http://library.um.ac.id/free-contents/downloadpdf.php/buku/learning-together-and-alone-cooperation-competition-and-individualization-david-w-johnson-roger-t-johnson-23145.pdf

Learning together and alone : cooperation, competition, and individualization / David W. Johnson, Roger T. Johnson

This article used theory, historical records, and empirical research to make a case that inclusive education, in which students experience significant proportions of their day in the age-appropriat...

The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice

Mainstreaming is one of several options for providing early intervention services in the least restrictive environment. However, professional and bureaucratic barriers exist to the widespread implementation of mainstreaming at the preschool level. These barriers include the philosophical and theoretical differences between early childhood education and early childhood special education, differences in personnel preparation between the two fields, staff attitudes, issues related to current state regulations and monitoring, and provision of related services. In this paper, we discuss the nature of these barriers, their implications for mainstreamed programs, and tasks faced by the field if the barriers are to be overcome.

Mainstreaming at the Preschool Level: Potential Barriers and Tasks for the Field

Day-care centers provide an ideal, underused setting for studying the developmental processes of child psychopathology. The influence of day-care teachers' lax and overreactive discipline on children's behavior problems was examined, as was the influence of children's behavior problems on teachers' discipline. Participants were 145 children and 16 day-care teachers from 8 classrooms in a day-care center for children from low-income families. Two techniques are presented for estimating causal relations based on correlational data gathered from day-care centers: 2-stage least squares and simultaneous structural equation modeling. Across techniques, teachers' laxness strongly influenced child misbehavior, and child misbehavior influenced both teachers' overreactivity and laxness. Teachers' overreactivity did not influence child misbehavior

/pdf/teacher-discipline-and-child-misbehavior-in-day-care-356gsw6ve8.pdf

Teacher discipline and child misbehavior in day care: untangling causality with correlational data

This report summarizes the results of a survey on attitudes toward inclusion, which was conducted in a middle school in a large school district in the Southeast. The survey was given prior to the beginning of the school year, and immediately prior to the implementation of full inclusion. Respondents were general and special educators, paraprofessionals, and administrators.Results of the survey revealed that, although the majority (98.2%) of respondents were willing to make needed instructional adaptations for their students with disabilities, most (76.8%) did not believe that most students with disabilities could be educated in regular education classrooms. Fewer than half (44.6%) indicated that inclusion was a desirable educational practice for regular education students, although a greater percent (57.9%) believed that inclusion was a desirable educational practice for special education students. Time was the most significant area of concern for respondents who indicated that they (a) did not ha...

/pdf/a-successful-formula-for-middle-school-inclusion-414lm58wdw.pdf

A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support.

This paper presents the rationale and structure for a curriculum model for educating the severely handicapped. The model combines the advantages of the two logics used up to this point in developing curricula: the developmental/cognitive logic and the remedial/behavioral logic. It provides for sequencing of skills to be taught across and within levels of difficulty and across six content domains: self-help skills, sensory-motor skills, socialization, language skills, academic skills, and vocational preparation. Some preliminary applications of the model are given.

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

Special education teachers are routinely taught to collect and analyze student performance data. Data collection and analysis are assumed to be necessary for accurate analysis of three possible trends: (a) an upward trend (when performance improves), (b) a level trend (when performance remains the same), and (c) a downward trend (when performance worsens). Few studies have examined the accuracy of trend analysis when teachers simply observe consecutive training sessions, nor has there been sufficient comparison of the accuracy of trend analysis based on various forms of data (e.g., raw data vs. data in graphic form). The present study examined the effects of observation and various forms of data on teachers' ability to accurately analyze trends. A 2-factor experimental design was used with 4 groups of randomly assigned subjects. Subjects analyzed 15 samples of videotaped student performance. All subjects viewed the tapes with or without additional forms of data and made judgments regarding the trend of st...

How Various Forms of Data Affect Teacher Analysis of Student Performance

Two procedures for reducing the violent or aggressive theme play of preschool children with behavior disorders were compared in an alternating-treatments design during two daily freeplay periods. The treatments consisted of (a) a contingency statement followed by a modified time-out on a small rug if violent or aggressive theme play continued and (b) a verbal prompt to engage in more appropriate types of play. Both treatments produced a decrease in the frequency of such play though contingency statements produced consistently lower rates of violent or aggressive theme play than did the verbal prompt. These findings are discussed in light of special educators' need for effective behavior management procedures.

Decreasing Violent or Aggressive Theme Play among Preschool Children with Behavior Disorders

This paper describes how the movement of students with severe disabilities to more inclusive settings impacts on the team process, particularly with regard to the development, implementation, and evaluation of communication intervention. First, the characteristics of transdisciplinary teams as they operate in more inclusive settings are described, followed by a categorization of team processes as either team "functions" or team "structures." Team functions include assessment, goal-setting, and service provision. Team structures refer to how teams are organized (e.g., who should be part of the team) and roles within teams (e.g., facilitator, observer, recorder) as well as the mechanisms team members use to arrive at a consensus in decision-making. The importance of the team in identifying both the vision that its members hope to realize and the goals of inclusion for each student is stressed. The paper concludes with recommendations for future efforts to enhance collaboration among team members working with this population. (Contains 41 references.) (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

/pdf/facilitating-and-measuring-the-team-process-within-inclusive-47oerz1trx.pdf

Bonnie L. Utley

Papers

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

How Various Forms of Data Affect Teacher Analysis of Student Performance

Decreasing Violent or Aggressive Theme Play among Preschool Children with Behavior Disorders

Facilitating and measuring the team process within inclusive educational settings.

Research issues in developmental and physical disabilities