ERIC Number: ED213720
Record Type: RIE
Publication Date: 1982-Feb
A Conceptual Framework and Practical Applications to Help Regular Teachers Accommodate Special Students.
Kise, Joan Duff; Darr, Alice Dozier
In establishing a framework for successfully dealing with mainstreamed students, the rights and responsibilities of the administrator, psychological services personnel, classroom teachers, and special education teachers should be determined prior to placement of special students. The rights of the mainstreamed student and the other students in the regular classroom should also be delineated. Most classroom teachers with mainstreamed students frequently find adapting to students with physical handicaps less troublesome than adapting to students who have difficulty with cognitive skills. Techniques have been formulated for teaching students with below normal reading aptitude and skills. These procedures involve the use of audiovisual materials, art, music, and drama in assignments and presentations, and can be implemented so that the entire class benefits as well as the mainstreamed students. Classroom management concerns are foremost on the minds of many teachers with mainstreamed students, and planning for room arrangements, safety precautions, and the use of special equipment will be necessary. Mainstreamed students frequently have had little or no experience in the regular classroom and have difficulty adjusting to the expectations of teachers. Since mainstreaming affects social as well as academic learning, teachers should take steps to ensure a positive class environment. Lists of rights and responsibilities of mainstreaming participants and suggestions for teachers to use in socially integrating mainstreamed students into the class are provided. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Phoenix, AZ, February 14-18, 1982).