Teacher and Researcher Co-Design Self-Management Content for an Inclusive Setting: Research Training, Intervention, and Generalization Effects on Student Performance.

King-Sears, Margaret E.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ587805

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-3917

EISSN: N/A

Teacher and Researcher Co-Design Self-Management Content for an Inclusive Setting: Research Training, Intervention, and Generalization Effects on Student Performance.

King-Sears, Margaret E.

Education and Training in Mental Retardation and Developmental Disabilities, v34 n2 p134-56 Jun 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 practitioners co-designing self-management content to promote student independence are drawn. (Author/DB)

Descriptors: Action Research, Case Studies, Classroom Research, Generalization, Grade 2, Inclusive Schools, Multiple Disabilities, Primary Education, Research and Development, Self Management, Teacher Role, Theory Practice Relationship, Training Methods

Publication Type: Journal Articles; Reports - Descriptive; Reports - Research

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A