Rural Mildly Handicapped Students in the Least Restrictive Environment [microform] : Implications for Identification and Intervention / Dean K. McIntosh and Gail I. Raymond.
Rural school districts often have limited numbers of special educators available, limited financial resources, and schools with very small, isolated populations. These limitations reveal the need for regular educators in the schools to gain skills needed for diagnosis and remediation of mildly handi...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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| Subjects: |
MARC
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| 035 | |a (ERIC)ed315223 | ||
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| 099 | |f ERIC DOC # |a ED315223 | ||
| 100 | 1 | |a McIntosh, Dean K. | |
| 245 | 1 | 0 | |a Rural Mildly Handicapped Students in the Least Restrictive Environment |h [microform] : |b Implications for Identification and Intervention / |c Dean K. McIntosh and Gail I. Raymond. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 8 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: In: Education and the Changing Rural Community: Anticipating the 21st Century. Proceedings of the 1989 ACRES/NRSSC Symposium. See RC 017 257. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED315223. | ||
| 520 | |a Rural school districts often have limited numbers of special educators available, limited financial resources, and schools with very small, isolated populations. These limitations reveal the need for regular educators in the schools to gain skills needed for diagnosis and remediation of mildly handicapped students. This paper suggests utilizing special education teachers already employed in the system who can assist regular educators in gaining additional skills needed in their particular classroom settings. Assessment and intervention must be closely tied together and both should be curriculum-based. Ideally the regular and special education teacher work together at the pre-screening period to determine the extent and depth of the student's problem. Intervention can often be performed by the regular classroom teacher with input from the special educator about specific learning strategies. A variety of collaborative efforts between regular and special education teacher can be attempted. They can work together in the school setting or the special educator can be a travelling consultant. A third method is to provide intensive special education training to regular educators who remain regular educators in the schools but serve as consultants to other teachers in their classrooms. (DHP) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Educational Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Handicap Identification. |2 ericd. |
| 650 | 0 | 7 | |a Itinerant Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 1 | 7 | |a Mild Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Regular and Special Education Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Rural Schools. |2 ericd. |
| 650 | 0 | 7 | |a Special Education. |2 ericd. |
| 650 | 1 | 7 | |a Special Education Teachers. |2 ericd. |
| 700 | 1 | |a Raymond, Gail I. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
| 907 | |a .b61710842 |b 01-18-22 |c 10-10-10 | ||
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED315223 |h Other scheme |i microfiche |n 1 |