Follow-up information about mainstreamed students' adjustment comes from regular educators, parents, and the students themselves. The classroom teacher can provide information on such aspects as academic achievement and support services. Parents observe the students reactions to the settings and to peers. Students can describe their feelings and…

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

Discusses how what started out as a term project on a female Canadian artist changed the way the author writes poetry and how she teaches her students. Suggests that, rather than acquisition of knowledge being the primary focus of school, students need to be in conversation with knowledge--composing and creating their own understandings with…

Competitive forensic teams should turn to their students for leadership. Such an approach gives students valuable experience in handling responsibility, while relieving school administrators of some of the tasks involved in debate competition. Since forensic students are intelligent and highly ambitious, they should be leaders of debate programs,…

The responsibilities borne by deaf students, interpreters, classroom teachers, and deaf education teachers which are necessary for mainstreaming to succeed are enumerated. A meeting among all parties early in the school year to review their respective roles and the compilation of a written summary for future reference can promote success. (VW)

Two high school principals discuss why change in schools is necessary, what the ingredients of change are, who the enemies of change are, and how to begin the change process. (MT)

This fact sheet emphasizes the importance of self-determination in effective transition planning for students with disabilities, their families, teachers, and service organizations. Encouraging student self-determination is a key component of quality transition programming, and the importance of self-determination is underscored in the Individuals…

Describes the development of a program to structure and implement a censorship simulation in a graduate-level teacher education course. Presents an outline of the censorship simulation with steps as follows: determining goals and objectives; establishing a rationale; creating a setting; providing the situation; identifying student roles; creating…

Covers all the steps needed to light an open, non-traditional performance space--everything from where to locate lights, support towers, and power sources, to cable and dimmer requirements. Covers safety issues, equipment costs, what students should and should not be allowed to do, and how to deal with electricians and rental companies. (SC)

To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

The article describes ways in which learning disabled students can use simple database management and word processing programs as active users. Involvement in these types of computer applications allows the user to be an active, creative communicator. (CL)

Describes what the author means by "making the student the star" by relating several unforgettable moments from his tutoring experience. Describes how these moments helped him understand what separates meaningful, effective learning environments from ineffective, frivolous ones. Concludes by describing some interactive design techniques he has…

An educational planning strategy is presented to assist students in assuming an active role in individualized education program conferences. Using the acronym "I PLAN," students learn to inventory their strengths and weaknesses; provide the information on inventory sheets; listen and respond; ask questions; and name their goals. (JDD)

Provided are suggestions for parents who want to know how best to help their children develop study habits that will insure a good chance for school success. After a description of the importance of good study habits, the responsibilities of parents, teachers, and students for developing appropriate study settings and behaviors are set out.…

Four strategies effective in helping learning disabled students develop specific skills necessary for effective reading comprehension are described: (1) self questioning, (2) lookback strategies, (3) use of a code, and (4) inference modeling. The procedures are designed to shift students from a passive to an active role in reading. (CL)