Literaturnachweis - Detailanzeige
| Autor/in | Din, Feng S. |
|---|---|
| Titel | A Field Test of A Full Inclusion Project. |
| Quelle | (1996), (26 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Behavior Disorders; Classroom Techniques; Disabilities; Inclusive Schools; Junior High Schools; Learning Disabilities; Mainstreaming; Middle Schools; Program Effectiveness; Program Evaluation; Regular and Special Education Relationship; Rural Schools; Kentucky |
| Abstract | An experimental project was implemented to test the effectiveness of full inclusion of students with learning and behavioral disorders at a rural middle school within the Appalachian region of Kentucky. Thirteen students with behavioral disorders or learning disabilities were placed in four regular classrooms for 3 months. Five teachers participated in the project and received training prior to the project. Adapted curriculum and instructional procedures, and classroom behavior management strategies were applied. Routine collaborative activities were organized during the process. It was found that students with behavioral disorders or severe learning disabilities could not benefit academically and behaviorally from the full inclusion service provided in the project, and the learning of students without disabilities was affected because instructional plans could not be accomplished. However, full inclusion appears to be appropriate for students with mild learning disabilities. This study addresses a basic issue: the necessity for schools to provide quality educational services to students with and without disabilities in inclusion practice. Contains 39 references. (Author/TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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