Adaptive Inclusion with Special Needs Children: Inclusion That Can Work for Rural Schools.

Autor/inn/en	Gawne, Patricia A.; Brothers, Keith
Titel	Adaptive Inclusion with Special Needs Children: Inclusion That Can Work for Rural Schools.
Quelle	(1995), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Downs Syndrome; Educational Objectives; Elementary Education; Elementary School Students; Inclusive Schools; Individualized Education Programs; Mainstreaming; Mild Mental Retardation; Rural Schools; Special Education; Team Teaching + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; 'Down syndrome; Down''s syndrome'; Down-Syndrom; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Teamteaching
Abstract	This paper describes the efforts of a team of parents, educators, and related personnel to promote successful classroom inclusion of Erin, a girl with Downs Syndrome, during grades K-4. Erin's parents were pioneers in the inclusion movement in rural Mecosta-Osceola Intermediate School District (Michigan), and when Erin was 5, they insisted that she be placed in kindergarten in her neighborhood school. Erin experienced a difficult kindergarten year, but during that year, the school district received a grant that supported the development of inclusion teams, including training and follow-up by university consultants. The initial inclusion team for Erin consisted of parents, principal, kindergarten and first-grade teachers, school social worker, psychologist, and teacher consultant. The team used the McGill Action Planning System to develop a common vision of inclusion. Details are provided on team procedures for initiation of new students into the inclusion program, data collection, planning of transition to the next grade, ongoing communication and planning issues, and adaptation of curriculum and evaluation. A table lists expected long-term outcomes for educable mentally impaired students in the categories of academics, social competence, community integration, personal growth and fitness, vocational integration, and domestic living environment. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC