ERIC Number: ED394761
Record Type: RIE
Publication Date: 1996-Mar
Providing Appropriate Education in Inclusive Settings: A Rural Case Study.
Cheney, Christine; Demchak, MaryAnn
This paper provides special educators with effective strategies for successfully implementing full inclusion of disabled students in general education classrooms. The starting point for inclusion is the Individualized Education Plan (IEP), which develops goals and objectives and considers appropriate student placement. Frequently, IEP objectives are not particularly meaningful or useful to the type of activities that occur in the general education classroom. A preferred alternative is activity-based objectives that are set within the context of typically-occurring classroom routines. Objectives should include interactions with nondisabled peers and incorporate skills that are functional and meaningful for the student. Development of an individualized and inclusive program depends on a collaborative team made up of the general education teacher, the special education teacher, the instructional aide, parents, and other professionals or paraprofessionals who provide services to the student. Unlike the IEP team, which may meet only once a year, this team communicates frequently to develop, implement, and adjust the educational program for disabled students. Other strategies for successful inclusion include staff training and the completion of an inclusion matrix that identifies the adaptations and supports needed for special education students in the general education classroom. A case study focuses on Mitchell, a student with Down's Syndrome in a rural third/fourth-grade classroom. In the beginning it was observed that Mitchell was not an integral member of the class. For the most part, he worked with an instructional aide who was assigned specifically to him, on papers developed by the special education teacher. He rarely interacted with the general education teacher or with other students. An inclusion matrix for Mitchell illustrates modifications and adaptations that were made to meet IEP objectives. As a result of these practices, Mitchell's classroom behavior improved, he engaged in meaningful activities similar to those of other students, and he became a real and valued member of his class. (LP)
Descriptors: Case Studies, Disabilities, Educational Practices, Elementary Secondary Education, Inclusive Schools, Individualized Education Programs, Mainstreaming, Regular and Special Education Relationship, Rural Schools, Special Education Teachers, Student Behavior, Student Participation, Student Placement, Teacher Collaboration
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A
Note: In: Rural Goals 2000: Building Programs That Work; see RC 020 545.