This article offers six training suggestions for preparing paraprofessionals to work successfully with students having disabilities in an inclusive setting. These include providing preservice training through a centralized interdisciplinary training team, modeling the use of appropriate behavior management techniques, and communicating the…

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

This guide will assist paraprofessionals in selecting state and national resources for training. The compilations are contributions from representatives of: (1) Local Administrators of Special Education; (2) Missouri Association of Paraprofessionals in Education; and (3) Special Education Effective Practices in the Missouri Department of …

This paper offers guidelines for effectively integrating preschool children with disabilities in classrooms with nonhandicapped children. First, formal aspects of program integration including legislative requirements and the Child Find program to identify young children needing special services are reviewed. Next, program planning guidelines are…

This article develops two perspectives on the Regular Education Initiative, the first drawing on two decades of research and practice to document and discuss understandings about school improvement. The second draws on the current movement to restructure schools. A reformist partnership between classroom teachers and special education is proposed.…

Because of the importance of preventing inappropriate disciplinary measures for special education students and those with disabilities, school boards should direct administrators to set specific procedures and limits on disciplinary measures, boost staff development programs, and establish open communication with parents. (MLF)

The first section of this essay reviews forces that led to the Regular Education Initiative (REI). Findings from research on effective instruction, innovation and staff development are synthesized. A conceptual framework is offered to explain factors necessary to create meaningful, sustained changes in classroom practices as required by the REI.…

This article discusses changes in classroom instruction necessary to fully realize the Regular Education Initiative. A combination of preventive, continuous, and supplementary programs is suggested and illustrated in Success for All, a program designed to bring all students to grade level in basic skills by the third grade without pull-outs.…

Following a literature review, this article offers a model of staff development including multiple demonstrations of innovations, opportunities for practice in the training setting; and coaching to facilitate transfer and integration. Application of the model in a low-income, low-achievement school and implications for the Regular Education…

This training manual is the first in a set of six manuals for Head Start staff compiled in response to numerous requests for effective training materials. The manual begins with a brief overview of the need for training and the philosophy of the resource and training center that prepared the manuals. The manual was prepared to provide workshop…

This project was designed to develop instructional materials to prepare teachers of students with disabling conditions and other professional personnel to assume responsibilities as classroom managers and supervisors. The first two parts of the manual, for policy makers, administrators, and staff developers, contain: (1) information about the…

This article discusses conclusions from education research and their applications to the Regular Education Initiative. Key principles include the need for adequate time for changes, concrete models of innovations for adaptation by teachers and administrators, tailored support services, clear mandates for reform's directions, and participation by…

This project was designed to develop instructional materials to prepare teachers of students with disabling conditions and other professional personnel to assume responsibilities as classroom managers and supervisors. The first part of the manual contains information about the changing roles of teachers and paraprofessionals, responsibilities of…

This manual is designed to be a practical guide for designing, implementing, and evaluating instruction and services for students with disabilities. The first section, "Leadership and Collaboration," offers a conceptual framework for program leadership, a program vision and descriptions, strategies for interagency collaboration, and…

The fifth in a series of federally supported modules for training paraprofessional school personnel who work with students with disabilities, this module focuses on early childhood education needs of children with disabilities. Both a facilitator's edition and a student's edition are provided. Chapter 1 presents material on fundamentals and legal…