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ERIC Number: ED347712
Record Type: Non-Journal
Publication Date: 1992-Mar-13
Pages: 91
Abstractor: N/A
Reference Count: N/A
Increasing the Number of Emotionally Disabled Students in Mainstream Classes in Elementary and Middle Schools through a Teacher-Student Cooperative Model.
Jamner, Jacques P.
This practicum had six objectives: (1) to increase the training skills of exceptional teachers to enable them to mainstream students more successfully; (2) to increase the number of emotionally handicapped students placed in mainstream classes in elementary and middle schools; (3) to increase the number of mainstream classes attended by the emotionally disabled students; (4) to increase the duration of the placement for the emotionally disabled students; (5) to improve the attitudes of the regular education teacher towards accepting the emotionally disabled students; and (6) to improve the social skills of emotionally disabled students for increased peer acceptance. Strategies included the use of behavior management and social skills training of both regular and special education teachers, social skills training of students, peer tutoring, and an incentive program for both the students and their teachers. Special education teachers consulted with the regular education teachers to assist them with the mainstreaming process and maintenance. Outcomes of the practicum were positive. The level of teacher training skills increased, the regular education teachers' attitudes toward accepting the emotionally disabled students improved, and 22 of 27 students were able to increase the number of mainstream classes they attended. Appendices contain various check lists and forms and a social skills training package which uses "circle time" to teach social skills in a nonthreatening manner. (Approximately 40 references) (JDD)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A