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ERIC Number: ED476206
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
Granted: Three Wishes To Improve Access to the General Curriculum.
Childs, Peggy L.
Three rural Utah schools received a grant to improve teachers' skills in adapting core curriculum to the needs of diverse students, provide access to teacher support services, and improve inclusion for students with diverse learning needs. The 2-year grant enabled one person to coordinate staff development and provide comprehensive inclusion support. A program of behavioral and academic interventions presented effective classroom practices, tactics for particular problem behaviors, video clips of the tactics, and guidelines for creating a building-level support team for at-risk students. Student-staff support teams, comprised of 3-5 teachers, met when a teacher made a referral. Interventions were selected and an action plan developed. The team met again at the end of the intervention period to discuss the problem's resolution or further action. A program that focused on how students and teachers interact with each other incorporated elements of cooperative learning and social appropriateness. It supported community agreements of attentive listening and respectful communication. A teaching method called Layered Curriculum was implemented that differentiated assignments in a tiered format to meet the needs of a diverse classroom. Teachers helped each other create units of study and accessed a Web site where teachers from across the nation posted teacher-designed lesson plans. As a result of this initiative, teaching skills improved, and the collaborative ethic between regular and special education teachers grew along with their belief in their joint accountability for problem resolution. (TD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah