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| King-Sears, Margaret E. | 3 |
| Carpenter, Stephanie L. | 1 |
| Cummings, Craig S. | 1 |
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| Journal Articles | 2 |
| Reports - Descriptive | 2 |
| Collected Works - Serials | 1 |
| Guides - Non-Classroom | 1 |
| Reports - Research | 1 |
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| Practitioners | 3 |
| Teachers | 2 |
| Researchers | 1 |
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Peer reviewedKing-Sears, Margaret E.; Cummings, Craig S. – Remedial and Special Education, 1996
This article describes successful practices implemented by general education teachers in inclusive settings. A model for evaluating teacher comfort levels with identified teaching practices is suggested, to target areas in which educators desire support. Two practices, classwide peer tutoring and self-management, are examined to show effects of…
Descriptors: Disabilities, Educational Practices, Elementary Secondary Education, Inclusive Schools
King-Sears, Margaret E.; Carpenter, Stephanie L. – Innovations: American Association on Mental Retardation, Research to Practice Series, 1997
This booklet was developed to help in the design and implementation of self-management systems for elementary-classroom students with developmental disabilities. Self-management components addressed in the booklet are self-monitoring, self-evaluation, and self-reinforcement. Chapters provide: (1) the definitions and rationale for teaching…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Developmental Disabilities
Peer reviewedKing-Sears, Margaret E. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
This study with a second-grade child with multiple disabilities in an inclusive setting applied (1) self-management instruction, (2) generalization methodologies (general case programming and multiple exemplars), and (3) a high level of teacher involvement in designing and monitoring the self-management plan. Implications for researchers and…
Descriptors: Action Research, Case Studies, Classroom Research, Generalization
