Assisting Regular Education Classroom Teachers of Elementary Learning Disabled Students through Collaboration.Reportar como inadecuado




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This practicum was designed to increase collaboration between special education resource room teachers and regular elementary education classroom teachers. Procedures were developed to ensure that students with learning disabilities (LD) who were placed in regular classes received appropriate instructional and assessment modifications. Training in the collaboration model was provided to resource room teachers. Resource teachers completed "Student Alert" forms which described the student's strengths and weaknesses and listed necessary testing modifications for each LD student, and sent them to classroom teachers. Resource teachers and classroom teachers then collaborated in completing a Teaching/Assessment Plan (TAP) for each student, which included curriculum goals, instructional strategies, and assessment strategies. An evaluation questionnaire completed by regular education teachers at the conclusion of the practicum indicated that they changed their instructional and assessment techniques as a result of the collaboration process and felt more confident in teaching LD students. Appendices provide the questionnaires, a report card and revised report card checklist, the "Student Alert" form, a TAP document, and classroom and resource teachers' responses to the evaluation questionnaires. (Contains 27 references.) (Author/JDD)

Descriptors: Consultation Programs, Cooperation, Cooperative Planning, Elementary Education, Instructional Development, Learning Disabilities, Mainstreaming, Regular and Special Education Relationship, Regular Education Teachers, Resource Teachers, Special Education Teachers











Autor: Fulwider, Natalie Austin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10399&id=ED373498







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