Successful Inclusion <i>of</i> Students with Mild/Moderate Disabilities <i>in</i> Rural School Settings

Chalmers, Lynne; Faliede, Theresa

doi:10.1177/004005999602900106

Cited by 9 publications

(6 citation statements)

References 5 publications

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“…For example, teachers can give older students information about var ying types of disabilities prior to the arrival of students with special needs in the general education class. Students can be taught preferred ways of interacting positively with others with specific disabilities (Chalmers & Faliede, 1997). The arts can be used to help students empathize with others who look or act differently.…”

Section: Promoting Social Skill Developmentmentioning

confidence: 99%

An Outcome Measure for Social Goals of Inclusion

Smoot

2004

Rural Special Education Quarterly

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Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and the social goals in their individualized educational programs (IEP). Measuring progress in the achievement of social goals is less straightforward than measuring academic improvements. This study used a simple sociometric assessment technique to measure how much general education peers socially accepted the students with MID in the general education setting. At the time of this study, the students with MID were placed in general education classrooms using the old “mainstreaming” model for a minimal length of time in a limited number of nonacademic settings. The participants were 61 students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The procedure used was counting the number of students who were not named at least once as a friend by general education peers during two opportunities. The findings were that only 43% of the students with MID were named at least once by a nondisabled peer while 85% of general education students were chosen at least once. There were no differences by gender or educational level. These data can provide a baseline for school systems desiring to measure the effectiveness of inclusion programs in rural elementary, middle or secondary schools. The newer inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supports should have better social outcomes when measured in a similar manner.

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Section: Promoting Social Skill Developmentmentioning

confidence: 99%

An Outcome Measure for Social Goals of Inclusion

Smoot

2004

Rural Special Education Quarterly

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“…In a study of rural general education teachers' perceptions of inclusion, Boyer and Bandy (1997) found that the most often cited concern was a need for more training in working with students with disabilities. Further, rural school districts often utilize special education personnel in an itinerant fashion, sharing their services among several schools, which places a premium on advanced planning (Chalmers & Faliede, 1996). With this sharing of special education expertise, more responsibility is placed on the general education teacher in many rural schools to deliver appropriate education to children with disabilities in rural settings.…”

Section: Introductionmentioning

confidence: 99%

Rural General Education Teachers' Opinions of Adaptations for Inclusive Classrooms: A Renewed Call for Dual Licensure

Bryant

Dean

Elrod

et al. 1999

Rural Special Education Quarterly

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The process of including students with learning disabilities (LD) into general education classes has afforded these children the opportunity to learn alongside their same-age peers. Often, LD students require accommodations and/or modifications in order to succeed in the general education setting. General education teachers must provide these students with the accommodations/modifications that are recommended on each child's individualized education plan. The current study examined rural teachers' attitudes toward accommodations/modifications in their classrooms. Three questions were asked: 1) How effective are the recommended/implemented accommodations/modifications?, 2) How fair are the recommended/implemented accommodations/modifications to use in the general education classroom?, and 3) How efficient are the recommended/implemented accommodations/modifications to use in the general class setting? The results of this study revealed that rural general education teachers favored accommodations/modifications that are less intrusive to their day-to-day teaching procedures, take the least amount of time to implement, and separate less the learning disabled from non-disabled students.

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“…Random discussions in the hallway or trying to find colleagues before and after school are not very effective and often lead to long periods of time where there are no meetings. Planning meetings to collaborate with others allows educators to have an effective structured program that meets students' needs through modifications (Chalmers and Faliede 1996).…”

Section: Educator As a Practitioner Who Collaborates And Plansmentioning

confidence: 99%

Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

Vakil

Welton

O'Connor

et al. 2008

Early Childhood Educ J

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The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.

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Successful Inclusion of Students with Mild/Moderate Disabilities in Rural School Settings

Cited by 9 publications

References 5 publications

An Outcome Measure for Social Goals of Inclusion

An Outcome Measure for Social Goals of Inclusion

Rural General Education Teachers' Opinions of Adaptations for Inclusive Classrooms: A Renewed Call for Dual Licensure

Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

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