Student Educational Objectives, Transitional Programs
Singular Publishing Group, Inc., 4284 41st St., San Diego, CA 92105-1197 (ISBN-1-56593-108-4, $34.95).
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Identifiers: Inclusive Schools