ERIC Number: ED469843
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Inclusive Reform in Urban Schools through Peer-to-Peer Support from School Teams. Directed Research Projects: Educating Children with Severe Disabilities in Inclusive Settings. Final Project Report, October 1997-September 2000.
Hunt, Pam; Goetz, Lori
The final report of this federally supported 3-year direct research project describes products developed in the project's investigation of inclusive education of students with severe disabilities and models of collaboration in inclusive urban schools. Year 1 resulted in research on inclusive education in the context of school reform. During Year 2 a program evaluation of a multi-component intervention found that consistent implementation of plans of academic and social support by team members was associated with increases in student academic skills, self-confidence, assertiveness, and social interactions. During Year 3 focus group research methodology in Northern California urban middle schools was used to identify restructuring and additional resources needed in the areas of site leadership, funding for school programs, collaboration, parent involvement, professional development, teacher preparation, discipline, and supplies and materials. Also, during Year 3 a video was produced which shows the restructuring efforts of two California schools in which general, special, and bilingual educators work together. The videotape is included. Two journal articles produced for the project are appended. The articles are: (1) "'Community' Is What I Think Everyone Is Talking About" (written by Pam Hunt, Anne Hirose-Hatae, Kathy Doering, Patricia Karasoff, and Lori Goetz published in PRO-ED, Inc.'s "Remedial and Special Education (RASE)" v21, n5, Sept/Oct 2000, p305-317) and (2) "Across-Program Collaboration to Support Students with and without Disabilities in a General Education Classroom" (written by Pam Hunt, Kathy Doering, Anne Hirose-Hatae, Julie Maier, and Lori Goetz published in The Association for Persons with Severe Handicaps'"Journal of the Association for Persons with Severe Handicaps (JASH)" v26, n4, 2001, p240-256). (DB)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: San Francisco State Univ., CA. School of Education.
Note: Project Officer, Anne Smith. The accompanying videotape is not available from ERIC. The appended journal articles are copyrighted and are not included in the ERIC version.