ERIC Number: ED381312
Record Type: RIE
Publication Date: 1995-Mar
Reference Count: N/A
Adaptive Inclusion with Special Needs Children: Inclusion That Can Work for Rural Schools.
Gawne, Patricia A.; Brothers, Keith
This paper describes the efforts of a team of parents, educators, and related personnel to promote successful classroom inclusion of Erin, a girl with Downs Syndrome, during grades K-4. Erin's parents were pioneers in the inclusion movement in rural Mecosta-Osceola Intermediate School District (Michigan), and when Erin was 5, they insisted that she be placed in kindergarten in her neighborhood school. Erin experienced a difficult kindergarten year, but during that year, the school district received a grant that supported the development of inclusion teams, including training and follow-up by university consultants. The initial inclusion team for Erin consisted of parents, principal, kindergarten and first-grade teachers, school social worker, psychologist, and teacher consultant. The team used the McGill Action Planning System to develop a common vision of inclusion. Details are provided on team procedures for initiation of new students into the inclusion program, data collection, planning of transition to the next grade, ongoing communication and planning issues, and adaptation of curriculum and evaluation. A table lists expected long-term outcomes for educable mentally impaired students in the categories of academics, social competence, community integration, personal growth and fitness, vocational integration, and domestic living environment. (SV)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Transitional Activities
Note: In: Reaching to the Future: Boldly Facing Challenges in Rural Communities. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Las Vegas, Nevada, March 15-18, 1995); see RC 020 016.