Foreword

Preface

Introduction

Part I Organizational and Administrative Aspects of Regular Classroom Integration

Robert A. Gable

Virginia K. Laycock

Establishing Guidelines for Integration

Establish clear guidelines to integrate students with behavioral disorders into less restrictive settings in a systematic way

Skills Needed in Regular Classes

Ensure that special education teachers know what skills their students need in order to function effectively in regular classes

Transition Planning

Develop a step-by-step integration process that will help the student make the transition from the practices used in the special classroom to those used in the regular classroom

Cooperative Planning

Have special class teachers and regular class teacher work together to determine what a student must be able to do, both academically and socially, in order to succeed in the regular classroom

Enhancing Understanding of Regular Teachers

Expose regular class teachers to students with behavioral disorders in a supportive setting

Conclusion

References

Part II Teacher Responsibilities in Providing High-Quality Instruction for Students with Behavioral Disorders

Sharon A. Maroney

Carl R. Smith

Teachers As Advocates

Develop skills in collaboration, advocacy, and designing instructional strategies and programs

Evaluating Student Progress

Learn how to evaluate student progress in order to deliver instruction most efficiently and effectively

Generalizing Skills

Teach students skills that are useful in a variety of settings and can be generalized and maintained

Communicating Clearly

Use language that is clear and free of jargon in all communications about programs, strategies, and students

From Classroom to Real Life

Prepare students for the realities of contemporary life beyond the classroom

Stategies That Work

Use instructional strategies that are known to work

Teaching Responsibility to Students

Teach students the skills needed to take responsibility for their own learning

Teaching Social Skills

Make social skills instruction a significant part of the curriculum

Improving Quality of Life

Provide students with a functional curriculum that will provide skills and information that will directly serve to improve their ultimate quality of life

Conclusion

References