Descriptor
Source
| Teaching Exceptional Children | 7 |
Author
| Bond, Michael R. | 1 |
| Clay, James E. | 1 |
| Eichinger, Joanne | 1 |
| Field, Sharon | 1 |
| Forster, Bruce R. | 1 |
| Hietsch, Doreen Gunther | 1 |
| Moon, M. Sherril | 1 |
| Stewart, Freddie | 1 |
| White, Stephen | 1 |
| Woltman, Sheila | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 6 |
| Guides - Non-Classroom | 3 |
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Audience
| Practitioners | 7 |
| Administrators | 3 |
| Teachers | 1 |
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Peer reviewedHietsch, Doreen Gunther – Teaching Exceptional Children, 1986
A "Father's Day" was created to promote fathers' participation in a preschool class for physically handicapped and developmentally delayed children. Planning and actual implementation are described along with suggestions for making the day a success. (CL)
Descriptors: Fathers, Parent Participation, Physical Disabilities, Preschool Education
Peer reviewedClay, James E.; Stewart, Freddie – Teaching Exceptional Children, 1980
The use of contract activity packages (CAPs) in writing an individualized education program for special needs students is discussed. A CAP is defined as including simply stated objectives; use of multisensory resources; creative, sequential material; provision for student developed alternatives; at least three small group techniques; and a pretest…
Descriptors: Disabilities, Elementary Secondary Education, Individualized Education Programs, Learning Activities
Peer reviewedForster, Bruce R. – Teaching Exceptional Children, 1990
A rationale is presented for developing gifted education projects that are differentiated from the regular curriculum. A specific activity, called "Let's Build a Sailboat," is described to illustrate guiding principles for success in student project development. The project taught planning and management skills to junior high school gifted…
Descriptors: Curriculum Development, Gifted, Junior High Schools, Program Development
Peer reviewedEichinger, Joanne; Woltman, Sheila – Teaching Exceptional Children, 1993
This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…
Descriptors: Elementary Secondary Education, Mainstreaming, Models, Multiple Disabilities
Peer reviewedWhite, Stephen; Bond, Michael R. – Teaching Exceptional Children, 1992
Services of two school districts to exceptional students in transition are reviewed. The Great Falls (Montana) model involves a five-year individualized education program, maximum integration, and three phases of paid employment. The Natrona County (Wyoming) program is based on such crucial services as vocational evaluation, community living…
Descriptors: Agency Cooperation, Daily Living Skills, Demonstration Programs, Disabilities
Peer reviewedField, Sharon; And Others – Teaching Exceptional Children, 1994
A middle school program designed to meet functional curriculum goals of students with mild and moderate disabilities in general education classrooms is described, with emphasis on specific preparation for teachers; extensive and thorough collaborative planning; and strong, ongoing implementation support. (DB)
Descriptors: Curriculum Development, Daily Living Skills, Disabilities, Inservice Teacher Education
Peer reviewedMoon, M. Sherril; And Others – Teaching Exceptional Children, 1990
The article describes how a Virginia urban school system implemented an outcome-oriented work transition process with approximately 230 trainable or severely/profoundly handicapped students (ages 16-21). The article describes the system, students, and staff; developing a formal transition process; the individualized transition plan; and the job…
Descriptors: Education Work Relationship, High Schools, Individualized Programs, Job Placement
