Literaturnachweis - Detailanzeige
| Autor/in | Harriman, Nancy |
|---|---|
| Titel | Responsive Special Education Partnerships: Dealing with the Tough Cases in Small Rural Schools. |
| Quelle | (2001), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Cooperation; Educational Strategies; Elementary Secondary Education; Family School Relationship; Parent Participation; Rural Schools; Severe Disabilities; Small Schools; Special Education; Student Records; Teacher Collaboration; Maine |
| Abstract | Small, rural schools may have a limited range of services available onsite for students with intensive special needs. This report describes the philosophical approaches and situational strategies for these students, implemented successfully by staff at two small rural schools in Maine. Small rural schools have the most difficulty in programming for students who require more than 60 percent of the day in a special setting, or an alternative curriculum in several domains. Often, alternative day programs within a reasonable distance may be limited or nonexistent, and the school may have only one part-time or full-time special educator on staff. Thus, multidisciplinary teams within the school are under pressure to develop creative programming. Three approaches are important in developing a program for a new student with intensive needs. These are a family-focused approach characterized by mutual respect, choices, and active family participation in team decision making; a comprehensive data collection system; and adult support in the classroom. Effective programming also depends on situational strategies related to personnel, financial factors, the school facility, and preexisting school culture. Situational strategies are intermediate steps as an appropriate level of staffing and programming is determined. A strong team effort in a small school can accomplish a lot for a student and his or her family in a short time. This is significant, as students with intensive needs who enroll in rural schools as transfer students mid-year are likely to move again. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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