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ERIC Number: ED406105
Record Type: RIE
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Strategies for Inclusive Teaching in Rural Schools.
Harriman, Nancy; Schmidt, Mary W.
This report suggests that in order to enhance implementation of inclusion in rural schools, specific strategies related to instruction, assessment, and collaboration must be adopted. The report overviews cooperative learning strategies that can be used for teaching reading inclusively at the elementary level. The question-answer relationships strategy teaches students to categorize and respond to questions. As students become familiar with the categorization scheme, they take on the role of facilitator, querying and assisting each other in determining the type of question and appropriate responses. In team interviews, the teacher provides a prompt or topic for groups and each member is given an opportunity to be interviewed by other team members. Team interviews can be used in reading as a forum for book reports, character analysis, accessing prior knowledge, writing revision, and book club discussions. Propositions can be used to help students learn to differentiate between fact and opinion, to write a persuasive paragraph or essay, and to debate issues. Reading programs for special needs learners must build on the strengths and interests of students; provide frequent and sensitive feedback; maintain a balance of remedial and compensatory strategies; and insure that service providers and family members provide consistent expectations, cues, and reinforcement to students. Providing teacher support through on-site professional development, technical assistance, and collaborative problem-solving and study groups is critical to successful implementation of inclusive teaching strategies. (LP)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986.