Suchergebnisse

Despite the many reports describing the benefits of inclusive education, there is a lack of information on the instructional strategies and behavior change procedures that general educators use to facilitate skills development. Also, there is not much information on the procedures used to analyze student performance data. Additionally, limited information has been reported on the curricular domains and skills that educators value for instructing students with severe and other disabilities. With this information, better implementation of effective instructional practices in general education may be achieved. To address this issue, survey input from samples of general and special educators across two states was obtained. The findings suggested that general education teachers reported using many, but not all, behavior analytic instructional strategies considered to be best practice. In addition, special educators regarded social interactions and friendships and self-determination skills the most important skills for successful inclusion.

A national survey was conducted in order to examine extended school year services for students with severe handicaps. A six-item questionnaire was mailed to all 50 State Directors of Special Education in order to ascertain the number of states currently providing extended year services, eligibility criteria, and information on duration and funding. This article examines legal and educational bases in support of extended school year programming and presents the results of a survey that showed wide discrepancies between states in how these services are provided. These results are discussed relative to the need for empirically based guidelines to determine student eligibility, optimal program length, and cost-efficient funding patterns.