Adaptations for rural behavior disordered pupils in the mainstream

Abstract

Modifying the instructional program of mainstreamed pupils not only meets individual needs but also results in a successful school experience. This article summarizes instructional adaptations which help not only behavior disordered mainstreamed students but all students to be successful. These strategies, field tested by educators teaching in rural settings, easily implemented in regular class settings, can be grouped into five major categories: teaching modes, media, content format, evaluation, and management.