Reported percentages of young children who engage in challenging behavior is estimated between 10% and 20%. This percentage is even greater for children with disabilities. Not surprisingly, when young children with challenging behavior do not receive services and supports early on, they can experience negative social and emotional outcomes long…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new…

In a spring 2010 survey, Austin Independent School District prekindergarten teachers with more than 18 students reported a greater frequency of students' disruptive behaviors than did similar teachers with fewer students. Most teachers gave positive ratings to their support team, central office staff, and the curriculum.

Presents a consultative model designed for providing behavioral supports to children with challenging behaviors. A rationale for the formation of behavioral support teams within school settings and strategies for promoting the on-going use of such a model are provided. The training of team members is also addressed. (Author/CR)

This bulletin, the first technical assistance bulletin produced by the Special Education Effective Practices Section of the Missouri Department of Elementary and Secondary Education, is intended to share research-based promising practices with educators including family members, teachers, building administrators, and paraprofessionals. It…

This bulletin is intended to share research-based promising practices with educators including family members, teachers, building administrators, and paraprofessionals. Using a question-and-answer format, it discusses the definition of positive behavior intervention and supports (PBIS) and characteristics of PBIS. Program characteristics include:…

Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to…

This paper describes characteristics of and educational implications for children with Hunter's syndrome, a rare, genetic lysomal storage disorder resulting from an absence of the enzyme iduronate-2-sulphatase. Boys born with this sex-linked disease are born with little or no clinical manifestations, but generally are diagnosed by the age of three…

This biannual review of research describes promising research models that are helping all students, including students with disabilities, manage their own behavior in school settings. The common features of school-wide systems of behavioral support are identified and include: (1) total staff commitment to managing behavior; (2) clearly defined and…

This book offers educators, parents, administrators, and other school personnel in the elementary and lower middle-school grades a basic understanding of what is involved in making inclusion work. In chapter 1, there is an explanation of the types of disabilities and other factors determining achievement, reasons for trying inclusion, and factors…

This booklet describes a framework for helping preservice teachers learn and implement behavioral intervention strategies in inclusive classrooms. A partnership of Human Services Consultants and Bloomsburg University taught 19 preservice early childhood and elementary teachers behavioral intervention strategies for mainstreamed students with…

This report describes a program for improving performance of 54 sixth and seventh grade students with special needs included in a computer applications class. The targeted students exhibited deficiencies in basic computer classroom performance. Probable causes for poor performance were identified through a review of literature and an analysis of…

Written with teachers, administrators, and students of Purcell Marian High School in Cincinnati, Ohio, this book is grounded in a 2-year action research project that created an inclusive high school. Chapter 1 provides snapshots of interactions in an inclusive high school and refutes some of the concerns expressed by teachers and administrators.…

The goals of this guide are to: (1) Educate teachers and help them prepare for having a student with autism in their classroom; (2) Emphasize the critical importance of communication and collaboration with the parents of their student with autism; (3) Support the creation of an inclusive environment for all the learners in their classroom; and (4)…