Descriptor
Author
| Stainback, William | 7 |
| Stainback, Susan | 2 |
Publication Type
| Journal Articles | 7 |
| Guides - Classroom - Teacher | 3 |
| Guides - Non-Classroom | 3 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
Audience
| Practitioners | 5 |
| Teachers | 3 |
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Peer reviewedStainback, William; And Others – Teaching Exceptional Children, 1987
Specific suggestions to help teachers structure the classroom to prevent disruptive behaviors are offered in the areas of physical arrangement and "traffic rules" time management, assignments, grouping practices, classroom atmosphere, and professional demeanor. (DB)
Descriptors: Assignments, Behavior Problems, Class Organization, Classroom Environment
Peer reviewedStainback, Susan; Stainback, William – Teaching Exceptional Children, 1988
Possible strategies to integrate severely disabled students into regular classrooms are offered. Suggestions are given for promoting support among school personnel and parents, designating a support facilitator, developing networks of support, providing instruction naturally, promoting respect, and integrating personnel and resources as well as…
Descriptors: Change Agents, Classroom Techniques, Elementary Secondary Education, Interpersonal Relationship
Peer reviewedStainback, William; And Others – Teaching Exceptional Children, 1986
Results of a case study designed to test the hypothesis that acting-out students would exhibit less disruptive behavior when grouped with "well-behaved" peers than when grouped with disruptive peers indicated that placement with well-behaved peers significantly reduced disruptive behavior, suggesting that grouping is an effective and nonintrusive…
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Elementary Secondary Education
Peer reviewedStainback, William; Stainback, Susan – Teaching Exceptional Children, 1983
The article presents a checklist for determining the extent of integration of severely handicapped students into regular school environments. The 14 item list is explained to be useful in identifying environments (such as the cafeteria, assembly programs, recess, and school hallways) in which integration of severely handicapped students should be…
Descriptors: Check Lists, Elementary Secondary Education, Evaluation Methods, Mainstreaming
Peer reviewedStainback, William; And Others – Teaching Exceptional Children, 1981
Teachers can provide opportunities within a school for the interaction of severely handicapped and nonhandicapped students at all educational levels through cooperative work projects, prearranged play sessions, and human differences training. (DB)
Descriptors: Cooperation, Elementary Secondary Education, Interaction, Interpersonal Competence
Peer reviewedStainback, William; And Others – Teaching Exceptional Children, 1992
This article suggests specific strategies to prevent rejection and isolation and encourage interactions when students with disabilities are integrated into general education classes. Teachers are encouraged to foster proximity, teach peer support and friendship skills, foster respect for individual differences, and provide a positive model. (DB)
Descriptors: Classroom Environment, Disabilities, Educational Strategies, Friendship
Peer reviewedStainback, William; And Others – TEACHING Exceptional Children, 1996
This article suggests strategies to make classroom curricula adaptive, flexible, and challenging to all students, including those with disabilities. Descriptions of eight sample learning activities illustrate the multiple adaptations possible. Principles such as the importance of the team approach, peer involvement, development of functional…
Descriptors: Classroom Techniques, Curriculum Development, Disabilities, Elementary Secondary Education
