Discusses the use of a consultative therapy model to provide physical and occupational therapy services in the schools, including standards for selecting this approach, preparation for teachers and therapists implementing the model, communication between teachers and therapists, and the need to supplement teachers' time for motor programming with…

Guidelines are offered for implementing collaborative models to meet the needs of students with special needs, including clarifying the need for collaboration, identifying the stakeholders of change, identifying the purpose and format of respective structures, setting targets for collaborative change, designing an implementation process, and…

A draft policy developed by the Minneapolis (Minnesota) public schools concerning the use of aversive or deprivation procedures with students who are handicapped is presented. The policy model covers such elements as response to prior interventions; written treatment plan; informed consent; supervision; maintenance and retention of records;…

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

This article discusses how to use scaffolding in reading instruction for children with different reading abilities, including children with disabilities in inclusive settings. Scaffolding is described and a scaffolding model (the Scaffolded Reading Experience) is illustrated. The article also suggests possible program components for prereading…

This article describes an approach to reading instruction in which teachers use principles of functional analysis to generate hypotheses for the causes of reading failure, which are then used to guide the selection and implementation of interventions. Five possible causes of reading difficulties are described, and each is accompanied by suggested…

This paper describes the WRITE UP strategy for helping emotionally disturbed students overcome fears of creative writing, organize their thoughts and improve their writing skills. The writing process is covered from subject selection and brainstorming through composition to editing and the final draft, with grading seen as a teaching tool. (PB)

This article explains the combination of instructional practices called personalized contextual instruction (PCI) and illustrates its implementation by a general education teacher, a special education teacher, and a paraprofessional working together in a multiage primary inclusive classroom. The PCI approach incorporates individual learning…

A public health model of prevention and intervention is applied to violent, aggressive, and antisocial student behaviors. Stressed is secondary prevention through school intervention by such means as comprehensive school planning, behavioral management strategies, student supervision, and providing for prosocial activity. Primary and tertiary…

An instructional process for facilitating maintenance and generalization of academic skills is presented, using the ABCD'S (Antecedent Events, Behavior, Consequent Events, Data, and Setting Events) Generalization Intervention Model. (JDD)

This article explains how cooperative learning techniques can be used to teach interpersonal social skills, describes the cognitive-behavioral model for treating deficits in social problem-solving skills, and outlines the critical steps for using peers as social skills trainers in classrooms with antisocial students. (DB)

The Student Study Team (SST) is described as a California intervention model that encourages effective multidisciplinary team participation. The development, training, operation, and evaluation of such teams are discussed, and implementation recommendations are offered. The article includes a flow chart of the SST process, a meeting competency…

This article describes cooperative teaching involving general and special educators as an approach to serving students with special needs. The article provides an overview of the types of cooperative teaching and discusses implementation considerations, methods of problem solving, and the importance of interpersonal skills. (JDD)

This article analyzes the purposes for which collaborative special education programs are established and outlines alternative structures for operationalizing the concept of collaboration in schools. These structures include the teacher assistance team, the child study/resource team, peer collaboration, behavioral consultation, collaborative…

This article describes a social skills instructional framework, with examples of its use in inclusive and diverse classrooms. The framework has three phases: (1) defining the social skill to be taught; (2) implementing instruction; and (3) moving to self-control. Also provided are guidelines for performance-based assessment of social skills. (DB)