Learning together in inclusive classrooms

Stainback, William; Stainback, Susan
March 1996
Teaching Exceptional Children;Spring96, Vol. 28 Issue 3, p14
Academic Journal
Offers strategies for teachers to make the classroom curriculum adaptive, flexible and challenging to exceptional and regular students. Using flexible learning objectives; Adapting activities; Using multiple adaptations; Issues in implementing the strategies.


Related Articles

  • Intervention-Based Assessent: Evaluation Rates and Eligibility Findings. McNamara, Kathy; Hollinger, Constance // Exceptional Children;Winter2003, Vol. 69 Issue 2, p181 

    Focuses on a method for determining special education eligibility using Intervention-Based Assessment (IBA). Comparison of IBA with a version of a prereferral intervention called Intervention Assistance Teams; Limitations of the model; Implications of the findings for school-based...

  • Planning for inclusion. Williams, Wes; Fox, Timothy J. // Teaching Exceptional Children;Spring96, Vol. 28 Issue 3, p6 

    Discusses strategies for planning effective educational programs for exceptional children in an inclusive classroom. Steps in making the Individual Student Planning Team Process; Selecting the members of the planning team; Identifying critical concerns to guide plan development.

  • Special Education News.  // Scholastic Administrator;Mar/Apr2010, Vol. 9 Issue 5, p12 

    The article offers news briefs related to educational development in the U.S. including the mislabeling of the English learners as eligible for special education services, the conclusion of the study conducted by the Consortium on Chicago School Research that students with mild cognitive...

  • Creating conversation: Reflections on cultural sensitivity in family interviewing. Dennis, Ruth E.; Giangreco, Michael F. // Exceptional Children;Sep96, Vol. 63 Issue 1, p103 

    Examines culturally sensitive practices in family interviewing and developing individualized education programs. Importance of culturally sensitive practices to special educators; Factors affecting perspectives of a person; Description of cultural sensitivity in family interviewing;...

  • A recipe for efficient co-teaching. Dyck, Norma; Sundbye, Nita; Pemberton, Jane // Teaching Exceptional Children;Nov/Dec97, Vol. 30 Issue 2, p42 

    Presents information on the Interactive Lesson Planning Model that acknowledges the difference in planning lessons by special educators and general educators who have little time to engage in co-planning. Reference to the Joint Committee on Teacher Planning for Students with Disabilities 1995...

  • Every Child. Simpson, Elizabeth S.; Yocom, Dorothy Jean // Teaching Exceptional Children;May/Jun2005, Vol. 37 Issue 5, p36 

    Discusses the objectives and responsibilities of the Commission on Excellence in Special Education in the U.S. Nondiscriminatory identification and evaluation; Parent involvement; Individualized educational planning. INSET: President's Commission Recommendations.

  • School Change and Inclusive Schools: LESSONS LEARNED FROM PRACTICE. McLeskey, James; Waldron, Nancy L. // Phi Delta Kappan;Sep2002, Vol. 84 Issue 1, p65 

    Discusses 10 lessons that will help professionals create inclusive classrooms, those in which special education students are together with traditional students. Evaluations indicating that inclusive programs work well; Progress seen in students with disabilities; Lessons, including that change...

  • Multicultural Aspects of Parent Involvement in Transition Planning. Geenen, Sarah; Powers, Laurie E. // Exceptional Children;Winter2001, Vol. 67 Issue 2, p265 

    Examines the multicultural aspects of parent participation in school transition planning activities in the United States. Active involvement of culturally diversed parents in the transition process; Expansion of transition planning beyond school to other life domains; Comparison between...

  • Connecting Outcomes, Goals, and Objectives in Transition Planning. Steere, Daniel E.; Cavaiuolo, Domenico // Teaching Exceptional Children;Jul/Aug2002, Vol. 34 Issue 6, p54 

    Discusses the importance of connecting outcomes, goals and objectives when planning disabled students' transition from school to postschool life. Helping students see the reason for their efforts; Motivation to continue their education; Satisfaction and quality of life as adults. INSETS:...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics