The Learning Support Center is an inclusive learning program currently implemented in a number of schools. It is flexible in nature and serves students across grade and ability levels, stressing both the cognitive and affective factors related to successful school performance. It targets the at-risk and marginal students within the school. Characteristics include nontraditional staffing using sources from outside the school, establishing schoolwide ownership via staff involvement, using educational instruments such as the Personalized Learning Plan, and changing the perceptions of staff and students related to learning. The program is based on a systems design for implementing change in the school.
Get full access to this article
View all access options for this article.
References
1.
Adema, J. L. (1994). Personalized learning plan. Carterville, IL: Adema Educational Consultants.
2.
Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Special Education, 25, 340–351.
3.
Costello, C. (1991). A comparison of student cognitive and social achievement for handicapped and regular education students who are educated in integrated vs. a substantially separate classroom. Unpublished doctoral dissertation, University of Massachusetts, Amherst.
4.
Crafton, L. (1991). Whole language: Getting started. moving forward. New York: Owen.
5.
Egan, J. (1992, Fall). Model “C” of organizational culture [Handout from graduate course on organizational culture, Loyola University, Chicago.]
6.
Forest, M. (1987). Start with the right attitude. Entourage, 2, 11–13.
7.
Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press, Columbia University.
8.
Hollywood, T., Salisbury, C., Rainforth, B., & Polumbaro, M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61, 242–253.
9.
Kaskinen-Chapman, A. (1992). Saline area schools and inclusive community concepts. In R. Villa, J. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 5–27). Baltimore: Brookes.
10.
Kaufman, T. U. (1995). A case study of teacher culture and its effect on the implementation of a planned change at the secondary level. Unpublished doctoral dissertation, Loyola University, Chicago.
11.
Kelly, D. (1992). Introduction. In T. Neary, A. Halversen, R. Kronberg, & D. Kelly (Eds.), Curricular adaptations for inclusive classrooms. San Francisco: San Francisco State University, California Research Institute for the Integration of Students with Severe Disabilities.
12.
Knoblock, P. (1982). Teaching and mainstreaming autistic children. Denver: Love.
13.
Kunc, N. (1992). The need to belong: Rediscovering Maslow's hierarchy of needs. In R. Villa, J. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 72–86). Baltimore: Brookes.
14.
Lazerson, D. B., Foster, H. L., Brown, S. I., & Hummell, J. (1988). The effectiveness of cross-age tutoring with truant, junior high school students with learning disabilities. Journal of Learning Disabilities, 21, 253–255.
15.
Myrick, R. D., & Bowman, R. P. (1983). Peers, helpers and the learning process. Elementary School Guidance and Counseling, 18, 111–117.
16.
Pino, C. (1990). Turned on by tutoring. American Educator, 14(4), 35–36.
17.
Sapon-Shevin, M. (1994). Student support through cooperative learning. In W. Stainback &S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 65–79). Baltimore: Brookes.
18.
Sapon-Shevin, M., Pugach, M., & Lilly, S. (1987). Moving toward merger: Implications for general and special education. Paper presented at the meeting of the annual Teacher Education Division of the Council for Exceptional Children, Arlington, Virginia.
19.
Sarason, S. B. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
20.
Senge, P., Roberts, C., Ross, R. B., Smith, B. J., & Kleiner, A. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Bantam.
21.
Short, R. R. (1994). [Training materials developed by The Learning Group.]
22.
Sosa, A. S. (1986). Valued youth partnership program: Dropout prevention. Intercultural Development Research Association. (ERIC Document No. ED 279 764 & ED 279 765)
23.
Stainback, W., & Stainback, S. (1987). Educating all students in regular education. The Association for the Severely Handicapped Newsletter, 13(4), 1, 7.
24.
Stainback, W., & Stainback, S. (1990). Support networks for inclusive schooling: Interdependent integrated education. Baltimore: Brookes.
25.
Stainback, W., & Stainback, S. (1992). Curriculum considerations for inclusive classrooms. Baltimore: Brookes.
26.
Strain, P. (1983). Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings. Analysis and Intervention in Developmental Disabilities, 3(1), 23–34.
27.
Straub, D., & Peck, C. (1994). What are the outcomes for nondisabled students?Educational Leadership, 52(4), 36–40.
28.
Strully, J. (1986). Our children and the regular education classroom: Or why settle for anything less?Paper presented at the annual meeting of the Association for Persons with Severe Handicaps, San Francisco.
29.
Thousand, J., & Villa, R. (1991). A futuristic view of REI: A response to Jenkins, Pious, and Jewell. Exceptional Children, 57, 556–562.
30.
Thousand, J., & Villa, R. (1992). How one district integrated special and regular education. Educational Leadership, 50(2), 39–41.
31.
Thousand, J., Villa, R., & Nevin, A. (1994). Creativity and creative learning: A practical guide to empowering students and teachers. Baltimore: Brookes.
32.
Villa, R., & Thousand, J. (Eds.). (1995). Creating an inclusive school. Alexandria, VA: Association for Supervision and Curriculum Development.
33.
Villa, R., Thousand, J., Stainback, W., & Stainback, S. (1992). Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools. Baltimore: Brookes.
34.
Yogev, A., & Ronen, R. (1982). Cross-age tutoring: Effects on tutors' attitudes. Journal of Educational Research, 75, 261–268.
