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ERIC Number: ED357535
Record Type: RIE
Publication Date: 1993-Mar
Pages: 289
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using a Collaborative Problem Solving Strategy To Facilitate the Mainstreaming of Students with Severe Handicaps (The Collaborative Education Project). Final Report.
Salisbury, Christine; Evans, Ian M.
The Collaborative Education Project's goal was to assess the effectiveness of collaborative problem solving (CPS) by peer advocates for enhancing the integration of students with severe disabilities into regular early education contexts. The CPS strategy gives some responsibility to nondisabled students for the planning and design of activities and procedures that will ensure greater participation by the students with severe disabilities. At the conclusion of Year 3, a total of 41 instructional staff, 12 students with severe disabilities, 320 students without disabilities, and 8 parents had been taught the CPS process, or had received the benefit of this training. Data collected from the first 3 years of the project indicate that: (1) parent attitudes toward mainstreaming are unaffected by the presence of students with severe disabilities; (2) CPS is a useful and valued process for promoting equity and the inclusion of students with diverse needs in general education classrooms; (3) achievement test performance among classmates of students with severe disabilities was equivalent or better than a comparison group; and (4) level of engaged time among typical students was unaffected by the presence of students with severe disabilities. Attached to the report are an instructor's manual for the CPS approach; a CPS manual written by elementary students for other students; and papers with the following titles and authors: "The Effects of Full Inclusion on Regular Education Teachers" (Beverly Rainforth); "Parents as Team Members: Inclusive Teams, Collaborative Outcomes" (Christine Salisbury); "Mainstreaming during the Early Childhood Years" (Christine L. Salisbury); "Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School" (Ian M. Evans and others); "Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities" (Tia M. Hollowood and others); and "On the Nature and Change of an Inclusive Elementary School" (Christine L. Salisbury and others). (Contains 40 references.) (JDD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: New York State Univ. System, Albany.