ERIC Number: ED239785
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Programming for Emotionally Disturbed Students in Rural Public Schools. Conference Proceedings (Minneapolis, Minnesota, November 4, 1981). Program Assistance Report No. 6.
Upper Midwest Regional Resource Center, Minneapolis, MN.
Programming options for emotionally disturbed (ED)/behavior disturbed (BD) students in rural public schools include self-contained special classrooms, resource rooms, consultant teachers, management assistants, and regular teachers in the mainstream. All options are intended specifically for ED/BD students and have proven effective in school districts where they were developed. In the IDEA Program, ED classroom teachers, management aides, school psychologists, and itinerant ED teachers serve ED PreK-12 students in self-contained classrooms, whose aim is to integrate students into their home schools. An Iowa consultant teacher delivery option uses behavior design consultants to serve 94 ED/autistic/chronically disruptive K-12 children in small, rural school districts in 7 counties. A program to mainstream BD/ED problem K-5 students in their home schools uses trained Management Assistants to assess student needs and implement intervention strategies developed by an individualized education program team. The REACH program uses Goal Attainment Scaling to help mainstreamed secondary students. A final article notes special problems of rural areas and the need for development of new service models for ED students; discusses labeling, funding, legislation, centralization/decentralization, balance of direct/indirect/supplementary services, generic/categorical models, and day versus residential schools; and briefly describes seven service options for rural programs. Appendices include paraprofessional training materials and inservice resources. (MH)
Descriptors: Autism, Behavior Disorders, Behavioral Objectives, Delivery Systems, Elementary Secondary Education, Emotional Disturbances, Epilepsy, Handicap Identification, Individualized Education Programs, Itinerant Teachers, Mainstreaming, Needs Assessment, Paraprofessional School Personnel, Parent Participation, Performance Contracts, Positive Reinforcement, Program Budgeting, Program Descriptions, Questionnaires, Rural Schools, School Psychologists, Self Contained Classrooms, Special Education, Special Education Teachers
Publication Type: Collected Works - Proceedings; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: Upper Midwest Regional Resource Center, Minneapolis, MN.