Inservice Training to Support the Education of Learners with Severe Handicaps in Their Local Public Schools

Thousand, Jacqueline S.; Nevin-Parta, Ann; Fox, Wayne L.

doi:10.1177/088840648701000102

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…Although collaborative strategies have been widely applied (Klein & Sheehan, 1987;Pugach & Johnson, 1989;Thousand et al, 1987), there has been little or no empirical evaluation of the effects of this approach to promote peer interaction of children in integrated settings. Nor has there been evaluation of indirect training of a collaborative team approach, where experimenters train supervisors who in turn train teachers.…”

Section: Training Supervisors In a Collaborative Team Approach To Promentioning

confidence: 99%

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Hundert¹,

Hopkins²

1992

J of App Behav Analysis

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Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

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Section: Training Supervisors In a Collaborative Team Approach To Promentioning

confidence: 99%

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Hundert¹,

Hopkins²

1992

J of App Behav Analysis

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“…Ways to better educate all students in regular neighborhood schools and regular education also are being discussed in the professional literature (Nevin & Thousand, 1986;Skrtic, 1987;Thousand, Nevin-Parta, & Fox, 1987). It is now time to start experimenting with how to merge special and regular education in higher education in order to prepare school personnel to work within a single unified regular education system designed to meet the educational needs of all students.…”

Section: Discussionmentioning

confidence: 97%

Facilitating Merger through Personnel Preparation

Stainback

1987

Teacher Education and Special Education: The Journal of the Tea

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There is growing recognition that if "special" and "regular" educators join forces, a stronger, more comprehensive educational system can be developed to better meet the needs of all students. A number of educators are beginning to study and experiment with possible ways this can be done in the elementary and secondary schools. Faculty and programs in higher education can affect this movement and potentially lead the way. A merger in higher education could set an example and personnel could be prepared to facilitate the merger of special and regular education in the elementary and secondary schools. The purpose of this article is to suggest one approach that could be used to merge special and regular education in higher education.

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“…Although cooperative learning has been used successfully in elementary and secondary schools, it may be a particularly valuable instructional technique for preparing regular and special education personnel (Reynolds & Salend, 1989;Thousand, Nevin-Parta, & Fox, 1987). Cooperative learning is used when trainees discuss classroom practices, critique current issues, share ideas on curriculum and instruction, and develop the necessary synergistic, collegial interactions that form the basis of effective schools (Hagerty & Abramson, 1987).…”

Section: Q4p~f~ati~ie Learningmentioning

confidence: 99%