An inclusionary program was established in four secondary schools in a southeastern community. Components of the program include initial staff development, technical assistance, information sharing, scheduling, instructional strategies, and support. To ensure successful inclusion, collaboration among all participants is essential. Program results are discussed.
Get full access to this article
View all access options for this article.
References
1.
Aaronson, E.; C. Stephen; J. Sikes; N. Blaney; and M. Snapp. 1975. The jigsaw route to learning and liking. Psychology Today8 (9): 43–53.
2.
Briggs, M. H.1997. Building early intervention teams. Gaithersburg, Md.: Aspen.
3.
Dunn, R., and K. Dunn. 1992. Teaching students through their individual learning styles: A practical approach for grades 7-12. Needham Heights, Mass.: Allyn and Bacon.
4.
Gregorc, A.1985. Gregorc style delineator. Maynard, Mass.: Gabriel Systems.
5.
Rieck, W. A., and W. D. Lee. 1996. Foreign exchange: A new approach to cooperative learning. American Secondary Education24 (2): 31–35.
6.
Rieck, W. A., and D. E. Dugger Wadsworth. 1999. Foreign exchange: An inclusionary strategy. Intervention in School and Clinic35 (1): 22–28.
7.
Thomas, C. C.; V. I. Correa; and C. V. Morsink. 1995. Interactive teaming. Englewood Cliffs, N.J.: Merrill.
