ERIC Number: ED460519
Record Type: RIE
Publication Date: 1996-Feb
Michael Stayed in the General Education Classroom.
Hamilton, Ruth Walker; Broer, Steve; Welkowitz, Julie
This paper discusses the results of a study that investigated the effectiveness of the Vermont Best Practices for Educating Students with Serious Emotional Disturbances in Their Local Public Schools and Communities project. The purpose of the project was to use best practices in the development of programs and services for students with serious emotional disturbances (SED) and their families, so that the students could remain at their local public schools, or plans could be developed so that the students could return from alternative placements. The model programs and support services that were developed through involvement of the Best Practices project focused on parent and student centered services, family-school collaboration, collaborative teaming, classroom accommodations, peer support, instructional support services, teaching prosocial skills, interagency involvement, behavior management, and transition planning. The effectiveness study included 36 students (grades K-12) in 27 Vermont schools. Results indicated that all but two of these students were successfully educated within the regular education classroom in their local public school. (CR)
Descriptors: Agency Cooperation, Behavior Modification, Elementary Secondary Education, Emotional Disturbances, Inclusive Schools, Integrated Services, Mainstreaming, Models, Parent School Relationship, Program Effectiveness, Social Behavior, Transitional Programs
For full text: http://rtckids.fmhi.usf.edu/Proceed9th/9thprocindex.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: A System of Care for Children's Mental Health: Expanding the Research Base. Proceedings of the Annual Research Conference (9th, Tampa, FL, February 26-28, 1996); see EC 306 844. Tables are not available from ERIC.