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ERIC Number: ED369614
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Engineering the Classroom To Promote Inclusion.
Young, Erin
In rural Joshua Independent School District (Texas), students with mild disabilities were included in regular kindergarten classrooms. The special education teacher and kindergarten teachers developed a program in which 5-year-old children who qualify for Preschool Programs for Children with Disabilities (PPCD) are placed in regular and developmental kindergarten classes and are served by regular and special education staff. Low-verbal children use augmentative devices to communicate in kindergarten. During the first year of implementation, special education staff conducted small-group lessons during center time. The PPCD students and any others who needed help came to the small groups. The next year, special education staff worked in the regular classroom during lesson time to team teach, conduct small-group review sessions, and redirect off-task behavior while the teacher presented lessons. The program required a change in the traditional roles of both regular and special education teachers. Program success required much joint planning, collaboration, and flexibility. Student success is evaluated with teacher observation, portfolios, competency testing, individual education plan reviews, and the Early Prevention of School Failure screening. Overall program success is evaluated through interviews with teachers, parents, and administrators. Review of these evaluations shows that the program has been successful for both disabled and nondisabled students. (KS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A