Health, education, and human service agencies are beginning to think strategically and systematically about how to provide family members with opportunities for meaningful involvement as partners. Noting that collaboration between families and professionals in program and policy settings requires all parties to acquire new skills, this guide for…

Cooperation--between elementary physical education (PE) specialists, classroom teachers, students, and others involved in elementary PE--is the theme of this nine-article feature. Topics include professional recognition for PE, integration of PE into the elementary curriculum, PE and classroom teacher research, field day activities, and…

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on the role of parents in interagency collaboration. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each…

This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on parent professional collaboration. Each training module takes about 2 hours to deliver. The module guide has eight sections: a publicity flyer, topic narrative, overview, trainer…

This handbook for teachers on conducting a successful parent-teacher conference offers suggestions on: (1) key factors of a successful conference; (2) kinds of individual conferences; (3) creating a positive conference environment; (4) preparing for the conference; (5) conducting the conference; (6) concluding the conference; (7) following the…

Designed for use by special education teachers, the handbook provides activities to help students develop the socialization skills necessary for success in mainstreamed settings. The materials focus on concepts the students must master to be successful in general education classes. Three modules are presented: (1) self esteem (including…

Examines the concept of feasibility in the decision making process and presents examples of policies which were unfeasible because policy makers did not explore all relevant policy dimensions. Suggests how to incorporate the political, economic, and technological aspects of feasibility into the political science curriculum. (Author/DB)

Addresses typical questions raised by parents regarding early childhood education. References are provided for parents who want further information. (AS)

Claims that encouraging children to act cooperatively instead of competitively can make learning a positive experience for the majority of students. Suggests activities which encourage this shift. (JK)

Describes an approach to producing two Shakespeare plays in repertory involving academic resources available at Iowa State University. The approach includes academic credit, guest lecturers providing background, weekly seminars, and discussions. (JMF)

Defines concepts underlying a supportive group climate in the classroom and suggests ways to develop such an atmosphere in the social studies classroom. The teacher should model supportive communication, help students in skills related to group interaction, and deemphasize interpersonal competition. (Author/KC)

Explains how writing teachers can effectively work with reading teachers by drawing on the knowledge reading teachers have in the areas of reading diagnosis, psychology, and reading development. (MKM)

Teachers can provide opportunities within a school for the interaction of severely handicapped and nonhandicapped students at all educational levels through cooperative work projects, prearranged play sessions, and human differences training. (DB)

Describes how a third-grade teacher used a parent journal to keep parents aware of what was happening in school and to give them an open forum in which to ask questions, make comments, or express feelings. Notes that dialog journals can improve home-school communication and foster positive connections. (SR)

A buddy system was used to help reintegrate pairs of learning-disabled students into regular classroom programs. Students were taught to observe, monitor, and reinforce appropriate behavior of their "buddies." Following implementation in the resource room, the program was extended to the regular class placement. (DB)