ERIC Number: ED377626
Record Type: RIE
Publication Date: 1994-Oct-10
Inclusion from the Perspective of Persons with Mental Retardation.
Williams, Robert B.; And Others
This paper describes how educators/caregivers can learn about inclusion from the perspective of persons with mental retardation through participation in selected case study activities. Educators/caregivers first organize into study groups and then develop codes of ethics to ensure the protection and confidentiality of the individuals being studied. Each educator/caregiver selects an individual who is involved in the inclusion process in a school or other program, to study for the year. Information about each subject is gathered from daily observations, academic or vocational work, cumulative records, consultation with family, and other sources. Group members share information about their case study subjects and analyze it during group meetings. Each participant applies three analytical activities to the case study: (1) identifying and listing recurring patterns of behavior; (2) selecting a pattern of behavior for analysis by the multiple hypotheses method; and (3) writing a summary of the case study record. It is felt that the use of such case study activities will result in: greater objectivity in recording and interpreting behavior, withholding of judgments about behavior when evidence is lacking, substantiating statements about behavior with evidence, greater openness to work at understanding the meaningfulness and/or function of behavior, and increased understanding and appreciation of what inclusion means to persons with mental retardation. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association on Mental Retardation (57th, Manchester, NH, October 10, 1994).