ERIC Number: ED395426
Record Type: RIE
Publication Date: 1996-Feb
Reference Count: N/A
Inclusion of Special Needs Students: Lessons from Experience.
Appalachia Educational Lab., Charleston, WV.; College of William and Mary, Williamsburg, VA. School of Education.; Virginia Education Association, Richmond.
This report describes a study which identified concerns and questions of general and special educators about inclusion and effective strategies for operating a successful inclusion model. Seven pairs of special and general educators in elementary and middle schools comprised the primary study group. Study group pairs interviewed their faculties about their concerns relating to emergent themes: (1) teacher relationships; (2) instruction and student assessment; (3) planning and scheduling; (4) families and the community; (5) students; (6) administrators; and (7) laws, policies, and procedures. This report offers an operational definition of inclusion and provides historical background for the inclusion movement, descriptions of inclusion delivery models, and components necessary for success. Concerns and strategies in each of the seven areas are presented in a question/answer format. Recommendations are divided into those for inclusion implementors and those for policymakers. Also included are a glossary, a bibliography, and four appendices. Appendices include frequently asked questions about the Individuals with Disabilities Education Act, the study group reflections and recommendations form, the roles and responsibilities form, and a collaborative teaching instructional plan form. (Contains about 200 references.) (DB)
Descriptors: Administrator Role, Change Strategies, Definitions, Delivery Systems, Disabilities, Educational Policy, Educational Practices, Elementary School Teachers, Elementary Secondary Education, Family School Relationship, Inclusive Schools, Instruction, Mainstreaming, Middle Schools, Models, Program Development, School Community Relationship, School Organization, Secondary School Teachers, Special Education Teachers, Student Evaluation, Student School Relationship, Teacher Attitudes, Teacher Collaboration
Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325 ($9).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Policymakers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.; College of William and Mary, Williamsburg, VA. School of Education.; Virginia Education Association, Richmond.