Post by misty on Jan 6, 2007 16:15:04 GMT -5
Charlie Girl..............Thread Started on Mar 7, 2006, 8:03am
www.wcer.wisc.edu/news/coverStories/increasing_peer_interactions.php
Increasing Peer Interactions for Students with Behavioral Disorders
Kimber Malmgren
Almost half of all school-age children receiving special education services are served in general education settings for most of the school day. But students with behavioral disabilities (BD) have difficulty with interpersonal relationships and social adjustment. That makes the movement toward inclusive settings more difficult.
The emotional and behavioral qualities associated with this disability demand that educators attend to the social and emotional needs of this population to increase their chances of success in all settings.
Students with BD are often included in general education classrooms with one-on-one support from a paraprofessional. But the presence of a paraprofessional can present both a physical and a symbolic barrier that interferes with students’ peer relationships. As more paraprofessional are hired to support students with disabilities in classrooms, it’s important to provide them with training and tools to successfully support students with BD in inclusive settings. ...........
www.wcer.wisc.edu/news/coverStories/increasing_peer_interactions.php
Increasing Peer Interactions for Students with Behavioral Disorders
Kimber Malmgren
Almost half of all school-age children receiving special education services are served in general education settings for most of the school day. But students with behavioral disabilities (BD) have difficulty with interpersonal relationships and social adjustment. That makes the movement toward inclusive settings more difficult.
The emotional and behavioral qualities associated with this disability demand that educators attend to the social and emotional needs of this population to increase their chances of success in all settings.
Students with BD are often included in general education classrooms with one-on-one support from a paraprofessional. But the presence of a paraprofessional can present both a physical and a symbolic barrier that interferes with students’ peer relationships. As more paraprofessional are hired to support students with disabilities in classrooms, it’s important to provide them with training and tools to successfully support students with BD in inclusive settings. ...........
