Supporting General Educators' Inclusive Practices in Mathematics and Science Education.
This paper describes a state-funded project at Southeastern Louisiana University that offered coursework and direct classroom assistance to general educators attempting to include students with disabilities for mathematics and science instruction. Thirty-five general educators in five parish school systems participated. A sequence of three credit courses was developed to include instruction in collaboration skills, in curricula/test accommodations, and in behavior management. The paper offers examples of how the general educator participants applied learned principles in inclusive settings including practical application of mathematics skills in a school coffee and beignet shop, mock elections, cultivating a school vegetable garden, collecting and analyzing water samples, and conducting field trips. The project was effective in dispensing information to general educators in curricular accommodations, behavior management techniques, and collaboration skills and participants were also successfully applying this information in their home classrooms. Preand post-testing indicated significant changes in attitudes toward inclusion and knowledge of special education. Twenty-three participants continued on to become certified in special education. Problems encountered included participant attrition, recruitment difficulties, and limited course options. (Contains 10 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. Inclusion in Science and Mathematics 1 Supporting General Educators' Inclusive Practices in Mathematics and Science Education Rita Coombs-Richardson, Ph.D. Southeastern Louisiana University rrichardson@selu.edu and Sarah E. Al-Juraid, Project Inclusion Coordinator Southeastern Louisiana University
The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers.
In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teach- ing techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experi- mental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Obser- vation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.
Special Education Certification/Recertification For Regular Educators
This article reports on a recent national study of the nature and extent of special education certification and recertification requirements for regular education teachers. State directors of teacher education and certification were asked to respond to questions related to teacher certification and recertification requirements, the means by which these requirements are met, and factors that might have led to changes in these requirements. Results indicated that in the last 10 years there has been a dramatic change in state special education coursework requirements for the certification of regular education teachers. The subtleties and implications of these results, as they relate to both special and regular education, are explored.