ERIC Number: ED416643
Record Type: RIE
Publication Date: 1997
Reference Count: 0
Teaching Students with Severe Disabilities in Inclusive Settings.
Innovations: American Association on Mental Retardation, Research to Practice Series, n12 1997
This booklet is designed to provide strategies for teaching students with severe disabilities in inclusive settings. Chapters address initial student-specific steps in planning for effective inclusive education, including developing the Individualized Education Program (IEP), targeting IEP objectives in the general education setting, and planning for necessary adaptations and supports. Different approaches to instruction and their application to inclusion of student with severe disabilities are also described, including large-group instruction, small-group instruction, cooperative learning groups, and peer partners. Individualized teaching strategies are provided, such as instructional prompts. Guidelines to consider when using instructional prompts are given, as well as explanations for using increasing-assistance, decreasing-assistance, and time delay approaches. Information is also provided on reinforcers and corrective feedback, including guidelines for the effective use of reinforcers and sample methods for corrective feedback. Documenting student progress, assigning grades, and evaluating an instructional plan are also covered. A case study of a third-grader with Down syndrome is provided to illustrate the successful inclusion of a student with severe disabilities. Sample classroom participation plans and checklists for planning for inclusion, considering adaptations and modifications, and evaluating student outcomes are provided. (Contains 53 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Classroom Techniques, Cooperative Learning, Educational Strategies, Elementary Secondary Education, Feedback, Group Instruction, Inclusive Schools, Individualized Education Programs, Individualized Instruction, Mainstreaming, Program Development, Program Evaluation, Program Implementation, Reinforcement, Severe Mental Retardation, Student Evaluation, Teaching Methods
American Association on Mental Retardation, 444 North Capitol Street, NW, Suite 846, Washington, DC. 2001-1512.
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: American Association on Mental Retardation, Washington, DC.