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Strategies for Inclusion of Behaviorally Challenging Students.

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Title: Strategies for Inclusion of Behaviorally Challenging Students.
Language: English
Authors: Burrello, Leonard C., Wright, Pamela, T., Council of Administrators of Special Education, Inc., National Academy on the Principalship in Special Education, Bloomington, IN.
Source: Principal Letters: Practices for Inclusive Schools. Win 1993 10.
Availability: National Academy/CASE, Indiana University, Smith Research Center-100A, 2805 E. 10th St., Bloomington, IN 47405 ($25 single issue).
Peer Reviewed: N
Page Count: 9
Publication Date: 1993
Intended Audience: Administrators; Practitioners
Document Type: Reports - Descriptive
Collected Works - Serials
Descriptors: Administrator Attitudes, Behavior Problems, Disabilities, Elementary Education, High Risk Students, Inservice Teacher Education, Mainstreaming, Needs Assessment, Program Development, Program Evaluation, Regular and Special Education Relationship, Special Education, Teacher Attitudes, Team Teaching, Teamwork
Abstract: This paper describes a pilot project at a Janesville (Wisconsin) elementary school, which uses a cooperative teaching approach to integrate all special education and at-risk students, including students with behavioral problems, into general education settings. Key program components include teaming, collaboration, cooperative learning, joint ownership for student integration, effective teaching practices, and development of teacher skills in adapting and modifying the curriculum to meet student needs. Program development is summarized, including development of a mission statement by a steering committee and development of a 4-year time task calendar to accomplish staff development needs and action plans identified by the steering committee. These included building needs assessment during the first year and extensive staff training on team member roles and responsibilities during the second year. Evaluation by staff after the second year of program implementation rated the program very positively. The third year saw continued inservice training and establishment of a core team to oversee team teaching efforts. The fourth year focused on expansion of the "Power of Positive Students" program, ongoing monitoring of the integrated program, and inservice training of new participants. The program has resulted in a stronger sense of community and a total school commitment to a philosophy of inclusion. (Contains 9 references.) (DB)
Entry Date: 1993
Accession Number: ED358654
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED358654
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IllustrationInfo
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  Data: Strategies for Inclusion of Behaviorally Challenging Students.
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  Group: Lang
  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burrello%2C+Leonard+C%2E%22">Burrello, Leonard C.</searchLink><br /><searchLink fieldCode="AR" term="%22Wright%2C+Pamela%2C+T%2E%22">Wright, Pamela, T.</searchLink><br /><searchLink fieldCode="AR" term="%22Council+of+Administrators+of+Special+Education%2C+Inc%2E%22">Council of Administrators of Special Education, Inc.</searchLink><br /><searchLink fieldCode="AR" term="%22National+Academy+on+the+Principalship+in+Special+Education%2C+Bloomington%2C+IN%2E%22">National Academy on the Principalship in Special Education, Bloomington, IN.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Principal+Letters%3A+Practices+for+Inclusive+Schools%22"><i>Principal Letters: Practices for Inclusive Schools</i></searchLink>. Win 1993 10.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Academy/CASE, Indiana University, Smith Research Center-100A, 2805 E. 10th St., Bloomington, IN 47405 ($25 single issue).
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Administrators; Practitioners
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive<br />Collected Works - Serials
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper describes a pilot project at a Janesville (Wisconsin) elementary school, which uses a cooperative teaching approach to integrate all special education and at-risk students, including students with behavioral problems, into general education settings. Key program components include teaming, collaboration, cooperative learning, joint ownership for student integration, effective teaching practices, and development of teacher skills in adapting and modifying the curriculum to meet student needs. Program development is summarized, including development of a mission statement by a steering committee and development of a 4-year time task calendar to accomplish staff development needs and action plans identified by the steering committee. These included building needs assessment during the first year and extensive staff training on team member roles and responsibilities during the second year. Evaluation by staff after the second year of program implementation rated the program very positively. The third year saw continued inservice training and establishment of a core team to oversee team teaching efforts. The fourth year focused on expansion of the "Power of Positive Students" program, ongoing monitoring of the integrated program, and inservice training of new participants. The program has resulted in a stronger sense of community and a total school commitment to a philosophy of inclusion. (Contains 9 references.) (DB)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED358654
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED358654
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: High Risk Students
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Needs Assessment
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Teamwork
        Type: general
    Titles:
      – TitleFull: Strategies for Inclusion of Behaviorally Challenging Students.
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            NameFull: Council of Administrators of Special Education, Inc.
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            NameFull: National Academy on the Principalship in Special Education, Bloomington, IN.
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            NameFull: Burrello, Leonard C.
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            NameFull: Wright, Pamela, T.
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              M: 01
              Type: published
              Y: 1993
          Numbering:
            – Type: volume
              Value: 10
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            – TitleFull: Principal Letters: Practices for Inclusive Schools
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