ERIC Number: ED476202
Record Type: RIE
Publication Date: 2003-Mar
Reference Count: N/A
Moving Toward a Classroom Inclusion Model.
Carney, Rachel; Horseherder, Bessie; Littlefox, Judith; Trujillo, Roger; Wimmer, Ylandra; Prater, Gregory
Greyhills Academy High School in Tuba City (Arizona) is a federally funded tribal-grant boarding school operated by the Navajo Nation. The Exceptional Student Services (ESS) department and the regular education department work together to include students with disabilities in general education classrooms to the maximum extent possible. The degree to which students participate in a regular classroom is determined by their individual needs and based upon Individualized Education Program goals and objectives. To support the inclusion model, the ESS department operates a learning lab where students receive one-on-one instruction from a certified special education teacher using content from their regular education classes. In addition, a remedial intervention class is offered for students who are not ready for full inclusion in core classes and need direct one-on-one instruction. Instructional aides assist teachers with specific student needs in all classes. Vocational programs are tailored to meet the specific needs of lower-functioning ESS students by identifying those program objectives/competencies that would benefit each ESS student. The Intensive Residential Guidance program assists students who have trouble adjusting to the school and dorm programs or who have social issues. Individual Residential Plans are developed for identified students, and participation in planned activities is mandatory. Educational programs center on family and community involvement and support Native ancestral traditions of learning and teaching. Traditional ways of healing have been used to help students in need of services. (TD)
Descriptors: American Indian Education, Boarding Schools, Culturally Relevant Education, Disabilities, High Schools, Inclusive Schools, Individualized Education Programs, Individualized Instruction, Navajo (Nation), Program Descriptions, Regular and Special Education Relationship, Special Education, Tribally Controlled Education, Vocational Education
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Rural Survival. Proceedings of the Annual Conference of the American Council on Rural Special Education (ACRES) (23rd, Salt Lake City, UT, March 20-22, 2003); see RC 024 044.