ERIC Number: ED404804
Record Type: RIE
Publication Date: 1996-Dec
Related Services Supporting Inclusion: Congruence of Best Practices in Special Education and School Reform. Issue Brief.
This issue brief discusses three key strategies for providing special education and related service support to all students with disabilities in general education settings: (1) interdisciplinary instruction, (2) team teaching, and (3) block scheduling. Interdisciplinary instruction in the special education context is extended to include speech and language, motor, and social-emotional development as part of "embedded skills instruction" in an integrated curriculum. It requires that related service personnel and teachers coordinate curriculum planning and share instructional strategies and teaching responsibilities. Team teaching involves related service personnel sharing both planning and teaching responsibilities for small groups, including students whose Individualized Education Programs call for specific services, in the general education classroom. Block scheduling in the special education context refers to the way related services are scheduled so students can be supported during longer periods of time in general classroom activities. Related service personnel add up the hours allocated for a given student and multiply them by the number of special education students being served in that classroom to get the block of time to be spent in a given classroom. (DB)
Descriptors: Ancillary School Services, Block Scheduling, Classroom Techniques, Delivery Systems, Disabilities, Educational Strategies, Elementary Secondary Education, Inclusive Schools, Interdisciplinary Approach, Mainstreaming, Pupil Personnel Services, Teacher Collaboration, Teaching Models, Team Teaching
Consortium on Inclusive Schooling Practices, National Association of State Boards of Education, 1012 Cameron Street, Alexandria, VA 22314; telephone: 703-684-4000; fax: 703-836-2313.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.; Consortium on Inclusive Schooling Practices, Alexandria, VA.
Grant or Contract Numbers: N/A