ERIC Number: ED378736
Record Type: RIE
Publication Date: 1994-Aug-18
Reference Count: N/A
Improving the Transition Process for Middle School Learning Disabled Students Reentering the Regular Classroom through Student Accountability and Teacher Inservice Training.
deNomme, Dennis A.
This practicum was designed to ensure that junior high students with learning disabilities experience a successful transition back into the regular classroom from the resource room. The focus was on increasing communication between the regular classroom teacher and the resource room teacher, evaluating transition candidates using a competency-based criterion before they exit from the resource room, and establishing support services for the regular classroom teacher and the transition student. The practicum involved the development of a transition procedure as part of the student's individualized education plan, a written communication flowchart, teacher responsibilities (regular classroom and resource room), modified resource room schedule, student profile, possible regular classroom modifications, daily and weekly assessment, and inclusion of regular classroom teachers at special education meetings. Analysis of the data revealed that successful transitioning occurred following the practicum implementation. Student improvement occurred in the completion of regular classroom assignments and homework assignments, positive classroom behavior, and passing grades. Appendices contain copies of questionnaires and other practicum project materials. (Contains 22 references.) (JDD)
Descriptors: Accountability, Inservice Teacher Education, Intermediate Grades, Interpersonal Communication, Intervention, Junior High School Students, Junior High Schools, Learning Disabilities, Mainstreaming, Middle School Students, Middle Schools, Regular and Special Education Relationship, Resource Room Programs, Student Placement, Student Responsibility, Transitional Programs
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova Southeastern University.