ERIC Number: ED453160
Record Type: RIE
Publication Date: 2001-Mar-27
Successful Daily Practices of Inclusion Teachers of Children with Down Syndrome.
This study asked 230 regular education teachers about their educational practices in teaching students with Down syndrome within their mainstream classes. Teachers completed surveys that asked about background experience; preparation for inclusion and the transition process; classroom information (curriculum, class arrangement, therapies, and support services); and classroom management, instruction, and behavioral strategies. Analysis of data from 120 surveys indicated that most of the students with Down syndrome attended their neighborhood schools and received some type of related services. Most of the classes had an inclusion aide who also worked with other students. Teachers considered the inclusion of children with Down syndrome successful, though there was room for improvement. Teachers found the experience challenging, rewarding, and of great value to their general education students as well as the child with Down syndrome. They noted that extra work was necessary for preparing modified class assignments, homework, and evaluation procedures. The best learning arrangements were 1:1 and small group instruction, with peer tutors, computers, and team teaching was sometimes effective. Praise was the best behavior management strategy. (Contains 10 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A