Including Exceptions: A System for Educating Students with Dual Sensory Impairments and Other Extreme Disabilities in General Education Settings. A Final Report.Reportar como inadecuado




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The Including Exceptions in Schools (IES) Project attempted to develop, implement, and validate a system for educating students with the most extreme dual sensory and other cognitive, physical, and health impairments in general education settings. The project involved 17 elementary and secondary students in Oregon, Idaho, and Louisiana over a 3-year period. The project's components addressed: curriculum and teaching design, students' learning membership, and technical support. The IES was designed to be teacher friendly, incorporate all perspectives, emphasize ongoing creative problem solving, and be accomplishment-based. The project aims to avoid dependence upon teaching tiny isolated skills and relying on passive presence, by asking teachers to think less about adding to students' behavioral repertoires and more about increasing opportunities for students to practice their admittedly small and tenuous current behaviors in real school and community activities. Overall, some improvement was accomplished in the educational experiences of each participating student. However, the types and amount of change varied according to the constraining or facilitating nature of the student's placement and professionals' perspective. Attachments present tools and procedures, data collection documents, and liaison support summaries. (Contains 38 references.) (JDD)

Descriptors: Deaf Blind, Educational Strategies, Elementary Secondary Education, Inclusive Schools, Mainstreaming, Multiple Disabilities, Social Integration, Student Experience, Teaching Models











Autor: Ferguson, Dianne; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10496&id=ED380932







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